牛津英语4A全册教材分析

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整合优化体验感悟——上海版牛津英语4A M2 U3 I have a friend课例研究

2013-06课堂内外整合优化体验感悟———上海版牛津英语4A M2U3I have a friend课例研究文/吴倩珺［教材分析］上海版牛津英语按“话题—功能—结构—任务”相结合的体系，设计和安排了大量的语言实践活动。

教材的每个Unit都是根据某一话题提供了相关的词汇、句型或交际用语等教学内容并强调了整合与优化，突出了整体与感悟。

I have a friend是牛津英语上海版新版本四年级第一学期第二模块Me，my family and friends 中的第三单元。

本单元要求学生能学习与掌握常用的服饰名称，能用He/She has...来描述他人的衣着，注意语言的丰富（采用适切的修饰语），注意服饰的季节性以及性别特征。

同时，能综合运用两个模块中的相关内容有条理、合理地介绍或描述自己或他人（家人、亲戚、同学、朋友等），主要包括：名字、与描述者的关系、年龄、外表特征、衣着、才能、心情与感受等。

在四个课时的学习过程中让学生感悟：“Different people like different clothes.Different clothes for different season.”在此基础上，通过故事欣赏，让学生初步领悟到“Everyone needs a friend.Friends make us happy.”这一朴素道理。

［学情分析］四年级的学生对英语有着浓厚的热情，也有非常强的表现欲望，他们能听懂全英语的课堂用语。

通过三年的学习他们已经积累了不少的词汇量，初步掌握了几种常见的简单句型，也能初步知晓常用的语法结构。

就词汇而言，数词、食品类单词、水果类单词、学习用品类单词、玩具类单词、学校场所类单词等方面初有积累；就句型而言，to be,can和祈使句表达较为娴熟。

他们有独立地说出一个小语段的能力。

同时，四年级学生在课堂行为上表现也更规范，能够很好地与教师配合。

［研究缘由］应用性阅读教学实现了语言、内容与情感的有机融合；提供了学习、操练新知的具体的学习环境；赋予了语言以真实的情感，以文、应景、融情；架构了学与用的有效途径。

牛津小学英语四年级教材教法分析课件

2个复习单元） 2个复习单元）
★ 开始逐步从听、说向读、写过渡，教师要注意两者兼顾，不可放松听说训练。
2.对学生语言技能要求提高
以4A为例：要求学生掌握新单词260个，其中 “四会”73个，“三会”单词及词组187个，“四会”句型13个。 8个话题引出的日常交际用语40句，歌曲和小诗各4首。
4B教材教法分析 Unit 9 Breakfast
话题：“确定位置” •通过观看两课时课件写下你得到的启发
思考时间：10分钟交流方式：每个单元请1-2位老师交流
（抽签形式）
4B教材教法分析
Unit 1 A new student
话题：“向他人介绍老师、同学”
• 简洁导入，轻松突破难点 • 创设新角色，充分利用学生作为教学资源 • 在课本创设的教学情境中进行教学 • 结合学生了解的人物，进行猜谜游戏
4B教材教法分析
复习课的思考
• 复习课是不是等于练习课？ • 复习课的目标和重点是什么？ • 怎样引起中年级学生对复习课的兴趣？
4A教材教法分析
Unit 6 Whose gloves?
话题：“寻找物主” 主要句型：Whose … is this/ are they?
It’s/They’re …’s/（物主代词）… The … is/are too..
7.要求学生进行适量的课外阅读。
思考：针对给学生提出的上列要求，教师该做些什么？
4A教材教法分析
Unit 1 May I have…?
话题：“向他人要某物” 和“给他人某物”
主要句型：May I have a /an/ the …? Yes./Sure. Here you are.
This … is for you. /Here’s a … for you. Happy Teachers’ Day.

