2019-2020年四年級(jí)英語(yǔ)上冊(cè) Unit 1 Lesson 3(4）教案 冀教版.doc

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2019-2020年四年級(jí)英語(yǔ)上冊(cè) Unit 1 Lesson 3(4）教案 冀教版 教學(xué)內(nèi)容：Lesson 3: Bicycles 課時(shí) 1 教學(xué)目標(biāo)：1.知識(shí)與技能：本課要求學(xué)生能正確聽(tīng)、說(shuō)、讀、寫單詞：bicycle, near, far. 會(huì)口頭應(yīng)答單詞：bell, chain, seat, tire, wheel. 會(huì)說(shuō)句子：Is that far from here? 并能口頭運(yùn)用句子表達(dá)自己的意思。 2.情感態(tài)度價(jià)值觀：通過(guò)游戲、歌曲、表演等多種活動(dòng)，激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，調(diào)動(dòng)學(xué)生的積極性，使學(xué)生在不斷體驗(yàn)成功的快樂(lè)的同時(shí)，增強(qiáng)英語(yǔ)學(xué)習(xí)的信心。 教學(xué)重點(diǎn)、難點(diǎn)：本課重點(diǎn)單詞和句子，并會(huì)口頭應(yīng)答。 教具準(zhǔn)備：磁帶、單詞卡片 板書(shū)設(shè)計(jì)： b Lesson 3: Bicycles Is that far from here? Yes, it is. No, it is not. far near bicycle bell chain seat tire wheel 教學(xué)過(guò)程： 一、Class Opening and Review 1. Greeting T: Hello, everyone! S: Hello, teacher! T: How are you today? S: I’m fine, thank you. And you? T: I’m very well, thanks. 2. Sing “ABC SONG” 3. Play “SIMON SAYS” Review turn right, turn left, go straight, go up the stairs. 二、New Concepts 1. Demonstrate Draw a bicycle on the blackboard. Introduce the parts of the bicycle. Write each word on the blackboard and the students say it a few times. 教學(xué)側(cè)記 2. Point to the picture in N1, let students say each word a few times. 3. Play the audiotape as the students follow in their books. 4. Play “WHAT’S MISSING” Play the game with a picture of bicycle. Play by removing parts of the bicycle. 5. Demonstrate ①Remind the students of the concepts above, below, beside, across from, in, on and under. ②Remind the students of the difference between this and that. Point to a classroom object and ask What’s this? or What’s that? ③Using the same objects, demonstrate near and far. This blackboard is near. That desk is far. ④Repeat near and far with the students a few times. ⑤Show the students how to use near and far. Place a book far from the blackboard and say The book is far from the blackboard. Place a book near the blackboard and say The book is near the blackboard. 6. Play the audiotape for N2, 3. Introduce the dialogue to the students. Use as much English as possible. 7. Practice. Place an object close to or far from another object and ask students: T: Is the near the ? S: Yes/No. T: Is the far form the ? S: Yes/No. Change the position and the object and call on other students. 三、Class Closing. Sing A Song. 教學(xué)反思： 附送： 2019-2020年四年級(jí)英語(yǔ)上冊(cè) Unit 6(21)教案 蘇教牛津版 一、教材簡(jiǎn)解 本課是義務(wù)教育牛津英語(yǔ)4A Unit6 “Whose gloves？”第一課時(shí)的教學(xué)內(nèi)容，具體為B部分4個(gè)單詞及C部分單數(shù)句型和D部分。該課的核心是讓學(xué)生初步熟悉、理解服飾類單詞的單復(fù)數(shù)，由于學(xué)生對(duì)于單復(fù)數(shù)概念模糊，易混淆，所以安排第一課時(shí)不引入“a pair of”。同時(shí)本課時(shí)復(fù)習(xí)四個(gè)形容詞“big, small, long, short”，能讓學(xué)生學(xué)會(huì)句型“The ________ is/ are too _______.”，并初步會(huì)用、會(huì)寫單數(shù)句型“Whose … is this? It’s …”。要求學(xué)生圍繞學(xué)過(guò)的單數(shù)名詞（重點(diǎn)為服飾類），在一定的情境下正確的交談。 