鲁科版四年级英语下册教案
四年级下册英语教案- Unit 4 Lesson 1 Sometimes I do housework 鲁科版
Unit 4 WeekendSs: Thank you.T: You can also say" You, too." to me.2．Enjoy a song.Days of the Week.T: There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. From Monday to Friday, we go to school and have classes everyday. We call these days: weekdays. On Saturday and on Sunday, we don't go to school, we don't have classes. It's weekend. This class we'll talk something about weekend.Ⅱ．Presentation1．T: I can do many things at the weekend. I often read books at the weekend. What do you do at the weekend?Ss: I often …at the weekend.2．T: Sometimes I do housework. What about you? What do you do sometimes?Ss: Sometimes I …3．Text.（1）整体感知课文,划出Li Ming和Tom互相询问周末做什么的句子.Answer: What do you do at the weekend?（2）重点处理第二幅和第三幅图片. 造和谐的师生关系和融洽的课堂氛围.更为重要的是通过使用"Have a nice day!"这一旧的语言内容向学生渗透本课新的语言内容"Have a nice weekend!"及其回应方法,点滴间加大语言的输入量.(设计意图)通过歌曲复习一周七天,自然地引出工作日和周末两个概念.同时点明本单元话题,使学生对所学内容有明确的了解.(设计意图)通过与学生自由会话的形式,将本课的重点语言结构输入给学生,并使学生能够初Q1: What does Li Ming do at the weekend?A1: I often visit my grandparents.Q2: What does Tom do at the weekend?A2: Sometimes I do housework. Sometimes I go to the museum.（3）处理第四幅图片,渗透情感教育.T: Li Ming and Tom often do housework. Do you often dohousework?Ss: Yes.T: What housework do you often do?Ss: I often clean the floor/do the dishes/wash clothes…T: I am glad to hear that. We should learn from Li Ming andTom. We should help our parents do housework as much as we can.（4）Listen, repeat and try to imitate.（5）Let the students read the text by themselves.（6）Role play.Ⅲ．Practice1．Brain storm.(设计意图)头脑风暴,将学生以往所学的动词短语进行复习汇总,为学生接下来的游戏及交流打好基础.2．Sharp eyes.(设计意图)通过火眼金睛的游戏方式,机械操练本课重点句型What doyou do at the weekend? I often… Sometimes I …采用这种游戏形式,能够有效地激发学生的参与热情.步的输出.(设计意图)同桌间自由问答,灵活操练及运用本课重点句型Whatdo you do at theweekend? Ioften….Sometimes I ….(设计意图)创设合理情境,进行语言。
四年级下册英语教案-Unit5Lesson2Doyouhaveschoolbags鲁科版
四年级下册英语教案 Unit 5 Lesson 2 Do you have schoolbags鲁科版教学内容本课为鲁科版四年级下册英语教科书《Unit 5 Lesson 2 Do you have schoolbags》。
课程内容围绕学校用品展开，通过学习本课，学生将能够掌握如何询问和回答有关物品拥有与否的句型。
教学内容包括核心词汇如 "schoolbag"、"pencil case"、" ruler"等，以及基本句型 "Do you have?" 和 "Yes, I do./ No, I don't."。
教学目标1. 知识目标：学生能够听懂、会说、会读本课的核心词汇，并能运用所学句型进行问答。
2. 能力目标：通过本课的学习，学生能够培养英语听、说、读的基本技能，并能在实际情境中运用所学知识。
3. 情感目标：激发学生对英语学习的兴趣，培养学生合作学习的精神。
教学难点1. 词汇记忆：准确记忆并运用新词汇，如 "schoolbag"、"pencil case" 等。
2. 句型应用：灵活运用 "Do you have?" 进行提问，并正确使用"Yes, I do./ No, I don't." 进行回答。
教具学具准备1. 多媒体设备：用于播放课件和录音。
2. 图片卡片：用于展示和复习新词汇。
3. 实物道具：学生自带的schoolbags、pencil cases等，用于情景模拟。
4. 练习册：用于课堂练习和作业。
教学过程1. 热身活动：通过歌曲或游戏，复习已学过的相关词汇，营造轻松的学习氛围。
2. 新课导入：展示图片，介绍新词汇，并通过录音让学生跟读，确保正确发音。
3. 句型练习：通过角色扮演，让学生在实际情境中练习 "Do you have?" 句型。
鲁科版(五四制)小学英语四下 4.2 He often plays football. 教案