(完整word版)上海版牛津英语4A教案

Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty ’smy classmate.b. Using demonstratives to refer to people. e.g. This is myc. Using possessive adjectives. e.g. This is our dog.2.Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond to greetings,introduce others and take leave.c.Free talk.cation aims: Greet people and introduce oneself politely.Difficult and key points:1.Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animals Teaching Procedure:教课步骤方法与手段增补与改正Warming-up 1.Rhyme(Two fat boys in the rain)2.Song (Good morning)Pre-taskpreparation1.Revision ing two soft toy animals to review thegreetings and response.Cat: Good morning.How are you?Dog: I ’m fine, thanks.2. Move round the class and greetindividual students using‘Goodmorning. How are you?’3. Ask students to greet each other inpairs.2.Presentation 1. Use glove puppets to identify people.Introduce: Ben, Kitty, Eddie,andWendy.2. Guess: Who is Wendy?to elicit: She ’sEddie ’ssister.While-taskprocedure1.Introduce: 1. Invite one student to stand up. Say:classmate He/She is your classmate. You ’reclassmates.2. Imitation(Show the word card) Ask students toread the word several times.3. Invite a different student to stand up.Ask: What ’shis/her name? Prompt thestudents to say: This is my classmate.His/Her name ’s ___.4. Substitution:In groups of four, have studentsintroduce their classmates.2.Introduce:our 1. Show the toy dog. Ask: Whose dog isthis? to elicit: It ’sKitty and Ben ’sdog.2. Play the cassette: This is our dog. Hisname ’sSam.3. Imitation:a. Show the word card. Ask students toread the word.b. Play the cassette again. Thestudents listen and repeat.4. Sentence making: e.g. This is ourfriend/classmate/teacher. His/Hername ’s___.3. Listen and 1. Play the cassette: Look and say. The answer students listen carefully.2.Answer the questions:Who ’sEddie ’sclassmate?Who ’sWendy?Whose cat is this?What ’sthe cat ’sname?3.Play the cassette again.The students listen and repeat.Post-taskactivities1. Production1. In groups of four, have the studentspractice the dialogue.2. Play a game (Look and talk)a. Write the numbers on the back ofthe word card.b. Students choose the differentnumbers.c. Then ask students to complete thedialogue according to their cards.3. Free talkEncourage students to introduce theirpets, their classmates using their ownname and their toy animals.2. Assignment 1. Introduce your parents using ‘This isHis/Her name ’s2.Write about one of your classmates.成功经验课板后书随设思虑与对策笔计Period TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. e.g. run, swim, jumping modals to talk about ability. e.g. She can run.c. Using connectives to link contrasting ideas e.g. But she can’tcook.d.Saying the sound ‘ch- ‘2.Developing aims:a.Read and act the storyb.Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and mask Teaching Procedure:教课步骤方法与手段增补与改正Warming-up Song (I can sing)Pre-taskpreparation1. Revision 1. Say and act: sing, draw, write2. Sentence making:e.g. I can draw a dog.I can sing a song.2. Presentation 1. Put on the mask. Ask: Do youknow him? to elicit: He is aSuperman.2. Encourage students to describeSuperman.e.g. He’s strong. He’sbrave/super.While-taskprocedure1.Introduce: 1. Ask students to guess whatrun, jump, Superman can do.swim, dive, 2. Put the word and picture cards onfly the board in random order. Usingmine, introduce: run, swim, jump,dive, and fly.3. Read the words with actions.4. Invite individual students to comeout and match the words andpictures.5. Invite students to say whatSuperman can do.e.g. He