第一篇：四年級(jí)英語(yǔ)下學(xué)期Unit4第2課時(shí)教案

Unit 4

Buying fruit

Period 2 Content :

A.Words of Part B(grapes , bananas ,peaches and pineapples)

B.Part D Sentence pattern :

I'd like some...,please.How many kilos ?

...kilo(s), please.C.Part G Fun house.Say a rhyme.Keystone and difficulty :

Words and sentence pattern.四會(huì)單詞： grapes , bananas ,peaches , pineapples and some

四會(huì)句型： I'd like some...,please.How many kilos ?

...kilo(s), please.Aims :

The title of this unit is “Buying fruit ”.So after the students'

learning and the teacher's teaching of the first two classes , they should grasp the applied English of buying fruits and some other things.Teaching steps:

Step 1: Freetalk and revision.A)Have an easy communication with the students

B)Check the students grasp of the words learned last class.Both in

spelling and writing.C)Add the words to the sentence pattern :

What are these / those?

They're...Focus on the two words : these , those distinguish from the words this/

that and they.Step 2: Presentation

A)After the revision , set up a background for the students to learn the

new fruit.In an fruit shop, pictures of all the fruit we should learn.Pineapple first, pine-apple.According to the style of teacher's

mouth ,guess their pronunciation.The reading of the words are not easy for the students , read in

different ways.Group reading , one by one or other ways.B)Roleplay

Open the book to Page 33 , all the eight words should be used in

the dialogues.Ask students to do pair work according to the pictures.C)Sing a song

Use the new words we learned just now , in stead of the fruit

in the song.I love bananas , I love bananas , I love bananas , I love bananas;

I love peaches , I...Singing , another way to attract the students' interest of learning.And open their mouth to say English word which are not so funny.D)Part D Look and say.1)We have learned the sentences :

“I like...” And “I'd like...”

Two or three kinds of fruit , let the student choose.Use “ I like...” or “ I'd like...”

2)The teacher act as a shop assitant , the students come and say

what would they like , during the dialogue ,the teacher use “How

many ? One , two , or three?”

Appears the sentence :“How many ?” the students can get the meaning

easily.3)Then use a balance to help teaching and the students understanding.How many kilos?(kilo = kg)

...kilos , please.Step 3 :Practise

A)Students open their books to Page 34.Practise by the four pictures in pairs , then do pair work for us.The numbers in each picture show the students how many kilos

they would like.B)Performance.Give the students prop they need ,and they peform with the sentences

we learned this two classes.Act as they are buying fruits in markets.Step 4: Listening and reading.A)Read the words and sentences after the teacher together.During the reading ,spell the words and remember the words in

heart.B)Give the students several minute to remember the words and sentences

C)Say a Rhyme.Apples , apples ，Red and sweet,I like to eat.Bananas ,...Page 37 , the only requiment for this is can say.Help the students

Connect the reading and pronunciation to the words.During the rhyme , we may use some other fruit and colour to instead.Use them neatly.Step 6: Homework

A)Copy and recite the words.B)Make groups of dialogues with the sentences , write down.C)Practise the rhyme and review the dialogues of Part C and D.教學(xué)思路：

本課時(shí)為Unit 4第二課時(shí)的教學(xué)流程。這節(jié)課主要是Part B部分后四個(gè)水果單詞和Part D部分句型的教學(xué)以及Part G部分的水果rhyme。首先要在自由的氣氛中與學(xué)生交流，運(yùn)用上已學(xué)習(xí)的What are these?What are those? They're….句型和水果單詞。除了通過(guò)輕松的交談方式復(fù)習(xí)單詞以外，還要讓學(xué)生能夠拼讀出這四個(gè)單詞。接著趁熱打鐵再學(xué)習(xí)剩下的四個(gè)水果單詞，并把它們運(yùn)用到句型中去。還是用上節(jié)課學(xué)習(xí)的水果歌來(lái)替換，運(yùn)用水果單詞。學(xué)完水果后要把重點(diǎn)放在Part D的句型學(xué)習(xí)上，給學(xué)生三種水果，讓學(xué)生操練I like…和I'd like…句型。緊接著從數(shù)水果數(shù)量到稱水果重量，學(xué)習(xí)How many kilos？讓學(xué)生通過(guò)看Part D部分的圖來(lái)操練、鞏固句型。最后讓學(xué)生自己創(chuàng)編對(duì)話，表演對(duì)話，自如地運(yùn)用這些句型和單詞，掌握與人對(duì)話的技巧。學(xué)生的聽(tīng)說(shuō)能力在整個(gè)教學(xué)流程中得到了鍛煉、提高，Part G部分的水果rhyme也是訓(xùn)練學(xué)生聽(tīng)力口語(yǔ)的好機(jī)會(huì)，學(xué)生在自己讀，聽(tīng)老師讀，聽(tīng)同學(xué)讀的過(guò)程中不斷地提高自己的能力，同時(shí)也在聽(tīng)讀的過(guò)程中體驗(yàn)到學(xué)會(huì)英語(yǔ)的樂(lè)趣。

