外研小学英语四年级上全册教案册

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外研小学英语四年级上全册教案册

外研版小学英语四年级上册精品教案 全册 Module 1 Numbers Unit 1 … seven, eighteen,nineteen,twenty!‎ 一、 准备阶段:‎ Ⅰ 教学目标:‎ 情感目标:培养学生学习英语的兴趣 知识目标:识别数字13-20。 ‎ 能力目标:培养学生分析发现英语数字规律的能力。‎ Ⅱ 教学重点;‎ 能够听说读写数字thirteen----twenty Ⅲ 教学难点:‎ 能正确说出13-19单词拼写的规律。‎ Ⅳ 辅助资源:‎ 挂图、录音机、磁带、图片 二、教学过程:‎ I. Warming up 唱歌曲Ten Little Indian Boys II. Revision:‎ 教师在黑板上画出一棵苹果树。然后拿出不同颜色的苹果图片(不超过12个)让学生说出它们的颜色。说完后再请学生回忆刚才工看到了几种颜色。待学生回答后教师将苹果图片贴在黑板上,全班一起来数一数苹果的数量。‎ ‎(通过有目的的复习颜色和数字1-12为本节课继续学习数字13-20作好铺垫。)‎ III. Presentation:‎ ‎1. 教师在苹果树上贴满13个苹果,问学生”How many apples on the tree?”帮助学生回答:”Thirteen.”板书单词thirteen及数字13。‎ ‎2. 同样方法教学数字fourteen。‎ ‎(通过数数的方法让学生直观感知数字13、14。‎ ‎3. 让学生细心观察数字thirteen和fourteen的后半部分,让学生猜一猜数字15-19用英语该怎样书写,帮助学生写出fifteen----nineteen的拼写,教师应注意强调fifteen 和eighteen的拼写,指导学生发音。‎ ‎4. 让学生总结出数字13-19的单词拼写规律是以”—teen”为词缀构成的。‎ ‎(通过学生自己的观察来总结发现英语数字的规律会加深学生学习的印象。)‎ ‎5. 呈现课文:‎ 出示课文挂图,提问学生:Weiwei他们一共搭了多少块积木?放课文录音,学生回答出:”Twenty.”教学数字20的单词拼写及读音。‎ ‎(学生带着问题看挂图听录音既巩固了刚学过的数字13-19还学习了新数字20。)‎ 放录音,学生边听边指出句子。‎ 跟录音朗读课文。‎ 学生分角色朗读课文。‎ IV. Practice:‎ ‎1. 学生两人一组完成P3练习3。‎ 学生先在书上把数字与其对应的单词拼写连起来,然后和同伴一人指数字或单词另一人说数字,如:A:(points to 20) Twenty.‎ B:(points to twenty) Twenty.‎ ‎2. 数字游戏。‎ 学生四人一组,每组学生得到1-20的数字单词卡片,教师给出一个数字如:twenty。学生将从自己组的卡片中选出几张数字卡片读出来,这些数字的和必须是twenty。如:eleven 和nine或者 thirteen 和seven。速度最快的一组获胜。‎ ‎(此活动的目的在于培养学生对单词的认读能力,同时通过计算也训练了他们的快速思维能力。)‎ ‎3. 活动:文具统计表。‎ 学生用英语数出自己的文具数量并根据实际情况来完成下面的表格。‎ Things ‎ Number Pencils Books Rubber ‎ (此活动的目的在于训练学生的书写,同时结合了生活实际,使学生把所学内容得以运用。)‎ V. Summary:‎ ‎ 教师总结:Today we have learned how to count and write numbers from 13 to 20. We can use them in out life.‎ VI Homework ‎ Copy the numbers.‎ ‎ Module 1 Numbers 教案 Unit 2 I’ve got twenty-six points.‎ 一、准备阶段:‎ Ⅰ 教学目标:‎ 情感目标:培养学生学习英语的兴趣。‎ 知识目标:Twenty and one is twenty-one. I’ve got twenty-six points.‎ 能力目标:掌握数字相加的英语表达法;在竞赛中计算分数。‎ Ⅱ 教学重点:学习句型:Twenty and one is twenty-one. I’ve got twenty-six points.‎ ‎ 掌握单词:point/ winner Ⅲ 教学难点: 说出英语数字中twenty-ninety整十的拼写规律。‎ Ⅳ 辅助资源:‎ ‎ 挂图、录音机、磁带、图片 二、教学过程:‎ I. Warming up 全班学生依次报数。‎ 告诉学生在课上如果表现好可得到分数卡作为奖励。‎ II. Revision:‎ 教师出示一些动物图片,请学生说出他们的名字。(通过复习动物名称为下一步新知识教授作好铺垫。)‎ III. Presentation:‎ ‎1. 找几名学生到前面来,将刚才出示过的动物图片发给每个人一张,教师可作示范来问其中一名学生:”Have you got a tiger?”引导该学生说:Yes, I have.或 No, I haven’t.‎ ‎2. 请几名学生来猜猜他们每个人手里分别都有哪些图片。如果有答对的教师马上给这名学生一张事先准备好的10分数字卡片.并且告诉他/她:”You have got ten points.” 并引导学生说出句子:”I’ ve got ten points.”板书句子。‎ ‎3. 待全部猜完后每个人报出自己得到的分数,分数高的获胜,教师对他说:”You’re the winner.”板书单词winner。‎ ‎(新知呈现的部分以竞赛的形式出现既能激发学生学习的热情又能自然地导出新知内容。)‎ ‎4. 呈现课文:‎ 出示课文挂图,提问学生:Who is the winner? How many points has Weiwei got?放课文录音后,学生回答问题。‎ ‎(听课文之前教师先给出问题能有效的帮助学生理解课文及巩固刚学过的重点句型。)‎ 放录音,学生边听边指出句子。‎ 跟录音朗读课文。‎ 学生分角色朗读课文。‎ IV. Practice:‎ ‎1. 完成P4练习2。‎ ‎2. 数字游戏(P4练习3)。‎ 学生两人一组,学生A给出一算式学生B回答并给出另一算式,再由学生A回答,两人轮流进行。‎ ‎(活动中教师讲解数字相加的英语表达法,也可将数学算式如20+1写到黑板上以加深学生的印象。)‎ ‎3. 活动:快速加法问答。‎ 每个学生有一个数字代号。教师从每组中请几名学生为出题员快速出题如:”twenty and six is….”代号数字和答案相同的学生就要起立并回答,如代号是26的学生起立回答:”twenty-six.”如果回答正确并且速度快这名学生将得到10分的卡片,最后统计得分最多的小组获胜。‎ ‎(此活动的目的在于训练掌握数字相加的英语表达法并能在竞赛中计算分数。)‎ ‎4. 游戏:6的倍数。‎ 游戏先在全班中进行,全班学生按顺序说数字,如果说到数字6或6的倍数就要拍手并且不能说数字,否则就被淘汰。‎ ‎(此活动目的在于训练学生能快速用英语数数。)‎ ‎5. 学Chant。‎ ‎ 教师首先播放一遍chant录音,请学生边看图边听。‎ 学生找出生词,教师解释词义并指导学生读音。‎ 再放录音,逐行停顿,学生边听边模仿学说。‎ 听录音连贯跟读几次,鼓励学生加上动作。‎ 请学生找出整十的数字并说出单词拼写的规律是以-ty为词缀的。‎ V. Summary:‎ 总结在这节课中多少学生获得了分数卡,让他们说出自己的分数。‎ ‎(做到首尾呼应及时总结学生的表现有效地激励学生。)‎ ‎ VI Homework ‎ 请将下列算式用英语表达出来。‎ ‎ 35+1=36 29+1=30 41+6=47 50+9=59‎ Module 2 Directions 第一课时 Unit 1 Go straight on ‎(一)组织教学 ‎1.点击课件,Sing the English song ‎ ‎2.Free Talks ‎ What is your name?‎ How do you go to school by bike or by bus?‎ Do you like English? Do you like your new English teacher?‎ ‎(设计说明:师生共唱英语歌曲及自由会话,调动了学生学习的积极性,活跃了课堂气氛。)‎ ‎(二)热身复习 登山比赛摘苹果:制作了各种动物卡片,把全班学生分成两个擂台组,每组选两名学生到黑板前,一个表演,一个说英语,用句型Have you got a tiger?Yes,I have.如果说对了,就登一个台阶。谁先登上山顶摘到苹果,即为本次擂台的擂主。‎ ‎(设计说明:这样的游戏活动,通过小组合作与对等性的竞争,巩固了上一节课有关动物的单词,学生兴趣盎然。)‎ ‎(三)呈现新知 ‎1.导入新课 点击课件,多媒体显示Beijing tian”anmen的图片,告诉学生在北京我遇见一位外国人,用英语为他指路去天安门,我最棒。‎ Look at this picture,please.It is Beijing tiananmei.Beijing is very beautiful.Do you want to go?Class,I have been to Beijing.In Beijing,I met a foreigner.He did not know how to get to Beijing Tiananmen.I tell him the way.I am the best.Yes?In this class lets learn how to ask the way?点击课件,多媒体显示Ask the way.问路And lets learn how to point the way? 点击课件,多媒体显示Point the way.指路Now class if you learn very well,you are the best.‎ ‎2.讲授新课 A.点击课件,多媒体显示狗的图片。Class,here is a dog .The dog is lost.lost the meaning :迷路。Nevermind,here is her address.‎ 点击课件,多媒体显示狗的地址:My name is Doudou.I live in No.2 West Lake Road.接着用单词卡学习新单词live,road.如live:I live in Chengbei?Where do you live?‎ B.Chant:‎ 点击课件,多媒体显示Chant:Lost,lost,lost.The dog is lost.‎ ‎ Live,live,live.I live in West Lake Road.‎ ‎(设计意图:通过韵律诗,操练单词lost,live,road。此时chant的运用使枯燥的机械操练变得不在单调和乏味。)‎ C.Lets help Doudou to find her house.Ok?‎ Lets ask the way:Excuse me.Where is No.2West Lake Road,please?‎ 在次领读单词Excuse me,并举例:Excuse me.Where is the school/zoo/park,please?‎ 点击课件,多媒体显示一个十字路口,随着多媒体的显示学习指路短语:go straight on,turn left,tyrn right.以及单词supermarket D.Game:拔河比赛 把全班学生分成两大组:left和right.游戏开始时,一组的学生喊:left;另一组的学生喊:right;‎ E.Listen to the radio.Listen again and answer the questions. 点击课件,多媒体显示 ‎ Questions:1.How is the dog?‎ ‎ 2.Where does the dog live?‎ ‎ 3.Where is the No.2 West Lake Road?‎ ‎3.角色表演 教师把头饰交给学生,让他们分别扮演Sam,Amy,dog,the old man,the dogs owner.‎ ‎(设计意图:小学生想象力丰富,善于模仿,具有强烈的表现欲;教师让学生进行角色表演,可以调动学生的学习积极性,使学生主动参与教学活动,大胆地说和夸张地演。)