教师手指书中挂图提问。
t: what’s this?
s1: pop.
t: yes, it’s a bottle of pop.
t: how many bottles of pop?
s1: ten.
t: yes, ten bottles of pop.
t: there are ten bottles of pop.
(8)播放课文录音，让学生看书跟读。
五、板书设计
lesson 9 : let’s eat ! let’s drink !
strawberry, apple, grapes, orange, banana, melon
六、课后反思：
lesson10: in the restaurant
一、教学目标
1、知识
（1）听懂会说单词bowl cup glass plate spoon 数字16—20。
（2）听懂会用句子：i would like a ____.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）通过创设情境使学生感受并学会运用语言，进一步培养学生的口语表达能力。
3、情感
养成在家帮助父母做家务，饭后洗餐具的好习惯。
二、教学重点难点
1、教学重点
（1）听懂会说单词bowl cup glass plate spoon
（2）听懂会用句子：i would like a ____.
2、教学难点
（1）听懂会说单词bowl cup glass plate spoon
（2）听懂会说i would like a ____.有关的句型。
三、教具、学具
1、教具
（1）有关本课餐具的挂图或实物。
（2）录音机。
2、学具：学生准备（六人一组）一个餐具。
四、教学过程
1、复习数字1—20让全班每个学生数1—20，然后让他们一个接一个站起来，按正确顺序每人说出一个数字。
2、新授
（1）出示实物或挂图
t: look, what are these?
ss:bowls.
t: yes, they are bowls.
t: how many bowls are there?
ss: sixteen bowls.
t: yes, sixteen bowls.领读几遍
t: what are those?(指plates)
s1: plates.
t: yes, plates. how many plates are there?
s1:seventeen plates.
t: yes, there are seventeen plates.领读几遍。
t: what are these?(指glasses)
s2:glasses.
t: yes, glasses. how many glasses are there?
s2: eighteen.
t: yes, there are eighteen glasses.领读几遍。
t: what are those?(指spoons)
s3: spoons.
t: yes, spoons. how many spoons are there?
s3: nineteen.
t: yes, there are nineteen spoons.(领读几遍)
t: what are these?(指cup)
s4: cups.
t: twenty.
t: yes, twenty cups. there are twenty cups.
（2）同学二人之间对话练习。
s1: how many bowls are there?
s2: there are sixteen bowls.
s3: how many plates are there?
s4: there are seventeen plates.
s5: how many glasses are there?
s6: there are eighteen glasses.
s7: how many spoons are there?]
s8: there are nineteen spoons.
s9: how many cups are there?
s10: there are twenty cups.
(3)教师边读单词边在黑板上进行板书
bowl, a bowl of rice,
plate, a plate of fish,
glass, a glass of water/juice,
cup, a cup of tea.
(4)教师扮演饭店服务员与学生对话：
t: are you ready to order?
s1: yes, please. i would like a bowl of rice, a plate of fish, a glass of juice.
t: are you ready to order?
s2: yes, please. i would like a bowl of noodles, a cup of tea.
(5)二同学之间进行对话练习：
s3: what would you like?共11页，当前第1页1234567891011
s4: i would like a bowl of rice, please.
s5: what would you like?
s6: i would like a plate of fish.
s7: what would you like?
s8: i would like a glass of water.
(6)听录音学生看书跟读。
五、板书设计
lesson10: in the restaurant
sixteen bowls seventeen plates
eighteen glasses ninteen spoons
twenty cups
i would like a ________.
六、课后反思：
lesson11: pizza and hamburgers
一、教学目标
1、知识
（1）听懂会说单词chicken frenchfries hamburger pizza pop.
（2）听懂会用句子what would you like? i’d like ________.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）通过创设情境使学生感受并学会运用语言，进一步培养学生的口语表达能力。
3、情感
了解中西餐的相同和不同之处，进一步了解西方人的饮食文化，为进一步学好外语打下坚实的基础。
二、教学重点难点
1、教学重点
（1）听懂会说chicken frechfries hamburger pizza pop
(2)听懂会说what would you like? i’d like _______.
