上海牛津版四年级英语下册Module2Myfavouritethings教学设计.docx
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上海牛津版四年级英语下册Module2Myfavouritethings教学设计
上海牛津版四年级英语下册Module2Myfavouritethings教学设计
odule2yfavouritethings
Unit1ypet
Languagesills:
Listening:
Recognizedifferencesintheuseofintonation
Recognizerhyingordsinapoe
Recognizeordsithfinalsound‘sh’
Speaing:
Useappropriateintonationinquestionsandstateents
openaninteractionbyprovidinginforationinresponsetoquestions
Pronouncecorrectlyordsithfinalsound‘sh’inanutterance
riting:
riteoutapieceoforbyfolloingafraeorprovidedandusingneatandlegiblehandriting
Developrittentextsbyaddinginforationtoritinghenaodelorfraeorisprovided
Difficultpoints:
countablenoun:
pet
countablenouns
‘h-‘questions:
hatcolourisit?
ho’s…?
hat’sitsnae?
aterials:
Pictures,recorder,tapes
TeachingTies:
Fiveperiods
FirstPeriod
contents:
Readapoe,Doasurve
Languagefocus:
Asing‘h-‘questionstofindoutvariousindsofinforationaboutananial
Asing‘yes/no’questionstofindoutaperson’spossessions
Difficultpoints:
Readapoe,doasurve
Teachingbreach:
Usingthecassettetolistenandact.
aterials:
picturesofanials,story,recorder
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
Tshosoeanials,asquestionsabouttheanials
Panser
通过唱歌调动气氛。
hile-tas
procedureReadapoeDoasurve
T:
tape,Preadafterthetape
T:
dividePintothreegroups
Group1:
thefirstthreelines
Group2:
thefourthtosixth
Group3:
thelastT:
shoanialsontheboard
P:
circletheanialspeopleeepaspets
T:
Haveyougotapet?
P:
yes/No
T:
tape,P:
read
P-PusingthedialogueinDo
asurve
P:
report
用听听、看看激发学生兴趣，培养学生说的兴趣。
Post-tasactivitiesorboopage11P-Pasandanser通过各种形式的操练，培养学生实际运用的能力。
Hoeorcopytheordsandsentences
这一环节注重培养学生的language运用能力。
SecondPeriod
contents:
Playagae
Languagefocus:
Usingiperativestogiveinstructions
UsingpredicativeandattributiveadjectivestodescribeanialsDifficultpoints:
.
Usingiperativestogiveinstructionseg.Foldthepaper
aterials:
soeboxes,glue,soebuttons,foil,recorder
Teachingbreach:
aingandtrytodiscribethepet.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
P-Prhye
P-Ppractice:
Haveyougotapet?
yes,I’vegota…
hatcolour…?
hile-tas
procedurePlayagae
hatisypet?
Ttape,Plistenandfollointheirboos
Pdraandcolourtheironpetorapettheyouldlie
PriteafesentencessiilartotheonesonP’sboo
PfororeableP.enconragethetoriteafeorePstodescribetheirpets
Ithasgot----eyes.
Itlies-----
Itis-----
Pguess:
It’sa…
通过对动物的描述，提高学生的会话能力。
Post-tasactivities
Draandrite
HoeorcopytheordsandsentencesFeedbac：
融洽师生关系，建立一种真诚的、互相理解和信任的师生关系是非常重要的。
课前，当我笑容可掬、精神饱满地站在学生面前，就已经给学生带来了愉快地情绪；课中，我用亲切、鼓励、信任地目光使学生不怕错误、积极地发表自己的见解，使他们主动地投入教学活动。
我和这个班级师生关系就象朋友。
ThirdPeriod
contents:
Asandanser,Learnthesound
Languagefocus
Asing’ho-‘questionstofindoutquantit
Usingnueralstoshoquantit
Difficultpoints:
P1.child-children
Asing‘ho’questionstofindoutquantit
ainpoint:
Usingthesentencestoexpresslieanddislies.