‎ ‎(四).任务完成 ‎(1)让学生到黑板前做指令性动作,练习go straight on,turn left,turn right.‎ ‎(2)根据图片1,2,3,小组合作问路,指路。‎ ‎(五).拓展新知 游戏:帮助盲人过马路。点击课件,多媒体播放《爱的奉献》。在背景音乐中帮助盲人过马路。点击课件,多媒体显示:‎ Help people in trouble.‎ Be full of love in world.‎ 七.家庭作业:小组表演对话。‎ Unit 2 It's at the station.‎ ‎1. Warm—up 当老师走进教室时,仍然利用第7页活动三来帮助同学们回顾所学的知识,大面积的提问同学,营造良好的英语氛围。‎ ‎2. Leading-up 根据上节课布置的课后作业,点名部分同学或者小组进行展示,既可以复习所学知识,检查课后作业,又可以引出导入我们新课的教学。检查完毕后,教师说,Let’s listen to the tape, and find out where the train is.‎ ‎3。情景操练课文教学 活动1 listen and point ‎1,播放录音,学生聆听,‎ 录音, 学生聆听,并且找到所读句子。‎ 学生自读课文,‎ 播放录音,学生聆听,并且跟读。‎ 学生自读课文 ‎ underline the key words: up down near at 学生互相检查朗读课文 活动3‎ 在了解了活动的要求之后,给同学或者小组3-5分钟的时间进行准备,然后教师可以以小组积分的形式鼓励同学们积极发言。‎ ‎ 活动4,poem previse listen and point again listen and sing along again listen and sing loudly and do some actions ‎4.小结归纳 利用课文中的句子,解释指路和问路的过程当中应当注意的问题、常用的句型、以及礼貌用语等问题 Module 3 Activities 学习目标:‎ ‎1.知识学习:句型: 1)---What are you doing? ---I ' m … 2)---What is heshe doing? ---HeShe is …‎ ‎2.习惯养成:培养学生积极主动的学习态度,能大胆开口,积极参与各项学习活动,善于与同学交流。‎ ‎3.能力培养:培养学生用英语进行交流,养成用英语思维的良好习惯,提高学生的创造力和实践能力。‎ ‎4.品德培养:培养学生团结合作的精神,养成良好的文明习惯。‎ 教学重点难点:‎ 学习如何表述及问答正在发生的动作。‎ ‎1 、词组:‎ watching TV talking to … taking pictures reading a book writing a letter playing with listening to music ‎2 、句型:‎ ‎1)---What are you doing?‎ ‎---I ' m …‎ ‎2)---What is heshe doing?‎ ‎---HeShe is …‎ 教学方法:‎ A 、 TPR 法学习词组,学唱 P13 的歌曲来巩固。‎ B 、学习顺口溜:“我”用“ am ”,“你”用“ are ”,“ is ”跟着“他、她、它” , 两个以上都用“ are ”。‎ C 、直观演示帮助理解。‎ 教具准备:录音机 磁带 第一课时Unit 1 She's writing a letter.‎ ‎1. Warm—up a. Greeting b. Ask and answer检查上节课学过的对话。‎ c.让学生根据以前学过的内容做动作。如:play table tennis ,swimming, cycling ‎2. Leading-up 准备阶段以后,教师问:Do you know other actions? 出示Lingling 正在写信的图片,学习单词write , letter然后根据词组作出动作。或者教师做动作学生说句子。‎ 同学之间练习。同样学习其他的单词、词组。‎ ‎3.情景操练 单词的学习过程中,教师或者磁带领读,纠正发音。‎ 小组练习。同桌练习等。‎ 在练习正确发音之后,句型的练习,教师根据学生的掌握情况采取I do you say ,I say you do ,I do you draw等形式,巩固所学的词组。‎ ‎4.课文学习 出示课本,大家看一下Sam给大家带来了许多图片,我们来一起学一下他是怎么来向大家介绍的.‎ ‎(1)Listen and point.播放录音,主要培养学生的认读能力,至少听两遍。‎ ‎(2)Listen and repeat.再次拨放录音,学生边指边读。‎ ‎(3)Listen and answer What is lingling doing ?‎ What is Daming doing ?‎ What is Amy doing ?‎ What is Tom doing ?‎ ‎ 找同学回答。‎ ‎(4)再次放录音,学生跟读.‎ ‎(5)看课本图片,从第一幅图片开始,找同学帮Sam介绍.直到最后一幅.‎ ‎(6)分组或男女生分别介绍一幅.‎ 同桌或小组练习.‎ ‎5.小结归纳 归纳总结本课内容,强调如何描述某人正在做某事.‎ 巩固所学的动词词组. ‎ Unit 2 What are you doing?‎ ‎1. Warm—up a.Greeting b.Ask and Answer复习上节课学过的内容,出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说.‎ ‎2. Leading-up a.找同学做动作,其他同学介绍他在做什么?‎ b.同学做动作.老师问What are you doing?多说几遍,找同学回答,然后让学生试着说 What are you doing?可以师生问答,或生生问答.‎ 掌握好之后变换人称What is he /she doing ?三人一小组进行练习.‎ 学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book ./ watchingTV,‎ ‎3.情景操练 根据上节课学过及新学的词组,句型同桌练习,或者小组练习.根据图片或者动作进行对话练习:如:‎ What are you doing? I’m listening to music ‎4.课文学习 大家看一下Sam的一家在忙什么,‎ ‎(1)Listen and point.播放录音,主要培养学生的认读能力,至少听两遍。‎ ‎(2)Listen and repeat.再次拨放录音,学生边指边读。‎ ‎(3)小组对话练习.分角色朗读.‎ 练习2,point and sa ‎ 对话练习: What is sam doing? He ’s listening to music 同桌问答.找同学起来说.‎ 练习3 .Act it out .‎ What is he /she doing ?的问答.‎ 找同学到讲台上每一个人做一个动作不动.其他同学进行问答.‎ 练习5 仍旧是对正在进行的动作进行描述.巩固练习.‎ 也可以采取you say I do ,you do I say ,you say I draw等形式.‎ ‎5.小结归纳 归纳总结本节课的所学的内容.‎ What are you doing? I’m listening to music What is he /she doing ?‎ ‎‎ Module 4 In the Park 第一课时Unit 1 What are they doing ?‎ 教学内容:Unit 1 What are they doing ?‎ 教学目的:‎ ‎1)学习询问他人正在做什么事情。‎ ‎2)描述他人正在做的事情。‎ ‎3)学生能够听、说、认boat chess row soybean milk drink hungry 。‎ ‎4)通过创设和谐的氛围,让孩子们轻松愉快地学习英语,并形成良好的英语语感。‎ 教学重点:1)学说问句What are they doing?‎ ‎2)掌握句型They’re 动词+ing [+宾语]‎ 教学难点:能清晰准确地发出本课所教的单词的音,‎ 并自如地应用。‎ 教学准备:卡片、象棋、豆奶 教学过程:‎ 一、Warming up 师生齐唱M2 中的小诗,并配以动作。‎ 二、Revision ‎1.教师快速向学生出示几组词,每组包含一个动词,请学生说出这个动词。师板书:read , write ,listen ,play , talk …‎ ‎2.请学生说这些动词的-ing形式。‎ ‎3. 齐读黑板上的动词及其-ing形式。‎ 三、Presentation ‎(一)学习新句型 ‎1.请一学生挑选黑板上所提供的任一动词,做出相应的动作。‎ ‎2.教师通过提问:What is he/ she doing ?复习He’s/ She’s 动词+ing [+‎ 宾语]。‎ ‎3.请该生所在组的成员模仿该生的动作,并做动作边说:I’m动词+ing ‎[+宾语]。‎ ‎4.教师故作不解状问:What are they doing ? 后又释然说:Oh. They’re 动词+ing [+宾语],并板书。‎ ‎5.教师指着黑板上的句子,请学生跟说多遍。‎ ‎6.再请一组学生挑选黑板上所提供的任一动词(不能重复),做出 相应的动作,教师请其他学生回答问题:What are they doing ? 然后教师把正确答案写在黑板上。‎ ‎7.请学生一起认读黑板上的句子。‎ ‎(二)学习新动词 ‎1.告诉学生,教师将要模仿一个动作,他们要猜猜教师正在做什么。‎ ‎2.教师模仿动作后提问:What am I doing? (我正做什么?)引入句子:‎ I’m doing taijiquan.。‎ ‎3.请全体学生一起边做动作,边说:I’m doing taijiquan.教师通过提 问:What are they doing ?引入句子:They’re doing taijiquan. 并板书。‎ ‎4.用类似方法教They’re row a dragon boat.并板书。‎ ‎5.教师拿出一副国际象棋问学生What’s this ? Do you want to play ?‎ 并告诉他们老师将邀请他们一起玩,但玩之前必须先学会说 play chess, 并板书。‎ ‎6.教说chess, play chess。‎ ‎7.教师做饥饿状说:I’m hungry. I’m hungry.板书hungry(饿的)并 重复说多遍,再提问学生:What’s the matter with me?由此教单词hungry(饿的)。‎ ‎8.教师从包中拿出一瓶豆奶说:I want to drink soybean milk. 边“喝 边说:drink drink , I’m drinking.让学生模仿跟着教师重复句子并模仿动作。‎ ‎9.教师拿着豆奶走到学生中,到边“喝”边说:Soybean milk is very nice. Soybean milk is very nice.提问学生What am I drink? 由此教说soybean milk(豆奶)并板书。‎ ‎10.请一些学生模仿喝豆奶的动作,比比谁表演的最好。其间老师可以适时用What is he/ she doing ? What are they doing ?提问其余学生。‎ 四、Consolidation ‎(一)快速反应 ‎1.请几位学生到教室前,由教师说动词词组,学生模仿动作,比比谁的反应最灵敏。‎ ‎2.让学生在小组内进行训练。‎ ‎(二)表演 ‎1.请学生打开课本P15,教师指着人们划船的图问 学生:What are they doing ? 学生应回答:They are rowing a boat.‎ ‎2.四人小组中,请学生A 和B向学生C和D模仿一个动作,然后由C和D提问:A 和B在做什么?‎ ‎3.让小组内学生互换角色。‎ ‎4.请几位学生到教室前模仿动作,教师提问:What are they doing ?然后让全班或个别学生回答。‎ ‎(三)游戏 ‎1.教师在黑板上贴上正面写有数字,反面写有:‎ do taijiquan, row a boat, play chess等动词词组的卡片。‎ ‎2.请自愿上台的学生背朝大家,选择其中的一个数字,教师翻开此卡片的反面示以台下的同学,台下学生根据卡片上的内容做出相应的动作。‎ ‎3.台上的同学必须用英语They’re 动词+ing [+宾语]来猜测台下同学所做的动作。