上海沪教牛津版英语4B 教案Word下载.docx

上海沪教牛津版英语4B 教案Word下载.docx

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1.Tolearnthenewword:

paintbrush

2.Freetalk.

Educationaims

Totakecareofyourbooks,paints,…

Languagefocus

Usingpredicativeadjectivestodescribeobjects.They’re…

Usingnounstoidentifyobjects.These/Those…are….

Asking‘wh-‘questionstofindoutspecificinformationaboutaperson.

Whathaveyougot?

Teachingaids

Cassette,player,pictures.

Procedure

Step

Teacher’sactivity

Students’activity

Purpose

Pre-taskpreparation

1.SayarhymewithS.

2.SingasongwithS.

3.Showthewords.

/I/thinsingmilkthis

/ei/planemakepainteight

//busrubbercutbrush

/e/deskhenpenten

//thinthreethirteenthirsty

//thisthatthesethose

4.Askquestions.

E.g.Whatisthis/that/it?

Isthis/that/it…?

Whatarethese/those/they?

…

Sayarhyme.

Singasong.

Readthewords.

Answerquestions.

活跃课堂气氛，创设学习氛围。

加强语音训练，培养学生语感，在巩固旧知的同时学习新知。

以旧引新，为学新知做铺垫。

While-taskprocedure

1.Newwords:

thick,thin

1）Showtwobooksandask:

Canyousaysomethingaboutthebooks?

2）Ask:

Isthisathinbook?

Isthatathickbook?

3）AskStosaysth.aboutyourbooks.

e.g.Thisisabook.

It’sarectangle.…

S:

Yes,itis.

It’sathinbook.

以直观教学手段进行教学，激发学生的求知欲，充分体现以学生为主，注重结果。

用对比度强的物体，夸张的表情，让学生理解与运用thick,thin.

2.Newwords:

paints,brushes,feltpens,paintbrush

1）Ask:

Whatcanyoudo?

2）Showsomepaints,brushes,andfeltpensandask:

Aretheycrayons?

Aretheyneworold?

3）Ask:

Arethosepaints?

Showtheobjecttoteachthe“brush”

T:

Whatarethose?

Listencarefully.They’rebrushes.Askthestudentstolistenandcompletetheword.

4）T:

Therearesomethingsinmyhands.Wecandrawsomepictureswiththem.Pleaseguess.Whatarethey?

No,theyarefeltpens.

3.Teachthedialogue.

1）Playthecassette.

2）Playthecassetteagain.

3）Askstudentingroupandtalkaboutthepictures.

4）Playthecassette.

Ican…

No,theyaren’t.

Theyarenew.

Strytocompletetheword.‘brushes’

Aretheypaints/brushes…?

Oh,hownice?

feltpen

Thisis…

Slookatthepictureandlisten.

Ssayafterthetape

e.g.Howarethecrayons?

Theyarethin.

Arethosecrayonsthinorthick?

Theyarethin.

Sopenthebookandreadafterthetape.

在民主和谐的环境中，用谈话法引出所授内容，重在学习知识的同时增进师生的友谊。

教学中由扶到放，培养学生的自主学习能力。

加强听、说训练，提高技能技巧，培养学生的思维能力。

Post-taskactivity

1.Askstudentstoactoutthedialogue.

2.Askstudentstomakeanewdialogue.

3.WorkbookP1

4.

Sactoutthedialogue.

Smakeadialogue.

Sdotheexercises.

在及时反馈中培养学生英语交际能力，同时在作业过程中养成良好的作业习惯。

Homework

1.Readafterthetape.

2.Copythenewword.

板书设计

Unit1Look!

thickthinpaints

brushesfeltpens

Atthebookshop

These/Those…are….

They’re…

A:

Whathaveyougot?

B:

I’vegot….

教学反思

Sayandact.

Askandanswer.（Page3）

2

1.Usingdemonstrativestorefertoobjects.

2.Asking"

wh-"

questionstofindoutwhichpersonsomethingbelong.

3.Tolearnthesound.–ck/k/

Freetalk.

Helpingeachother.

Whose…arethese/those?

Theyare….

Acassetteplayer,someobjects,somepictures,workbook4B.

1.SingasongwithS.

2.Takeoutthepaints,brushes,feltpensandsoon.

3.LetSactoutthedialogue.

Ssayssomethingaboutthem.

创设学习氛围。

为以上课的迅速过渡到本课新授作准备。

1.Havestudentslookatsixcharactersatthetopofthepage.Ask:

Whathas__got?

Toelicit:

He’s/She’sgot____.

2.Whose…arethese/those?

1）Pointtothepictures,talkaboutthem:

Whosebrushesarethese?

2）AskStalkaboutthepictures.

3）T:

Look.Thepencilsareonthefloor.Whosepencilsarethey?

Whatwillwedo?

3.Playthecassette.

4.Teachthesound.

They’re….

Whose…arethese?

Whose…arethose?

Pickupthepencils.

Listenandreadafterthetape.

Slisten.

对学生进行发散性思维训练，培养其良好的学习习惯。

与已学的单数句型whose…is…?

区分与巩固，帮助学生加强练习。

使学生利用学法，快速掌握新知。

在学习中渗透思想教育。

2）-ck/k/LetSmakeexample.

thick…

AskStoactoutthedialogue.

1.Showthepictures.

2.Haveeachstudentputsomeclassroomobjectsintothebagandpas