1、小学英语四年级Unit4 These are flowersUnit7 Whose is this课题名称:Unit4 These are flowers.教学目标1. 用复数形式“What are these/those?”“These/Those/They are”辨别事物。2. What are these/those?These/Those/They areAre these/those?3. 掌握词汇: these, those,children,bird, tree, grass, sheep, egg理解词汇:outing, broken, other, lovely,bad,
2、ask,cry 4. 字母Rr在单词中的发音。教学重点用复数形式“What are these/those?”“These/Those are”辨别事物。教学难点What are these/those?These/Those areAre these/those?课时安排教学内容课时安排A、B部分1课时C、D部分1课时E、F部分1课时课题名称:Unit4 These are flowers.(总第12课时)教学目标1. 词汇:能听懂、会说、会读、会写新单词flower;能听懂、会说、会读新单词tree,grass,sheep,egg,bird,these,those,children;听懂、
3、会说新单词outing。2. 句型:能熟练运用“What are these/those?”“Theyre”辨别事物。教学重点能听懂、会说、会读、会写新单词flower;能听懂、会说、会读新单词tree,grass,sheep,egg,bird,these,those,children;听懂、会说新单词outing;能熟练运用“What are these/those?”“Theyre”辨别事物。教学难点区分these和those。教学准备单词卡片、课件。教学过程Step 1 Warming up1. 师生问候。T:Good morning, Boys and girls.Ss: Mornin
4、g, madam.2. 引入本课话题。T(指着窗外): What a fine day! Do you enjoy the weather today?Ss: Yes.T: Its sunny. (边说边画相关景物)What do you want to do?Ss: (自由谈论)I want to T: Look at me. I really want to go for an outing.出示教学挂图,帮助学生理解outing的含义。T: Have you ever gone for an outing? Where did you go?引导学生说出地名,引导学生对于这个话题的兴趣。
5、T: So many places you went! You can see many beautiful and interesting things from an outing, right? Please tell me what you saw in one or two words.S1: Trees.S2: Flowers. 重复一些名词的复数,帮助学生复习巩固。Step 2 Presentation and drill1. 指着黑板上已经画好的单个事物。T: Look! Its a beautiful scene of an outing. Whats this? Ss: I
6、ts a 边说边画,并鼓励学生一起说。 T and Ss: These are birds. 鼓励学生展开想象,为郊游的画面增添事物。 T: How about these birds? 引导学生适当拓展,操练单词birds。 Ss: They are beautiful/flying/lovely/kind/ 板书句子,带读。2. T: Where do these birds sleep?出示单词卡片a nest。帮助学生回答:“They sleep in nests.”,并让一名学生在黑板上画出来。 T(边问边画蛋在鸟巢里):What are these? Ss: Eggs. T: Ye
7、s. These are eggs. Can we touch them? Ss: No/Yes. T: Dont touch them. Those are birds eggs. T: What are these? Ss: These are birds/trees/eggs. T: What cant we touch? 引导学生从实际生活中寻找答案。板书“Dont touch”3. T: This is a nest. Whats that? 鼓励学生利用黑板上所画的事物进行回答。 Ss: Its a 出示单词卡片trees. T: What are these? These are
8、 trees. What are those? Those are trees. 板书单词,带读。并通过手势,表现these和those的区别。4. T: Id like to add more things.(画sheep)What are these? Theyre sheep.板书单词,带读。Step 3 Practice1. 扮做一个什么都不知道的学生,寻求大家的帮助。T: What are these?Ss: These are desks/pens/pictures.T: What are those?Ss: Those are cups/balls.让学生扮成“小老师”提问。2.