如果说对了,台下同学要说“Yes”,若连猜3次不中,可用What are they doing?请求他的朋友,帮忙回答。‎ 五、Homework ‎1. 抄写单词:row , play, drink, boat, milk ‎2. 收集有关人物或动物正在进行某种动作行为的 照片、图片、图案,并用英语说说他们正在做什么?‎ ‎3. 预习M4 UI 课文。 ‎ 第二课时Unit 1 What are they doing ?‎ 教学内容:Unit 1 What are they doing ?‎ 教学目的:‎ ‎1) 学生能够听、说、认park lake thing interesting people men get on lots of let’s ‎2) 能听懂、会说本课对话。‎ ‎3)能够运用所学英语句子,进行简单的扩展性交流。‎ ‎4)通过描述人物行为,简要说明一处场景。‎ 教学重点:1)继续掌握句型They’re 动词+ing [+宾语]‎ ‎ 2)描述地点位置 教学难点:通过描述人物行为,简要说明一处场景。‎ 教学准备:多媒体设备、电脑光盘、卡片、实物 教学过程:‎ 一、Warming up ‎ 师生互相打招呼,问好。‎ 二、Revision ‎1. 教师说动名词:swimming, singing, dancing, rowing…请学生作 出相应动作。‎ ‎2. Free talk. 以小组为单位选派一名代表,用英语描述本组成员收 集的有关人物或动物正在进行的某种动作的照片、图片等。‎ 三、Presentation ‎(一)单词教学 ‎1. 教师留下学生收集的资料,并指着它们说:Look, there are lots of pictures.用声调变化突出强调lots of,并板书lots of(许多)。‎ ‎ 2. 教师可利用身边的物体,用lots of造句,使学生明白词组的意思。‎ ‎3. 教说lots of ‎4. 请学生造句(告诉他们可以用“三明治”英语)。‎ ‎5. 教师随意拿起教室里的任一物品说,“This thing is good. This thing is nice…”请学生猜猜“thing”的意思。‎ ‎6. 教师板书thing(东西,物品)并教说单词。‎ ‎7. 教师拿出一件有趣的物品说:Look at this thing. Is it interesting ?‎ 由此引入“interesting”,板书并教说interesting(有趣的)。‎ ‎8. 请学生用“三明治”英语说说生活中哪些事是interesting。‎ ‎(二)课文教学 ‎1.告诉学生,老师将要带领大家去看看Daming and Sam 今天get on the bus (乘上公共汽车)后将会看到哪些interesting things 。Let’s go.‎ ‎2.学生观看电脑光盘或听录音磁带。‎ ‎3.教师用汉语询问学生几个简单的问题,看看学生是否明白故事 的意思。例如:‎ Daming and Sam 在哪里?他们看见了什么?‎ ‎4.再次播发媒体。‎ ‎5.教师通过提问:Where are the people doing taijiquan?‎ 引出词组 in the park板书并教说。提问Where are the people rowing a dragon boat? 引出词组 on the lake板书并教说。提问Where are the men playing chess? 引出词组 under the tree 板书并教说。‎ ‎6.学生打开课本,跟说句子。‎ 四、Consolidation ‎1.分别由教师和全体学生朗读Daming和Sam对话内容。‎ ‎2.把全班分为两个大组,朗读对话。‎ ‎3.请学生两人一组,练习朗读。‎ ‎4.请几对学生表演课文内容,或看着动画配音。‎ 五、Homework ‎1.听课文录音,熟练认读课文。‎ ‎2.用英语写3个句子,说说自己的家庭成员正在做什么。(最好配上图) ‎ 第三课时 Unit 2 What is Amy doing ?‎ 教学内容:Unit 2 What is Amy doing ?‎ 教学目的:学生能够看图正确描述不同人称所正在发生 的行为和动作,并能够正确运用。 ‎ 教学重难点:学生在运用现在进行时的时候,能根据不 同的人称正确选用“be”‎ 教学准备:图片,录音机,小星星 ‎ 教学过程: ‎ ‎ 一、 热身活动 ‎ 学生分组表演SB Unit1中的故事,评出“最佳表演小组”和“最佳语言奖”,由老师给予奖励。‎ 二 、复习 ‎ ‎1.老师把以前学习过的一些动词写在黑板上,请学生把他们改为的形式 如do, play ,row, drink, cycle, swim, jump, help, listen, watch, run, walk等,特别要学生注意cycling, swimming, running的拼写。 ‎ ‎2.开展“猜猜看”的游戏。老师请几组两人或多人小组到讲台上,学生根据老师展示给他们的图片做出相应的动作,老师可向学生提问:“What are they doing?”,请下面的学生回答:“They are…….”,以此复习上节课的内容。 ‎ 三、 课文教学 ‎ ‎1.老师在黑板上画四幅简笔画:‎ ‎1) Amy正在跑步。2)大明正在跳。3)Amy正在听音乐。4)大明正在看电视。然后指着画,向学生提问:“What is Amy doing?/What is Daming doing?”,引导学生一起回答“She is running./He is jumping./She is listening to music./He is watching TV.”。 ‎ ‎2.老师告诉学生,将随意指出其中一幅画,要求学生根据画的内容进行回答。老师问:“What is she doing?/What is he doing?”,学生用:“She is……/ He is……”回答。 ‎ ‎3.老师要求学生同桌之间针对简笔画的内容进行问答活动,如:“What is she doing?”“She is running.”等。 ‎ ‎4.老师向学生说明:除了用眼睛看,我们还可以通过用耳朵听来判断正在发生的事情,请学生把书翻到SB Unit2活动1。根据录音判断书上的人物正在做什么事情,然后通过播放活动2的录音进行核对。如果学生程度较好,老师可以先放一遍录音,请学生们听,然后再放录音,‎ 在每一个问题后停顿,请学生试着回答问题。老师需要注意的是;由于 汉语的习惯,学生学习现在进行时的时候容易忽略“be”,老师要及时纠正学生的错误。 ‎ ‎5.确定学生能够正确并熟练运用现在进行时来描述正在发生的行为和动作时,老师可以出示课前准备好的许多个人活动的图片,要求学生看图进行“猜猜看”的游戏。老师说:“She is running.”,请学生以小组为单位来回答:“It is Amy.”等,答对一题的小组奖一颗小星星,星星越多的小组就获胜。 ‎ ‎6.SB Unit2活动4是一首古老的英国歌曲。歌曲以划船为主题,表现了生活的美好。它旋律优简单,节奏欢快,非常上口。老师可以引导学生也边唱歌边做动作。 ‎ ‎7.老师放录音,让学生看着插图听一遍慢速的歌词朗读,向学生讲解歌词中他们不明白的内容。例如:gently, merrily, stream, dream等单词。播放歌曲录音,让学生看着书听,并试着跟唱。老师可以多放几遍录音,同时帮助学生编排适当的动作。 ‎ 四、总结 ‎ ‎ 老师与学生共同回顾今天所学习的内容,要求学生能够掌握并且正确使用不同的人称来描述正在发生的行为和动作。 ‎ 五 家庭作业 ‎ ‎1.复述课文内容。 ‎ ‎2.唱英语歌曲。‎ Module 5‎ 教学的重点和难点 ‎ 重点:‎ ‎ 单词 ‎ 句型的运用 ‎ ‎1) Do you want some…?‎ ‎ Yes, please. / No, thank you.‎ ‎ 2)Have you got…? ‎ ‎ Yes, we have. / No, we haven’t .‎ ‎ 难点:‎ ‎ 1.问题提出后如何回答,学生易混淆。‎ ‎ 2.如何将三个主要语言点综合掌握应用。‎ ‎ Do you…?; Have you got…?‎ ‎ What ’s he (are you) doing ?‎ 重、难点的突破 ‎1. 多读、多听。‎ ‎2. 多样的句型练习方式。‎ ‎ 如:课件上展示食物图片让学生用Do you ‎ ‎ want…? 循序渐进来提问,师问生答,生问生答。‎ ‎ Have you got ….? ‎ ‎3. 创设情境,在语境中理解与练习。‎ ‎ 通过学生小组合作,分角色来练习。‎ ‎ 将What are you doing ? I’m….. Have you got …?‎ ‎ Do you want some…? 等句型综合起来灵活运用。‎ ‎ 4. 书面练习要跟上。‎ A:---What are you making?‎ B:---I’m making dumplings.‎ ‎ Do you want some?‎ A:---Yes, please . I love dumplings.‎ B:---Have you got chopsticks?‎ A:---No, I haven’t.‎ B:---Here you are.‎ A:---Thank you.‎ 教学环节设置: (按三课时)‎ 第一课时:‎ ‎ 新单词 ‎ 句型 ‎ Do you want some…?‎ ‎ Have you got …?‎ ‎ 理解课文大意 ‎ 第二课时:‎ ‎ 复习单词 ‎ Unit 2‎ ‎ 听力训练 第三课时: 整合内容 总结前两课的语法重点 ‎ ‎2. 灵活应用 (小组编对话) ‎ ‎3. 书面练习(配合activity book) ‎ 在学习本模块时,应将以前学生学过的食物单词复习再现,以帮助新授句型的学习. ‎ Module5 教案 Module5‎ unit1 Do you want some rice?‎ 一.教学目标 ‎1)能听说读写单词:Chinese、fast food、chopsticks、difficult 、want、make,some ‎2)能使用句子:Do you want some...?且能做出正确回答Yes,please.No,thank you.‎ ‎3)掌握并能运用句型:Do you want some...?‎ 二、教学重难点:‎ ‎1.教学重点:掌握句型Do you want some...?Yes,please.No,thank you.并能就食物的选择向他人提问或回答他人。‎ ‎2.教学难点: chopsticks、difficult的发音及新句型的运用。‎ 三、教学准备 实物图片、磁带、单词卡 四、教学过程 step1、Warming up ‎1 、Greetings ‎2、 Play a game: gussing game T:Hello,boys and girls.‎ Ss:...‎ T:Today we will learn the new lesson Module5 Food. First, let's play a guessing game.( 复习以前学过的食物的单词)引导学生要用句型:Have you got _____? Yes ,I have. No, I haven’t.‎ ‎ step2、presentation and practice ‎1、Do you like the food? I like noodles and rice. I like Chinese food. 教学Chinese (小组读,个人读)‎ ‎2、T:duplings、noodles and rice are Chinese fast food . Do you like Chinese fast food?‎ Ss:... (教学fast food)小火车读 Do you want some rice?(引出课题)‎ 用duplings、noodles 替换rice练读句型Do you want some...?并让学生用此句型向老师提问。老师回答Yes,please.No,thank you.‎ ‎3、T:I like noodles. But I don't know making noodles.Do you know making noodles? Ss:...‎ T:(出示图片)Look, he's making noodles.