第二篇：人教版四年級(jí)英語(yǔ)Unit4 第一課時(shí)教案

Unit4 My home

第一課時(shí)

楊家小學(xué)

郭萬(wàn)玉

概述：

小學(xué)人教版四年級(jí)上冊(cè)Unit4 My home本單元共需六個(gè)課時(shí)，本節(jié)課是第一課時(shí)，本節(jié)課學(xué)習(xí)的主要內(nèi)容是單詞living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.在課堂教學(xué)中，教師要使教學(xué)內(nèi)容生活化，結(jié)合學(xué)生的實(shí)際情境，使學(xué)生口語(yǔ)練習(xí)生活化，交際化，從而達(dá)到學(xué)以致用的目的。

設(shè)計(jì)理念:

在跨越式理念的指導(dǎo)下，以言語(yǔ)交際為中心，借助現(xiàn)代信息技術(shù)，努力為學(xué)生創(chuàng)設(shè)理想的英語(yǔ)學(xué)習(xí)環(huán)境，提供豐富的網(wǎng)絡(luò)資源，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、交流與合作的學(xué)習(xí)方式。倡導(dǎo)任務(wù)型教學(xué)，把語(yǔ)言綜合運(yùn)用能力的培養(yǎng)落實(shí)在教學(xué)過(guò)程中。面向全體學(xué)生，突出“以人為本”的素質(zhì)教育理想，使語(yǔ)言教學(xué)的過(guò)程同時(shí)成為提高人文素養(yǎng)、增強(qiáng)實(shí)踐能力、培養(yǎng)創(chuàng)新精神的過(guò)程。

教學(xué)目標(biāo): 1.知識(shí)目標(biāo).能聽(tīng)、說(shuō)、認(rèn)、讀單詞living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.2.能力目標(biāo)

能夠詢問(wèn)、猜測(cè)人或物體的位置，并作出相應(yīng)的回答。3.情感目標(biāo)

結(jié)合實(shí)際生活，創(chuàng)設(shè)真實(shí)情境，激發(fā)學(xué)生學(xué)習(xí)興趣和熱情，提高學(xué)習(xí)的積極性和主動(dòng)性，增長(zhǎng)課外知識(shí)，激發(fā)學(xué)習(xí)熱情。

拓展內(nèi)容：

單詞：bath room, bed room.學(xué)情分析: 由于學(xué)生是四年級(jí)學(xué)生參加跨越式教學(xué)已經(jīng)有一年了，他們已經(jīng)適應(yīng)了跨越式課堂模式，聽(tīng)說(shuō)能力都比較強(qiáng)。樂(lè)于感知，模仿習(xí)得英語(yǔ)。由于學(xué)生對(duì)室內(nèi)的物體desk，chair等單詞在上一冊(cè)課本中已有所了解，所以本單元鞏固舊知的同時(shí)進(jìn)一步拓展與各類房屋及家具有關(guān)的更多知識(shí)，來(lái)滿足學(xué)生對(duì)知識(shí)的需求。

教學(xué)重難點(diǎn): 教學(xué)重點(diǎn)：能聽(tīng)、說(shuō)、認(rèn)、讀單詞living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.教學(xué)難點(diǎn)：?jiǎn)卧~kitchen的發(fā)音，對(duì)一般疑問(wèn)句的理解，及其肯定與否定回答。教學(xué)策略:

由于四年級(jí)學(xué)生已學(xué)習(xí)英語(yǔ)已經(jīng)有一年了，讀與說(shuō)的能力相對(duì)較好，因此在教學(xué)過(guò)程中采用語(yǔ)言交際的教學(xué)策略，通過(guò)角色扮演、情景創(chuàng)設(shè)、教室內(nèi)真實(shí)的輔助性教學(xué)資源提供等,多種方式，激發(fā)學(xué)生學(xué)習(xí)積極性，幫助學(xué)生領(lǐng)會(huì)對(duì)話內(nèi)容，提高學(xué)生的語(yǔ)言交際能力。

教具準(zhǔn)備:。1.教師自制的PPT。

2.跨越式課題組提供的拓展資源。教學(xué)過(guò)程:

一．Warm-up /Revision（5minutes）1．sing a song.(2minutes)教師播放歌曲《My bedroom》。

【設(shè)計(jì)意圖：讓學(xué)生唱熟悉的歌曲，既能激發(fā)學(xué)生的興趣，又能營(yíng)造英語(yǔ)氛圍幫助學(xué)生進(jìn)入學(xué)習(xí)英語(yǔ)的環(huán)境中?！?/p>

2．Free talk.3分5 A: Hi…, I have a...B: Where is …? Is it in the …? A: No, it isn’t.B: Is it in the …? A:Yes, it is … Practice in pairs.One or two group show us.【設(shè)計(jì)意圖：此處的對(duì)話練習(xí)，一是實(shí)現(xiàn)對(duì)以前學(xué)習(xí)內(nèi)容的靈活運(yùn)用，拉近師生間的距離；二為新知的教學(xué)打下基礎(chǔ)，降低新授說(shuō)的難度?！?/p>

