课题
Recycle 1 read aloud
教学目标
句型：
复习询问他人籍贯或国籍的句型及其答语：where are you from? I’m from /he’s from
复习询问远处陌生人的句型及答语：who’s that man/woman? He
‘s /she’s my…Is she/he your …? No, she/he isn’t.
复习描述动物特征的句型：It is (so)…/It has …
词汇：国家名：the UK, Canada, the USA,China
“乐·趣”目标
热爱体育运动，学生之间友好交流
教学重点
复习1-3单元重点句型及词汇
教学难点
复习介绍，询问自己家人或朋友籍贯或国籍，描述动物特征
课时安排
第1 课时
教学准备
1-3单元单词卡片，录音机
教 学 设 计
“乐·趣”
课堂设计思想
Ⅰ热身活动
活动一：Clapping the words
全体学生按节奏拍手，拍两下手掌拍两下膝盖。教师吧1-3单元的单词卡片按照节奏规律挂到黑板上，学生拍两下手掌是说出单词，在拍两下膝盖作为停顿；然后继续拍两下手掌说出下一个单词，以此类推。
T: Let’s play the game: Clapping the words. Clap your hands and then clap your knees. Follow me please.
活动二：单词分类
教师引导学生吧黑板上的单词卡片进行分类，每一组找一类单词。
国家名：the UK, Canada, the USA, China
家庭成员：grandfather/grandpa, grandmother/grandma, father/dad, mother/mum, brother, sister
形容词：thin, fat, tall, short, long, small, big
其他：teacher, student, pupil, man, woman
T: wonderful! You can read so many words now. can you group the words?
Team 1 will find the words of countries.
Team 2 will find the words of families.
Team 3 will find the words of adjectives（形容动物或人物特征的词）.
Team 4 will find the words of the other words.
Ⅱ活动三
Presentation：1. 整体看图阅读，复习打招呼和介绍朋友认识的用语。
（1）引导学生看课本插图，教师提出问题，组织学生讨论：
T: Look at the pictures. what can you see? Where are they? What are they doing?
Read by yourselves and find out.
答案：打招呼和介绍朋友认识。
（2）引导学生梳理所学的打招呼用于以及介绍用语。
2.整体听对话，获取具体信息。（1）T：where is John from? Who is the tall girl学生带着目的听对话录音，学生在理解的基础上跟读录音。
（2）学生分三人小组进行角色扮演
3．情感教育T：why is Wang Tong so tall?... She likes sports.
Ⅲ 活动四
看图阅读，完成第34页的活动。
两人一小组看图说话：find sarah’s family. Who is not here?
T：look, sarah is singing. Her family and her friends are watching. Who can you see in the picture?
看图认读单词：look and tick.
T: who’s that woman/man …? Who is not here？ Talk in pairs. Who can try?
Ⅳ活动五 课堂练习
板书设计
Recycle 1
Country:
Family:
Adjectives:
“乐·趣”课堂的思考
课题
Recycle 1 listen and chant match and read aloud
教学目标
复习形容词：thin, fat, tall, short, long, small, big
能够运用1-3单元的词汇和句型描述动物的特征
能够朗读chant 并完成match and read aloud
“乐·趣”目标
培养热爱小动物，观察大自然的情感
教学重点
复习形容词：thin, fat, tall, short, long, small, big
教学难点
能够运用1-3单元的词汇和句型描述动物的特征
“Little”的运用，
自编chant
课时安排
第二课时
教学准备
录音机，课件
教 学 设 计
“乐·趣”
课堂设计思想
Ⅰ热身活动
Sing the song: at the zoo.
show ppt of the zoo, ss talk about the animals in the zoo.
Ⅱlisten and chant
教师呈现歌谣插图，引导学生谈论bird和panda的特征，并猜测他们的对话。
T：look at the picture. What’s this/that? It’s a panda/bird. What colour is the …? What are they talking?
看动画回答问题： who is small and fast? Who is fat? Who has a short tail? 然后学生模仿录音并跟着动画吟唱。
Ⅲ match and read aloud
师生谈论每个动物的特征，学生读句子连线，对答案。
T：look at the animals. The elephant is … it has …
小组改编童谣，替换动物单词。
T: can you make a new chant with these animals? Let’s try in your group.
小组练习新编的童谣，请几个小组表演。
示例： little monkey, little monkey,
You’re small and fast.
Baby elephant, baby elephant,
You’re a little bit fat.
Baby elephant, baby elephant,
Your tail is long!
Little monkey, little monkey,
Your tail is long, too!
Ⅳ 课堂练习
板书设计
Panda bird
A little bit fat small fast
Short tail not short
“乐·趣”课堂的思考
课题
Recycle 1 find and circle sing a song
教学目标
复习1-3单元的音素，a , I, e
“乐·趣”目标
在玩中体验英语的乐趣
教学重点
复习1-3单元的音素，a , I, e
教学难点
运用所学的音素知识
课时安排
第三课时
教学准备
录音机 或 教学光盘
教 学 设 计
“乐·趣”
课堂设计思想
Ⅰ活动一：听音赵音素。教师每说出三个单词，学生听音找出相同的音素；复习三年级上册学过的字母与音素的歌谣。
T：listen and find the same sound..
dad, bag, panda what is the same sound? Which letter sounds / æ /? Do you remember the chant? Aa, aa, aa. / æ/ / æ/ / æ/ . apple, ant, let’s chant.
ten, leg, pencil what is the same sound? Which letter sounds /e/? do you remember the chant? Ee, ee, ee. /e/,/e/,/e/. elephant, egg. Let’s chant.
…
Ⅱ 活动二：find and circle.
看图谈图，讲故事，建构意义。T：what can you see in the picture?...
圈单词，读单词并按音素分类。
小组比赛：写出已学过的含有音素/ æ/,/e/和/Ι/ 的单词。
T: Can you give me some words with the sounds / æ/, /e/ and /Ι/? Let’s have a competition.
Ⅲ 活动三：拼词游戏。
教师可以用旧挂历，剪开三列，把已学的三个元音字母写在中间一列，左右两列分别写上不同的辅音字母，每页只写一个字母。各小组派一名代表随意翻页，构成不同的单词，组员拼读单词，拼对的该组得分。
a e i
Ⅳ活动四 sing a song
1．根据故事的发展，让学生谈一谈防止老鼠偷吃的办法。
T：look at the man. He is so angry about the rat. What can he do?
2. 播放录音，引导学生问答问题：what colour is the cat？ Where is the cat from?
Is it fat/thin?
3. 学生在理解歌词意义的基础上学唱歌。
Ⅴ课堂练习
板书设计
a / æ/
e /e/
i /Ι/
“乐·趣”课堂的思考