2、教学难点
（1）听懂会说chicken frechfries hamburger pizza pop
（2）听懂会说有关what would you like? i’d like _______.
三、教具学具
1、教具
（1）有关本课的教学挂图或幻灯片。
（2）frechfries hamburger实物。
（3）录音机。
2、学具
（1）学生准备有关frechfries hamburger pop的外包装盒。
（2）画一些实物卡片。
四、教学过程
1、复习bread chicken cookies fruit juice meat milk sandwich soup 教师出示挂图与学生问答练习。
t: do you like chicken?
s1: yes.
t: would you like to eat fruit?
s2: yes, i would like.
t: do you like sandwich?
s3: no, i would not.
2、新授
(1)出示实物或挂图
t: what’s this?(指hamburger)
ss: hamburger.(学生可能读音不准，教师适当纠正。)
t: yes, it’s a hamburger.
t: what’s that?(指frechfries)
ss:frenchfries(教师给予纠正发音)
t: what’s this?(指pizza)
ss: pizza.(纠正读音)
t: what’s that? (指pop)
ss: pop.(这个词学生读起来可能容易些)
（2）围绕四个单词（hamburger frenchfries pizza pop）师生进行对话练习。
教师站在讲台桌前利用食物或包装盒与自告奋勇的学生进行表演。
教师扮演售货员，学生扮演顾客。
t: what would you like? hamburger or frechfries?
s1: hamburger, please.
t: oh, you would like hambruger.
s1: yes, i’d like hamburger.
然后师生互换角色。
s1: what would you like? frenchfries?共11页，当前第2页1234567891011
t: pizza, please. i’d like pizza.
（3）游戏（猜单词，用手语表示）
hamburger frenchfries pizza pop
看一看哪个同学反应最快，回答最准确。
教师用手语表示出吃汉堡，吃薯条，吃比萨饼，喝汽水的动作。
（4）学习对话salt or pepper?
教师先用面包片蘸果酱和馒头片蘸果酱向学生渗透 i like _____on_____. i don’t like ____on_____.
t: i like jam on bread. i don’t like jam on steam bread.
教师表演几遍后让同学们看书，跟录音机朗读课文对话i like salt.
五、板书设计
lesson11: pizza and hamburgers
chicken frenchfries hanburger pizza pop
what would you like?
i’d like ________.
六、课后反思：
lesson 12 : hotdogs and donuts
一、教学目标
1、知识
（1）听懂会说单词donut hot dog
（2）听懂会用句子：may i have ______? sure! thanks, you’re welcome.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）通过创设情境，使学生感受并学会运用语言，进一步培养学生的口语表达能力。
3、情感
懂得用餐礼貌用语，养成良好的用餐习惯。
二、教学重点、难点
1、教学重点：
(1)听懂会说donut hotdog
(2)听懂会说may i have ______? sure! thanks, you’re welcome.
2、教学难点
（1）听懂会说donut hotdog。
（2）听懂会说may i have ______? sure! thanks, you’re welcome.
三、教具、学具
1、教具
（1）有关本课的挂图或课件。
（2）donut hotdog实物。
（3）录音机。
2、学具
（1）学生准备donut hotdog图片或包装盒。
（2）实物托盘。
四、教学过程
1、复习以前学过的有关食物的单词。
pizza hamburger frenchfries noodles dumplings
教师出示这些实物的挂图与学生进行对话练习。
t: what would you like? pizza or hamburger?
s1: pizza, i’d like pizza.
t: do you like frenchfries?
s2: yes, i’d like frenchfries.
t: do you like dumplings?
s3: no, i don’t like dumplings. i’d like noodles.