can run. He can dive.2.Introduce: 1. Ask students what they thinkcook, Superman can ’tdo.2. Using mime, introduce: cook3. Introduce: Superman can fly. Buthe can ’tcook.4.Sentence making:e.g. I can sing. But I can’tfly.3.Read the 1.Ask: Do you like Superman?story to elicit: Alice likes Supergirl.She ’s reading a story aboutSupergirl.2.Ask students what they thinkSupergirl can or cannot do.3.Play the cassette. The studentslisten and check their guesses.4.Play the cassette again. Thestudents listen and repeat.Post-taskactivities1. Production 1.True or FalseAsk students to read thestatements in Read and answer.Do number 1 and number 2 withthe students to help themunderstand the words ‘True’and‘False’.Then ask them to finishthe rest of the exercise.2. Invite students to retell the story.3. Draw and writeDivide students into groups offour. Have them draw a picture oftheir favourite cartoon characterand write the caption underneath.Then talk about each drawing.2. Learn the 1. Have students repeat the soundsound and words after you.2. Play the cassette. Students listenand repeat.3.Invite individual students to readaloud the sentences.3. Assignment 1. Retell the story.2. Write a story about your favouritecartoon character.课成功与经验板后书随思虑与对策设笔计Period ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask‘yes/no’-questions to obtain simple responses.e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can ’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations withyour classmates.Teaching aids: pictures, word cards, cassette player,Teaching Procedure:教课步骤方法与手段增补与改正Warming-up 1. Song2. Responding to simpleinstructionse.g. Sing a song. Draw a circle.Pre-taskpreparation1. Revision Invite individual students to cometo the board and choose a PictureCard and mime whether they cando or can ’tdo a particular action.The rest of the class say: He/Shecan/can ’t2.Presentation Invite individual students to stand up.Point to the pictures and ask: Canyou ? And prompt them to use: Yes, Ican. /No, I can ’t. to answer yourquestions.While-taskprocedure1. Introduce: 1. Introduce: paint by miming apaint painting action, and then stickthe Word and Picture Cards onthe board.2. Read the word with action.3. Ask individual students: Canyou paint? to elicit: Yes, Ican./No, I can ’t,4. Ask and answer in pairs.2.Introduce: 1. Draw a picture on the board.read Ask: What can she do? to elicit:She can read.2.Read the word in different voices.3.Ask individual students: Can youread? What can you read? toelicit: I can read English/a story.3.Listen and 1. Play the cassette: Look andsay say. Students listen.2. Play the cassette again.Thestudents follow in their booksand, in groups of four,practicethe dialogue.3.Invite individuals to read thedialogue to the class.Post-taskactivities1.Production 1. Show a photo album.Tellstudents that it is your album.Encourage them to ask aboutyour photograph using‘Canyou ?’2.Students work in pairs using thepictures in Ask and answer to findout what their partner can andcannot do.3.Do a survey:Ask students to walk around theclass and interview three to fiveclassmates. Students are to findtheir classmates who can orcannot do a certain thing.Invite individual students toreport back to the class.2.Assignment plete Workbook page two.2. Write about your ability using ‘Ican ’课成功与经验板后书随思虑与对策设笔计Module 1 Getting to know youUnit 2How old are you?Period OneTeaching contents:Look and say.Ask and answerTeaching aims:1. Basic aim:能听懂，会说，会读本课对话. E.g. How old Happy?birthday. Thank you.2． Education aim:会互相咨询对方年纪，庆祝对方诞辰，增进感情。