二.Presentation（15minutes）

1.教師通過(guò)PPT展示一幅圖片，教師指著兩本書(shū)問(wèn)學(xué)生：What are they? 學(xué)生回答道：They are books? 教師接著又問(wèn)： Where are the books? 這時(shí)有的學(xué)生可能會(huì)說(shuō)：They are in the …但是后面就不會(huì)說(shuō)了，老師就補(bǔ)充說(shuō)：They are in the study.從而引出study這個(gè)單詞。

2.教師又展示了一張?jiān)趶N房里放有香蕉的圖片，教師指著香蕉問(wèn)：What are they? 學(xué)生立馬回答說(shuō)：They are bananas.教師又問(wèn)：What colour are they? 學(xué)生立馬回答說(shuō)：They are yellow.教師又問(wèn)：Where are the bananas?學(xué)生回答到：They are in the …老師就補(bǔ)充說(shuō)：They are in the kitchen.用同樣的方法教授單詞living room.【設(shè)計(jì)意圖：利用PPT來(lái)展示圖片引出單詞?？梢越档蛯W(xué)生學(xué)習(xí)的難度，可以使抽象知識(shí)變具體，便于學(xué)生理解和掌握?！?/p>

2.教師利用PPT來(lái)展示一只可愛(ài)的貓，讓學(xué)生去猜貓?jiān)谀睦?？教師先?duì)學(xué)生說(shuō)：Look, I have a cat, she is cute.然后教師問(wèn)學(xué)生：Where is she? 教師給學(xué)生展示不同的圖片讓學(xué)生去猜。

【設(shè)計(jì)意圖：利用PPT展示圖片，進(jìn)一步練習(xí)新單詞和句子?？梢约ぐl(fā)學(xué)生學(xué)習(xí)的興趣?！?/p>

3.完成課本上Let’s play部分的內(nèi)容，教師拿著一支鋼筆，讓全班所有的學(xué)生閉上眼睛，教師把比藏起來(lái)，然后教師讓學(xué)生睜開(kāi)眼睛，這時(shí)教師問(wèn):Where is my pen? 學(xué)生猜：Is it in your desk? 教師答：No, it isn’t.學(xué)生繼續(xù)猜：Is it in your hand? 教師答到：Yes, it is.然后讓學(xué)生做更多的練習(xí)。

【設(shè)計(jì)意圖：通過(guò)做游戲，進(jìn)一步練習(xí)一般疑問(wèn)句?？梢约ぐl(fā)學(xué)生學(xué)習(xí)的興趣?！?4.對(duì)話練習(xí)（ModelPair workFeedback）A: I have a cat.She is cute.B: Where is she …? A: Is she in the …? B: No, she isn’t.A: Is she in the …? B: No, she isn’t.A: Look, she is in the …

【設(shè)計(jì)意圖：利用真實(shí)的情景把學(xué)到的知識(shí)活用到言語(yǔ)交際中，從而實(shí)現(xiàn)跨越式的要求?！?/p>

三．Extending reading 10分

總共三篇閱讀材料。第一篇課本上Let’s talk 部分，聽(tīng)后讓學(xué)生回答下列問(wèn)題： Where is the cat? 第二篇reading1, Dong dong is clean house.聽(tīng)后讓學(xué)生回答下列問(wèn)題： 1.Where are the windows?

第三篇readings 2-3, house.聽(tīng)后讓學(xué)生獲取新單詞: bath room, bed room.【設(shè)計(jì)意圖：讓學(xué)生聽(tīng)讀與課本內(nèi)容相關(guān)的短文，大信息量輸入，豐富學(xué)生的語(yǔ)言，在語(yǔ)境中體會(huì)、理解新知。培養(yǎng)學(xué)生自主聽(tīng)讀的能力及語(yǔ)感。通過(guò)聽(tīng) 后反饋信息，在交流中進(jìn)一步學(xué)習(xí)拓展句型?！?/p>

四． Cooperation and making dialogues 8分

支架如下：

A: I have a cat.She is cute.B: Where is she? A: Is she in the living room? B: No, she isn’t.A: Is she in the study?

B: No, she isn’t.A: Look, she is in the bed room.兩人一組練習(xí)展示。

【設(shè)計(jì)意圖:此環(huán)節(jié)是對(duì)學(xué)生聽(tīng)讀情境對(duì)話的反饋和運(yùn)用，同時(shí)也是在語(yǔ)言輸入的基礎(chǔ)上為學(xué)生提供語(yǔ)言輸出的機(jī)會(huì)，在老師的示范和引導(dǎo)下進(jìn)行對(duì)話，培養(yǎng)學(xué)生靈活運(yùn)用語(yǔ)言的能力。既能落實(shí)課標(biāo)的要求，又能實(shí)現(xiàn)語(yǔ)言的遷移運(yùn)用?！?/p>

五． Summary 1分

What did you learn?