2、新授
（1）出示挂图
t: there are many good food in the shop. what’s this?(手指donut)
ss: donut.(发音可能不准，教师给予帮助)
t: yes, donut.(板书音标，领读几遍)
教师走向一位学生
t: do you like donut?
s1: yes, i like it.
t: yes, i like donut, too.
t: what’s that?(手指hotdog)
ss: hotdog.(这个词学生发音可能容易些)
t: yes, hotdog.(领读并板书)
it’s a hotdog.(热狗)
教师手拿实物可图片走近一同学
t: do you like hotdog?
s2: yes, i like hotdog.
t: i like hotdog very much.
（2）同学二人自由结组表演对话。
s1: what would you like?(手指donut hotdog)
s2: i’d like hotdog.
s2: do you like donut?
s1: yes, i like donut. i’d like it very much.
(3)学习you’re welcome
让学生端着实物，教师先说句型。
t: may i have a hotdog, please?
s1: yes.
t: oh, sure, i may have a hotdog.(假装拿起来就吃)共11页，当前第3页1234567891011
t: thanks.
s1: you’re welcome!(同学可能说不好，教师可替学生说出全句)
t: you’re welcome.
s1: you’re welcome!
t: you’re welcome!(重复并板书)
ss: you’re welcome!
(4)同学二人一组表演对话
s1: look, wanghai, donuts.
s2: oh, my favourite(学生不会教师提示)
s2: oh, my fvourite.(同学重复一遍)may i have one?
s1: sure.
s2: thanks.
s1: you’re welcome!
(5)听录音，跟录音学唱歌曲。
let’s sing a song.
五、板书设计
lesson 12: hotdogs and donuts
donut hotdog
may i have _____?
sure! thanks.
you’re welcome.
六、课后反思：
lesson 13 : how much?
一、教学目标
1、知识
（1）听懂会说how much for one ____? _______yuan.
i’ll take _______, please. thankyou.
（2）听懂并会灵活运用
how much for one _______?
i’ll take ______, please.
2、能力
（1）能够听懂会说本课会话，做到学以致用。
（2）通过创设情境，使学生感受并学会运用语言，进一步培养学生的口语表达能力。
3、情感
懂得在购买商品时应该使用的文明礼貌用语，做到讲文明懂礼貌。
二、教学重点、难点
1、教学重点：
听懂会说how much for one ____? _______yuan.
i’ll take _______, please. thankyou.
2、教学难点
听懂会说how much for one ____? _______yuan.
i’ll take _______, please. thankyou.及正确使用。
三、教具、学具
1、教具
（1）有关课文里出现的hotdog donut 实物，托盘。
（2）有关课文的课件。
（3）录音机。
（4）挂图
2、学具
服装（售货员用的帽子、围裙）
四、教学过程
1、复习以前学过的句型及单词。
教师用托盘端着donut hotdog走到同学面前
t: what would you like? hotdog or donut?
s1: hotdog, please.
t: oh, here you are.(递给)
s2: thanks.
t: you’re welcome.
2、新授
（1）让学生头戴售货员帽子，腰围着围裙与教师展开对话：
教师走到同学面前问：
t: how much for one donut?
ss: one yuan.
t: oh, one yuan.(琢磨一下) i’ll take twelve, please.(掏钱并递给同学，接过托盘) thanks, i like donuts a lot!
教师板书：
how much for one _______?
i’ll take ______, please.
教师领读几遍。
（2）同学二人用how much for one _______?
i’ll take ______, please.展开对话。
s1: how much for one hotdog?
s2: five yuan.
s1: i’ll take five, please.
s2: how much for one donut?
s1:tow yuan.
s2: i’ll take six, please.
(3)听录音，同学看书跟读。
五、板书设计
lesson 13: how much?
how much for one _______?
i’ll take ______, please.
六、课后反思：
lesson 14: how much are they?
共11页，当前第4页1234567891011
教学目标：
1 学习新句型how much is/are the ___? 认识词汇expensive, on sale。
2 能运用新句型。
3 培养学生爱学英语，热爱生活的感情。
教学重点、难点：
句型how much is/are the ___?
教具准备：
一些食物，录音机。
教学时间：
一课时。
教学过程：
class opening and review
greeting
chant: salt and pepper shake
sing: do you know the donut man? (边唱边复习食物词汇)
practice in pairs
how much for one ____?