Unit 4 WeekendLesson2 He often plays football.教案设计一、教学目标（一）知识目标1.学生能听懂、会说并认读下列单词：picnic, cinema, usually以及词组：go shopping, go fishing等。
2.学生能听懂会说What does your mother do at the weekend?及答句。
（二）能力目标1.学生能在真实语言情景中用What does your mother do at the weekend? 谈论周末活动，在真实语言情景中体味英语，运用英语；2.能够了解英国人在周末的活动与我们周末活动的不同，并能进行讨论和比较。
（三）情感目标1.学生敢于乐于张口说英语，形成良好的学习策略。
2.学生树立起合理分配时间，劳逸结合的观念，培养热爱生活的情感。
二、教学要点分析（一）教学重点1.单词picnic, cinema, usually以及词组：go shopping, go fishing等短语的认读。
2.运用What does your mother do at the weekend?进行提问以及回答。
（二）教学难点1.单词usually的发音及动词第三人称单数的变化形式及其读音。
2. What does your mother do at the weekend? 及其答语的灵活运用。
三、教学过程Step1 Warming up1. Greetings.2. Sing a song: My weekend.3. Free talk.T：I like weekend, because I can do many things at the weekend. I often read books at the weekend. Sometimes I watch TV. Sometimes I do housework. What about you? What do you do at the weekend? 课件出示图片及提示语“I often... Sometimes I...”学生边回答，老师边用第三人称来重复他（她）做的事情。
四年级下册英语教案-Unit2Housework-鲁科版(五四制)(三起)
四年级下册英语教案Unit 2 Housework鲁科版（五四制）（三起）教学内容本单元围绕“家务”这一主题，教授学生有关家庭清洁、整理、烹饪等方面的英语词汇和基本句型。
教学内容包括认识不同家务活动，如washing dishes、sweeping the floor、cleaning the table、cooking dinner等，并学会用英语描述这些活动。
还涉及到家庭成员间的分工合作，以及如何礼貌地请求他人帮忙做家务。
教学目标1. 知识与技能：学生能够听懂、会说、会读本单元的关键词汇和句型，能在真实情景中运用所学知识进行交流。
2. 过程与方法：通过角色扮演、小组合作等互动活动，提高学生的英语口语表达能力和团队合作能力。
3. 情感态度价值观：培养学生对家务劳动的认识和尊重，激发学生主动参与家庭生活的热情。
教学难点1. 家务活动的英语表达，尤其是动词短语的使用和记忆。
2. 句型“Can you help me?”的正确构造和在实际情境中的灵活运用。
3. 家务活动中涉及的动作词和名词的搭配，如“sweep the floor”、“wash the dishes”。
教具学具准备1. 多媒体课件：展示家务活动的图片和视频。
2. 教学卡片：用于词汇学习和复习。
3. 角色扮演道具：模拟真实家务场景，增强学生的参与感。
4. 黑板和粉笔：用于板书设计和展示重点知识。
教学过程1. 导入：通过播放一段关于家庭日常家务的视频，吸引学生的注意力，并引出本课主题。
2. 新授：利用教学卡片，分步骤教授本课的生词和句型，配合图片和动作，加深学生的理解和记忆。
3. 实践：组织学生进行角色扮演，模拟家庭中做家务的情景，鼓励学生用英语进行交流。
4. 巩固：通过小组竞赛，让学生运用所学知识完成任务，教师提供实时指导和反馈。
板书设计板书设计将简洁明了地展示本课的关键词汇、句型结构以及重点语法点。
通过颜色区分、图表辅助等方式，使板书内容层次分明，便于学生记录和复习。
鲁科版小学英语四年级下册整册教案
Unit 1 Countries【单元教材分析】功能：询问和了解他人的国籍及居住地。
教学重点：能听懂、会说、认读并运用句型：“Where are you from?”“I’m from …”“Where’s he/she from?”“He’s /She’s from …”“Where do you live?”“I live in …”教学难点：在实际生活中能灵活运用所学知识并掌握Australia, America, Canada等单词的读音。
【单元教学目标】1.能听懂、会说、认读并规范书写单词： China, from, her, live, please;能听懂、会说、认读单词：famous, America, Australia, France, Britain, India, Ottawa, London, Washington D.C, 并能结合句型灵活运用。
2.能听懂、会说、认读句型：“Where are you from? ”“I’m from …”“Where’s he/she from?”“He’s/She’s from …”“Where do you live? ”“I live in …”3.学会运用所学句型询问对方的国籍及居住地，并能简单描述居住地情况。
4.初步了解字母j, w, u 在单词中的发音规律。
5.通过各国的标志性建筑及代表性动物，对学生进行适当的文化渗透及情感教育。
Lesson1 I’m from Britain.课型：新授课一、教学目标：1.能听懂、会说、认读单词：China, from, Canada, America, Britain.2.能听懂、会说、认读并运用句型：“Where are you from?”“I’m from…”3.学会运用所学句型询问对方的国籍。
二、教学重难点：重点：能听懂、会说、认读并灵活运用句型：“Where are you from？”“I’m from…”.难点：单词America，Canada，Britain的发音及运用。