二、目標(biāo)預(yù)設(shè) 結(jié)合《新課程標(biāo)準(zhǔn)》，基于對(duì)本單元內(nèi)容的整體把握，對(duì)本班學(xué)生的基本情況分析，我制定了以下教學(xué)目標(biāo)： 1．讓學(xué)生能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀單詞long, short, big, small, jeans, shoes, scarf, jacket。 2．讓學(xué)生能正確地運(yùn)用對(duì)話中的交際用語(yǔ)The … are/is too … Whose … is this? It’s… 3．讓學(xué)生能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫The … are/is too … Whose … is this? It’s… 三、重點(diǎn)、難點(diǎn) 讓學(xué)生能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫“The … are/ is too … Whose … is this? It’s…”，并能流利的利用“Whose … is this? It’s …”來(lái)尋找失主，以培養(yǎng)學(xué)生團(tuán)結(jié)友愛(ài)、助人為樂(lè)的情感。 四、設(shè)計(jì)理念 1. 信息技術(shù)與小學(xué)英語(yǔ)課程整合 2. 情景教學(xué)法，活動(dòng)教學(xué)法，交際教學(xué)法，任務(wù)型教學(xué)法 五、設(shè)計(jì)思路 1．熟知的人物 課堂的靈魂 作為語(yǔ)言學(xué)習(xí)的起點(diǎn)，學(xué)生的興趣永遠(yuǎn)是我們教師在課堂上需要著重考慮的。本堂課學(xué)習(xí)的服飾類單詞，以及需要復(fù)習(xí)的四個(gè)形容詞big, small; long, short都具有較大的對(duì)比性，在現(xiàn)實(shí)生活中很容易找到類似的強(qiáng)烈對(duì)比，我選擇用同學(xué)們熟知并且喜愛(ài)的籃球運(yùn)動(dòng)員姚明作為本堂課的主角。營(yíng)造NBA巨星將來(lái)校進(jìn)行籃球聯(lián)誼活動(dòng)的氛圍。 2. 快板式訓(xùn)練 熟知的旋律 深刻的印象 熟知的休士頓火箭隊(duì)隊(duì)歌節(jié)拍，很適合學(xué)生在練習(xí)句型時(shí)作為Chant的操練音樂(lè)，既能夠讓學(xué)生在統(tǒng)一的情境中學(xué)用英語(yǔ)，又能夠在強(qiáng)烈的節(jié)奏感間收攏自己的注意力，讓他們?cè)谝徽n時(shí)中能夠始終關(guān)注著他們所應(yīng)掌握的，并留下深刻的印象。 3. 學(xué)以致用 語(yǔ)言學(xué)習(xí)的最終歸屬 本課時(shí)的最后設(shè)計(jì)了“失物招領(lǐng)”環(huán)節(jié)，讓學(xué)生在近乎實(shí)際的情境中充分的嘗到了學(xué)能致用的妙處。 六、教學(xué)過(guò)程 （教學(xué)流程框架圖） 課前準(zhǔn)備 課前播放Flash動(dòng)畫“My clothes”溫習(xí)部分學(xué)過(guò)的服飾類單詞，讓學(xué)生盡快進(jìn)入英語(yǔ)學(xué)習(xí)的準(zhǔn)備狀態(tài)，同時(shí)做好溫故知新之間的銜接。 Step 1 Free talk 1. Good morning, boys and girls. Look at the students. How lovely! 2．（課件展示幾個(gè)學(xué)生的服飾）引導(dǎo)學(xué)生復(fù)習(xí)部分服飾單詞。 T: What’s this? S: It’s a … (hat, shirt, skirt …) 3. They are very beautiful! Because a basketball player is ing here. Guess who is ing. (Let’s have a look. 課件播放，配合休士頓火箭隊(duì)隊(duì)歌，活躍課堂氣氛。) Step 2 Presentation and practice 1. 引出jeans →long jeans→short jeans (強(qiáng)調(diào)jeans, long, short, 復(fù)數(shù)名詞后的s) →The jeans are too long. Who is he? (Yao Ming! Tall! Cool! …) Look at his clothes! (a shirt …) （①And?教師指著自己的牛仔褲>Just like me. →引出并領(lǐng)讀jeans<出示圖片拿在手上，強(qiáng)調(diào)ea發(fā)音，復(fù)數(shù)s。適當(dāng)練讀。>→And the jeans are very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出long，強(qiáng)調(diào)o 的發(fā)音>→課件出示long jeans→練讀<合理獎(jiǎng)勵(lì)小組> ②課件出示A little girl. Look, the jeans are very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出short>→課件出示short jeans→利用手中的圖片練讀<合理獎(jiǎng)勵(lì)小組> ③The girl looks at Yao Ming, and says ‘Yao Ming’s jeans are too long.’ 對(duì)話框形式引導(dǎo)<課件出示，短暫提示中文，強(qiáng)調(diào)are， too 可讓學(xué)生想像女孩兒的語(yǔ)氣充分夸張的練讀。>→在黑板上范寫句型‘The ____ are too ______.’用手中的jeans圖片練讀?！n件出示chant配合動(dòng)感節(jié)奏。） Chant: Long jeans, long jeans, the jeans are too long. Short jeans, short jeans, the jeans are too short. 2．(課件展示第二幅姚明圖片) 引出shoes →big shoes→small shoes (強(qiáng)調(diào)shoes, big, small, 以及復(fù)數(shù)名詞后的s) Look at Yao Ming. They look at Yao Ming’s … (shoes) （①指著姚明的鞋子引出并領(lǐng)讀shoes<出示圖片拿在手上，強(qiáng)調(diào)oe發(fā)音，復(fù)數(shù)s。