【設(shè)計(jì)意圖:總結(jié)本課學(xué)習(xí)的內(nèi)容，使學(xué)生產(chǎn)生成就感，激發(fā)學(xué)習(xí)英語(yǔ)的興趣。】

六． Homework 1分

用今天所學(xué)的短語(yǔ)向家人介紹自己的朋友。

【設(shè)計(jì)意圖:復(fù)習(xí)鞏固本課所學(xué)內(nèi)容?！?板書(shū)設(shè)計(jì)：

Unit4 My home

Living room

Is she in the study?

study

Yes, she is.kitchen

No, she isn’t.教學(xué)反思：

本節(jié)課的知識(shí)教學(xué)目標(biāo)是能聽(tīng)、說(shuō)、認(rèn)、讀單詞living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.本節(jié)課在上新授時(shí)我通過(guò)采

用PPT來(lái)展示不同的房間來(lái)學(xué)習(xí)這幾個(gè)單詞，可以使抽象的知識(shí)變簡(jiǎn)單，也可以激發(fā)學(xué)生學(xué)習(xí)的興趣。但是作對(duì)話時(shí)還有一部分同學(xué)沒(méi)有掌握，課下應(yīng)該多輔導(dǎo)。

第三篇：PEP小學(xué)英語(yǔ)四年級(jí)下冊(cè)UNIT4第課時(shí)說(shuō)課稿

PEP小學(xué)英語(yǔ)四年級(jí)下冊(cè)UNIT4第一課時(shí)說(shuō)課稿

PEP小學(xué)英語(yǔ)四年級(jí)Unit4 It’ s warm today第一課時(shí)

說(shuō)課稿

鉛山縣永平鎮(zhèn)中心小學(xué)：鄭偉偉

尊敬的各位評(píng)委、老師：

大家好！

我說(shuō)課的內(nèi)容是PEP小學(xué)英語(yǔ)四年級(jí)Unit4 It’ s warm today第一課時(shí)。我主要從教材、教學(xué)方法、教學(xué)流程和板書(shū)這四個(gè)方面來(lái)展開(kāi)我的說(shuō)課。

一、說(shuō)教材

1．教學(xué)內(nèi)容

本單元所有內(nèi)容都是圍繞weather展開(kāi)的，本課為第一課時(shí)，學(xué)習(xí)4個(gè)關(guān)于天氣冷暖的單詞，并嘗試運(yùn)用所學(xué)知識(shí)當(dāng)一回小天氣預(yù)報(bào)員。力在通過(guò)這節(jié)課，讓學(xué)生擴(kuò)充原有的詞匯量，并提高用英語(yǔ)進(jìn)行交流的能力，為后面的學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。因此，我確立本課的教學(xué)目標(biāo)為：

2.教學(xué)目標(biāo)：

【知識(shí)目標(biāo)】能聽(tīng)、說(shuō)、認(rèn)讀本課的重點(diǎn)單詞warm, cold, hot, cool和 weather。

【能力目標(biāo)】能利用所學(xué)句子來(lái)表達(dá)不同地方的天氣，如 It’s warm/ cold…in….【情感目標(biāo)】培養(yǎng)學(xué)生自主學(xué)習(xí)的能力和合作精神。

3.教學(xué)重難點(diǎn)

重點(diǎn)：能聽(tīng)、說(shuō)、認(rèn)讀單詞warm, cold, hot, cool和 weather。難點(diǎn)：會(huì)說(shuō)句子It’s warm/ cold…in…和單詞weather的發(fā)音。

4.教具準(zhǔn)備

老師準(zhǔn)備本課所需單詞卡片以及自制PPT課件。學(xué)生準(zhǔn)備四張表示天氣的卡片和寫有城市地名的卡片若干。

二、說(shuō)教學(xué)方法

都說(shuō)“教學(xué)無(wú)法，教無(wú)定法”。為了更好地實(shí)現(xiàn)教學(xué)目標(biāo)，有效地突出重點(diǎn)、突破難點(diǎn)，我在教學(xué)中靈活地運(yùn)用了情景法、比較法、直觀法和多媒體輔助法等多種方法，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。

三、說(shuō)教學(xué)流程

1、熱身階段：歌謠導(dǎo)入，引出新知

根據(jù)英語(yǔ)愉快教學(xué)模式，要使學(xué)生在教學(xué)開(kāi)始便處在認(rèn)知的活躍狀態(tài)，為以后的教學(xué)過(guò)程創(chuàng)設(shè)最佳的開(kāi)端。怎樣才能使學(xué)生活躍起來(lái)呢？我想到了“農(nóng)遠(yuǎn)工程”給我校配置的英語(yǔ)教學(xué)光盤和多媒體教室、計(jì)算機(jī)室。為了突破重難點(diǎn)，我充分利用了這些資源，并將其中的有效資源進(jìn)行重構(gòu)，自己做成了課件，使教學(xué)資源和教學(xué)內(nèi)容水乳交融。當(dāng)PPT課件播放由光盤上截取下的第三單元歌謠視頻時(shí)，老師和學(xué)生一齊拍手唱，既活躍課堂氣氛，又調(diào)動(dòng)了學(xué)生的積極性。因?yàn)檫@首歌謠是有關(guān)服裝的，之后與學(xué)生談?wù)摲b,并拿出溫度計(jì),讀出當(dāng)天的氣溫,談?wù)撌裁刺鞖庠摯┦裁匆路茏匀坏剡^(guò)度到今天的新

