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

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2019-2020年四年級英語上冊 Unit 1 Lesson 3(4）教案 冀教版 教學內(nèi)容：Lesson 3: Bicycles 課時 1 教學目標：1.知識與技能：本課要求學生能正確聽、說、讀、寫單詞：bicycle, near, far. 會口頭應答單詞：bell, chain, seat, tire, wheel. 會說句子：Is that far from here? 并能口頭運用句子表達自己的意思。 2.情感態(tài)度價值觀：通過游戲、歌曲、表演等多種活動，激發(fā)和培養(yǎng)學生學習英語的興趣，調(diào)動學生的積極性，使學生在不斷體驗成功的快樂的同時，增強英語學習的信心。 教學重點、難點：本課重點單詞和句子，并會口頭應答。 教具準備：磁帶、單詞卡片 板書設計： b Lesson 3: Bicycles Is that far from here? Yes, it is. No, it is not. far near bicycle bell chain seat tire wheel 教學過程： 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. 教學反思： 附送： 2019-2020年四年級英語上冊 Unit 6(21)教案 蘇教牛津版 一、教材簡解 本課是義務教育牛津英語4A Unit6 “Whose gloves？”第一課時的教學內(nèi)容，具體為B部分4個單詞及C部分單數(shù)句型和D部分。該課的核心是讓學生初步熟悉、理解服飾類單詞的單復數(shù)，由于學生對于單復數(shù)概念模糊，易混淆，所以安排第一課時不引入“a pair of”。同時本課時復習四個形容詞“big, small, long, short”，能讓學生學會句型“The ________ is/ are too _______.”，并初步會用、會寫單數(shù)句型“Whose … is this? It’s …”。要求學生圍繞學過的單數(shù)名詞（重點為服飾類），在一定的情境下正確的交談。 二、目標預設 結(jié)合《新課程標準》，基于對本單元內(nèi)容的整體把握，對本班學生的基本情況分析，我制定了以下教學目標： 1．讓學生能聽懂、會說、會讀單詞long, short, big, small, jeans, shoes, scarf, jacket。 2．讓學生能正確地運用對話中的交際用語The … are/is too … Whose … is this? It’s… 3．讓學生能聽懂、會說、會讀、會寫The … are/is too … Whose … is this? It’s… 三、重點、難點 讓學生能聽懂、會說、會讀、會寫“The … are/ is too … Whose … is this? It’s…”，并能流利的利用“Whose … is this? It’s …”來尋找失主，以培養(yǎng)學生團結(jié)友愛、助人為樂的情感。 四、設計理念 1. 信息技術與小學英語課程整合 2. 情景教學法，活動教學法，交際教學法，任務型教學法 五、設計思路 1．熟知的人物 課堂的靈魂 作為語言學習的起點，學生的興趣永遠是我們教師在課堂上需要著重考慮的。本堂課學習的服飾類單詞，以及需要復習的四個形容詞big, small; long, short都具有較大的對比性，在現(xiàn)實生活中很容易找到類似的強烈對比，我選擇用同學們熟知并且喜愛的籃球運動員姚明作為本堂課的主角。營造NBA巨星將來校進行籃球聯(lián)誼活動的氛圍。 2. 快板式訓練 熟知的旋律 深刻的印象 熟知的休士頓火箭隊隊歌節(jié)拍，很適合學生在練習句型時作為Chant的操練音樂，既能夠讓學生在統(tǒng)一的情境中學用英語，又能夠在強烈的節(jié)奏感間收攏自己的注意力，讓他們在一課時中能夠始終關注著他們所應掌握的，并留下深刻的印象。 3. 學以致用 語言學習的最終歸屬 本課時的最后設計了“失物招領”環(huán)節(jié)，讓學生在近乎實際的情境中充分的嘗到了學能致用的妙處。 六、教學過程 （教學流程框架圖） 課前準備 課前播放Flash動畫“My clothes”溫習部分學過的服飾類單詞，讓學生盡快進入英語學習的準備狀態(tài)，同時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．（課件展示幾個學生的服飾）引導學生復習部分服飾單詞。 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，配合休士頓火箭隊隊歌，活躍課堂氣氛。) Step 2 Presentation and practice 1. 引出jeans →long jeans→short jeans (強調(diào)jeans, long, short, 復數(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. →引出并領讀jeans<出示圖片拿在手上，強調(diào)ea發(fā)音，復數(shù)s。適當練讀。