《牛津小学英语》4A第四单元A部分说课稿

《牛津小学英语》4A第四单元A部分说课稿I [ Teaching materials]Fun with English Students Book 4A Unit 4 I like……II [Teaching material analysis]This lesson is the first one of Unit 4 . So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. This lesson is a dialogue about toys. Such topic is related to the children’s daily life. So it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. The objective of the lesson is that the pupils can get information from their teachers, classmates and their friends. The key sentences are:1. What’s this in English?2. Do you like……The pupils also need to recognize the singular forms and plural forms of the new words . The teacher should get the students to remember the new words in different ways.In the teaching course, the teacher should use the toys, tapes and multi-media to create the real situations and happy atmosphere. The pupils need to be encouraged the motive of communication.III [Class time]:30 minutesIV [Teaching contents]A Sentence patterns:1.What’s this/that in English? It’s a ……2.Do you like……?B New Words:There are four new words in this part .They are: puppets, kite, puzzle and doll.V [Teaching aims]1. Pupils will be able to ask for advice in English.2.Pupils can express the following patterns in real situations.Pattern 1 :What’s this in English?Pattern 2 :Do you like……?The students should be able to use them easily. Together with other English that they have learned before.3. Encourage the pupils to have good cooperation with each other, help each other and learn from each other. Encourage the students to use language for communication in real everyday life.VI. [Difficult point]Recognizing the sentence “Do you like……”is a bit difficult for the students.VII [Teaching aids]1.Multi-media2.Cassette &tape recorder3.Some cards, toys, some stars award as a prize to the students.VIII [Teaching preparation]:Ask the students to prepare some puppets, dolls. toys, kites, puzzles.IX [Teaching methodology]:A ppp（端对端）lesson is used in this unit, that is Presentation, Practice and Production. First the teacher should introduce the new language well in the first phrase of the lesson. The teacher presents and teaches this language to the students by demonstrating it to them. Modeling the language, explaining it and give the students lots of practice in how to use it. Then the pupils need to have plenty of activities to help them to practice the new language. This is the practice phrase. Lastly, the students need time to use the new language they have learned in order to communicate with each other. During the Productive phrase the new language becomes part of the students own language and they should be able to use it easily, together with other English that they have learned before.IX [Teaching steps]:Step1 : Warming-up exercise.1. The pupils will sing an English song. 《We are happy bees》2. A guessing game. Pupils will review some new words about toys by the game. Get the students to grasp the patterns “What’s this/that in English?” Ensure（确保）that the pupils can recognize, read and write the patternsStep2 Presentation1. Present the new words using the actual objects and pictures. Ensure that the pupils can pronounce and spell them correctly.2.Show the multi-media. Ask the pupils to look at the screen and pay attention to the plural form.A puppet –puppets A kite –kitesA puzzle –puzzles A doll –dolls3. Put up the puppet and ask the pupils:“Do you like puppets?”Elicit the key sentence “Do you like……”Meanwhile put up the card and let the pupils recognize the sentence, then put it on the Bb. Let the pupils to repeat it.4. Show the pupils a puzzle of a Chinese map and ask “Do you like China?” students answer: “Yes, I do.” The teacher grasp the chance and says “Me, too”. Then ask another question: “Do you like China?”Thestudents maybe answer: “Yes, I like China.” Then the teacher says: “I like China, too. I love China. ”Draw a heart on the Bb and write the word “love”. Ask the students to repeat the sentence “I love China” loudly for three times. Teach the students to love our country.5. Show the multi-media. The pictures and the sentences will be on thescreen.6. Listen to the tape and imitate.7. Read the text in roles.8. Ask 3-4 groups to perform the dialogue.Step3 ProductionShow the investigation forms on the screen.Name kites puppets puzzles DollsS1S2S3Deliver everybody a paper. The pupils will ask their friends the following four questions.1.Do you like kites?2.Do you like puppets?3.Do you like puzzles?4.Do you like dolls?Then fill in the blanks with “tick” or “cross”XI Ending the class with a puppet on the screen.The puppet says “Goodbye, boys and girls”.And the pupils respond : “Good bye, puppet.”(2002年10月作者参加全国首届小学英语教师教学技能大赛获一等奖。

小学上海版牛津英语4A说课稿

小学上海版牛津英语4A说课稿——Module2Unit2 How do you feel?To make my presentation clearly,I will explain my lesson plan in the following parts.Part one:Analysis of the teaching materialReading teaching is a very important part in English teaching.New Curriculum (新课标)standard requires that students should get some simple information, act and develop their reading skills through reading.The lesson I am going to talk about is the Module 2 Unit 2 How do you feel? from Oxford English 4A . It's the first period. It is a story about feels. They will be very interested in it.Part two:Analysis of the teaching aimsAccording to my understanding of the material and students, I establish the following teaching aims:ing adj. to describe conditions.2. Asking simple questions to obtain 'yes/no' response .3.Asking the students to help each other and kind to others. Teaching key point and difficult point:Asking simple questions to obtain 'yes/no' responses.Part three:Teaching equipmentPPT , tapePart four:Teaching methods and learning methods1.Activity teaching method.2.Cooperative learning method.As we all know, the main instructional aims of learning English in the Primary School is to enjoy the English and develop their English abilities. Part five:Teaching procedure1.Pre-task activity:Students sing a song Happy birthday to you together. To make a condition to learn English .Let students like this class . I will raise a question to lead in my lesson. Ask the students the simple question 'Are you happy?',to obtain 'Yes/No'.2.While-task procedureTeach the words: happy, sad, hungry, thirsty, full, tired.At first, the students look at the PPT and my body language ,to guess the words. Then read them together with clap their hands. At last,the students act the words to remember them.Say and actStudents look at the picture and listen to the tape. At first, look and follow in their books. To know the simple things of the story. Then the students listen and repeat . To improve the students' listening abilities . And I choose some simple questions ask the students. Make sure the students to remember the simple informations. At last, the students look and tick.3.Post-task activityExerciseI make a dialogue is according to the story. The students fill in the blank. To develop the students' reading abilities.Homework1.) Read after the tape. To develop the students' listening and reading abilities.2)Copy some words. To develop the students' writing abilities.3)Read and act with your partner. To make the students are interested in English and can use them in our daily life.This is my lesson plan. That's all. Thank you.。