課:weather.2、新課呈現(xiàn)階段

當(dāng)教師從舊識(shí)過(guò)渡到新知,談到天氣時(shí),適時(shí)拿出單詞卡片,教學(xué)單詞weather。weather這個(gè)詞是本課中發(fā)音最難的，我準(zhǔn)備讓學(xué)生把weather和以前學(xué)過(guò)的father、mother、brother三個(gè)單詞進(jìn)行比較發(fā)音，既可復(fù)習(xí)舊知識(shí)，又可突破本課難點(diǎn)。這時(shí)候課件展示我從網(wǎng)上下載的中央電視臺(tái)的天氣預(yù)報(bào)視頻,學(xué)生對(duì)此片段應(yīng)該相當(dāng)熟悉,這時(shí)候教學(xué)本課二類單詞weather report,學(xué)生一定非常有興趣學(xué)習(xí).接著,我用課件給學(xué)生展示一個(gè)他們非常喜歡的卡通朋友:Mickey。當(dāng)課件展示Mickey乘坐飛機(jī)飛入中國(guó)的時(shí)候,Mickey便會(huì)帶著學(xué)生們暢游英語(yǔ)世界.讓學(xué)生們喜歡的卡通朋友帶著他們一起學(xué)習(xí)英語(yǔ),想必會(huì)有事半功倍的效果.教學(xué)單詞cold時(shí)，我用課件展示一張哈爾濱冰天雪地的圖片和米奇非常沮喪難過(guò)的圖片，通過(guò)觀察圖片和米奇的表情以及觀察老師直觀易懂的肢體語(yǔ)言來(lái)理解cold的意思。并跟著課件中的錄音讀單詞。當(dāng)學(xué)生理解單詞的意思時(shí)，馬上用英語(yǔ)問(wèn)他們哈爾濱的天氣：What’s the weather like in Harbin？這是個(gè)新句子，學(xué)生可能不懂這句話的意思，這時(shí)候就需要老師做必要的解釋。接著課件出示句子It’s cold in Harbin.此句是本課教學(xué)的重點(diǎn)，也是難點(diǎn)。如何突破這個(gè)難點(diǎn)呢？我又想到了光盤資源。我將光盤上的句子錄音插入PPT課件，讓學(xué)生聽(tīng)著字正腔圓的英語(yǔ)錄音，通過(guò)個(gè)別讀，比賽讀，開(kāi)火車讀等多種方法讓學(xué)生練習(xí)，以突破這個(gè)難點(diǎn)

以同樣的方法，讓米奇帶著學(xué)生們?nèi)ダ_、北京、香港游玩，教學(xué)單詞cool、warm和hot。

3、創(chuàng)設(shè)情境，鞏固新知

在單詞和句子都學(xué)完了之后，我創(chuàng)設(shè)了一個(gè)逼真的情境：weather report.將課堂上學(xué)習(xí)的知識(shí)運(yùn)用到生活中，對(duì)學(xué)生來(lái)說(shuō)又是一大難點(diǎn)。而“農(nóng)遠(yuǎn)工程”的實(shí)施改變了過(guò)去“一支粉筆一本書(shū)”的教學(xué)局面，所以，我再一次用上了光盤資源，并將光盤資源和衛(wèi)星、網(wǎng)絡(luò)資源有機(jī)結(jié)合。我將光盤上第四單元的英語(yǔ)天氣預(yù)報(bào)片段截取下來(lái)，插入了我的課件中，播放給學(xué)生看。之后課件展示一張中國(guó)地圖，并播放從網(wǎng)絡(luò)上下載的中央電視臺(tái)天氣預(yù)報(bào)的背景音樂(lè)。在逼真的情景里，我走到大屏幕前，用今天新學(xué)的句子播報(bào)天氣。然后鼓勵(lì)學(xué)生挑戰(zhàn)老師，也走上講臺(tái)，在優(yōu)美的《漁舟唱晚》音樂(lè)聲中用英語(yǔ)播天氣預(yù)報(bào)，給學(xué)生一個(gè)施展的空間，將學(xué)到的知識(shí)實(shí)際運(yùn)用。同時(shí)，在這樣的模擬情境中，讓學(xué)生明白今天所學(xué)的內(nèi)容來(lái)源與生活，服務(wù)與生活。

