外研版一下Module 7 Unit 1 There is a cat in the tree公开课课件
There is a horse in this photo.教学设计
Module 7 Unit1There is a horse in this photo.(一）教学内容分析本课的教学内容是外研版新标准英语（修订版）（三年级起始用）第三册第七模块第一单元There is a horse in this photo.本课通过Amy、Sam和Daming为班级手抄报挑选照片的课文情境，而展开的There be句型的学习。
从这个语境中可以看出，孩子们在欣赏照片，进而讨论照片上的内容。
显然，内容是关键信息，照片是谁拍的、什么时候拍的、这些这不是关键信息。
课文中运用There is /are…来说明照片上的内容。
“there”引导的是一种特殊的句子，表示“有…”放在句首的there 看似是主语，而真正的主语却在后面。
这是学生第一次接触到There be的句型结构。
（二）教学目标1、技能和知识目标①能运用“There is…”描述图片和场景，初步感知“there are…”②基本能听懂、认读新单词there is, horse, there are, have a look, sheep, vegetable, climb, face.③基本能听懂、会读、会说能运用句型There is a girl in this photo. She is riding a horse. I can’t see her face.3、情感目标通过对本课的学习，培养学生懂得感恩、乐于发现的学习态度, 培养孩子互相合作的精神。
（三）教学重点和难点1、教学重点能运用“There is…”描述图片和场景2、教学难点正确表达There is/ are…的图片和场景。
指导学生vegetable的正确发音(四) 教材课型、课时（新授课，第1-2课时）Preparation: Bingo 齐唱。
分组，让班主任把学生优生和差生搭配一起坐。
Review：TV,TV, She is watching TV.Banana,banana, it is eating a banana.Bike,bike, he is riding a bike.Dance, dancing, she is dancing.Sing, singing, he is singing.Jump, jumping, it is jumping.Play, playing, they are playing.ProceduresI .Warming up and leading in1.Greetings2.Divide the classes into two group,boys and girls.T: Boys you are a HORSE team. Girls you are a SHEEP team.Now there is a hill. Horse and Sheep will have a competition. And let’s have a look. Who will be the first to climb the top of the hill? Are you ready to face the challenge? At the beginning of the class, I wanna tell you ” Come on! Come on !Where there is a will, there is a way.”（有志者事竟成）2. Who is that girl in this photo? Can you see her face? Oh, It’s Grace. (感知教授face, 授face)What is she doing? She’s dancingWhat can you see in this photo?(展示一张小女孩骑在马背上在奔跑的照片)Yes, a girl and a horse. Now let’s have a look . How to make sentences with a girl and a horse for this photo?播放Chant，学生跟着一起唱。
Module7Unit1Thereisahorseinthisphoto(教学设计)英语四年级上册
小学英语（外研版）四年级上册教学设计一、教材分析本单元的话题是photos，主题是描述图片，功能是用There is..句型谈论照片，同时会用到现在进行时句型。
用现在进行时描述对学生来说比较容易，要结合There is a …来综合表达，会有一定难度。
二、学情分析已知：用现在进行时谈论正在发生的事, 使用This is…,It’s a..来介绍事物。
未知：There is 表示“有…”动词短语ride a horse, climb a tree三、教学目标知识与技能目标：1. 理解课文大意，能朗读课文2. 听懂会说句型There is a horse in this photo. It’s running fast.3. 听懂，会说there is, horse, there are, have a look, sheep, vegetable, climb, face能力目标：1. 能看图复述课文2. 能使用句型There is a horse in this photo. It’s running fast.描述图片3. 能看图说单词horse, sheep, vegetable情感目标：乐于表达，善于合作学习。
四、教学重难点重点：理解、使用There is…句型。
难点：结合There is...和现在时句型描述照片。
五、教学准备教材配套动画，PPT，卡片。
六、教学步骤Step6 Homework ·选一张自己喜欢的图片或照片，练习描述，下节课展示。
可检查反馈的真实任务，实现延续性学习。
Blackboarddesign成都天府新区小学英语（外研版）四年级上册教学设计课题There are twelve boys on the bike. 课型听说课一、教材分析本单元的话题是photos，主题是描述图片，功能是用There is/are..结合现在进行时句型描述图片和场景。
这个单元承接上一单元，在学习了There is的基础上，继续学习用There are…结合现在进行时句型描述图片和场景。
外研版(三起)-英语-四年级上册-Module 7 Unit 1 There is a horse in this photo.教案
Module 7 Unit 1 There is a horse in this photo.教案教学目标：1、学会用There is /are谈论照片。
2、学会句子:There is a girl in this photo. /She’s riding a horse. /I can’t see her face.3、学会并掌握单词：there is, horse, there are, have a look, sheep, vegetable, climb, face教学重难点：学会听、说、使用句子：There is a girl in this photo. /She’s riding a horse. /I can’t see her face.教学过程：一、热身1.出示图片：(Amy is riding a horse)让学生看图片,提问What can you see?2. 听读(整体感知如何描述图画)3. 播放歌曲视频，学唱，注意模仿语音语调，感知今天要学的内容There is …的语句。
二、学习课文1、播放课文视频，感知课文。
