上海版牛津英语4a教案全册.doc

电子教案

Model 1 Greeting to know you
Unit 1 On the farm
Teaching designing:
Teaching aids:
A. Words: my his her our this sister brother friend classmate can can’t
B. Structures: ‘can’(ability)+write/swim/jump/cook/sing/dive/paint/run
Can you …? Yes, I can. /No, I can’t.
C. Functions: Greeting people; Introducing somebody; talk about ability.
Material:
1. Student’s Book 4 page 2-4
2. Cassette 4A
3. Wallpictures
4. Workbood 4A P1-2
5. Grammar Practice Book 4A P1-3
6. Picturs fo dogs and cats,cards.
Teaching times:
3 times
Learning targets:
A. Basic aims:
1. Be able to greet others
2. Be able to introduce somebody using He’s /She’s/It’s.
3. Be able to talk about ability: I can,,,/Can you …?/
4. Be able to write the sentence: Can you …? Yes, I can. / No, I can’t.
5. Learn the sound:ch-
B. Further aims:
1. Using more information to introduce somebody.
2. Ask ‘yes/no’question to obtain simple responses: Can he/she …?
Language focus:
1. Using demonstratives to refer to people: This is my …
2. Using modals to talk about ability: She can run.
3. Using interrogatives to ask ‘yes/no’questions to obtain simple responses: Can you swim?
4. Using modals to talk about ability: Yes, I can.
Period 1
Teaching focus:
Using formulaic expressions to greet people and respond to gretings, introduce others and take leave.
Using demonstratives to refer to people.
Using nouns to identify people.
Teaching steps：
Students activities
Teaching activities
Teaching
Media
I. Pre-task preparation:
A Pronouncing the words (slowly)as teacher write to prompt: Good morning. Review the greeting and response using Good mornig.

B Invite a student to greet teacher: Good morning. How are you? Ask students to greet each other in pairs.

C Review: father mother brothe friend dog cat

II. While-task procedure:
A One student is invited to stand up.

B Another student is invited to stand up.Invite individual students to come out. In groups of three, have the more able students introduce their classmates.
C In groups of four, have the students practice the dialogue in their books. Let them choose which character they will play.
D Have the groups of students write cards with new names on.

III. Post-task activities:
A In groups of three, te students should practice completing the dialogues orally. Do an oral check on the dialogues with the class.
B The students fill in the blanks to complete the dialogues.

IV. Homework:
A read the text after the cassette.
B Copy the words and text.
A Use two glove puppets to review greeting. Drwa a clock face on the board, with the hands pointing at 8 o’clock. Draw the sun rising to illustrate morning. Say: What do we say in the morning?to elicit: Good morning. Write the greeting on the board.

B Move round the class and greet individual students.

C Draw a family tree on the board.

A Introduce: classmate. Write classmate on the board.

B Write the sentence on the board: This is my classmate, _(name)

C Play the cassette.

Workbook page 1
Ask the students to look at the three dialogues. Encourage students to finish the first dialogue orally.

anchoring

Cognitive apprenticeship

modeling
cooperative

Criss-crossing
Two glove puppets or two pictures of boys or girls.

Cassette

Cards

Workbook

Period 2
Teaching focus:
Using modals to talk about ability
Using verbs to describe actions
Using connectives to link contrasting ideas

Teaching steps：
Students activities
Teaching activities
Teaching
Media
I. While-task procedure:
A Invite individual students to come to the board and say what the can do, then fill in the chart.

II. Post-task activities:
A Invite individual students to come out and match the words and pictures. Ask individual students to say what they can/can’t do.

B Students look at the Wallpicture.

C Students think what Supergirl can do.

D Students listen.

E Students read the statements in Read and answer.

F Invite individual students to tell the class what’s wrong with the picture The rest of the class check answers.
III. Learn the sound:
A Students listen and repeat.

B Invite individual students to read the sentence.

IV. Post-task activities
A Students read out the verbs in Look and write then look at the pictures.
B Students complete the sentences orally.
IIV. Homework
A Read the text.
B Copy the words and the text.
A Draw a chart on the board allowing space for students’ names.Say: I can write. Then tick write on the chart, and write the name.

A Put the Word and Picture Cards on the board in random order. Using mime, introduce: run, swim, jump, dive, cook.

B Put up the Wallpicture on the board, covering the Sentences with pieces of white paper. Tell Students that Alice is reading a story about Supergirl. Write supergirl on the board.

C Intrdude: fly

D Play the cassette.

A Play the cassette.

anchoring

modeling

Cognitive apprenticeship

Cognitive apprenticeship

Criss-crossing

Word and picture cards

Wallpicture

Cassette

Cassette

Period 3
Teaching focus:
Using modals to talk about ability
Using interrogatives to ask ‘yes/no’ questions to obtain simple responses
Teaching steps：
Students activities
Teaching activities
Teaching
Media
I. Pre-task preparation:
A invite individual students to come to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.
II. While-task procedure:
A Prompt the students to say; Yes./ No.

B Students listen and follow in their books and, in groups of four, practice the dialogue.

C Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.
III. Post-task activities.
A Students look at Think and write.

B Students write the questions and the answers.

C Have the pairs of students ask more questions using the verbs they have learned.

III. Homework:
A Read the words and the dialogue.
B Copy the words and the dialogue.

A Ask invividual students: Can you …? Write the sentence on the board. Ask other students whether they can do a certain thing and prompt them to use: yes, I can. /No, I can’t.

B Play the cassette.
Invite individuals to read the dialogue to the class.