(随机教学 making noodles)‎ ‎4、T:I'm hungry. I want to eat some noodles.I need chopsticks.(用体态语帮助学生理解句意,同时拿出筷子)‎ 教学 chopsticks (把单词为两个部分chops ticks)告诉学生这个词语永远要用复数 ‎5、T:Chopsticks are easy for me. But chopsticks are difficult for Amy.(出示图片) 教学 difficult (个人读-小组读,齐读)‎ ‎6、教授句型Do you want some...?Yes,please.No,thank you.‎ T:Mm,the food is very nice. Do you want some...?‎ ‎1)板书Do you want some...?‎ ‎2)引导学生回答Yes,please.No,thank you并板书 ‎7、practice ‎1)老师轮流指着实物图片提问Do you want some...?‎ ‎2)全班开火车操练 ‎8、听课文录音 全班跟读3遍 分角色跟读 step3 extension 创设去饭馆的情境表演对话(一名服务员、两名顾客) 让学生进行对话:‎ A: Excuse me , can I help you?‎ B: I want to east fast food.‎ A: Do you want some _____?‎ B: Yes, please. No, thank you.‎ A: Anything else?‎ B: That’s all, thank you A: You’re welcome.‎ step4、eluvasion step5、homework ‎1) Ask your parents and friends what kind of food they want ‎2)write the new words 板书设计:‎ Module5 unit1 Do you want some rice?‎ ‎ Do you want some_____?‎ ‎ Yes, please.‎ ‎ No, thank you.‎ Unit 2 I’m making dumplings. ‎ Unit2 I’m making dumplings.‎ 学习任务:What are you doing ? I’m making dumplings/ I’m cooking vegetable.‎ ‎ Do you want some ? Yes , please . / No , thank you .‎ 教具:实物:饺子,蔬菜,勺子,围裙 卡片,磁带,CD-ROM ,录音机 教学过程 一.Warming up Greeting ‎ Good morning .‎ ‎ How are you ?‎ ‎ Can you …?‎ 二.Chant : left foot ,right foot ,left foot right 三.Review 展示卡片 T:What’s this ?‎ Ss : cake, rice , noodles , fish(学生快速读出)‎ T: Do you want some …‎ Ss: Yes ,please . / No , thank you.‎ 四.实物导入 ‎1.T:老师今天带了二种好吃又有营养的东西,大家猜猜是什么?(学生猜)‎ 师拿出饺子教学dumpling ‎①全班读②个别读③小组读 ‎ 2.同法教学vegetable ‎①唱反调(师大声读单词,生小声;反之师小声生大声)‎ ‎②全班读单词 五.巩固单词 Play a game猜单词 师把刚刚复习的单词和新授单词的卡片藏起来,给学生三次机会猜猜藏的是哪两张,如果学生两张都猜错了,师说“no”。如果猜对一张师说“YES”但是不给学生看卡片,两张都猜对了给学生看卡片读出单词,并给予奖励。‎ 六.情境中学句型 ‎1. I’m making dumplings.‎ T:今天老师非常高兴,所以要大展厨艺(带上围裙,包饺子),now ,look here ,What am I doing?‎ ‎ 想不想知道老师在干什么吗?要用英语怎么问呢?‎ ‎ Ss:What are you doing ?(板书)‎ ‎ T:I’m making dumplings. Do you want some?(板书)‎ ‎ 采用不同形式读句型I’m making dumplings.( 如:师读快,生读慢;师读慢,生读快)‎ ‎2. I’m cooking dumplings.‎ T:接下来,老师要展示每二样厨艺,Look here(师抄菜),想知道Miss Lin 正做什么要用英语怎么问 Ss: What are you doing? (板书)‎ T: I’m cooking vegetables.Do you want some.(板书)‎ 采用不同形式读句型I’m cooking dumplings.(如:男女分开读,小组读)‎ 七.学课文 ‎(1)学生对话第一部分 ‎1.T:Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客,我们来看看Daming 一家做了什么好吃的请他们。(播放CD—ROM)‎ T:他们来到Daming 家,看到Daming正在making dumplings,他们两个不知道Daming在干嘛,他们是怎么问?‎ S1:What are you doing ,Daming?‎ T: Daming 是怎么回答?‎ S1: I’m making dumplings?‎ 全班跟着CD—ROM读。‎ ‎2. 情境表演 师去学生家做客,学生正在包饺子 T: What are you doing ?‎ Ss: I’m making dumplings .‎ Do you want some ?‎ ‎ T: Yes ,please.‎ ‎ (2)学生第二部分 ‎ 1.T:Daming家除了Making dumplings 还做了什么好吃的?‎ ‎ Ss: Cooking vegetables.‎ ‎ T: Daming 急匆匆来到厨房里,看到妈妈正在cooking dumplings 他是怎么问的?‎ ‎ SS: What are you doing?‎ ‎ T: mother是怎么回答的?‎ ‎ Ss: I’m cooking vegetables.‎ ‎ Read after the CD-ROM ‎ 2.巩固练习 ‎①师做抄菜动作 ‎ Ss: What are you doing ?‎ ‎ T: I’m cooking vegetables. Do you want some ?‎ ‎ Ss: Yes ,please./ No, thank you .‎ ‎②Play a game 听音乐传勺子,音乐一停,拿到勺子的学生做抄菜的动作,其他学生问 What are you doing ?此生回答I’m cooking ‎ ‎ Vegetables. Do you want some ?操练对话。‎ ‎3. 表演课文对话 小组合作,表演课文对话。‎ Module 6 Abilities Unit 1 Can you run fast ?‎ 一、Teaching aims ‎ ‎(一)Aims on the knowledge ‎ ‎1、能听、说、认读单词:can, run, fast, jump ,high, far, ride ‎2、能听、说、认读并运用句型:1) I can run fast/jump high /…‎ ‎2) ------Can you run fast /jump high/jump far/ ride fast …?‎ ‎------Yes , I can ./No, I can’t .‎ ‎(二)Aims on the abilities ‎ 培养学生自主合作学习能力和运用在具体语境中正确进行交际的能力。这也是本课的难点。‎ ‎(三)Aims on the emotion 让学生通过能力的谈论,了解自己的优点。引导学生在学习中体验成功、感受快乐,树立学习的自信心。‎ 二、 教学步骤:‎ Step1 Warmer ‎ ‎1、 Sing the song “ Row the boat ”‎ ‎2、 chant : Make a cake ‎ ‎3、Do and say Tell the students: Let’s have a match in groups .I’ll do some actions . Please look and say them quickly : play football/swim /play basketball /…‎ Then do and teach the new words: run ,jump ,high ,far ,ride ‎ Have the students practice in pairs .‎ Step 2 Presentation ‎ ‎1、Let the groups do the actions that the teacher says . Teach “can ”by this way : Oh ,look ! Group A can do it well . Explain the meaning of “can ”‎ ‎2、Do the actions and say : I can swim/run fast/ jump high /… Do some examples and let the students practice in pairs .Then ask some pairs to act it out .‎ ‎3、After acting ,do and say like this :I can jump high . Can you jump high ? Help the students answer : Yes , I can ./ No, I can’t .‎ Step 3 Listen ,find and say ‎ ‎1、Show the picture and tell the students :Our friends : Amy Sam and Daming are having a match .Now look at the picture and listen : Who is the winner ?‎ ‎ 2、Play the tape for the students to listen and find the answer .‎ ‎3、Have the students look at their book ,listen and repeat .‎ ‎4、Then let them practice reading in pairs or groups .‎ Step 4 Consolidation ‎ Do Activity book Exercise 1 and 2 .‎ Step 5 情感教育 Tell the students : We can do many things .But we can’t do a lot of things ,either . So we must learn carefully .OK?‎ Step 6 Homework ‎ ‎1、Listen and read this Unit .‎ ‎2、Act the dialogue with your partner .‎ ‎3、Make a dialogue with your parents using :Can you …?‎ Unit 2 Yes , I can .‎ ‎ 一、Teaching aims ‎ ‎(一)Aims on the knowledge ‎ ‎1、能听、说、认读单词:flute, wash, clothes, draw ‎ ‎2、能听、说、认读并运用句型:‎ ‎1) ------Can you play the flute /wash clothes/…?‎ ‎ ------Yes, I can ./No, I can’t.‎ ‎2) I can write a letter/…‎ ‎ I can’t row a boat /…‎ ‎(二)Aims on the abilities ‎ 培养学生运用询问他人的能力并讲述自己的能力,并培养他们自主合作学习及互相帮助的能力。‎ ‎(三)Aims on the emotion 让学生通过能力的谈论,了解自己的长处及不足。