外研版三起小學英語四年級下冊教案.doc

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. Module 1 Unit 1?? she’s a nice teacher. 教學目標： 知識與技能： 1.Words and phrases: nice \ a bit \ shy \ clever \ naughty???????????????????????? 2.Sentences: This is Ms Smart.? She is a nice teacher. 3. Grammar: Using adjectives to describe person. 過程與方法：單詞、課文? 情感、態(tài)度和價值觀：描述一個人或物的特征 德育目標：用適當形容詞描述人和物 教學重難點： 重點：1. Words and phrases: nice \ a bit \ shy \ clever \ naughty???????????????????????? 2. Sentences: This is Ms Smart.? She is a nice teacher.? 難點：Grammar: Using adjectives to describe person. 教學方法：講授、形容詞的學習 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程： （一）導入：Song: There are twelve months in the year.? ?B: Free talk: Talk about your holiday. （二）探究新知Step one:? 1、:利用CAI課件, 出示本單元主人公的頭像，介紹主人公， 以此引出本單元新單詞：nice \ a bit \ shy \ clever \ naughty 出示卡片，學習新單詞。 2、Learn the new lesson. Step one: Listen to the tape .Try to read the text. Translate the sentences. Listen to the tape again, read follow the tape. Read the text, boys and girls. Step Two: Talk about the pictures. Close your books, show the pictures (parrot， Xiaoyong， Maomao， Ms Smart) Example :( 1) This is Parrot. Parrot is a very naughty bird. (2) This is Xiaoyong . He’s a clever pupil. Step Three: Using adjectives to describe person.利用實物投影展示學生帶來的照片。(Describe the person using the adjectives? （三）鞏固新知Game: 接龍游戲 Example: A: I’m XiaoLan. I’m a bit shy.? B: XiaoLan is a bit shy. I’m ZhangYong. I’m very nayghty.? C: ZhangYong is very naughty. I’m Jim, I’m a nice boy.? （四）小結：用簡單方法介紹人和他的特征。 （五）Homework:抄寫新單詞，每個單詞抄寫4遍。 板書設計 Module 1 Unit 1 she’s a nice teacher. nice \ a bit \ shy \ clever \ naughty This is Ms Smart. She is a nice teacher. ? Unit 2 He’s cool. 教學目標： 知識與技能： 1. Words and phrases: cool \ little \ cute. 2. Sentences: This is this is my big brother, He’s cool.? 過程與方法：對比、家庭成員的特征? 情感、態(tài)度和價值觀：根據每個人的特征并用適當的詞來修飾。 德育目標：培養(yǎng)對家人的關心和愛護。 重點：Words and phrases: cool \ little \ cute.? 難點：Sentences: This is this is my big brother, He’s cool.? 教學方法：講授、對比 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程： （一）導入：Song: Row Row Row your boat. ?B: Free talk: Using adjectives to describe the poem. （二）探究新知Step one: Warmer: Using the adjectives to describe your classmates. Example: ① This is Xiaoyong. ?????????? He is a clever pupil. ???????? ② This is Yuanjiaqi. ????????? She’s very clever, but she’s a bit shy. Step Two: Listen and point. (1) Point out the different meanings of the word “cool”.? In this unit, “cool” means fashionable, and it is most commonly used to mean “quite cold”. The word “cool” has other meanings as well, but they are ones that the students are unlikely to come across in the future. (2) Listen to the tape and underline the new words. Write down these adjectives on the board, and then learn these new words. Listen to the tape again. Read the text.? Close your book. Use CAI shows the pictures of text. Choose some students to describe the pictures. Step Three: Listen and say, then say the poem and do the actions.? Play the spoken version of the poem. And have the students. Repeat each line. Play the tape and have the students. （三）鞏固新知Tell the students that they are going to work in groups of three or four. Do the AB unit 2. Game: ?Explain that they are going to play a game where they? have to whisper some information to their classmate. That classmate has to whisper the information to the next person.? The last person. That person has to say that he \she heard.? Then, the other students listen carefully to find out if the message has changed at all.? （四）作業(yè)布置Homework:抄寫課文P5的句子 （五）小結：能用英語表述一個人的性格 板書設計： Unit 2 He’s cool. mother --- nice big brother --- cool little sister --- cute father --- clever friend --- naughty Module 2 Unit 1 London is a big city. 