鲁科版英语四年级下册第二单元教学设计
鲁科版英语四年级下册第二单元教学设计Unit 2 HouseworkLesson 1 Can you clean the window?一、教学目标(Teaching aims)s（一）知识目标(Knowledge aims)1. 能听懂、会说、认读、规范书写单词: clean, shoe, window.2. 能听懂、会说、认读单词和词组: housework, do housework, clean the window/floor, clean your shoes.3. 能听懂、会说、认读并运用句型:“Can you clean the window?”“Yes,I can.”“No, I can’t.”（二）能力目标(Ability aims)能用can表达能力的用法。
（三）情感目标(Affective aims)通过学习向学生渗透热爱劳动的思想意识，鼓励学生做力所能及的事情。
二、教学重难点(Teaching points and difficulties)（一）重点(Points)1. 能听懂、会说、认读、规范书写单词: clean, shoe, window.2. 能听懂、会说、认读并运用句型:“Can you clean the window?”“Yes,I can.”“No, I can’t.”（二）难点(Difficulties)用can表达能力的用法。
三、教学准备(Teaching preparation)教师准备：教学课件，教学录音、动画，人物头饰，单词图片。
（可从优教通下载）四、教学过程Step 1: Warm-upI say you do:教师组织学生做“I say you do”游戏，巩固第三册学过的动词词组，如：play football, play basketball, play the violin, play the piano, drawpictures, go skating, go swimming等。
四年级下册英语教案-Unit5Shopping∣鲁科版(五四制)
四年级下册英语教案Unit 5 Shopping∣鲁科版（五四制）教学内容本单元主要围绕“购物”这一主题展开，通过创设真实的购物场景，让学生在模拟的购物活动中学习和运用英语。
教学内容包括认识不同的商店和商品、询问价格、进行简单的购物交流以及学习相关的购物用语。
教学目标1. 知识目标：学生能够掌握与购物相关的词汇和句型，如“how much is it”，“I want”等，并能用英语询问价格和进行简单的购物交流。
2. 能力目标：通过模拟购物活动，提高学生的英语听说能力和实际运用能力。
3. 情感目标：培养学生对英语学习的兴趣，增强他们的合作意识和实践能力。
教学难点1. 购物词汇的掌握和运用。
2. 购物场景中英语交流的流畅性。
3. 购物过程中的礼貌用语和表达方式。
教具学具准备1. 教具：PPT、购物场景图、商品图片、价格标签等。
2. 学具：学生自备的购物清单、购物篮或购物袋等。
教学过程1. 导入：通过PPT展示不同的商店和商品图片，引导学生认识和复习相关的英语词汇。
2. 新课呈现：通过创设购物场景，让学生学习询问价格和进行购物交流的句型。
3. 实践活动：学生分组进行模拟购物活动，运用所学的英语进行交流和购物。
4. 巩固提高：通过角色扮演和小组竞赛等形式，巩固和提高学生的英语购物交流能力。
板书设计1. 购物词汇：商店、商品、价格等。
2. 购物句型：how much is it、I want等。
3. 购物交流：询问价格、进行购物交流等。
作业设计1. 写一篇关于自己购物经历的英语小作文。
2. 列出自己喜爱的商品和价格，用英语进行介绍。
3. 与同学进行英语购物交流练习。
课后反思本节课通过创设真实的购物场景，让学生在模拟的购物活动中学习和运用英语，提高了他们的英语听说能力和实际运用能力。
在教学过程中，教师应注重学生的参与和互动，鼓励他们大胆开口说英语，并及时给予反馈和指导。
同时，教师还应关注学生的学习情况，及时调整教学策略和方法，以提高教学效果。
鲁科版四年级英语下册教学计划
鲁科版四年级英语下册教学计划Lu Ke Edition Fourth Grade English Teaching PlanTeaching Objectives:1. To improve students' listening, speaking, reading, and writing skills in English.2. To build students' vocabulary and grammar knowledge.3. To develop students' ability to communicate in English confidently and effectively.4. To enhance students' cultural awareness and understanding of the English language.Teaching Content:1. Unit 7: At the Fruit Market- Vocabulary: apple, banana, orange, strawberry, watermelon, pineapple, etc.- Grammar: countable and uncountable nouns, singular and plural forms.- Listening: listening to a conversation at the fruit market and identifying fruit names.- Speaking: role play at the fruit market, asking for and buying fruit.- Reading: reading short passages about different fruits and their colors, shapes, and tastes.