4、拓展延伸

《小學(xué)英語(yǔ)課程標(biāo)準(zhǔn)》指出，要為學(xué)生提供自主學(xué)習(xí)和相互交流的機(jī)會(huì)以充分表現(xiàn)和自我發(fā)展的空間。所以，在教學(xué)Let’s play時(shí)，讓學(xué)生拿出課前準(zhǔn)備好的四張?zhí)鞖獾目ㄆ蛯懹谐鞘忻Q的卡片，在小組中與同學(xué)一起交流，說(shuō)說(shuō)天氣。卡片上不僅有課本中已經(jīng)有的四個(gè)城市，還有課本上沒(méi)出現(xiàn)過(guò)的城市，如上海，武漢，長(zhǎng)沙等等。小組活動(dòng)結(jié)束后，讓學(xué)生和自己小組中的朋友上講臺(tái)展示，這樣，既可以鍛煉學(xué)生的口語(yǔ)，又能充分表現(xiàn)自我。

四、說(shuō)板書(shū)

這節(jié)課的板書(shū)我主要采用單詞和句子共同呈現(xiàn)的方式，既簡(jiǎn)潔又明了。這些內(nèi)容又是多種作用的，有呈現(xiàn)，又有操練，力爭(zhēng)將板書(shū)變得有滋有味，又能體現(xiàn)本課的重點(diǎn)內(nèi)容。

Unit4 It’s warm today

A Let’s learn

weather

cold

It’scoolin.warm

hot

第四篇：四年級(jí)英語(yǔ)上冊(cè)期Unit4教案

小學(xué)四年級(jí)英語(yǔ)第一學(xué)期Unit4教案

一、教學(xué)內(nèi)容

1、本單元要求會(huì)聽(tīng)，說(shuō)，認(rèn)讀的單詞和詞組：

study bathroom bedroom living room kitchen phone bed sofa shelf fridge table it’s=it is aren’t=are not they’re=they are

2、本單元要求會(huì)聽(tīng)，說(shuō)的單詞和詞組：

hey they open the door on the table near the phone in the door

3、幫助學(xué)生在掌握單詞的基礎(chǔ)上造出句子，編出對(duì)話，學(xué)以致用。

4、培養(yǎng)學(xué)生用英語(yǔ)交流的能力，為學(xué)生的進(jìn)一步學(xué)習(xí)奠定基礎(chǔ)。

二、教學(xué)要求

1、能聽(tīng)懂、會(huì)說(shuō)，會(huì)用每一課會(huì)話。

2、掌握本單元出現(xiàn)的生詞，詞組和字母。

3、會(huì)唱本單元的歌曲。

三、教學(xué)重點(diǎn)和難點(diǎn)

1、對(duì)于較長(zhǎng)的單詞如bathroom ,bedroom ,living room, kitchen的掌握以及對(duì)于第一次出現(xiàn)的介詞短語(yǔ)如open the door on the table near the phone in the door的掌握。

2、對(duì)于禮貌用語(yǔ)“Thank you , Excuse me, After you”的掌握與應(yīng)用。

3、描述臥室中所有物件，并能據(jù)此編出對(duì)話。

四、教學(xué)時(shí)間

本單元共6課時(shí)，每周3課時(shí)，2周完成。

Lesson

1.Teaching aims To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living room kitchen Practice: This is my home.You can see a bedroom, a living room… 2.Teaching aids A tape-recorder

A picture

Several word cards 3.Important points The pronunciation of the new words 4.Teaching steps 1)Greetings Do some oral work and sing a song.2)New contents At first, the teacher shows Amy’s house using the computer.“What can you see in the picture?”

“I can see a study.” “I can see a bedroom.” …….5.Homework Work

To say the sentences smoothly Listen to the tape and recite the new words.1.Teaching notes

Lesson 1.Teaching content 1)Learn the dialogue and act it out.2)Let them master the sentences 1.Teaching aims Master the phrases: in the living room, in the study, in your desk, in your hand… Use the dialogue smoothly.3.Important points The pronunciation of the new words

4.Teaching aids A tape-recorder

A picture

Several word cards 5.Teaching steps 1.Greeting

Sing an English song.Ask the students to introduce their homes.2.Revision

Learn the drills and practice the drills.T: What’s this?

Ss: An eraser.T: yes, what does it like?

S: It looks like a fish.T: Where is my eraser? Is she in the…? Ss: Yes, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful!Where is it? S: This is my bedroom.(This is my

Living-room.This is my bathroom.)T: Is this your..?