引导学生在学习中体验成功、感受快乐并能取长补短。‎ 二、 Teaching steps ‎ Step 1 Warmer ‎ ‎1、 chant : Make a cake ‎ ‎2、Revise the phrases by doing actions: play football/run fast /jump high / jump far /ride fast /…‎ ‎3、Do and teach the new words : play flute/ draw/wash clothes Then let the students practice in pairs .‎ Step 2 Presentation ‎ ‎1、 The teacher does the action and say the sentence : I can play the flute .Can you play the flute ,_____? Asks one student to answer . Make more with some individual students .‎ ‎2、 Have the students to ask and answer in pairs using the new phrases.‎ ‎3、Ask some pairs to act out .‎ Step 3 Listen point and say ‎ SB P24 Part 1 ‎ ‎1、let the students look at their books and listen to the tape to draw the right picture .‎ ‎2、Check the answer with the whole class .‎ ‎3、Play the tape again for them to listen and repeat . ‎ ‎ 4、Have the students to read in pairs .‎ Step 4 Listen point and say ‎ ‎ SB P25 Part 4 ‎ ‎1、Have the students to look at the pictures first .Then play the record for them to listen and choose .‎ ‎2、Check the answer together .‎ ‎3、Let the students look at the picture and say about themselves like this : I can …/I can’t…‎ Step 5 Listen and say ,then sing and do the actions.‎ SB P25 Part 3 ‎ ‎1、Read the words with the students together .It’s easy for the students to read .‎ ‎2、Play the tape for the students to listen to the song first . Then have them to sing after the tape.‎ ‎3、Let the students sing and do the actions together .(We can have a match .) ‎ Step 6 Consolidation ‎ Do Activity book Exercise 4 and 5‎ Step 7 情感教育 Tell the students : We can do many things .But we can’t do a lot of things ,either . So we must help each other .‎ Step 8 Homework ‎ ‎1、Listen and read this Unit .‎ ‎2、Make a dialogue with your partner using : I can/can’t …‎ Can you …?‎ MOULE 7 Travel 一、准备阶段:‎ Ⅰ 教学目标: ‎ 情感目标:激发学生热爱祖国的大好山河。‎ 知识目标:学习句型 We are going to …tomorrow. ‎ 能力目标:培养学生使用be going to 讲述自己的计划和即将发生的事情。‎ Ⅱ 教学重点:‎ ‎1 学习运用be going to 句型。‎ ‎2 掌握单词及词组:children/ tomorrow/ by plane/ get up/ from China/ swim in the sea/ visit Ⅲ 教学难点: ‎ 能够正确理解运用be going to 句型。‎ Ⅳ 辅助资源:‎ ‎ 挂图、录音机、磁带、图片、挂历、一张中国地图 二、教学过程:‎ I. Warming up ‎ 唱歌曲 I can’t do it. ‎ II. Revision:‎ ‎1. 复习以前学习过的动词及词组:run/ ride/ play/ swim…‎ ‎(复习动词是为了更好的学习本节课be going to句型做铺垫)‎ ‎2. Do duty report ‎“What day is today? What is the date today?”‎ III. Presentation:‎ ‎1. 教师出示当天的日历,指着的日期说 “Today is …”并出示新的一月份的挂历对学生说:”Our winter holiday is going to be in January. And I am going to go to Hainan in winter holiday.”‎ ‎(复习对比日期,使学生初步了解be going to 的含义)‎ ‎ 2. 学习句型 I am going to go Hainan.‎ ‎(为学生讲解be going to 的含义,并且学说, 同时讲解be going to 的用法。) ‎ ‎3. 学生谈论What are they going to do at this weekend ? ‎ ‎4. 出示中国地图,指着沈阳告诉学生 I am going to go to the zoo in Shenyang this weekend. So I am going to get up at 6 o’clock in the morning. ‎ IV  lead in ‎ I. Get four large pieces of paper and write the following words on them.‎ ‎  Chinese ‎  English ‎  Japanese ‎  American ‎  2.Place the words on the walls around the class.‎ ‎  3.Tell the ss that you are going to call out the names of the countries and they have to point and say the adjectives.‎ ‎  Examples  ‎ ‎  T:England.‎ ‎  Ss:English.‎ ‎  T:China.‎ ‎  Ss:Chinese.‎ ‎  4.This will help the ss with the listening passage in the next section.‎ ‎  II.Listen and point.‎ ‎  1.Tell the ss to close their books.‎ ‎  2.Now tell them that you are going to play the tape and they have to listen and write down the names of the countries they hear.‎ ‎  Teaching tip ‎  Always try to find a simple activity to introduce the listening to the ss . We call these “gist activities”.They get the ss to focus on the listening but not to listening the ss have to listen for the names of countries.‎ ‎  3.Now get the ss to open their books and to follow the story.‎ ‎  4.Tell the ss to look at the story carefully. On the board write the following things.‎ Hainan‎         5 o'clock ‎  by plane        Grandpa ‎  5.Tell the ss to say sentences from the dialogue using these key words.‎ ‎  Examples ‎  T:Hainan.‎ ‎  Ss:We're going to Hainan tomorrow.‎ ‎  T:Grandpa.‎ ‎  Ss:I'm going to visit my grandpa.‎ ‎  6.Continue like this.It will get the ss to focus on the key language.‎ ‎  III. Point and say.‎ ‎  1.You may want to extend this activity.Tell the ss to think of one thing they are going to do tomorrow and to draw a simple picture of it.‎ ‎  2.Now call out the names of the ss and get them to stand up and say what they are going to do tomorrow.‎ ‎  3.They should hold up their pictures .If anyone else has drawn the same thing ,they should stand up and say the same sentence, but add the word “too”.‎ ‎  Examples ‎  T:Maria.‎ ‎  Maria:I'm going to play tennis.  Ss(with the same picture):I'm going to play tennis,too.‎ ‎  T:Paul.‎ ‎  Paul:I'm going to ride my bike.‎ ‎  Ss(with the same picture):I'm going to ride my bike ,too.‎ ‎  4.This is a good activity for helping the ss to understand the word “too” and for practising the future with “be going to”.‎ ‎  Unit 2  We're goin to visit the Ming Tombs.‎ ‎  I. Warmer.‎ ‎  Extension Activity one.‎ ‎  1.Tell the ss to write the word “too”on one piece of paper.‎ ‎  2.Now tell the ss some things you are going to do tomorrow and they have to listen and hold up “too”if they are going to do the same thing,then they don't have to do anything.‎ ‎  Examples ‎  T:I'm going to swim.