教學目標： 知識與技能： Words and phrases: capital, about, beautiful, be from Sentences: I’m from London. London is the capital of England. It’s very big and very beautiful. Grammar: the present tense 過程與方法：單詞、課文和對話 情感、態(tài)度和價值觀：了解國外著名的旅游景點 德育目標：學語言就學她的語言文化背景 教學重點：Words and phrases: capital, about, beautiful, be from Sentences: I’m from London. London is the capital of England. It’s very big and very beautiful. 教學難點：Grammar: the present tense 教學方法：講授、對話 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程： （一）導入：A: Chant: This is a little girl, and she has a little curl. And when she is good, she is very, very good. And when she is bad, she is very, very bad! B: Talk Free: T: Hello! Boys and girls. I’m a teacher. Are you a teacher? S1: No, I’m not. S2: No, I’m a pupil. T: Are you naughty? S3: No, I’m not. T: Are you clever? S4: Yes, I am.…… （反復操練，以此復習上節(jié)所學到的描述人物性格的單詞：naughty, shy, clever, nice, cool.） （二）探究新知 Step 一、導入 利用卡片教授“capital”， 反復領讀，讀熟之后帶入句子“London is the capital of England.”中。Then translate it into Chinese. 找生用英語說出“北京是中國的首都?！惫膭顚W生踴躍參加搶答賽“說首都”，學生可以用中文說。 Step 二、新授 在愉快的氛圍中，師告訴學生：“Amy 和Lingling 是同班同學。一天，Amy 帶來了一本關于自己家鄉(xiāng)—倫敦的書。Lingling 看見這本書后非常好奇，于是就請Amy 向她介紹倫敦的情況。現在我們就來跟 Amy 學一學怎樣描述城市和景物。 今天學習過后，請大家也來介紹一下自己熟悉的城市、地區(qū)或景物。 請學生聽錄音，聽一聽Amy 和 Lingling 之間的對話。師：“Where is London?” 生在地圖上指出倫敦的位置。 再放一遍錄音，讓學生在自己的書上勾出描述城市的形容詞 （nice, big, beautiful, small）。 請學生根據插圖和上下文猜一猜每個生詞的意思?！癰eautiful”一詞教師要反復示范，借助肢體語言幫助學生讀清并理解這一單詞。個別單詞處理完之后，教師領讀課文幾遍。然后鼓勵學生分角色大膽試讀，教師及時給予表揚。新|課 | 標|第 |一| 網 （三）鞏固新知練習 完成SB 第一單元活動3。 把全班分成兩人一組，分別扮演 Amy 和 Lingling，進行問答練習。 例如：1、A: What’s this? B: It’s a book about London. It’s very nice. 2、A: What’s the capital of England? B: It’s London. （四）作業(yè)布置：抄寫單詞 （五）小結：去描述一個名勝古跡的特征 板書設計: Module 2 Unit 1 London is a big city. It’s a book about London. London is the capital of England. Module 2 Unit 2 It’s very old. 教學目標： 知識與技能： Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s long and wide. Grammar: Using adjectives to describe cities and buildings. 過程與方法：描述、對話 情感、態(tài)度和價值觀：圖覽泰晤士河、大本鐘、海德公園和倫敦塔橋 德育目標：通過圖覽這四個名勝古跡了解更多的地理知識 教學重點：Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames. It’s long and wide. 教學難點：Grammar: Using adjectives to describe cities and buildings. 教學方法：描述、學歌 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程：X k B 1 . c o m （一）導入：A: Song: Chant: This is a little girl. B: Talk about: Using adjectives to describe a person’s personality and London. （二）探究新知Step one、 Warmer: Revise adjectives. Tell the students that I am going to say an adjective. They have to find something in their books that the adjective describes. Ask two or three students to say which object the chose. Example：T: It’s big. S1: (points to London) London. S2: (points to elephant) Elephant. S3: (points to Beijing) Beijing. Do more examples with the class. Step two、Listen, point and say: 1、Listen, point and find out the new words and underlime them. Then revise them using cards or pictures. (Write down these words on the board.) 2、After doing this, tell the students to close their books. I am going to say the first word of a two-word place name. These places are all in London. The students have to say the second word of the two-word name. Example: T: Buckingham… Ss: …Palace. T: Hyde… Ss:…Park. 3、Have the students continue the activity in pairs. They should take turn to say the first word. 4、Showing four pictures on the screen about "the River Thames", "Big Ben", "Hyde Park", and "Tower Bridge". (Write down these words.) The same time, I am going to read the text for the students. Have them remember the sentences. The second times, ask some students to introduce the pictures. 5、Games: Guessing game. 6、Do AB Unit 2 exercise 1. Quiz: Listen and say the answers. 