Teachingbeach:
Usingthetoysandasthequestions.
aterials:
soepictures,recorder
Teachingbreach:
Usingthecharttoasandanser.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
Soepets
P-P:
Haveyougotapet?
yes…
进入学习英语氛围
每堂课的日常对话有着不可轻视的作用。
让学生的能力真正发挥！
hile-tas
procedureAsandanser
Doasurve
ApetLearnthesound
T:
Areyouteachers?
P:
No.
T:
Areyoubabies/adults?
No,youarechildren..
P:
read:
children
Ttape,Pread
Tgothroughthenounsatthebottoofthechartiththestudents,asallquestionsaboutthepetsof4A
P-Ppairor
Hoanychildreninclass4A/4B/4chavedogs/cats/…?
Three/Four
TencouragePstorefertothechartandcheciftheansergivenbytheirclassatesarecorrect
Doasurvey.Asandanser.
-shThefishisonthedish
Pfollothetape通过从机械性到替换性到实际性操练，让学生真正掌握句型。
Post-tasactivitiesorboopage12
HoeorcopytheordsandsentencesFeedbac：
情景的出示，在教师语言的支配下，使学生置身于特定的情景中，客观的情景不仅影响儿童的认知心理，而且能充分调动儿童的情感参加学习，让学生在其中体察，从而产生探求的动机。
本节课上，我先通过图片使学生置身于公园的场景，后来又通过询问刺激其求知的需求并引导学生发现那些不应该做的事，继而趁热打铁，教会他们如何劝解。
FourthPeriod
contents:
Looandread,asandanser
Languagefocus:
Usingthepresentcontinuoustensetodescribeanactiontaingplaceatthe
tieofspeaing
Asing‘h-‘questionstofindoutspecificinforationaboutananial
Difficultpoints:
neords:
dig,bone,shae,fall/
Diggingshaingfalling
Teachingbreach:
Shothepicturestoaeanedialogue.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
P-Ppairorhile-tas
procedureLooandread
dig,bone
shae,fallTshopictures:
hathasSuperdoggot?
Hehasgotabone.
Pread:
bone
THodidhegetthebone?
He’sdiggingahole.
Theboneisinthehole.
Psaysth.aboutthepictures
Tsho:
illyliestheapple.
Ellaishelpinghi.
hat’sElladoing?
He’sshaingthetrees.
Pread:
shae
THoabouttheapple?
It’sfalling.
Pread:
fall-falling
Psaysth.aboutthepictures
Ttape,Pread
P-Pactout
通过各种形式的操练，培养学生正确拼读单词。
Post-tasactivities
Aposterforthestor
这一环节注重培养学生的想象能力和表达能力。
HoeorcopytheordsandsentencesFeedbac:
情景教学”以情感为基础，因此“情”是一个必不可少的因素。
情感是学生参与教学活动的基础。
因此，教师要注重感情投资，把微笑和鼓励带进课堂。
学生起立回答老师的问题时，教师的笑容对学生常常是一种鼓励。
即使一时哑口无言，从教师的笑容中也能得到安慰。
事实上，教师的教态和表情是学生情绪的调节器。
良好的学习情绪有利于激发学生的学习兴趣，调动他们的学习积极性。
FifthPeriod
contents:
Revietheords
Reviethesentences
Languagefocus:
Asingforthingsthatareneededtopleteatas
prehendingsiplenarratives
Sayingthesound”-sh’
Difficultpoints:
countablenoun:
pet.countablenouns
‘h-‘questions:
hatcolourisit?
ho’s…?
hat’sitsnae?
Possessiveadjective:
its
PredicativeadjectivesPossessive’s
Presentcontinuoustense
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
P1introducethepet
Psguess
P-Pasandanser
hile-tas
procedureDotheexercise
Haveadictation
petBroniegiraffetoytentySuperdogboneshaefallylittlebrondogytoyitsnaehoanydigaholeintheholeasallboneeattheboneshaethetreeeatsoeleaves
changethesentences
）Thegiraffeisyello.
）ItsnaeisLucy.
）illyislooingatanapple.
）Superdogisinthehole.