‎ ‎  Ss:(Hold up “too”if they are going to do the same.)‎ ‎  T:I'm going to visit my grandpa and grandma.‎ ‎  Ss:(Hold up “too”if they are going to do the same.) II. listen ,point and say.‎ ‎  1.Before you start,write the names of some animals on the board but miss out the first letter.‎ ‎  __ions        __igers          __lephants ‎  __amels       __andas ‎  2.Tell the ss that you are going to call out the names of different animals and they have to call out the missing letter.‎ ‎  3.This will revise spelling and letters and will also remind them of some animals.‎ ‎  Example ‎  T:Pandas.‎ ‎  Ss:P.‎ ‎  T:Elephants.‎ ‎  Ss:E.‎ ‎  4.Continue like this.The revision will be useful for the rest of the unit.‎ ‎  III. Listen and say ,then sing.‎ ‎  1.To make the song more fun,draw pictures of some animals and put them on the board.You can use pictures from a magazine or flashcards if you wish.‎ ‎  2.When the children sing the song and say the word “zoo”they can point at the pictures of the animals.‎ ‎  When they say the words “and you”they can point at each other.‎ ‎  Teaching tip.‎ ‎  Always try to add some type of activity to the song.It makes the song more memorable and helps them to learn and understand the vocabulary.In the activity above ,for example,the ss have to point at the pictures of the animals when they say the word “zoo”and point at each other when they say “and you”.‎ MOULE 8 Sports Day ‎(一)   教学内容分析 本课出自外研社小学新标准英语(三年级起点第三册)四年级上册第八模块。在第七模块中,学生已经基本掌握运用“be going to…”表达自己或他人的计划和将要发生的事,本模块将围绕校园“Sports Day”为主题,展开系列教学活动,首先让学生学会用英语表达一些运动项目,通过创设情境,在情境中更加熟练地运用“be going to…”表达自己或他人的计划和将要发生的事,能运用“What are you going to do?”询问他人的计划、打算。同时通过这一课的学习,激发孩子们对体育运动的热爱之情,培养他们合理安排自己的学习和生活的良好习惯。‎ ‎(二)教学目标 ‎     1、Knowledge of the language (语言知识与能力目标)‎ ‎        a. Master the new words: Sports Dayhigh jump long jump run the 100 metres b. Master and use the sentence pattern:‎ What are you going to do? I’m going to     .‎ ‎2、Emotion attitude(情感目标)‎ a. Through experiencing, participate in, practice steps on the activity, encourage the students to have good cooperation with each other and learn from each other. 通过交流与合作,培养学生的互助精神与合作学习能力。‎ b. Raise their interest to learn English. 提高学生对英语的学习兴趣。‎ ‎(三)教学重点难点 a. Master and use the new words: Sports Day high jump long jump run the 100 metres b.Master and use the sentence pattern:What are you going to do? I’m going to…通过本课教学,使学生能运用What are you going to do? 询问他人的计划、打算,并能用“be going to…”表达自己或他人的计划和将要发生的事。‎ c. 在真实的情境中,运用What are you going to do? 询问他人的计划、打算,并能用“be going to…”表达自己或他人的计划和将要发生的事。‎ ‎(四)教学策略与教学方法 以活动教学为主,小组合作学习。采用了直观教学法、全身反应法、情景教学法等。教学设计遵循学生的认知特点及规律,以活动教学为主线,动静结合,听说领先。遵循外语教学的层次性原则:理解层次、操练巩固层次和交际层次。在课堂教学中合理优化配置各个层次,以及教师与学生角色的必要变更,充分发挥学生的主题地位。为学生创设生动有趣的语言学习情景,在尊重学生个性发展,面向全体学生全面发展的基础上,唤醒学生的主体意识,从而调动学生的学习积极性。侧重运用情景交际和小组讨论法,使整个教学从知识的内化到外显呈现出一种动态、和谐的发展过程。运用电脑多媒体辅助教学,以活化交际情景,多感官刺激学生,充分开发和调动学生的多种智力潜能参与学习活动,从而达到学习新知、培养技能、和谐个性、启迪智慧的教育目标。‎ ‎(五)教学过程设计 ‎     A、Warming up. (热身) ‎ a. Greeting—Sing the song‎ T:Nice to see you boys and girls! Today we’re going to learn module 8. We are going to chant first, do you remember the chant?‎ b. Revision. Chant and act.‎ My name is Jack, hip hip hooray!‎ I’m going to have a nice day!‎ I’m going to run,‎ I’m going to jump,‎ I’m going to watch TV,‎ I’m going to swim!‎ ‎【设计意图:通过歌曲进行师生之间的问候,愉快、轻松而融洽。‎ 通过唱读富有节奏和韵律的童谣作为热身活动,能集中孩子们的注意力,激发学习兴趣,将他们带入一个轻松和谐的英语学习氛围中。帮助孩子们在愉快中复习所学的动词,为本课的语言学习和输出做好铺垫。】‎ ‎   B.Presentation and Practice( 新知呈现与操练)‎ a. Lead-in.(导入)‎ T: Good job! Today we are going to talk about“Sports”.What’s the meaning of“Sports”? Do you like sports?‎ Ss: Yes!‎ T:I like sports.I can play table tennis.What sports can you do?‎ S1: I can play basketball.‎ S2: I can swim.‎ ‎…‎ T: You are good at sports, and my students like sports too. Look! What are they doing? (CAI: 校运会场景)‎ Ss: They are running…‎ T: Yes. They are having Sports Day. Read after me: Sports Day.‎ Ss: Sports Day!(板书课题,学习生词 Sports Day)‎ ‎【设计意图:呈现运动会场景图片,课堂导入形象直观,让学生明确主题。】‎ b. New words.‎ ‎1、生词的呈现 T: (点击CAI,教师陈述自己的运动会计划,课件逐一展示老师要参加的运动项目---即本课生词,陈述完后,电脑屏幕同时展示三幅图) We are going have a Sports Day next month. I can run fast, so I’m going to run the 100 metres; I can jump far, I’m going to do the long jump, and I can jump high, so I’m going to do the high jump.‎ ‎(板书:教师表达自己计划的同时,边说边在句子“I’m going to   .”后逐一呈现生词(图文卡片):run the100 metres、long jump、 high jump)‎ ‎【设计意图:教师用学过的句子“I’m going to…” 引出新单词,以旧带新,由浅入深,循序渐进,学生易于接受。让学生在句子中学习单词,词不离句。借助课件呈现生词,集中注意力的同时帮助学生直观理解词义。】‎ ‎2、生词的操练 ‎(1)机械操练:‎ 从板书上摘下词条,教师手持词条,逐一教学单词。采用模仿动作、声音高低变化等形式,由面到点的进行全班、小组、个别的操练。‎ ‎【设计意图:TPR全身反应教学法,帮助学生直观地、生动的理解与学习生词,避免了机械操练的枯燥。符合小学生好动、乐于模仿的年龄特征。】‎ ‎(2)游戏教学:‎ 听说练习---〈Listen and do>规则: 老师说词语,学生做动作---老师做动作,学生说词语---学生a做动作,全班说词语。(课件逐个展示各运动项目。)‎ 认读练习---准备生词卡片,规则:请学生a上到讲台,教师站在该生后面,手持单词卡片,由全班同学说出这个词语,学生a立即做动作,做对了即可获得奖励。‎ 教师引导学生也用这个句子说说自己打算要参加的项目。‎ 词句整体练习---Chant.(唱读板书词句,“”为节奏分隔符号)‎ Metres、metres,100 metres,‎ I’m going to run the 100 metres;‎ Jump、jump, do the long jump,‎ I’m going to do the long jump,‎ Jump、jump,do the high jump,‎ I’m going to do the high jump.‎ ‎【设计意图:通过这一游戏教学,以听说领先,认读跟上,再到词句结合的完整表达,以达到操练扎实的目的。使学生在娱乐中不知不觉中掌握所学知识,寓教于乐。】‎ c. New sentences ‎(1)新句呈现 T:I’m going to run the 100 metres, and I want to know “What are you going to do for Sports Day? (教师拿这该句子词条,提问1--2个学生,引导学生答,以此帮助学生理解问句的意思。)‎ ‎(2)问句的机械操练 将长句“What are you going to do for Sports Day?”贴到板书处,拆分长句进行机械操练,采取高低声变化,手指迅速认读形式。(由面到点练习)‎ ‎(3)问答替换练习 用板书上的生词进行问答替换,随后教师做一两个动作让学生替换。