>→And the jeans are very …<手勢提醒，引導學生說出long，強調(diào)o 的發(fā)音>→課件出示long jeans→練讀<合理獎勵小組> ②課件出示A little girl. Look, the jeans are very …<手勢提醒，引導學生說出short>→課件出示short jeans→利用手中的圖片練讀<合理獎勵小組> ③The girl looks at Yao Ming, and says ‘Yao Ming’s jeans are too long.’ 對話框形式引導<課件出示，短暫提示中文，強調(diào)are， too 可讓學生想像女孩兒的語氣充分夸張的練讀。>→在黑板上范寫句型‘The ____ are too ______.’用手中的jeans圖片練讀。→課件出示chant配合動感節(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 (強調(diào)shoes, big, small, 以及復數(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讀shoes<出示圖片拿在手上，強調(diào)oe發(fā)音，復數(shù)s。適當練讀。>→And the shoes are very …<手勢提醒，引導學生說出big，強調(diào)i的發(fā)音>→課件出示big shoes→練讀<合理獎勵小組> ② The man looks at Yao Ming.對話框形式引導，或請同學說出‘Yao Ming’s shoes are too big’ <課件出示，短暫提示中文，強調(diào)are， too 可讓學生想像隊友的語氣充分夸張的練讀。>③課件出示small shoes. Look, the shoes are very …<手勢提醒，引導學生說出small>→課件出示small shoes→利用手中的圖片練讀<合理獎勵小組>→繼續(xù)利用黑板上的句型‘The ____ are too ______.’和用手中的shoes圖片練讀。→課件出示chant配合動感節(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 (強調(diào)a, scarf) （①利用圖片引出a scarf→領讀scarf<出示圖片拿在手上，強調(diào)ar發(fā)音。適當練讀。>→And the scarf is very …<手勢提醒，引導學生說出long，強調(diào)o 的發(fā)音>→課件出示a long scarf→練讀<合理獎勵小組> ②課件出示A little boy. Look, the scarf is very …<手勢提醒，引導學生說出short>→課件出示a short scarf→利用手中的圖片練讀<合理獎勵小組> ③The boy looks at Yao Ming. 對話框形式引導。請學生回答 ‘Yao Ming’s scarf is too long’ <強調(diào)is， too 可讓學生想像小男孩兒的語氣充分夸張的練讀。>→在黑板上范寫句型‘The ____ is too ______.’用手中的scarf圖片練讀。→課件出示chant配合動感節(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。) OK，now let’s do some exercises. (提示：先集體練說→個別提問或集體拼寫單詞，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!(因為姚明沒有穿上衣) →引導學生回答Yao Ming need a jacket→出現(xiàn)圖片jacket以及單詞，強調(diào)單詞中a的發(fā)音。→出現(xiàn)AB式句型，Whose留空，強調(diào)It’s Yao Ming’s. 引導學生說出whose。→出現(xiàn)單詞Whose→練讀<強調(diào)o 的發(fā)音，充分練讀，可用Whose, whose, whose jacket, whose jacket is this? 進行操練。>→讀整句Whose jacket is this? <練讀>。 6. Lost Property Office（情境操練 失物招領） 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，并自由練習后，用smiling faces遮擋，然后可機動選擇顯示，并開展競賽。） 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.（課前要求學生在課本C、D部分用鉛筆畫上四線三格，便于平時書寫訓練。） 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，每個單詞配有兩組圖片配合講述四個形容詞) Whose gloves？ The _____ are too _______. The _____ is too ________. Whose _______ is this? It’s ___________. （課前畫上四線三格，示范書寫。） A B C D （用于小組競賽 積分） Blackboard design：