A Ask for the completed questions.
anchoring

modeling

Cooperative learning
coaching

Criss-crossing

Picture cards

cassette

Unit 2 How old are you?
Teaching design:
This unit tell the students how to ask the ages. So, at first I’d like to let the students to know when they need to know the ages and why they want to know.
Teaching aids:
D. Words: old, happy birthday, blow, cake, ride
E. Structures: How old are you? I’m…
F. Is this your…? Yes, it’s…/No, it isn’t…
G. Functions: Asking questions to find out the age
Material:
7. Student’s Book 4A page 5-7
8. Cassette 4A and a cassette player
9. Photograph page 3-7
10. Workbook
Teaching times:
3 times
Learning targets:
C. Basic aims:
Asking ’How’ questions to find out your age
D. Using interrogatives to elicit ’yes/no’ response
E. Further aims:
Asking questions to find out the age
5. Using imperatives to give instructions and directions
Language focus:
6. Using nouns to identify things
7. Using daily expressions to express good wishes
8. Using imperatives to give instructions and directions
9. Using possessive adjectives to show possession
Period 1
Teaching focus:
Using nouns to identify things
Asking questions to find out the age
Using daily expressions to express good wishes

Teaching steps：
Students activities
Teaching activities
Teaching
strategy
Media
I. Warming-up:
A The alphabet song
B Hello
II. Revision:

A For average students, invite them to write the numbers in words for you.

B For more able students, invite them to draw the cake and the candles and then ask their classmates to answer their questions.
III. New lesson

A For more able students, use guided questions to prompt them to say the above lines. For example, What's his/her name, How old is he/she, Then, have the whole class say Happy birthday, (name).
B Students listen and follow in their books.
C Have students listen and repeat.
D Invite pairs of students to do simple role-plays using the dialogue.

E Have pairs of students take turns to ask and answer.

F Ask students to find out the age of four boys and four girls in the class. Have ten students walk around the class, write down the names of their classmates, and record the age of each. Give each group four minutes to do the survey.
G Invite individual students to report back, e.g. David is nine. Winnie is nine., etc.

H Students listen and follow in their books.

I Students listen and repeat.
J Invite individual students to read the sentence aloud.
J Students fill in the blanks individually and then check with their partner.
K Invite pairs of students to read the dialogue. The rest of the class check answers.
L Have students draw candles on the cake to show how old they are, and finish question five.
IV. Homework
A Copy the words
B Finish the Grammar book P2

A Song

A Draw a boy's face and a birthday cake on the board. Add nine candles on the cake. Review: How old is he, to elicit: He's nine. For less able students, review one to ten by drawing ten candles on the board. Write one to ten under the candles.

B Draw another boy and a girl on the board and repeat the above steps.

A Review: today by writing the date on the board. Use a calendar if necessary. This lexical item is introduced once in Student's Book 3B.
B Point at the children's faces on the board. Tell students that today is those children's birthdays. Say: He's Paul. Today's his birthday. He's nine today. Happy birthday, Paul. to introduce birthday and Happy birthday.

C Play the cassette: Look and say.
D Play the cassette again.

E Ask students to look at Alice's picture in Ask and answer. Count the candles with the students. Ask: How old is Alice, to elicit: She's nine.

F Distribute a copy of Photocopiable page 3 to each student.

G Use the survey form on Student’s Book page 5 to do a class survey. Ask: Boys, listen. Who is nine, Put your hands up. etc. For less able students, put up your hand to help them to understand.
H Play the cassette: Learn the sound.
I Play the cassette again.

J Workbook page 3

Anchoring strategy

Modeling strategy

Cognitive apprenticeship strategy

Modeling strategy

Cognitive apprenticeship strategy

A picture of a boy’s face

A picture of a boy and a girl’s face

Calendar

Paul’s picture

Cassette

Cassette

Alice’s picture

Photocoppiable

Survey

Cassette

Cassette

Workbook

Period 2
Teaching focus:
Writing:
Use appropriate format and conventions to write a birthday card
Listening:
A Identify main ideas (listening task)
B Locate specific information in response to simple
C Instructions or questions (listening task)
Teaching steps：
Students activities
Teaching activities
Teaching
strategy
Media
I. Warming-up:
Songs and rhymes
II. Greeting:

III. Revision
A For less able students, use Word and Picture Cards: Happy birthday to review birthday.
B Invite individual students to come to the board and draw the other things.

IV. New lesson:

A For less able students, review the lexical items students have learned in primary one, e.g. fruit, sandwiches, biscuits, ice-cream.

B Students listen and follow in their books.

C Students listen and repeat Then invite groups of students to act the story in front of the class. Students then vote for the best group.

D Ask them to read the instructions and look at the pictures in Make a birthday card.

E For more able students, write the date underneath as well.
F J Ask students to write dowt1Cl name of the person to whom they are going to send the card- Students then draw and colour a picture in the next box. Finally, ask them to write a short message in the bottom box

V. Tapescript:

VI. Homework:
A Copy the words
B Grammar book P3

Sing and say together
T: Good morning, boys and girls.

A Draw Alice's face on the board. Say: Today is Alice's birthday. She's nine.

B Tell the class that Alice is having a birthday party. Write Alice's birthday party on the board. Ask students to think about what they can see at Alice's party. Draw a table and a birthday cake on the board first.
C Use guided questions to prompt the students, e.g. Can you see Alice’s friends? Who are they? What do they eat?
A Use the drawings on the board to introduce new lexical items.

B Introduce: a birthday card only.
C introduce a few new lexical items, e.g. chocolate cakes, cheesecakes, candles, a knife, juice, paper cups, forks, etc. Make full use of the students’ drawings on the board.
D Play the cassette: Look and say.
E Introduce: blow by lighting a candle and blowing it out. W