‎ ‎(4)Pair-work. (教师先与一名学生示范,随后俩俩对话。)‎ ‎(5)检测。(开火车形式)‎ d. Text(课文): (教材整和:学生用书 P30 Unit 1 Part 1 Listen and pointP32 Unit 2 Part 1 Listen, point and say.)‎ ‎(1)课文导入。教师拿出LinglingDamingSam 的头饰,导入:T: Look, they are our old friends, they are going to have a Sports Day, what are they going to do? Do you ‎ know?(重复两遍) Let’s listen.‎ ‎(2)课文学习---听力练习(1遍)‎ T: First,please listen carefully,if you can, repeat.‎ ‎(3) 课文学习---认读课文、情感朗读示范、角色朗读(共3遍)‎ T: This time,please look at the screen,(课件逐一呈现课文图片) listen and repeat.‎ ‎(4)课文练习---检测学生理解课文情况。‎ ‎ 后附答题卡 T: Have you finish? Now let’s check your answer.‎ What’s Lingling going to do for Sports Day?‎ ‎(1)引导学生回答:Lingling is going to …‎ ‎(2)变换句型提问:Who is going to run the 100 metresdo the high jump do the long jump?‎ ‎【设计意图:利用课件开展课文教学,能更集中学生的注意力。 A、首先,注重学生听说能力的培养,让学生带着问题去听; b、在课文理解与朗读部分,注重学生学法的指导,指导学生模仿形象的语音语调,学会带着情感朗读课文。c、角色扮演朗读能集中学生的注意力,提高参与朗读的积极性。】‎ C. Practice of expanding ( 语言拓展训练)‎ ‎1、Talk about the Olympic Games ‎(1)导入:T:Today we are talking about“Sports”!We know,Beijing is going to hold the Olympic Games in 2008.‎ ‎(课件先展示2008奥运视频,再展示几位体育明星照片,照片下方附上句子,目的在于引导学生运用该句学会表达:‎ ‎*** is going to run.‎ ‎    is going to dive.‎ ‎    is going to play basketball.‎ ‎    is going to play table tennis.)‎ T:Look! They are our Super Star,Yaoming… Can you tell me:‎ Who is going to run?‎ Who is going to dive?‎ Who is going to play basketball?‎ Who is going to play table tennis?‎ ‎(2)Group-work.Please disscus in your group.Then tell me.‎ ‎(3)Ask someone to answer.‎ ‎【设计意图:奥运会”的呈现与本课主题相联系十分贴切,与孩子们一同参与关于国家体育明星的讨论,学会用第三人称表达他人将会做何事。奥运话题激发学生以祖国为荣、热爱祖国的情感,将德育寓于英语课堂之中。】‎ ‎2、Make a weekend plan.‎ ‎(1)导入:‎ T: Good job! Do you like Yaoming?‎ Ss: Yes!‎ T: Me too. And I like watching basketball games on TV at the weekend. But I’ve no time this weekend. So I’m going to watch the basketball game on CCTV5 next weekend.‎ ‎(课件呈现语言拓展句型:I’m going to watch the basketball game on TV next weekend. )‎ ‎(2)呈现问答句式,并集体认读。‎ Excuse me, what are you going to do next weekend?‎ ‎(课件呈现问句)‎ ‎(3)调查活动示范:投影调查表格。请1—2位学生配合问答,教师把询问后的结果写到表上。(后附表格)‎ ‎(4)Talk about the weekend plan with your friends, and fill in the blank.‎ ‎(5) Show.(展示)‎ ‎【设计意图:引导学生走出课本,学会在真实的场景中运用新知。进行语言的拓展训练使学生进一步深化巩固对教学内容的理解和运用。给孩子们创设了真实的语言运用的情境,有效实现师生、生生互动,活跃课堂。使英语教学活动化,活动教学交际化。讨论计划能充分拓展孩子们的英语思维能力,达到学以致用的目的。采取合作学习形式,培养学生的团队合作意识。在讨论计划的过程中,培养孩子们学会合理安排自己学习与生活的良好习惯。】‎ ‎(六)板书与练习设计 ‎(1)板书设计 Module 8 Sports Day (小组竞赛评价栏)‎ Unit 1‎ A: What are you going to do for Sports Day?‎ B: I’m going to do the high jump.‎ ‎ Do the long jump ‎ ‎ run the 100 metres ‎ ‎(2) 练习设计 ‎   A:What are you going to do next weekend?‎ B:I’m going to watch the basketball game on TV.‎ Module9 Unit1 Can I have some sweets?‎ 一、教学目标:‎ ‎1、四会掌握几种食物的名称:soup,sweets,bread,biscuit,fruit。2、能用Can I have some…? Yes, you can. Sorry, you can’t.请求允许并做出回答。‎ ‎3、在合作学习中体会学习英语的乐趣,激发学生对英语的兴趣,培养良好的学习习惯和学习方法,提高学生的英语综合素质 二、教学重难点 请求获得允许,谈论食物 三、教学准备 录音机、单词卡片、食物图片、课件 四、教学过程 Step 1. Greeting Good morning children !How are you?‎ Step 2:warmer Chant:Make a cake Step 3:Presentation 1‎ ‎1、T:The cake is very nice ,I’m hungry, Are you hungry?‎ Ss:Yes ‎2、T:(老师出示食物图片)Do you want some cake/rice/pears/dumplings/vegetables ?(抽生回答,复习以前学习的食物单词)‎ ‎3、老师边问Do you want some soup?边出示图片。教授新单词soup ‎ 并且用这种方法教授新单词sweets、bread ,biscuit 、fruit ‎4、Chant:Soup and rice,are very very nice.Mmm,Mmm,very very nice.‎ ‎       Soup and bread , are very very nice.Mmm,Mmm,very very nice.‎ ‎5、学生模仿上面的Chant 自编,并在组内练习,‎ ‎6、小组展示自编的chant Step 4:Presentation 2‎ ‎1、T:I have a secret to tell you ,Today is Amy's birthday What should you say to Amy?‎ ‎2、Ss:Happy Birthday Amy ‎3、Sing the Song << Happy Birthday>>‎ ‎4、T: Amy is very happy, She wants you to her birthday party 。Do you want ?‎ Ss:Yes ‎4、(1)T:Let’s get on the bus, We are going to go to her birthday party (老师播放课件,出示一辆车,然后车开动,到一所房子前,上面写了Amy’s house.然后门打开,出现Amy 家的场景)‎ ‎(2)T: Now ,we listen to the tape and then answer my question:” what food did Amy’s mother prepare for you?(艾米的妈妈为你们准备了什么食物?)学生回答 ‎(3)老师分发这些食物的图片给每个小组,让孩子们装着享受美食,然后老师随机走到每个组去问:Can I have some Soup /sweets/bread/biscuits/cake ?引导学生回答出Yes ,You can /Sorry,You can’t ‎(4)让学生在组内操练Can I have some…?的句型。‎ ‎(5)让学生在组之间操练Can I have some…?的句型。‎ ‎6、T:Now ,boys and girls ,it’s too late ,We should go home now .‎ What should you say to Amy?‎ Ss:Thank you Amy ,Good bye!‎ ‎7、老师播放课件。艾米家关上门,车开走 Module 9 Happy Birthday Unit 2 Happy Halloween!‎ 一、准备阶段:‎ Ⅰ教学目标: ‎ 情感目标:使学生了解西方的节日“万圣节”。‎ 知识目标:学习句型 Can I….? Yes, of course.‎ 能力目标:培养学生使用Can I….?请求获得允许。‎ Ⅱ教学重点:‎ ‎1 学习运用Can I have some sweets? Yes, of course. 句型。‎ ‎2 掌握单词及词组:Happy Halloween!/come in/ camel ‎3 学习歌谣Can I have some…?‎ Ⅲ教学难点: ‎ 能够正确理解运用Can I…? 句型。‎ Ⅳ辅助资源:‎ 挂图、录音机、磁带、图片、头饰 二、教学过程:‎ I. Warming up 背诵韵律小诗 “I’m training for Sports Day.” ‎ II. Revision:‎ ‎1. 出示画有食物的单词图片,分成四个小组,以小组接力赛的形式进行,S1看单词卡片后,用身体或是语言描述,其他同学猜。然后由S2继续。最后看哪一小组在规定的时间内猜到的卡片最多为胜。‎ ‎2. 学生带上头饰表演Module 9 Unit 1中的课文。‎ III. Presentation:‎ ‎1. 教师出示一些南瓜灯、鬼脸面具等有关“万圣节”的图片,问学生是否了解这个西方的节日,让学生说一说他们所知道的“万圣节”。并且告诉学生“万圣节”是西方孩子们最喜欢的节日之一,它是一个非常有趣的节日。‎ ‎ 2. 出示课文挂图,并提出问题:‎ ‎ Where is Tom? Where did he go? What did he do? Is he the same as usual?‎ ‎(带着问题听课文,使听的目的更加明确,有助于对课文的理解)‎ ‎3. 帮助学生回答问题,并为学生介绍本课的文化背景:‎ 在西方国家,万圣节的前夜---‎10月31日是孩子们尽情玩乐的时间。夜幕降临时,孩子们就穿上五颜六色的鬼怪衣服,戴上千奇百怪的鬼怪面具,提上一盏用南瓜做的杰克灯。杰克灯的样子十分可爱,是把一个大南瓜掏空,外面刻上笑眯眯的眼睛和大嘴巴,在南瓜中间插一根蜡烛,把它点燃。人们远远就能够看到憨态可掬的笑脸。孩子们会去按邻居的门铃,并且说Trick or treat! (不请客就捣乱!)人们早就准备好了点心、糖果,孩子们甜品放进自己的口袋中。如果大人要是不招待这些孩子们,那么他们可就要倒霉了!