_____ yuan.
i’ll take _____, please.
new concepts
1. how much is the ____?
how much are the ____?
demonstrate
教师示范到商店里买东西，拿起一件东西，先用how much for one ___? 来提问价格，然后再用新句型how much is the ____? 来提问价格。使同学们明白这两句话的意思相同。
drill
板书新句型并操练。
demonstrate
继续演示买东西，教师指着一对东西说：how much are the ____?
使同学们理解要问多的东西的价格应使用这一句型。板书新句型并领读几遍。
compare
让同学们比较这三个句型，然后再说一说。
student book: l14, n1
解释生词，读课文。
2. expensive, on sale.
role-play
介绍单词和短语expensive和on sale。翻译这两个词，然后利用手偶完成对话。
t: how much are the ___?
p: ____yuan.
t: hmmm. no, thanks, that’s expensive. is/are the ___on sale?
p: yes.
t: oh, i’ll take ___, please.
操练这两个词汇。
student book: l14, n2.
读课文，检查理解情况。
class closing
activity book: l14
板书：
lesson 14: how much are they?
how much for one ____? ____ yuan. expensive
how much is the ____? i’ll take ___, please. on sale
how much are the ____?
教学反思：
练习：
一. 读一读，连一连。
1.how much are the donuts? a. you’re welcome.
2.thank you. b. five yuan .
3.do you have any bananas? c. yes!
4.are the pencils on sale? d. yes, lots of bananas.
二. 选择。
1.当你认为一件东西很贵时，你会说：（ ）
a. sure. b. that’s ok. c. that’s expensive.
2.当你想买两个苹果时，你会说：（ ）
a. do you have any apples?
b. how much is the apple?
c. i’ll take two, please.
d. thanks.
lesson 15：let’s make soup!
教学目标：
1. 学习新句型：may i borrow ___? we need ____. let’s borrow ____.
学习故事：the magic stone.
2. 理解并能运用本课新句型，理解故事内容。
3. 让学生体验英语学习的乐趣，并能够体验到劳动的乐趣。
教学重点、难点：
学习新句型：may i borrow ___? we need ____. let’s borrow ____.共11页，当前第5页1234567891011
教具准备：
录音机。
教学时间：
一课时。
教学过程：
class opening and review
问候：
唱：it’s time for lunch.
做游戏：复习食物词汇。
new concepts
1. may i borrow___?
we need ___. let’s borrow ____.
角色扮演：
借助已知句型：do you have any ____? may i have ____, please? 学习新句型may i borrow ____? we need ___. let’s borrow ____.
教科书：l15, n1
一对一练习：
演练新句型。
2. we need some ___.
角色扮演：
t: i’m hungry. i want to eat some soup. boys and girls, let’s make soup! ok!
ss: ok.
t: but we have nothing. what do we need?
we need some…(出示water) we need some… (出示vegetables)
t: say after me—we need some water, we need some vegetables…
操练：
操练这个句型。
3. story: the magic stone.
告诉学生这个故事的大概内容，让他们自己先看一遍，然后说一说。
精读故事，解释故事内容。
讨论故事。
class closing
做活动手册。
板书：
lesson 15：let’s make soup!
may i have ____, please? we need ___. let’s borrow ____.
may i borrow___?
练习：
选择合适的句子补全对话。
liming: ___________________________.
jenny: sure.
liming:______________________ thanks.
jenny:_________________________.
a:i need a pencil. b.may i borrow your pencil?
c.you are welcome. d.now i can draw some trees.
教学反思：
lesson 16: again, please!
教学目标：
1. 复习本单元重点词汇和句型。
2. 知道并能运用本单元所学知识。
3. 培养学生及时总结复习的良好学习习惯。
教学重点、难点：
复习本单元重点词汇和句型。
教具准备：
单词卡片，录音机。
教学时间：
一课时。
教学过程：
class opening and review
1. 问候。
2.唱it’s time for lunch.