S: Yes, it is.(No, isn’t.)Game.-Where is my pen?-Is it in the …?Is it in the …?-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?” Listen to the tape and imitate.Practice in groups and act it out.6.Homework

To say the sentences smoothly Recite the dialogue and listen to tape.2.Teaching notes

Lesson 21 1.Teaching Aims Let them master the words :

home

room

school

classroom

(listening speaking reading and writing)And the sentences

Welcome to my ……h(huán)ome ……

This is my ……room ……

When they see the pictures, they can recognize and say their English names..2.Teaching Aids

a tape recorder cards pictures 3.Important points

4-skill words:

home room school classroom 4.Teaching steps

1).Greeting and organization Sing an English song and do oral work.2).Revision A:Act the dialogue of lesson 21 B: Review these words: Home

room school classroom 3).Presentation

Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework

Spell the words , then write them: Home room

school

classroom 1.Teaching notes

Lesson

1.Teaching Aims Let the students master the words and phrase :

phone bed shelf fridge table sofa Let the students listen and read these drill:

Sit on …

Make …

Watch TV.Answer…

Open…

Set… 2.Teaching Aids a tape recorder cards pictures 3.Important points Learn to say the words: phone shelf fridge table sofa When they see the subject, they can recognize and say their English names..4.Teaching steps

1).Greeting and organization

Sing a song and do a oral work.2).Revision

Review these words:

Home room school classroom 3).Presentation

The teacher shows the phone of the room and points at something one by one, and the students say it in English.In this way, learn to say the new words: phone shelf fridge table bed

sofa

Ask a student come to the front to read all the words, and the others read after him.4).Play a game:

Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice

Listen to the tape, imitate and practice the words:phone…

Read and spell the words.6).Let’s do

Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework

1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes

Lesson 1.Teaching content 1)Drills

A: Are they on the …?

A: Are they near…?

B: Yes, they are.(No, they aren’t.)

2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims Let them master the short sentences:

Open the door

on the table

near the phone

Learn the new drills.Use the dialogue smoothly.3.important points 1).The pronunciation of the new words 2).A: Are they on the …? B: Yes, they are.(No, the are

aren’t)

4.Teaching aids A tape-recorder

A picture

Several word cards 5.Teaching steps 1).Greeting and organization Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?

S: It’s on the table(in the desk, near the phone…)

T: Where are the keys(books…)?

S: They are on the table(in the desk, near the phone…)

T: Are they on the table?

S: Yes, they are.(No, they aren’t.)

Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the S answers” to “the S asks, the S answers.”

3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …? S3: No, they aren’t.S2: Are they in the …? S3: Yes, they are.Tell them the different of “Is it…?” or “Are they…?”

Listen to the recorder and imitate.Work in groups and act it out.6.Homework

Recite the dialogue.To say the sentences smoothly 3.Teaching notes

Lesson 24 1.Teaching Aims 1)Let the students master the four-skill words : Window desk door chair bed 2)Let the students read these sentences:

What can you see in my room? I can see…

When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids a tape recorder.3.Difficult words and emphasis:

4-skill letters and words:

Window desk door chair bed 4.Teaching steps 1)Organization

Chant together and do a oral work.2).Revision Spell the word: Window desk door chair bed Phrase: w_nd_w

d_ _r

d_sk

ch___

b_d

3).Presentation

When the teacher point at the subject, the students say the word and spell it.Then write these words.Read the drills smoothly:What can you see in my room? I can see…

Read and choose: Listen to the T and choose A,B,C or 4).Listen to the tape, imitate and read..5).Game

The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework

Spell and write the four-skill words :

第五篇：Unit4 At the farm 教學(xué)設(shè)計(jì)(第2課時(shí)

小學(xué)英語(yǔ)（PEP）四年級(jí)下冊(cè)

Unit4 At the farm 教學(xué)設(shè)計(jì)（第2課時(shí)）

一、教學(xué)要求 1．知識(shí)與技能

（1）能夠聽(tīng)、說(shuō)、認(rèn)讀單詞tomato，potato，carrot，green beans。

（2）能理解句子Look at the green beans.They’re so long.Yes, and the potatoes are big.（3）會(huì)說(shuō)唱歌謠。2．過(guò)程與方法

培養(yǎng)學(xué)生的口頭表達(dá)能力和表演能力。3．情感態(tài)度與價(jià)值觀

教育學(xué)生要有合理的飲食習(xí)慣。

二、教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：掌握三會(huì)單詞tomato，potato，carrot，green beans。教學(xué)難點(diǎn)：掌握單詞potato和tomato的復(fù)數(shù)形式。

三、教學(xué)準(zhǔn)備 1.卡片

2.錄音機(jī)、錄音帶

四、教學(xué)過(guò)程

創(chuàng)設(shè)情境，導(dǎo)入新課。

T: Today we are going to an interesting place.a)It has many trees and grass.b)It has many animals.c)It has many vegetables.d)There are potatoes, tomatoes, carrots and green beans.Can you guess? Where are we going? Ss: Farm.T: Yes, we are going to the farm.Let’s learn

1.Teach “carrot（s)-yummy”

1)T: Let’s play a guessing game: it’s a kind of vegetables.It’s orange.The rabbits like it very much.What’s it？

Ss can answer it both in Chinese and English.Then T will show the word card and the Step 1 Warming up Step 2 Presentation

picture and drill it.T will lead activity and pick some S group to read.T: Then let’s count the carrots in the picture.(e.g., One carrot, two carrots… many carrots.)教師出示word card “carrots” 并張貼，教師帶讀，抽查2小組讀。

2)I like carrots.They are yummy.（出示單詞卡，背面注上中文，抽讀個(gè)別學(xué)生，教師帶讀新單詞。)

趣味拍手操練chant:

I like carrots.I like carrots.Yummy, yummy, yummy.（師生示范chant，學(xué)生之間pair work。）

2.Teach “Green beans-tender-long”

1)T: Show a picture of “green beans” and ask “what are these? Are they carrots?