思考:Sam和Amy谈论的是什么? ( )2、出示课文6张图片，试答What’s in photo 1/2/3/4/5/6?引导学生回答每个问题后连起来描述：There are talking about photos. There is …in photo 1…(板书There is a horse in this photo. There is a sheep in this photo.…) 串插教学单词。
3、进一步巩固单词。
4、进一步观看视频，对照读课文。
5、对照图片复述课文。
四、练习1. 同桌试读(P40 -3 Listen and say)，注意语音语调2. Look at the picture(P401-4 Practise),明确要求后，四人小组用there is…描述图片内容，共同完成任务。
外研社一年级下册BOOK2 M7U1 There is a cat in the tree .教案 张斯洋
课题Module 7 Unit 1 There is a cat in the tree.教学目标 1.学生能够理解、正确朗读并运用本课新单词(短语)help, table, there is, we；2.学生能够认读并理解短语over there的意思；3.学生能够在实际场景中运用There is… .4.通过学习课文内容和重点句型培养学生帮助、热爱小动物的思想感情。
教学重难点1．能够运用There is … .句型来描述某地有某物。
（重）2．正确读出并理解短语:over there.（难）3．根据故事内容让孩子体会Daming和Sam是如何想尽办法帮助这只猫的。
（难）教具准备PPT，单词卡，flash ，点读笔，板书板书设计Module 7 Unit 1 There is a cat in the tree.教学环节教师活动学生活动设计意图时间I .Warm-upGreetingsLet’s chant:Look! Look! There’s a bird in the tree.How many animals are there? GreetingsListen and chant.Three.听并学习歌谣。
为新内容的学习做铺垫。
1’1’II. Task presentation There are some clues, can youguess what animal it is?It likes eating fish.It likes sleeping.Is it a bird? / spider?Today we are going to learnM7U1, at the end of this class,we are going to make a littlezoo.It’s a c at.创设情境，引出本节课要学习的话题。
1’1’III. Lead inLook at the cat’s face, is it happy?预设：What does it feel? Why?Who are they?If you are Sam and Daming what will you do? No，it isn’t.Because the cat wantto play on theground.Daming and Sam.I will help the cat.创设情境，为本课内容的呈现做铺垫。
Module 7 Unit 1 There is a cat in the tree(教案)外研版(
Module 7 Unit 1 There is a cat in the tree (教案)教学目标1.能够识别单词 cat, tree, in, on, under。
2.能够正确运用句型 There is a cat in/on/under the tree。
3.能够运用新学单词和句型进行语言表达。
教学重点1.能够正确听、说、读、写单词 cat, tree, in, on, under。
2.能够用There is a cat in/on/under the tree正确描述图中情境。
教学难点1.能够运用新学句型There is a cat in/on/under the tree进行语言表达。
教学准备图片（有树、猫等元素）。
教学过程1. 导入新词教师出示图片并提出问题：What can you see in the picture? 通过问答的形式引入新词cat和tree。
教师在白板上出示单词，并帮学生学习发音和拼写。
教师可运用一些小游戏如：找出单词中首字母相同的单词或者成对的单词等等，以提升学习兴趣。
2. 学习新句型教师出示图片并引导学生发现猫在树的不同位置（上、中、下），并教授相关句型：There is a cat in the tree.There is a cat on the tree.There is a cat under the tree.教师可通过举例说明不同句型的意义和使用场合，并让学生模仿，正确运用句型表达。
3. 语言输出教师引导学生就图片中的猫和树进行描述，对学生进行实际场景的语言输出练习。
可以口头描述、书写或是其他方式。
4. 扩展练习教师可以进行扩展练习，如：说出另一种动物在什么地方等等。
也可以让学生互相出题，自由对话练习。
教学反思通过本课教学，学生掌握了新单词和句型，在教师的引导下能够运用语言进行简单的描述，并且让学生在语言中学习、探究、交流。
在教学中，教师多采用互动式讲解，注重语言使用体验，提高学生思维意识和表述能力。
外研版四年级英语上册Module 7 练习题含答案
Module 7 Unit 1 练习题一、给下列图片选择合适的单词。
1. 2. 3. 4. 5.( ) ( ) ( ) ( ) ( ) 二、选词填空, 将单词序号填在横线上。
1. We can ________ a look.2. There ________ some books in the bag.3. The horse is ________ fast.4. The boys are playing ________ the tree.5. This is her ________.6. Tiantian is ________ the cat.三、用所给单词的适当形式填空。
1. Look! The ________ (sheep) are eating.2. Let’s ________ (go) to the park.3. You can ________ (see) a tall girl.4. The girl is ________ (ride) a bike.5. There are some ________ (photo) here.四、给下列对话选择合适的图片。
A. B. C. D. E.( )1. —There is a monkey in the photo. —It’s climbing a tree.( )2. —Who’s the boy? —He is Longlong. He is riding a horse.( )3. —There are some boys in the park. —They’re playing football. ( )4. —There is a man in the photo. —He is swimming.( )5. —What’s the horse doing? —It’s running.五、看图, 仿照例子写句子。
小学英语外研新标准四年级上册(2022年新编)Module7四年级上册M7U1教学设计
3.Play a game. Choose a number, then try to describe the picture behind the number.