‎ ‎(学生学习语言,了解语言的文化背景也是十分重要的。只有更好的了解中西方文化的差异,及语言的使用背景,才能够更好的运用、掌握语言。)‎ ‎4. 学习单词Halloween/ ‎ ‎5. 学习句型 Can I have some sweets? Here you are.‎ ‎ Can I come in? Yes, of course.‎ IV. Practice:‎ ‎1.听录音,跟读课文。‎ ‎2.学生分组进行表演对话。‎ ‎3.游戏活动:‎ ‎ “小小采购员”‎ 让学生以小组为单位,共同收集和讨论收集食品的名称,用图画的形式或是单词拼写,‎ 制作成精美的菜单,每个学生一个购物单。‎ 每组有两名服务员,其他同学到其他组采购,使用语言 “Hello, can I have some…,please?” 如果该食品单上有,会得到Yes, you can. 的回答,而且可以把该食物记在自己的购物单上;如果没有,会得到No, you can’t.的回答。看谁在规定时间内买到最多的食品。然后换其他同学继续当采购员。‎ ‎4.学习韵律小诗Can I have some…?‎ V. Summary:‎ Today we have learned something about Halloween and the sentence patterns with “Can I …?” ‎ VI Homework Talk about Halloween with friends after class Module 10 Unit 1 There is one birthday in May.‎ 一、教学目标 ‎1、1知识目标:学会1-6月份单词;可以正确谈论每个月有多少名同学过生日。‎ ‎1、2技能目标:培养学生听、说和运用英语的能力;培养学生与他人合作的能力。‎ ‎1、3情感目标:激发学生学习英语的积极性。‎ 二、教学重点:(1)能够正确运用新的句型“How many birthdays are there in January/February…?”和“There be”来谈论每个月有多少同学过生日。‎ ‎(2)掌握单词January, February, March, April ,May, June.‎ 三、教学难点:(1)六个月份单词的认读。(2)区别“There is…”和“There are…”‎ 四、教学准备:教学卡片,磁带,录音机,年历和一张红心纸。‎ Teaching steps: ‎ Step1: Warmer ‎1. Greetings ‎ ‎2.Say a chant T: Boys and girl, let’s say a chant, ok? Ss: OK!‎ T&Ss: Can I have some soup?‎ Can I have some fruit?‎ Yes, you can. Yes, you can.‎ And you can have some rice. ‎ They’re all very nice. ‎ ‎3.Revision T: Please look at this picture. How many seasons are there in a year?‎ Let’s count. One, two, three, four. Ss: There are four. ‎ Spring, summer, autumn, winter. ‎ T: How many months are there in one season? One, two, three.‎ Ss: There are three. ‎ T: How many months are there in a year?‎ Ss: One, two, three, four, five, six ,seven, eight…….There are twelve.‎ T: Today, we’re going to learn the months.‎ Module 10 The Months Unit 1 There is one birthday in May.(板书)‎ Step2: Presentation ‎ ‎1)教授:January ‎ T: What’s your favourite month?‎ S1: 五月。 S2: 一月。‎ T: January. My favourite month is January ,too. ‎ ‎2)教授:February T: Look, there are 31 days in January . Do you know how many days there are in February? ‎ S3: There are 28 days. S4: There are 29 days. ‎ T: There are 28 or 29 days in February. ‎ ‎3)教授:March ‎ T: Look at these words, can you read them?‎ car star peach chair ‎ T: From these words, can you read the new words “March”?‎ 字母组合“ar”和“ch”。‎ S4: March. ‎ T: Do you Like March? Why? You can discuss in group. ‎ G1: We like March . We can fly a kite in March.‎ G2: We don’t like March. It’s windy. ‎ ‎4)教授:April ‎ T:(出示春天的图片)Can you guess how many birthday there are in April. ‎ S5: There are two. ‎ S6: There five.‎ T: Whose birthday are in April, please stand up. And let’s count together.‎ T: There are… birthday in April. ‎ ‎5)教授:May ‎ T: You can guess so well. Let’s guess another one . Do you know which month it is? “ It’s warm and it’s in Spring. There are 31 days in it. And there is Labor’s day, too.”‎ S7: May. ‎ T: You are so clever. What can you do in May. ‎ S8: I can ride a bike in May. ‎ S9: I can play football in May. ‎ S10: I can do taijiquan in May. ‎ ‎6) 教授:June T: What day is today?‎ S11: Today is ….‎ T: How old are you?‎ S12: I’m ….‎ T: Do you want to know how old I am? You can guess. ‎ S13: You’re 24. S14: You’re 23. ‎ T: Yes, I’m 23 years old. And my birthday is in June. Whose birthday is also in June? ‎ S15: My birthday is in June. ‎ Step 3 : Practice ‎ ‎1.Game ‎ T: Let’s play a game,ok? Ss:OK!‎ T:I will speak these names of the months. And you can show me your finger to show . ‎ T: April. Ss: (show four fingers) April.‎ T: June. Ss: (show six fingers) June.‎ ‎2.Group work ‎ T: Read the new words together. You can discuss in groups . Which month do you like best? Why? What can you do in that month? Four students in a group.‎ S1: I like June , because I can go swimming in June. ‎ S2: I like June, too. Because I can eat ice cream. Mmm. It’s nice. ‎ S3: I like January. I can make a snowman in January. ‎ Step 4: 讲解课文 ‎1)Listen and do T:1) Whose birthday is in February? Please clap your hands. ‎ ‎ 2) Whose birthday is in March? Please point to the ‎ ‎ 3)Whose birthday is in April? Please touch your nose.‎ ‎ 4)Whose birthday is in May? Please point to the door.‎ ‎ 5)Whose birthday is in June? Please show me your bag. ‎ ‎ 6)Whose birthday is in January? Please point to Lingling. ‎ T: Where is Lingling? Oh, what’s Lingling doing? Let’s go and have a look. Listen to the tape and then answer my question.‎ S4: She is counting her friends’ birthdays./Lingling is counting days.‎ Step 5:家庭作业:‎ 掌握一月到六月的单词。‎ 读熟本课。‎ 一、教学内容:Unit2 There are twelve months in the year.‎ 二、教学目标 ‎1.知识目标:‎ 表示月份的词语:July August September October November December 句型:1)---How many birthdays are there in January?‎ ‎ ---There is/are …‎ ‎2.技能目标:‎ 会应用月份的单词,会问答生日。‎ ‎3.情感目标:‎ 增进同学之的了解;培养英语的学习兴趣。‎ 三.教学重点:单词、句型。‎ 四.教学难点:表示月份的单词。‎ 五.教学准备:课件,布置学生课前预习。‎ 六.教学过程:‎ ‎1.热身复习:‎ 复习上节课的单词:January February March April May June 复习句型:ow many birthdays are there in January?There is/are …‎ ‎2.提出学习目标:‎ 一年12个月的单词:昨天学了1-6月的单词。7-12月的单词分别是什么?掌握7-12月份的单词。‎ 模仿句子说话。‎ ‎3.自学指导:‎ 每个学生边看课文我例句,边看7-12月的日历图。‎ 学生之间试着模仿例句说话。‎ 老师巡视,重点是差生。教师根据情况,心中作好解决方案。‎ ‎4.检查学生自学效果:‎ 最大限度暴露问题:让后进生回答问题,如果后进生都对了,就不再教了。若后进生错了,引导中等生更正。中等生都做不起,则请尖子生。全都不行,则老师讲解。‎ ‎5.当堂训练,堂堂清:‎ 教师重点强调单(复)数用法,There is/are …‎ 教师以各种事例进行强化训练There is/are …用法。‎ ‎6.课文指导:‎ 完成p40活动2:(课件呈现)学生小组讨论歌词的含义,整体了解歌词内容。‎ 听录音学唱英语歌。‎ 以小组、大组、全班、接龙等方式检查学习情况。‎ ‎7.作业:单词的背写,课文的通读
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