3. 游戏：what’s missing. (复习本单元词汇)
4.复习本单元句型。用角色扮演形式。
do you have any ___?
how much is/are the ___? ____ yuan.
i’ll take ____, please.
thanks. you’re welcome.
what would you like? i’d like ___ and ___.
test
学生独立完成测试。
class closing
唱一首他们喜欢的歌曲。
板书：
lesson 16: again, please!
apple banana grapes do you have any ___?
melon… how much is/are the ___? ____ yuan.
… i’ll take ____, please.
… thanks. you’re welcome.共11页，当前第6页1234567891011
… what would you like? i’d like ___ and ___.
练习：
1. 选择。
当你想问面包圈的价格时，你怎么说
a. how much donuts?
b. how much for the donuts?
c. how is the donut?
你喜欢把胡椒洒在薯条上，你会说
a.i like salt on french fries.
b.i like pepper on french fries.
c.i like suger on french fries.
2. 把下列对话补充完整。
a:how ____ for the hot dog?
b:ten ____.
a:i’ll ____ three,please!
b:sure.
a:____
b: you are welcome.
教学反思：
lesson17 skirt and pants
教学目标:
知识: 1)掌握本课的新词汇: skirt blouse pants shirts weater
2)理解句型: what is he\she wearing? he\she is wearing .
能力: 教会学生正确地用英语描述人们的穿着。
情感：让学生在课堂教学中体会学习的快乐，敢于用英语表达自己想说的内容，发展学生综合语言运用的能力。
教学重、难点：
重点：掌握本课所学的新词汇：skirt blouse pants shirts weater
难点：理解并运用句型what is he\she wearing? he\she is wearing .
教具、学具：教师词汇卡片、录音机、教学磁带。
教学过程：
一、 开始上课和复习
1、师生互致问候
2、唱歌：stand up sit down
3、操练：老师板书what is he\she doing? he\she is .带领全班进行问答练习。
t：（指一名学生）stand up please.（指站起来的学生）what is he\she doing?
ss：he\she is standing.
提醒学生___ing意思是此时此刻正在做某事。如：we are___ing.我们正在干或正在做某事。
比较: li ming gose to school everyday.
li ming is going to school now.
4、操练：用问答的形式复习颜色名称
what color is it？ is it ___? is it ___or___?
二、 新授
1、 skirt blouse pants shirts weater
1） 示范：老师出示各种衣服的卡片或指学生穿的衣服来介绍skirt blouse pants shirts weater 并与学生一起重复读几遍上述单词
2） 播放录音no.1 what is it?让学生看书跟读。
3） 讲解pants这个词在英语中是一个有趣的词，指一件东西却是复数形式。这和以前我们曾经接触过的单词scissors（剪刀）是一样的。
4） 操练：老师指着班上所穿的衣服带领学生做如下问答练习 is this a ___? yes\no. what is this? it’s a ___.
is this a ___or a___? it’s a ___.共11页，当前第7页1234567891011
当学生很有把握的回答这些问题后,在句型中加入表示颜色的词.如让学生看书中的图画,带领他们做下面的练习
t: what are they?(指pants) ss:they are pants.
t: what color are they? ss:they are blue.
t: yes.they are blue pants.blue pants.
用其他衣服联系单数形式
t: what is it?(指衬衣) ss:it’s a shirt.
t: what color is it? ss:it’s white and yellow.
叫几名学生到前面，带领学生继续操练
t:(指学生穿的衬衣) what is it? ss: it’s a shirt.
t: what color is it? ss: it’s a ___.
t:oh yes. it’s a___shirt.
2、 what is he\she doing?
1）示范：用汉语解释wear的意思为“穿”或“戴”。板书wear，用手指着这个单词领学生读若干遍。wearing表示“正穿着”，再指某个学生所穿的衣服做对话练习。
t：（指一学生穿的衣服）what is he\she wearing? he\she is wearing a ____.(领学生读此句)
ss: he\she is wearing a ____.
t:(指另一学生) what is he\she wearing?
ss: he\she is wearing a ____.
t:(再指一学生) what are you wearing?
s:i’m wearing a ____.
t:(指自己的衣服) what am i wearing?
s:you are wearing a ____.