There is a tiger in this photo. It's sleeping.
There is a dog in this photo. It's swimming.
There is a horse in this photo. It's running fast.
There is a sheep in this photo. It9s playing football.
（8分钟）
one describe it: there is a...in this photo. She/He is...
小结 与
布置作业
（3分钟）
1.将达到不同能力的学生分成三组进行展示讨论。
读课文，描述课文中的照片，描述真实的照片。
2.What have we learnt today?
3.Homework
课题：《英语》（新标准）（三年级起点）四年级上册Module7Unit1There is a horse in this photo.
教材分析
本模块是围绕there be句型描述展开的话题，本单元的教学内容是用There is...描述图片或场景，这个话题是小学英语日常交际的重要组成 部分，在整个小学英语体系中是必不可少的，它不仅贴近学生的生活 实际，而且富有很强的实用性和趣味性，学生容易接受并掌握。在前 面的模块中讲授了现在进行时态，本课对现在进行时态的运用在原有 基础上又进一步拓展和延伸。本课是there be句型的新授课。学生要通 过本课的学习来学会用There is来描述图片或场景。
新标准英语一年级下there_is_a_cat_in_the_tree
There is a chair over there.
short: 矮的 tall: 高的 The giraffe is tall.
The giraffe is short.
long: 长的
The snake is long.
short：短的 The snake is short.
big
大的
The tiger is big.
Small 小的 The tiger is small.
The pig is fat.
The monkey is thin.
What is it? It is a tree. There is a tree.
有一棵树。
there后面要+is或者are， is tiger in the tree. There are is two tigers in the tree.
Module7 Unit1
There is a cat in the tree.
chant
Lions and tigers,at the zoo. Monkeys and elephants are there, too. Big and little, tall and short. Fat and thin, long and short. So many animals ,at the zoo.
Under the tree
在树上
在树下
How many elephants can you see?
There is an elephant under the tree. How many tigers can you see?
There are two tigers in the tree.
外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows card s and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingl ing.He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the des k, ask “Where’s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under/ in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation. Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…) Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.) Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game. Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. L earn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:stationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short,tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Teaching Notes:Module 6: Unit 2 They’re little and cute.Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meaningsTape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:第三册Module7 Unit1 There is a cat in this tree.一、教材分析：本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
新外研版四年级英语上册《Module7 Unit1》精品课件(共35张PPT).ppt
There is a sheep in this photo . It’s eating vegetables .
There is a horse in this photo . It’s running .
There is a It’s
in this photo. .
1
2
3
4
5
1
6
2
There is a sheep in this photo. It’s running.
• 9、春去春又回，新桃换旧符。在那桃花盛开的地方，在这醉人芬芳的季节，愿你生活像春天一样阳光，心情像桃花一样美丽，日子像桃子一样甜蜜。 2020/8/172020/8/17Monday, August 17, 2020
有
照片
It’s eating a banana.
fruit （水果）
There is a panda in this photo 。 It’s eating fruit .
bear
熊
There is a bear in this photo . It’s eating sweets .
vegetable
有
There are some nice photos here .
这儿有一些好看的照片
who 谁 Who’s the girl?
She's Xiao Xue.
Who’s this man?
face
脸，面
孔
I can’t see his face.
You can see his face now.
看电视
watch the cat
看猫
There is a cat in this photo.