- Writing: writing sentences about favorite fruits andwhy they like them.2. Unit 8: My School Day- Vocabulary: classroom, blackboard, desk, chair, teacher, student, etc.- Grammar: present simple tense, adverbs of frequency.- Listening: listening to a description of a typicalschool day and identifying activities.- Speaking: discussing daily routines and activities at school.- Reading: reading about a day in the life of a student and identifying the activities mentioned.- Writing: writing a diary entry about a typical school day.3. Unit 9: Our Pets- Vocabulary: dog, cat, fish, bird, rabbit, hamster, etc.- Grammar: possessive 's, have/has got, can/can't for abilities.- Listening: listening to descriptions of different pets and matching them to their owners.- Speaking: talking about own pets, describing them, and talking about what they can and can't do.- Reading: reading short passages about different pets and their owners.- Writing: writing a short paragraph about a favorite pet and why it is special.4. Unit 10: The City I Live In- Vocabulary: city, town, street, park, library, museum, etc.- Grammar: prepositions of place, there is/are, present continuous tense.- Listening: listening to descriptions of different places in a city and identifying them.- Speaking: discussing different places in the city,their locations, and what can be done there.- Reading: reading about a city and its landmarks and answering questions about them.- Writing: writing a paragraph about favorite places in the city and what can be done there.Teaching Methods:1. Communicative Language Teaching (CLT): Students will be encouraged to engage in real-life communication in English through role-plays, discussions, and pair work.2. Task-Based Learning: Students will complete tasks related to the learning content, such as shopping for fruit, creating a daily schedule, presenting their pets, and describing their city.3. Audiovisual Aids: The use of multimedia resources, including videos, songs, and pictures, to enhance students' understanding and engagement with the topics.4. Cooperative Learning: Group activities and projects will be used to promote collaboration and teamwork among students.Teaching Procedures:1. Warm-up (5 minutes): Greet the students and review the previous lesson's vocabulary and grammar through a quick game or activity.2. Presentation (15 minutes): Introduce new vocabulary and grammar through a variety of activities, such as flashcards, realia, and miming.3. Practice (20 minutes): Engage students in speaking and listening activities related to the new content, such asrole-plays, pair work, and games.4. Consolidation (15 minutes): Have students do reading and writing exercises to reinforce their understanding of the new language.5. Application (15 