2)播放录音no.2 what’s he wearing? what’s she wearing让学生先静听两遍然后再看书跟读2-3遍后让学生自己将句子译成汉语.
3)练习:把学生分成若干小组,让他们根据所穿的衣服用下列句型进行轮流问答.
what is he\she wearing? he\she is wearing a .
what are you wearing? i’m wearing a ____.
4)表演:请几组学生向全班表演他们所练习的对话
三、检查理解情况
四、结束课堂教学：
1、做《活动手册》
2、布置课外作业
3、say“goodbye！”to the students.
板书:
lesson17 skirt and pants
skirt blouse pants shirts weater
wear—wearing
what is he\she wearing? he\she is wearing . 共11页，当前第8页1234567891011
课后反思：
lesson18 new and old
教学目标:
知识: 1)掌握new old这对反义词并能在句子中正确运用。
2)句型: i like your .it′s nice.
能力: 能正确形容某物的新与旧,学会用本课句型。i like your .it′s nice.来表达对人们的衣着进行评论.
情感：培养学生的探究精神,从而学会独立、自主获取知识的能力。
教学重、难点：
重点：教会学生用new old正确形容某物的新与旧。
难点：学会使用本课句型i like your .it′s nice.
教具、学具：教师词汇卡片、录音机、教学磁带。
教学过程
一、开始上课和复习
1、师生互致问候
2、唱一首学生喜欢唱的英语歌，可加进他们自己喜欢的动作。
3、操练：请几位穿着不同颜色衣服的学生到教室前，快速进行问答练习。
t:what color is this?（指一名学生的衣服） ss: it’s___.
t:is this a___or a___? ss:it’s a___.
t:what color is this? ss: it’s___.
t:what is he \she wearing? ss:he \she is wearing a___ ___.
t:what are they?(指一名学生的裤子) ss:they are pants.
t:are they old or new? ss:they are___.
t:what color are they? ss:they are___.
4、分组练习：学生轮流问：what’s this? what color is it? what’s he\she wearing?
二、新授
1、new old
1）看书上的图片，老师和学生一起读下列单词：new pants old pants new sweater old sweater然后让学生说出new和old的中文意思。共11页，当前第9页1234567891011
2）播放录音让学生看书跟读。
3）句型练习：
t:（指一条裤子）what are they? ss:pants
t:yes they are pants.are they green? ss:yes they are green.
t:are they new?are they new? ss:yes.
t:yes they are new.(领学生读这个句子) ss:yes they are new.
t:are they old? ss:no.
t:no they are… ss:new.
4)做《活动手册》
2、i like your____.it’s nice.
1)示范：告诉学生怎样用英语表达赞美。从班中选出四位学生到前面展示他们的衬衣、裤子、裙子和毛衣。老师指着学生的衣服问：do you like this___?如果他们喜欢某件衣服，可以回答yes it’s nice.
2）练习
t:（指一学生的衣服）what’s this? ss:it's a___.
t:do you like this___? ss:yes.
t:yes,it’s… ss:yes,it’s nice
t:thanks! i like your___.it’s nice.(领读) ss: i like your___.it’s nice.
给学生讲，如果想把英语讲的很好就得养成表达谢意的习惯。共11页，当前第10页1234567891011
3）播放录音，学生看书跟读。
4）提出问题，检查学生理解情况。
what is li ming wearing? what does jenny like?
are li ming’s pants new or old?
5）编对话，学生两人一组，让他们互相称赞对方的衣服，要求学生提问或说出衣服的名称、颜色及新旧。在学生练习的时候，老师在教师巡视并帮助学生解决编对话所遇到的问题。
三、结束课堂教学
1、让几组学生到前面来表演他们所编的对话
2、布置课外作业
3、say“goodbye！”to the students.
板书：