Introduceyourpet通过复习巩固旧知，引出新知。
起一个承上启下的作用。
HoeorReadtheordsandsentences
Feedbac：
总之，教师要努力营造比较真实的语言环境，让学生在一定的情景中学会表达自己的见解，，学会选择学过的、合适的语言；同时让学生有更多的时间与空间在师与生、生与师、生与生的语言交流中，不断实践、不断巩固、不断更正、灵活运用所学的英语知识。
Unit2ytoys
Languagesills:
Listening:
Identifyeyordsinanutterancebyrecognizingthestress
Recognizedifferencesintheuseofintonationtodifferentiatebeteenquestionsandstateentsandrespondappropriatel
Locatespecificinforationinresponsetosiplequestions
Recognizeordsithfinalsound’-s’
Reading:
Locatespecificinforationinashorttextinresponsetoquestions
Recognizefailiarordsinunfailiarcontexts
Speaing:
Useodeledphrasesandsentencestounicateithother
Learners
Useappropriateintonationinquestionsandstateents
openaninteractionbyelicitingaresponse
Pronouncecorrectlyordsithfinalsound‘-s’inanutterance
aintainaninteractionbyprovidinginforationinresponsetofactual
questions
riting:
Reviseandeditshortrittentextsbyaingchangestoincorrect
Inforation
Developrittentextsbyritingafirstdraft
Difficultpoints:
Presentcontinuoustense
‘Ho’questions:
Hoany…arethere?
aterials:
ordandpicturecards,objects,cassetteandacassetteplayer
orboo4B
Teachingties:
Fiveperiods
FirstPeriod
contents:
Looandlearn,Looandsa
Languagefocus:
Usingnounstorefertoorethanoneobjective
Usingnounstoidentifythings
Usingnuberstodescribequantif
Difficultpoints:
Neords:
soldier,boat,puzzle,thirty,fort
Teachingbreach:
Usingthetoystoasandanser.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
one-ten
Psayandholduptheirfingers
P-Porinpairs
eleven-tentyhile-tas
proceduretenty-one---
tenty-nine---
thirt
fort
fift
Looandsa
Playagae
Tintroducetenty-onetothirt
Pread
Tintroduceforty-ninet
Pread
Tintroducehundred,thousand,illion
Plearn,Ttape
Tshoallpicture:
hat’sintheshop?
Pbears/dolls…
Tintroduce:
soldier,boat,puzzle
Pread,aephrasesiththeseords
Pcountthetoysandritethenuberinordsabovetheillustrations
toy—baggae通过各种形式的操练，培养学生正确拼读单词。
Post-tasactivities
countandrite
consolidation
GraarPracticeBoo4bP20Hoeorcopytheordsandsentences
SecondPeriod
contents:
Readandanser,Sayandact,Learnthesound
Languagefocus:
Usingnounstorefertoorethanoneobject
Usingnuberstodescribequantif
Asing‘Ho’questionstofindouttheprice
Usingdeonstrativestorefertothings
Difficultpoint:
Houchare…?
Theyare…canIhavea…,please?
Teachingbreach:
Usingthethingstopractice.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtogether
T-P
Tinvitefivestudentstoetotheboard.Asthetodraasanyapplesastheycaninfiveseconds.
P____applesontheboard.
P-Plooatthepictures,asandanser:
Hoany…arethere?
这一环节注重创设环境，培养学生实际运用语言的能力。
hile-tas
procedureReadandanserSayandactLearnthesound
Tshoadoll:
Houchisit?
It’s…yuan.
Tshotodolls
P-P
Houcharethey?
Houcharethesedolls?
Theyare…yuan.
Tteach,Pread
Practice:
T-Ben,P-jac
orinpairs
Theasisonthedes.
Pread
Group-groupPost-tasactivitiesorboopage13
P-Pasandanser
PsdotheexercisesHoeorcopytheordsandsentencesThirdPeriod
contents:
Readandanser
Languagefocus:
Usingnounstoidentifythings
Usingthepresentcontinuoustensetodescribeanactiontaingplaceatthetieofspeaing
Asing“h-“questionstofindoutspecificinforationaboutaperson
Difficultpoint:
Neords:
bedroositting-roodining-roobathrooashdinner
Teachingbreach:
Usingthepicturestopractice.
Procedure
contentsethod
Purpose
Pre-tas
preparation
Song
Dailytal
Revision
Pssingtoge
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