Ss: No, they aren’t.They are green beans.（教師啟發(fā)）

Ss show the word card and drill it.2)T: Look at the green beans.They’re tender.（比較幾根發(fā)蔫的四季豆和新鮮的四季豆。）

Then, show the word “tender” and ask Ss to read it.趣味拍手操練:

I like green beans, I like green beans, tender, tender, tender.(Use the different intonations.)3)Look at the green beans.They’re long.(Show two green beans and compare them.）Show the word card “l(fā)ong” and let Ss read it.3.Teach “tomato(es)-juicy” 1)Show a bag.T： Look!I have a bag.There is something in it.Who wants to come to the front and taste? Be brave!

2)Close your eyes.Open your mouth.What’s it?

當(dāng)學(xué)生得出答案時(shí)，教師出示實(shí)物及單詞，逐步引出one tomato，two tomatoes，從而引出tomato的復(fù)數(shù)形式。

3)Play the finger exercises.請(qǐng)學(xué)生看老師的手指數(shù)量來(lái)判斷應(yīng)該使用tomato還是tomatoes。

4)Show tomatoes.Step 3 Drill

T: Look at the tomatoes.What color are they？

Ss: They are red.T: Yes.They’re red and juicy.教師用手掰開(kāi)西紅柿并展示詞卡。Then ask the boys and girls to repeat it.趣味拍手操練:

I like tomatoes, I like tomatoes, juicy, juicy, juicy.4.Teach “potato(es)-tasty” 1)Show a bag.T: Look at the bag.Can you touch and guess “Which one is the potato?”

Ss touch it and try to find out the potato.通過(guò)這個(gè)“摸一摸”游戲，引出新單詞potato，然后出示單詞卡，讓學(xué)生認(rèn)讀。接著引導(dǎo)學(xué)生數(shù)一數(shù)共有多少個(gè)potato。

2)Play a short game “High and low”.鞏固操練potato的讀音。3)Show the true potatoes.T: Look at the tomatoes.They’re red.Look at the potatoes.They’re brown.編一個(gè)chant鞏固知識(shí)：

Tomatoes, tomatoes, “t” is for tomatoes.Potatoes, potatoes, “p” is for potatoes.帶領(lǐng)學(xué)生分小組一起吟唱。

4)T: When the potatoes become fries, they’re tasty.趣味拍手操練：

I like potatoes, I like potatoes, tasty, tasty, tasty.5)T shows two potatoes and compare them.T: Look!This potato is big.T shows the word card “big” and let Ss read it.1.Games

Teacher says the words and asks two students to point out the picture.Let’s see who is quicker.（看圖說(shuō)單詞）

Guessing game: one student holds the picture, the other student guess.Use the structure: S1: what are these? S2: are they...?

S1: Yes, they are./ No, they aren’t.Bingo

Write the four words on the paper: Step 4 Consolidation Step 5 Homework

五、板書(shū)設(shè)計(jì)

1)For the first time: listen and tick.When you finished, put up your hands and say “bingo” let’s check and see who can get the first bingo.2)For the second time: listen and circle.When you finished, put up your hands and say “bingo”.Let’s check and see who can get the second bingo.3)For the third time: listen and cross.When you finished, put up your hands and say “bingo”.Let’s check and see who can get the third bingo.2.Let’s learn

Now, Sarah and Mike are at the farm, too.Let’s listen to the tape.教師播放Let’s learn的內(nèi)容。

1)第一遍，學(xué)生聽(tīng)錄音回答問(wèn)題： Are the green beans long? Are the potatoes big?

2)第二遍，訂正答案并跟讀。

3)Pair work: one student is Sarah, the other is Mike.4）Show time.Summary:

這節(jié)課我們學(xué)習(xí)了tomato，potato，carrot，green beans四種蔬菜的名稱，它們是農(nóng)民伯伯通過(guò)辛勤的勞作才得以收成的。我們知道蔬菜含有豐富的維生素C，應(yīng)該多吃蔬菜，因?yàn)樗鼈冇幸嬗谖覀兊慕】?。Let’s chant:

跟隨音樂(lè)一起進(jìn)行歌謠說(shuō)唱。

Listen and read the words each three times.Listen and repeat the chant.Unit 4 At the Farm Carrots（圖片）green beans（圖片）tomatoes（圖片）potatoes（圖片）

Look at the green beans.They’re so long.The potatoes are big.課后反思：