9、 听课文A、B部分录音。3. 分组练习。4. 分角色表演。鼓励学生运用所学词汇进行拓展。Step 4 Consolidation1. 创设情景,自由对话。情景:秋高气爽,班上组织到岳麓山秋游。大家兴高采烈地谈论着山上的景色。分组进行表演。S1: What are these?S2: These are green birds.S3: What are those?S4: Those are birds.2. 评价。板书设计教学反思课题名称:Unit4 These are flowers.(总第13课时)教学目标1. 词汇:能听懂、会说新单词broken。2. 句型:能熟练运用“What are
10、 these/those?”“Theyre”辨别事物;能理解并运用名词所有格的正确形式;能理解“Whats in it?”“Dont touch it!”“Its broken.”教学重点能简单区分名词的单复数形式。教学难点熟练运用“What are these/those?”“Theyre”辨别事物。教学准备单词卡片、卡通头饰、课件教学过程Step 1 Warming up师生问候。游戏Quick response(快速反应)老师出于单词卡片,学生快速读出。然后将单词卡片粘在黑板上,全体齐读。游戏Ask and answer(你问我答)老师指图提问,学生集体回答。Step 2 Present
11、ation and drill游戏Guess, guess,guess!(猜一猜)3-4人一组进行游戏。每轮让两组学生参与,分别站在讲台两侧。教师出示单词卡片,游戏双方通过动作(叫声)等表演出来,其余学生猜表演的是什么。(游戏过程中,教师注意把握节奏,反复呈现。)T: What are these?Ss: These are birds/trees/eggs/T: What are those?Ss: those are sheep/flowers/birds听课文C部分录音,跟读。Step 3 Practice游戏Golden finger(金手指)老师将单词卡片贴在黑板上,学生根据对话“W
12、hat are these/those?”“These/Those are”中的信息,指到相应的单词卡片。男、女生分组进行比赛,每轮各组两人对话,一人指单词。指得快的为胜。游戏Rhythm game(说说唱唱)将全班分为两大组,每轮游戏两人一小组参与,随着节拍回答老师的提问。节奏逐渐加快,跟不上者需站起来;游戏最后站者少的一组为胜。T: What are these?S1、2: These are birds.T: What is that?S3、4: That is a bird.听课文C部分录音,跟读。Step 4 Consolidation1. 课文D部分。1) 阅读,理解故事大意,标出
13、难以理解的地方。2) 听录音,跟读。3) T: What cant we touch and break easily? Please talk about it.Ss: Dont touchThey breaks easily.引导学生从实际生活中找到答案。2. 练习。板书设计教学反思课题名称:Unit4 These are flowers.(总第14课时)教学目标1. 词汇:能听懂、会说新单词other,lovely,bad,ask,cry。2. 句型:能在情境中理解“May I come in?”;能掌握课文中关键句的书写,巩固所学的句型,规范书写格式。3. 语音:能掌握字母Rr在单词中
14、的发音规律。教学重点字母Rr在单词中的发音;歌谣的诵读;能综合运用本单元的单词和重点句型阅读短文并理解短文,完成练习。教学难点通过语境理解新单词和新句子;关键句子的书写;一般现在时,主语为第三人称单数,动词的变化。教学准备教学课件等。教学过程Step 1 Warming up1. 师生问候。2. 表演唱已学的童谣。Step 2 Presentation and drill1. 出示一张老虎图片。T: Whats this?Ss: Its a tiger.2. 用同样的方法教单词sheep,egg。3. 出示单词卡片bird, flower,egg。让学生先试发这些单词,然后板书单词,带读。再让
15、学生们集体、分组、单个练读。4. 出示单词卡片,让学生读,对发音正确的学生进行表扬,并让他们充当“小老师”带读。5. 听课文F部分,跟读。理解句子含义。6. 引导学生回忆更多包含字母组合Rr的单词,列举出来。可开展小组竞赛。7. 示范单词的书写,让学生将单词书写在练习纸上,进行书写评比。Step 3 Practice游戏The train is coming!(火车来了)把全班分为四大组(每大组视为“一列火车”)。各组以两人(一排)为单位,齐读老师所指单词两遍。如果中间有谁停顿或差错,则视为“一节车厢”出了事故。最后以无错误或错误少为标准,评出“最安全列车”。1. 听课文F部分录音,跟读。2.