7、Showing AB Unit2 exercise 2 on the screen. Do this exercise together. （三）鞏固新知Step three Practice 1、Do SB Unit2 activity 4. Listen and point. First, have students say something about these pictures. Then listen and guess which one is right. X|k | B | 1 . c|O |m 2、Do AB Unit2 exercise 4. Write about your school building. Step four、 Learn to sing 1、Have the students look at the picture and describe it (children playing a game). 2、Tell the students that this song, 'London Bridge is falling down' is a traditional English song. Explain that London Bridge is a very famous bridge in London. 3、Play the spoken version of the song and have the students repeat each line. Play the tape and have the students sing the song. 4、Explain the actions and have the class sing the song again. Choose some students to come to the front and play it. Let's see "Who is the winner?" Have the students sing and do the actions after class. Games: 1、Guessing game Tell the students that I am going to say adjectives and they have to think of some places in China that these adjectives describe. Example T: Old. S1: Great Wall. S2: Palace Museum. （四）Homework：抄寫課文第11頁的句子，每句抄寫2次。 （五）小結：了解英國的四大名勝古跡 板書設計Designs: Unit 2 It’s very old. The River Thames —— long and wide Big Ben —— old and tall Hyde Park —— beautiful Tower Bridge —— famous and beautiful Module 3 Unit 1 Robots will do everything. 教學目標： 知識與技能：X k B 1 . c o m 1.Sentences: One day, robots will do everything. 2. Words and phrases: robot everything one day housework learn our that 3. Using will to describe things in the future 過程與方法：Describing things in the future and talking about abilities 情感、態(tài)度和價值觀：對機器人將來能力的期待 德育目標：要養(yǎng)成好習慣、自己的作業(yè)自己完成 教學重點：1.Sentences: One day, robots will do everything. 2. Words and phrases: robot everything one day housework learn our that 教學難點：Using will to describe things in the future 教學方法：講授、對話 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程： （一）導入：(1) Warming up: ---Greeting. Listen and act : e.g. wash clothes watch TV run walk play the flute play football jump do homework make a cake row a boat play table tennis (運用肢體語言來復習動詞及動詞詞組，為本課will 的學習做好鋪墊) （二）探究新知(2) Presentation: Show a robot to the class and say “Today we’re going to talk about the robots.” Describing the robots, it can sing. It can dance. One day, robots will do everything. (運用圖片展示robot的含義) Ask to the students “What else will the robots do?” Show the CAI to students. (讓學生看課件了解機器人能做什么不能做什么) Now show the text to the students. Look at the book and ask. What can Daming’s robot do? Will robots do the housework? Will robots help children learn?... Write the answers on the board: It can walk. Then drill this sentence and then change the word “walk”. Talk about the sentences: They will do the housework. They will help children learn. 新 課 標 第 一 網 Write the sentence on the board One day, robots will do everything. (用磁卡帶替換動詞及動詞詞組，讓學生運用所學。同時理解one day的含義) Continue the words learning: housework help children learn… In groups, talk about the robots then report. （三）鞏固新知(3) Practice: Do exercises in AB. In pairs act the text. Draw a robot and say what the robot can do .In pairs or in groups then report. Production: Look at Exercise 3 in the book and talk about what the robots will do in the future. Game: Guess what their robots will do. Then act. （讓學生先畫出自己的機器人，并展示給其他學生看，讓其他學生猜一猜。運用任務并檢查。） （四）作業(yè)布置Homework: 抄寫單詞 （五）小結：動詞一般將來時態(tài)也可以表示對未來的期待和預想 板書設計Design: Module 3 Unit 1 Robots will do everything. It can walk. One day, robots will do everything. Module 3 Unit 2 On Monday I’ll go swimming. 教學目標： 知識與技能： 1.Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 2. Sentences: On Monday I’ll go swimming. Will you play football on Monday? Yes, I will.../No, I won’t. 