minutes): Assign tasks or projects for students to apply what they have learned in real-life situations, such as creating a dialogue to buy fruit at the market or writing a diary entry about a school day.6. Review and Assessment (10 minutes): Review the main points of the lesson and assess students' understanding through oral or written exercises.Teaching Resources:- Textbook: Lu Ke Edition Fourth Grade English- Multimedia resources: videos, songs, audio recordings- Flashcards, realia, and other visual aids- Worksheets and handouts for practice and assessmentEvaluation and Assessment:1. Formative Assessment: Ongoing assessment through observation of students' participation in activities, their ability to use the language in context, and their completionof tasks.2. Summative Assessment: Periodic quizzes, tests, and projects to evaluate students' vocabulary, grammar, listening, speaking, reading, and writing skills.3. Self-Assessment: Encouraging students to reflect on their own learning and set goals for improvement in English language skills.4. Peer Assessment: Providing opportunities for students to give feedback to their peers during group activities and projects.Overall, the teaching plan for Lu Ke Edition Fourth Grade English aims to provide a comprehensive and engaging learning experience for students, focusing on developing their language skills, vocabulary, and cultural awareness. By employing a variety of teaching methods and resources, and by assessing students' progress through multiple means, the plan seeks to create a supportive and effective learning environment for English language learners.。
鲁科版小学英语四年级下册Unit4 Weekend Revision教学设计
鲁科版小学英语四年级下册Unit4 Weekend Revision一、教材分析：本课是鲁教版第4册第4单元复习课，本单元的话题是Weekend，第一课的主要句型是What do you do at the weekend? 询问对方在周末做什么？第二课是What does your father/mother do at the weekend?询问他人父母周末通常做什么？第三课是运用Does XX do at the weekend? Yes, he/she do. No, he/she doesn’t.主要功能是：介绍自己和家人的周末活动并会询问和了解他人周末活动。
本课是复习课，所以要注重对学生知识梳理的引导，还有知识的综合运用。
二、学情分析：学生通过四年级上册Days of the week单元的学习，初步接触了本课的重点句型What do you do…?这为本课的学习提供了知识储备。
本单元中主要是帮助学生针对自身的实际情况灵活选择sometimes, often,usually三个频率单词来进行回答。
并且学生已经接触了动词的单三形式，但是本节课第三人称单数仍然是一个难点，学生对于单三的形式掌握不好，需要老师结合句型和情景认真引导。
三、复习目标：1. 能自主梳理本单元与话题相关的周末活动及句型。
2. 能运用所学短语及句型介绍自己及家人朋友的周末活动。
四、教学重难点：1、教学重点：学生能运用所学句型介绍自己和家人的周末活动并会询问和了解他人周末活动。
2、教学难点：重点单词和句型的梳理以及第三人称形式的运用。
五、教学流程：Step1: Warming up1、Greetings:Good morning, boys and girls. There are so many teachers in our classroom. Let’s try our best, OK?2、Phonics time:Now it’s phonics time. Can you read them?wall watch window，What’s“w”pronounced? Yes. “w”--/w/ Let’s enjoy a chant about “w”.Can you say some words beginning with “w”and sounds/w/。
四年级下册英语教案-Unit2Lesson4Again,please鲁科版