16、 有感情地朗读。Step 4 Consolidation1. 鼓励学生们运用已学的语言材料自由创设情景,大胆进行会话。2. 评价。板书设计教学反思课题名称:Unit5 I like noodles.教学目标1. 用 “What do you like?”“I like/dont like”询问他人及表达个人的喜好。2. What do you like?I like/dont like3. 掌握词汇:noodles, biscuit, milk, dumplings, rice, bread,can,hungry理解词汇:dance, eat, fat,fish,much,sing字母组合Ss
17、在单词中的发音。教学重点用 “What do you like?”“I like/dont like”询问他人及表达个人的喜好。教学难点What do you like?I like/dont like课时安排教学内容课时安排A部分1课时B、C、D部分1课时E、F部分1课时课题名称:Unit5 I like noodles.(总第15课时)教学目标1. 能听懂、会说新单词;2. 能听懂、会说本课对话;3. 能运用“What do you like?”和“I like/dont like”询问他人和表达个人的喜好。教学重点熟练地表达自己的喜好。教学难点新单词的发音。教学准备食物图片若干、单词卡片
18、、教学挂图、教学课件等。教学步骤Step 1 Warming up师生问候游戏Guess, guess, guess! (猜一猜)分组进行游戏。一组做动作扮演小动物(a beautiful bird, a big elephant, a strong tiger, a tall giraffe, a small squirrel, a fat pig),另一组猜一猜他们演的是什么。Step 2 Presentation and drill1. 拿出一顶厨师的帽子,扮演厨师。T: Boys and girls, can you guess what I am?Ss: You are a cook
19、.T: Yes, I am a cook. What time is it now? Oh, its 11 oclock. Its too late. I am hungry now. Are you hungry?板书单词hungry,通过动作让学生明白其含义。带读数次。 Ss: Yes, I am hungry.2. 出示若干食品图片,选择其中的一张。T: What will you do when hungry? Right! Eat something. What do you like?I like cake.(笑脸). I dont like rice. (哭脸)用身体语言让学生理
20、解like和dont like的含义和用法。T: What do you like?S2: I like hamburger/rice/cake/T: What dont you like?S3: I dont like milk/fruit/3. 听课文A部分录音,复述所听内容。4. 听录音,跟读。5. 分小组练习。6. 分角色表演。Step 3 Practice1. 学一首童谣。H-U-N-G-R-Y,I am hungry.Bread, please. Cake, please.I like bread, I dont like cake.Y-U-M-M-Y,Yummy!H-U-N-G-
21、R-Y,I am hungry.Apple, please. Bananas, please.I like apple. I dont like bananas.Y-U-M-M-Y,Yummy!游戏Quick response (快速反应)出示多张水果(oranges, apples, pears)图片,学生以最快的速度说出句子“I like/I dont like”。还可将水果单词换成动物、颜色、文具、人物等单词。Step 4 Consolidation1. 创设情景,自由对话。情景:星期天中午,小朋友们一起到麦当劳餐厅就餐。2. 评价。3. 家庭作业。听磁带,背课文。准备一些动物头饰或服饰
22、。板书设计教学反思课题名称:Unit5 I like noodles.(总第16课时)教学目标1. 能掌握新单词;2. 能灵活运用句型询问他人和表达个人的喜好;3. 能阅读理解课文D部分小故事。教学重点能听懂、会读、会说新单词。教学难点能区分中西不同的食品及饮食习惯。教学准备单词卡片、教学磁带等。(有条件的学校可利用多媒体课件制作动物动画)教学步骤Step 1 Warming up1. 师生问候。2. 男女分组。让学生用“What do you like? I like/dont like”造句。可进行比赛。Step 2 Presentation and drill1. 出示课件。T: Loo
23、k, this is my restaurant. There are many foods in it. Do you want to eat something? What are they? Do you like them?食品逐个出现,并展现单词noodles, dumplings, biscuit, rice, cake, bread, milk, jam及其读音,让学生跟读。解释noodles, dumplings, rice是中式食品,而jam, cake, bread, milk是西式食品。2. T: Do you still remember the food in my