過程與方法：課文、歌曲、游戲 情感、態(tài)度和價值觀：一般將來時可以表示今后打算 德育目標：用將來時說出自己一周的打算 教學重點：Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 教學難點： Sentences: On Monday I’ll go swimming. Will you play football on Monday? Yes, I will.../No, I won’t. 教學方法：講授和游戲X k B 1 . c o m 教具準備：點讀筆、圖片、教學掛圖、單詞卡 教學過程： （一）導入：Warming up Write the numbers1-7on the board. Write the words Monday to Sunday under the numbers. Have them predict the meaning of the words, Monday, Tuesday and so on. Point to the words and say them. Have the students repeat them. Now tell the students that you are going to say a day and they have to use an ordinal number and say which day is it. （二）探究新知Now point ,ask and answer Have the students suggest activities that they do and write a list on the board .e.g. play football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school, walk in the park, play with a friend, do homework. Then draw the following calendar on the board: Monday Tuesday Wednesday Thursday Friday Saturday Sunday Have the students copy the calendar in their exercise book .They should write activities on the calendar. Then have the students work in pairs and tell one another what they will do on the seven day of the week. e.g.S1: On Monday I will watch TV. S2: I will do my homework on Monday. （三）鞏固新知Listen and say ,then sing and clap Before singing the song Have the students look the picture and say what type of song this is. Have the children say the names of any clapping songs or games they know. Then act. While singing the song Play the tape and let the student listen to the melody. Then play the spoken version of the song and have the students repeat the line. Divide the students into seven groups. Asking each group a day of the week respectively. Have the students in each group write their day on a piece of paper. Explin that they must hold up their day of the week as they sing that word in the song, now have the class sing the song. （四）作業(yè)布置Homework： X k B 1 . c o m （五）小結：一般將來時可以表示今后打算、還有will=’ll 板書設計Design Unit2 On Monday I’ll go swimming homework 家庭作業(yè) help 幫助 Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五 Saturday 星期六 Sunday 星期日 Module 4 Unit 1 Will you take your kite？ 教學目標： 知識與技能： 1 words and phrase：picnic take great ball why beacause so 2 Sentence： We’re going to have a picinic Will you take your kite？ Yes，I will./No, I won’t. 3 Grammar: Talk about plan 過程與方法： 單詞、課文和句型 情感、態(tài)度和價值觀：正因為是春天、一野餐形式做準備 德育目標：春季是戶外運動的好時機、勞逸結合、多到戶外去運動。 教學重點： words and phrase：picnic take great ball why beacause so Sentence： We’re going to have a picinic Will you take your kite？ Yes，I will./No, I won’t. 教學難點： Grammar: Talk about plan 教學方法：講授、對話http://w ww. xk b1. com 教學過程： （一）導入：A: Songs: London Bridge Following Down B: Free talk: Our school （二）探究新知New concepts: Step1: Warmer: Teacher show some pictures about the “Hyde Park River Thames” S1: This is Big Ben. It’s very old and very beautiful. S1: This is Hyde Park. It’s very beautiful. S3: ... Step2: Listen and point. T: It’s a ball. (Show the ball) I’m going to play ball. Will you play with me? S2: Yes, I will. T: I’m going to go to Hainain. Will you take a ball? (同時板書) S2：No，I won't. Step3: Teacher shows the cards about the new words. Students follow the teacher .The students read one by one .I play the tape and the students follow the recorder. S1: Will you go to Huanren tomorrow? S2: Yes, I will. S3: Tomorrow we’re going to have a Music lesson. S4: No, I won’t. Will和going to 的用法評出最好的一組。 （三）鞏固新知Game：A： Two students play a game ．