適當(dāng)練讀。>→And the shoes are very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出big，強(qiáng)調(diào)i的發(fā)音>→課件出示big shoes→練讀<合理獎(jiǎng)勵(lì)小組> ② The man looks at Yao Ming.對(duì)話框形式引導(dǎo)，或請(qǐng)同學(xué)說(shuō)出‘Yao Ming’s shoes are too big’ <課件出示，短暫提示中文，強(qiáng)調(diào)are， too 可讓學(xué)生想像隊(duì)友的語(yǔ)氣充分夸張的練讀。>③課件出示small shoes. Look, the shoes are very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出small>→課件出示small shoes→利用手中的圖片練讀<合理獎(jiǎng)勵(lì)小組>→繼續(xù)利用黑板上的句型‘The ____ are too ______.’和用手中的shoes圖片練讀?！n件出示chant配合動(dòng)感節(jié)奏。） Chant: Big shoes, big shoes, the shoes are too big. Small shoes, small shoes, the shoes are too small. 3. (課件展示第三幅姚明圖片)引出a scarf →a long scarf→a short scarf (強(qiáng)調(diào)a, scarf) （①利用圖片引出a scarf→領(lǐng)讀scarf<出示圖片拿在手上，強(qiáng)調(diào)ar發(fā)音。適當(dāng)練讀。>→And the scarf is very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出long，強(qiáng)調(diào)o 的發(fā)音>→課件出示a long scarf→練讀<合理獎(jiǎng)勵(lì)小組> ②課件出示A little boy. Look, the scarf is very …<手勢(shì)提醒，引導(dǎo)學(xué)生說(shuō)出short>→課件出示a short scarf→利用手中的圖片練讀<合理獎(jiǎng)勵(lì)小組> ③The boy looks at Yao Ming. 對(duì)話框形式引導(dǎo)。請(qǐng)學(xué)生回答 ‘Yao Ming’s scarf is too long’ <強(qiáng)調(diào)is， too 可讓學(xué)生想像小男孩兒的語(yǔ)氣充分夸張的練讀。>→在黑板上范寫句型‘The ____ is too ______.’用手中的scarf圖片練讀?！n件出示chant配合動(dòng)感節(jié)奏。） Chant: A long scarf, a long scarf, the scarf is too long. A short scarf, a short scarf, the scarf is too short. 4. (課件調(diào)入Kingsun光盤Unit6 D部分，完成填空練習(xí)。) OK，now let’s do some exercises. (提示：先集體練說(shuō)→個(gè)別提問(wèn)或集體拼寫單詞，輸入電腦并檢查。) 5. (課件展示第四幅姚明圖片)引出a jacket →a big jacket→whose? 出現(xiàn)Yao Ming圖片，Oh, my god!(因?yàn)橐γ鳑](méi)有穿上衣) →引導(dǎo)學(xué)生回答Yao Ming need a jacket→出現(xiàn)圖片jacket以及單詞，強(qiáng)調(diào)單詞中a的發(fā)音?！霈F(xiàn)AB式句型，Whose留空，強(qiáng)調(diào)It’s Yao Ming’s. 引導(dǎo)學(xué)生說(shuō)出whose?！霈F(xiàn)單詞Whose→練讀<強(qiáng)調(diào)o 的發(fā)音，充分練讀，可用Whose, whose, whose jacket, whose jacket is this? 進(jìn)行操練。>→讀整句Whose jacket is this? <練讀>。 6. Lost Property Office（情境操練 失物招領(lǐng)） Yao Ming’s jacket is in the Lost Property Office, and Many things here, Try to remember their owners. （第一行用圖片，第二行顯示姓名，操練一遍，并自由練習(xí)后，用smiling faces遮擋，然后可機(jī)動(dòng)選擇顯示，并開(kāi)展競(jìng)賽。） A：Whose … is this? B：It’s … a scarf a jacket a dress a pencil a rubber a skirt Mimi’s Mike’s Yang Ling’s Helen’s Gao Shan’s Nancy’s 7. 課件呈現(xiàn)Unit 6 C部分1、2兩幅圖 Work in pairs→Act it out→Check the answers→Write down on their books.（課前要求學(xué)生在課本C、D部分用鉛筆畫上四線三格，便于平時(shí)書(shū)寫訓(xùn)練。） Step 3 Assign homework. 1. Copy the 4 new words four times. 2. plete the sentences of Part D. 3. Make 2 dialogues like Part C (Picture 1&2). jeans shoes scarf jacket (分上下兩行，每個(gè)單詞配有兩組圖片配合講述四個(gè)形容詞) Whose gloves？ The _____ are too _______. The _____ is too ________. Whose _______ is this? It’s ___________. （課前畫上四線三格，示范書(shū)寫。） A B C D （用于小組競(jìng)賽 積分） Blackboard design：