四年级下册英语教案Unit2 Lesson4 Again, please 鲁科版教学内容本课为鲁科版四年级下册英语Unit2中的Lesson4，教学内容主要围绕“Again, please”这一表达方式，通过情景对话、听力练习、角色扮演等多种形式，让学生掌握如何礼貌地请求对方重复所说内容。
同时，通过本课的学习，学生能够理解并运用相关的日常英语表达，如“Could you repeat that, please?”、“I didn't catch that, could you say it again?”等。
教学目标1. 让学生掌握“Again, please”这一表达方式，并能用于实际交流中。
3. 通过情景对话和角色扮演，提高学生的口语表达能力。
4. 培养学生的合作意识，提高团队协作能力。
教学难点1. 学生对“Again, please”表达方式的理解和运用。
2. 学生在听力练习中，对细节信息的捕捉和理解。
3. 学生在角色扮演中，对口语表达的准确性和流利性。
教具学具准备1. 教学课件2. 录音机3. 情景对话卡片4. 角色扮演道具教学过程1. 导入：通过图片或实物展示，引导学生复习已学过的相关英语表达，为新课的学习做好铺垫。
2. 新课展示：通过教学课件，展示本课的主要内容，包括情景对话、听力练习、角色扮演等。
3. 情景对话：让学生分组进行情景对话练习，教师巡回指导，纠正发音和表达错误。
4. 听力练习：播放录音，让学生听并完成相应的练习，检查学生的听力理解能力。
5. 角色扮演：让学生分组进行角色扮演，模拟真实场景，运用所学英语表达进行交流。
板书设计1. Unit2 Lesson4 Again, please2. 主要教学内容：情景对话、听力练习、角色扮演3. 重点表达方式：“Again, please”、“Could you repeat that, please?”、“I didn't catch that, could you say it again?”作业设计1. 听力练习：完成课后练习题，巩固听力理解能力。
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中庄镇中心小学集体备课课时教学设计年级四学科英语主备人审核人序号分管领导课题Unit 1 Lesson 1 I’m from Britain.课型New教学目标（三维目标）1.能听懂、会说、认读单词：China,from,Canada,America,Britain.2.能听懂、会说、认读并运用句型：“Where are you from?”“I’m from…”3.学会运用所学句型询问对方的国籍。
教学重点能听懂、会说、认读并灵活运用句型：“Where are you from？”“I’m from…”.教学难点单词America，Canada，Britain的发音及运用教法学法听、看、模仿，角色表演，游戏，情境练习教具、学具教学挂图、单词卡片、录音机、磁带、教学光盘、头饰板书设计前置预习教学过程学法指导Step 1 Warm up1. Greetings.Hello,everyone!2. Free talk.How are you today?Did you have a good time for your holidays?Where did you go?(找几个学生起来说一说假期去了哪些地方，为下面做铺垫。
)这时在大屏幕上显示“Where did you go？I went to…”引导学生用此句型回答。
Step 2 Presentation1. T: Look, this is our old friend Li Ming.T: Now I’m Li Ming.(老师带上头饰)I’m from China.（板书句子“I’m from China.”）China is our country.Show the word card and read the word together.“China”the letter “i”is pronounced / ai /.“from” the letter“o”is pronounced/ɔ/.Girls read together. Boys read together.2. T: OK, class. I’m from China.Where are you from?(板书)Then let Ss use “I’m from China.”to answer.3. Read the new sentences together.4. T: In this class, I’ll introduce some new friends to you. Watch the CD-Rom,let’s see “Who comes to China?”Check the answers: Jim,Mike,Danny,Mary.5. Let’s listen to the tape again,and find out the answers.(1) If you are Jim ,where are you from?(2) If you are Mike,where are you from?(3) If you are Mary,where are you from?6. Then check the answers and teach the new words:Canada, America,Britain.7. Read the new words together.8. Listen and imitate.9. Read the text in groups.Step 3 Practice1.Play a game: Sharp eyes.Show four pictures of Activity 2.T: Where are you from?S: I’m from…2.Sing a song:《Where are you from》两只老虎的曲调Where are you from? Where are you from?I’m from China. I’m from China.Where are you from? Where are you from?I’m from Canada. I’m from Canada.1) T sings. 2) Ss sing. 3)学生小组内根据歌曲自编。