They choose one food or one object and do the action. S1: Will you take some noodles? S2: No, I won’t. S1: Will you take a cake? S2: Yes, I will. B: Four students look some pictures and tale about. A: We’re going to go to Hainan tomorrow. I will take my coat and my hat. Will you take your swimsuit? （用CAI） B: No, I won’t. I’ll take my coat, too. Will you take your gloves? C: YES, I Will…新|課 | 標|第 |一| 網 D: 評出最佳一組給sticker （四）作業(yè)布置： （五）小結:通過簡短的幽默對話初步接觸動詞的一般將來時 板書設計Design: Unit 1 Will you take your kite? take We are going to have a picnic. picnic Will you take your kite? great Yes, I will. / No, I won’t. ball why because so Module 4 Unit 2 Will it be hot in Haikou? 教學目標： 知識與技能： 1. Words: weather hot cold sunny snow rain windy 2. Sentences: Will it be hot in Haikou? Yes, it will. / No， it won't. 3. Using “will” to describe weather in the future. 過程與方法：Describing weather in the future and talking about weather. 情感、態(tài)度和價值觀：用英語進行對天氣的預想 德育目標：養(yǎng)成學生有規(guī)律的生活習慣 教學重點：1. Words: weather hot cold sunny snow rain windy 2. Sentences: Will it be windy in Beijing? Yes, it will. / No， it won't. w W w .x K b 1.c o M 教學難點： Using “will” to describe weather in the future. 教學方法：對話、說唱 教學過程： （一）導入：Warming up: Look say and act: hot cold rain sunny snow windy (復習學過的有關天氣的形容詞，為本課的學習打好基礎） （二）探究新知Presentation: Show a map pf China. Write city’s name on the map. Show the cards of weather to students. And listen to the tape then point to the pictures. Draw the simple pictures on the board. And write the words. Learn the words and draw the pictures in the exercise books. (同時講解 rain與 rainy 的區(qū)分) Show the robot to the students and say “The robots will do everything. So the robots will broadcast the weather, too. Now let’s act. Listen again and repeat the text then act (表演機器人天氣預報員，以小組的形式操練句型) Show CAI to students. (看課件，模仿并跟讀，引出本課的重點句子，板書句子。) （三）鞏固新知Practice: Game: Listen and stick. Listen to tape and stick the cards on map. （ 聽一聽，貼一貼的活動調動了學生的積極性，訓練了學生的聽做能力。它是讓學生聽到某地的天氣情況，把相關的圖片與城市連在一起。） Do this game in groups or in pairs. Do the exercises in AB. (4) Production: Look at the CAI and ask “What will the weather be?” （出示各種天氣的課件，展開游戲，讓學生運用 “Will it ______________? ” 來提問。） In groups or in pairs to continue the game. （四）作業(yè)布置Homework : （五）小結：問天氣情況Will it be _________? 板書設計Design: Unit 2 Will it be hot in Haikou? hot cold Will it be _______in_________? sunny Yes, it will. / No, it won’t. rain新課 標 第 一 網 windy snow Module 5 Unit1 I was two then. 教學目標： 知識與技能： The Ss can describe the past. Using the simple past tense. They were young then. I was two then. The Ss can grasp the new words and phrases. Using the simple past tense of the irregular verb “be” to talk about the past. Cultivate the Ss’ cooperation. 過程與方法：講授、接觸過去時 情感、態(tài)度和價值觀：看圖回憶過去 德育目標：有個家真好 教學重點：The Ss can grasp the new words and phrases. 教學難點：Using the simple past tense of the irregular verb “be” to talk about the past. 教學方法：講授、接觸過去時 教學過程： （一）導入：Sing the song “OH, we love holidays.”( 調動學生的學習興趣，營造英語教學氣氛 ) Review some adjectives. E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the pictures.( 為后面的課文教學做鋪墊) 3. Free talk Have the Ss talk about countries and their capitals (the USA an d China) （二）探究新知Leading Take out a photo of my family. Then introduce it. “It’s old. Because I was four then. Look, there are my parents. They were young then. But now they are old.” Point to me and say “I was fat and short then. Now you can look at me.” Then get the Ss to look at today’s story. ( 教師可以通過肢體語言及神情讓學生領會這段英語的意思。) Write the sentences on the board. And mark “were, are, was, is” ╱They were young then. ╱ I was four then. ╲They are old now. ╲ Now I am thirty. 新課 標 第 一 網 Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is” when we describe the present. (板書明確，再通過句式操練，學生更容易理解，并加深印象。) 3. Teach the words with the pictures. Then have the Ss say the sentences with the wards. “Grandparents are grandma and grandpa.” e.g. “Who are they? They are my grandparents.” Compare “now” and “then”. Then say the sentences. T