牛津苏教版-英语-四年级上册-4A Unit 4 I like...教学反思与分析

4A Unit 4 I like...教学反思与分析小学英语教学的主要途径是课堂教学,而课堂教学又是在教学活动中得以体现的。

因此,设计有效的课堂教学活动是顺利达到教学目标的可靠保障。

今天我新授了牛津小学英语4A Unit4 I like…这一单元B\C\D部分的教学内容，整个活动设计都紧紧围绕“What’s this /that in English ?”“It’s…”“Do you like ……?”“Yes, I do.”“No, I don’t ”这几个重点句型展开。

而且，在教学过程中，我摈弃了传统英语教学所采取的“你教我学”的教学方法，千方百计为学生营造出一个宽松愉悦、民主和谐的英语氛围。

这节课一开始，我就说今天我们要来学习Unit4 I like…这课，让学生明白今天的学习的主要内容。

然后通过刘涛过生日收到了许多的礼物这个情境，练习What’s this?这个句型，这些都是学生已有的经验，从而让学生有成就感。

接着引出的连锁游戏操练,既是对旧句型的复习，又为教学本节课的重点句型What’s this/that in English?作了有效的铺垫，一举两得。

在连锁操练中，我又是从学生已会的单词car过度到学生没有学过的单词doll,这样就降低了学生的学习难度，让学生在学习的过程中有成就感，而不是什么都不会。

当学生已经掌握了基本的句型，我又设计了说话写话的环节，并强调书写的格式，这也是为今后书写文章做一定的铺垫。

之后我通过一个物品和多个物品的比较，帮助学生了解名词的单数和复数，这一环节也是为下面的句型“Do you like ……?”做铺垫。

最后一个环节是让学生用已经学过的句型和单词，问问刘涛喜欢什么，然后为刘涛送礼物结束整节课。

通过这节课，我发现在教学中应更多的发挥学生的主体地位，应更多的让学生去发现问题，总结规律，这样学生的学习才会有兴趣。

比如说，在教学What’s this/that in English?这个句型时，我用课件展示，让学生一目了然的看出物品离人的远近，从而有this和that的区别，学生一下就总结出来了。

4A【全册精品】沪教牛津版小学四年级英语教案全集(三年级起点版)(1)

沪教牛津版小学四年级英语教学设计目录Unit1 Meeting new peopleUnit2 Can you swimUnit3 Are you happyUnit4 Do you have any cousinsUnit5 My friendsUnit6 My parentsUnit7 At schoolUnit8 At the shopUnit9 At homeUnit10 Around my homeUnit11 ShapesUnit12 Weather备课人：章金芝Meeting new peopleHe’s/ She’s ... (age)He / She can ...3）语法：1. 形容词性物主代词 my, her, his, your在英语中有物主代词，它可以分成名词性的和形容词性的。