24、restaurant?鼓励学生说出自己所能够记住的食品名称,或者使用中文,老师将其翻译成英语。同时,将食品的单词卡片贴在黑板上。3. 听课文B部分单词,跟读。Step 3 Practice游戏Apple and pear(苹果和梨)在黑板上画好苹果与梨子的笑脸,分别代表教师(苹果)和学生(梨子)。让学生跟读所学单词。当教师读对时,学生必须大声地跟读;当教师读错时,所有的学生必须保持沉默。如果学生出错,代表学生的梨子将被擦去五官中的一个,反之,则擦去代表教师的苹果的五官其中的一个。游戏中,教师故意输掉比赛,被擦去了眼睛。于是,教师闭上眼睛说:“Oh, I have no eyes. I cant
25、 see now. Who can tell me where the dumplings are? I am hungry!” 请学生帮忙,找出正确的单词。以考察学生的认读能力。Step 4 Consolidation1. 课文D部分。1) 通过课件让学生边听边看课文D部分的小故事,帮助学生理解故事大意。判断以下说法的正误。Dino is happy today.Dino like rice.Dino likes biscuits.2) 听录音,跟读。3) 分角色表演。2. 创设情景,自由会话。情景:小餐厅。将学生分为四人小组,每一个小组自建一个餐厅,画上食品出售。(自编对话) Sales:
26、 Good morning. A: Good morning. Sales: What do you like? Eggs, milk, bread or cake? A: I like cake, milk and eggs. Sales: OK. Here you are.3. 评价。对学生的描述和表演进行评价,给予鼓励和奖励。4. 练习。5. 家庭作业。1) 绘画作业。课文C部分。要求学生把自己喜欢或不喜欢的食品画下来。并用“I like/dont like”造句。2) 告诉爸爸妈妈自己喜欢和不喜欢的食品、动物、颜色、文具等。3) 听磁带,读单词。设计板书教学反思课题名称:Unit5 I
27、 like noodles.(总第17课时)教学目标1. 能掌握字母组合Ss在单词中的发音,能理解新单词;2. 能理解、会读由含有字母组合Ss的单词组成的句子;3. 能掌握本课重点单词的书写;4. 完成课文F部分。教学重点字母组合Ss在单词中的发音;童谣的诵读。教学难点理解新单词,朗读句子。教学准备四线三格小黑板、教学课件、单词卡片等。教学步骤Step 1 Warming up1. 师生问候。2. 完成课文F部分。(可让学生先自己找到正确答案,用铅笔标记出来,然后两人一组进行交流)Step 2 Presentation and drill1. 听课文E部分的单词和句子,跟读。理解句子。可进行读
28、句子比赛。2. 归纳字母组合Ss的发音,提醒学生注意发音时的口型。然后让学生举出更多发音中带有/Ss/的单词。3. 示范单词的书写,让学生们练习。教师个别检查和辅导。Step 3 Practice1. 创设情景。自由会话。情景:让学生做一个调查表,调查班上同学的饮食爱好。完成后,选择几名学生向大家陈述他们的调查结果。2. 评价。3. 练习。4. 家庭作业。抄写单词、听录音、背课文。板书设计教学反思课题名称:Unit6 Turn right.教学目标1. 用“What are we/you?”询问职业, 及对该问题的回应“You/Were”。2. What are we?Youre .Yes,
29、we are / No, were not.3. 掌握词汇:guessing game, left, right, soldiers, traffic policemen, turn, up, down理解词汇: teach, dance, learn, play, game,guess, then, traffic4. 字母组合Tt在单词中的发音。教学重点用“What are we/you?”询问职业, 及对该问题的回应“You/Were”。教学难点What are we?Youre .Yes, we are / No, were not.课时安排教学内容课时安排A部分1课时B 、C、D部分
30、1课时E、F部分1课时课题名称:Unit6 Turn right.(总第18课时)教学目标1. 能用“What are we/you?”询问职业, 及对该问题的回应“Yes,you/were”。2. 能听懂、会说、会读、会写新单词:guessing game, left, right, soldiers, traffic policemen, turn, up, down;能听懂、会说、会读新单词: teach, dance, learn, play, game,guess, then, traffic。教学重点能听懂、会说、会读、会写新单词:guessing game, left, right, soldiers,
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