3. Let’s do.提前给学生每人发一张代表国家的小卡片。
Make a dialogue in groups.——Hello!——Hello! What’s your name?——I’m …——Where are you from?——I’m from …Step 4 SummaryT：What have you learnt in this class？Then read the new words and sentences together. Step5 HomeworkListen to the tape and repeat it 3 times.教后记.中庄镇中心小学集体备课课时教学设计年级学科主备人审核人序号分管领导课题Unit 1 Lesson 2 Where’s she from?课型New教学目标（三维目标）1.能听懂、会说、认读单词：Australia, India, France.2.能听懂、会说、认读并运用句型：“Where’s he/she from?”“He’s/She’s from…”“Is he/she from?”“Yes, he/she is.”3.学会运用所学句型询问别人的国籍。
教学重点能听懂、会说、认读并灵活运用句型：“Where’s he/she from?”“He’s/She’s from…”“Is he/she from?”“Yes, he/she is.”教学难点单词Australia, India, France.的发音及运用。
教法学法听、看、模仿，角色表演，游戏，情境练习教具、学具教学挂图、单词卡片、录音机、磁带、教学光盘、头饰板书设计前置预习教学过程学法指导Step 1 Warm up复习上节课所做的Let’s do活动，提前给学生每人发一张代表国家的小卡片。
Make a dialogue in groups.——Hello!——Hello! What’s your name?——I’m …——Where are you from?——I’m from …Step2 Presentation1.学习新句型：She’s/He’s from …做完上面的对话练习后，屏幕出示上节课已学Let’s talk中的四幅图，同时出示四个国家对应的人物Jim, Li Ming, Mike, Mary. 教师介绍：Now we know Li Ming is from … 引导学生回答China. 教师接着说：Look, this is Jim. And we know he’s fom … 学生顺势回答Canada, 教师板书句型：He’s from … 并引导学生介绍剩余两张图片，在运用旧知的基础上运用了新句型。
2.进入文本，学习新句型：Where’s he from? 新单词：Australia.教师接着出示P6页第一幅图，介绍：Look! They’re our new friends. And that’s Sam. Can you guess “Where’s he from?”屏幕出示句子“Where’s he from?”，引导学生运用句型“He’s from … ”进行猜测。
随后教师说：Now let’s check who’s right. 引导学生看课文动画并得到正确答案“He’s from Australia. ”学习新单词Australia.操练：—Where’s he from?—He’s from Australia.3.再次学习文本，连线，巩固新句型同时，学习新单词：India, Britain.What about our other friends? 相继出示两位女生图片，并问：Where’s she from? 看动画连线，运用新句型同时学习新单词：India, Britain.4.浏览文本，回答第三幅图问题，学习新句型“Is he from …?”“Yes, he is. /No, he isn’t.”同时学习新单词France.屏幕出示第三幅男孩图片，教师问：Is he from China? 学生自然会回答：No, he isn’t. 教师接着问：Is he from America? 学生回答不一，教师引导学生自己从文中找到答案，学生就找到了：No, he isn’t. He’s from France. 教师对会读的同学给予表扬，同时出示词卡France, 并教读。
5.Listen and imitate.6.Read the text by themselves.7.Act.Step 3 Practice1. Let’s talk.教师出示P7四幅图片，相继介绍，接着出示四个国家的人物，并让生运用句型问答—Where’s he/she from?—He’s from …2.Let’s do.教师安排四人小组提前准备已学国家的单词卡片，放到小盒内，一生抽取一张。
S2：Where are you from?S1: I’m from …S2：Where’s he/she from?S3,S4…:Is he/she from …S2: Yes, he/she is.No, he/she isn’t.Step 4 SummaryT：What have we learnt in this class？Then read the new words and sentences together.Step5 Homework1.Listen to the tape and imitate it 3 times.2.搜集各国名人或卡通人物，与同学交流，相互询问其国籍。
教学反思：教后记.中庄镇中心小学集体备课课时教学设计年级学科主备人审核人序号分管领导课题Unit 1 Lesson 3 I live in Beijing.课型New教学目标（三维目标）1.能听懂、会说、认读单词：live, Ottawa, London, famous, Wasington D.C.2.能听懂、会说、认读并运用句型：“Where do you live?”“I live in …”“…is famous/beautiful.”3.学会运用所学句型询问别人的居住地。