形容词性物主代词相当于形容词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。

例如：This is my brother. His name is Tom. 这是我的哥哥。

他叫汤姆。

形容词性物主代词有人称和数的变化，单数形式：my（我的），your（你的），his /her/its（他的、她的、它的）。

复数形式：our（我们的），your（你们的），their（他们的）。

练习：1. This is my book. are over there.A. YourB. YoursC. YouD. Mine2. Whose pen is it? It’s .A. herB. hersC. sheD. his3. ＿＿ bag is new and ＿＿ is new, too.A. Our, heB. Ours, hisC. My, hisD. My, her4. This room is ours, and that one is ＿＿.A. theyB. themC. theirsD. their5. Whose pencils are there? They’re ＿＿.A. myB. meC. mineD. our6. Is the new watch ＿＿? Yes, it’s ＿＿.A. you, meB. yours, mineC. your, myD. your, mine7. Whose shoes are these? They are ＿＿.A. meB. mineC. myD. I8. She is a student , ＿＿ name is Han Mei.A. itsB. herC. hersD. his9. It’s a dog. I don’t know ＿＿ name.A. its’B. itsC. itD. it’s10. This ruler isn’t mine. I think it is ＿＿.A. heB. himC. hisD. her11.＿＿ schoolbag is beautiful. But ＿＿ is more beautiful.A. Jims, myB. Jim’s, mineC. Jim’s, meD. Jims’, I12. ＿＿ am a boy and ＿＿ is a girl.A. My, sheB. I, herC. I, sheD. Mine, she13.I like ＿＿ new dress.A. SheB. herC. hersD. his14.I often help ＿＿ mother do ＿＿ housework(家务活)。

上海版牛津英语4A教案(可编辑修改word版)

new magic牛津教材 4A全书单词和语法总结

用于肯定句：Let’s +动词原形如：Let’s go!
用于疑问句：Shall we+动词原形如：Shall we go to the cinema(电影院）this weekend?
5.like +动词ing如：Hedoesn’t likedoingjigsaw puzzles.
6.时间副词：always总是，usually通常，often经常，sometimes有时，never从不
若用于一般现在时，主语为第三人称单数时，动词记得+s/es!!
如：Healwaysgoesto school by bus.
7.动词+副词（副词修饰动词）如：Listen carefully.认真地听
quick-quickly, safe-safely, happy- happily,
8.连接词:First, Next, Then, After that之后，Finally最后
Unit 6buy Christmaspresents买圣诞礼物decoratethe Christmas tree装饰圣诞树
doChristmasshopping圣诞购物eat turkey and Christmas pudding吃火鸡和圣诞布丁
exchangeChristmas presents交换圣诞礼物prepare forthe Christmas party准备圣诞派对
Unit 2brave勇敢的clever聪明的happy开心的
-bravest -cleverest -happiest
healthy健康的kind善良的lazy懒惰的
-healthiest -kindest -laziest
poor贫困的smart聪明的tidy整洁的

牛津小学英语4A

牛津小学英语4A/M1Unit 3教案一.本单元教学内容和教学目标:(一). 知识目标:1.1.词汇: a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook, a fireman, an ambulance man, a doctor, a dentist, a nurse, a teacher,a shop assistant (听、说、读、写四会掌握)2.2.句子:A. What am I? What are you?What’s he\she?B. You’re\ I’m \ He’s \ She’s a \ an ….B.B.What do you do?\What does he\she do?B. I’m \ He’s \ She’s a \ an ….3.语音: 辅音字母组合ph和wh在单词中的发音. (能听后辨认,会读)(二). 功能目标:学会询问和介绍他人的职业。

二.本单元教学重点: 询问和介绍他人的职业A. What am I? What are you? What’s he\she?B. You’re\ I’m \ He’s \ She’s a \ an ….A. A.What do you do?\What does he\she do?B. I’m \ He’s \ She’s a \ a n ….三.本单元教学难点:1.1.语音: 辅音字母组合ph和wh在单词中的发音.2.2.第三人称单数What does he\she do?中does 的用法四.教材分析:本单元主要围绕“谈论人物职业”这一话题，主要涉及询问有关人物姓名、年龄、职业和表达自己的理想。

应该说这些内容与学生的生活也比较接近, 导入新授、创设情景也相对比较容易。

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牛津英语4A全册教材分析
本册教材共十个单元，第五，十单元为复习单元，除复习单元以外，
每个单元分为七个部分：Read and say, Look read and learn, Ask and answer ,
Work in pairs, Read and act, Listen and repeat , Fun house.复习单元由四至五
个板块组成，是情景会话板块。它通过情景对话，着重训练听说能力，提
高会话能力，同时呈现新的词汇，功能项目和句型。主要按话题归类和图
词结合的方式呈现词汇。第三第四板块中的句型是每个单元的教学重点，
一般要求四会掌握。是培养学生初步的语感，阅读能力和良好的朗读习惯。
是语音训练板块，旨在让学生体会字母与其发音的关系，帮助他们打下良
好的语音基础，是一个活动板块，让学生在愉快轻松的活动中巩固和运用
所学的知识，进而提高听说读写的能力。

本册总的教学要求
1．能按四会与三会的要求掌握所学的单词。
2．能按四会要求掌握所学句型。
3．能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开
口，发音正确。
4．能在图片，手势，情景等非语言提示的帮助下，听懂清晰的话语和录
音。
5．初步培养良好的书写习惯，能做到书写规范，整洁。
6．养成响亮清晰地读英语，说英语的习惯，认真模仿语音语调，以培养
语感。
7．能在完成某个任务（如涂色，小制作）的过程中学会相关的词句，并
且培养动手的能力。
8．能演唱已学过的英语歌曲，诵读已学过的歌谣。本册教学内容
1．词汇
1）三会要求
a copybook, a bookmark, a brush, a card, a notebook, a school bag,a
koala, a lion, a bear, a rabbit, a monkey, a photo, green blue, an umbrella , a
water bottle, a classroom, a TV room, a computer room, a puppet, a puzzle , a
balloon, a doll, colour, a pair of jeans ,a pair of gloves, a pair of socks a pair of
shorts, a scarf a dress a skirt, father mother, funny, pretty, eleven, twelve,
thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty,
forty, fifty, sixty, seventy, eighty, ninety, a hundred, draw, copy, give, sit down,
stand up, a boy, a girl , a word, a cap, new, sleepy, bored, happy, supper, water,
a cake, a glass of
2)四会要求
a pen, a ruler, a rubber, a ball pen, a pencil case, a book, a dog, a cat, a tiger, a
panda, a desk , a shop, a key, a purse, a storybook , a fan , a tape, a car, a bike, a
bus , a kite, a pair of shoes , a sweater, a jacket, big, small, long, short,
one ,two, three ,four, five, six, seven, eight, nine, ten, eat ,drink, write, read,
close, open ,tired ,ill, hot, cold, hungry, thirsty
2.日常交际用语
1）三会用语
May I come in ? Come in , please.
Yes./Sure.
Here you are. Thank you (very much).All right.
Good morning. Goodbye.
Here’s … for …
Happy Teachers’ Day.
How lovely/nice.
I see.
Can I have a look?
I’d like …, please.
Hello./Hi.
In which…? Guess.
Come here.
Let me see .Not at all.
Excuse me, …?
I’m sorry.
Sorry, I don’t know.
Where’s …? Perhaps he’s /she’s in …
Where are you? I’m …
I like /love…
Me,too.
Look at..
It’s nice.
Let’s …
Try this one/this pair on.
Don’t worry.
Oh, dear.
It’s late.
What time do you …? I … at …/ At …
See you./Bye.
Shall we…?
That’s all right.
Don’t be late again.
Come and have supper…
Good evening/night.
You look …
Why don’t you…?
What a nice…!
2）四会句型
May I have …?
This … is for…
What’s this /that? It’s a …
This is /that’s my/your/his/her…
Is this/that my/your/his/her…? Perhaps it’s in/on…
Where’s my/your/his/her…? It’s …
What’s this/that in English? It’s a …
Do you like …? Yes, I do./No , I don’t.
Whose … is this/are they? It’s /They’re …
The … is /are too…
What’s the time, please? It’s…
Open/ Close …, please. Don’t…
What’s matter? I’m…