第一篇：湘魯版小學(xué)三年級(jí)下冊(cè)Unit 8 May I speak to AGrandma英語(yǔ)教案
角色適應(yīng)期教師
May I speak to Grandma?(Period 2)教學(xué)內(nèi)容：湖南教育出版社
山東教育出版社
英語(yǔ)
三年級(jí)下冊(cè)
第八單元
第二課時(shí) 教學(xué)時(shí)數(shù)：第二課時(shí)
40分鐘 教學(xué)目標(biāo)：
1、知識(shí)目標(biāo)：在第一課時(shí)的基礎(chǔ)上，學(xué)習(xí)并熟練掌握如何使用功能性句子進(jìn)行打電話；使學(xué)生學(xué)會(huì)說單詞Grandma,Grandpa;學(xué)唱歌曲May I speak to Grandma/Grandpa?并能將Mommy,Daddy替換到歌曲中。
2、能力目標(biāo)：通過學(xué)習(xí)，學(xué)生能掌握簡(jiǎn)單的打電話交際用語(yǔ)，并能熟練地運(yùn)用于情景交際中。
3、情感目標(biāo)：激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣；培養(yǎng)學(xué)生的合作精神和合作能力。教學(xué)重點(diǎn)：
1、理解并學(xué)說單詞Grandma,Grandpa和句子May I speak to Grandma/Grandpa?
2、學(xué)習(xí)簡(jiǎn)單的打電話交際用語(yǔ)，并能運(yùn)用于情景交際中。教學(xué)難點(diǎn)：
1、理解并學(xué)說Honey,I miss you.和Great!
2、掌握簡(jiǎn)單的打電話交際用語(yǔ)，并能運(yùn)用于情景交際中。教學(xué)準(zhǔn)備：圖片（電話、爺爺、奶奶）、單詞卡片、錄音機(jī)、磁帶、兩個(gè)手機(jī) 教學(xué)過程
Step1 Warm-up activities 1.Greetings.2.Sing the song of “Glad to see you.”邊唱歌曲，邊做動(dòng)作。3.說單詞，做動(dòng)作；做動(dòng)作，說單詞。
教師說單詞（cat,monkey,bird,fish),學(xué)生做動(dòng)作；教師做動(dòng)作，學(xué)生說單詞。通過活動(dòng)，引出單詞Grandma的學(xué)習(xí)。Step2 Presentation 1.出示圖片，學(xué)習(xí)單詞Grandma。
①教師板書單詞，學(xué)生跟讀。
?個(gè)別讀，四人小組讀。?演一演，說一說單詞。
2.用同樣的方法學(xué)習(xí)單詞Grandma。
3.出示電話圖片，板書電話號(hào)碼，如：4678739.引導(dǎo)學(xué)生一起說數(shù)字撥號(hào)，打電話給Grandma，Grandpa，引出句子May I speak to Grandma/Grandpa?的學(xué)習(xí)。
板書句子，小組讀，個(gè)人讀。在每次讀句子之前都板書一個(gè)電話號(hào)碼，說數(shù)字撥號(hào)，然后再說句子，這為情景對(duì)話時(shí)體現(xiàn)交際的真實(shí)性打下了基礎(chǔ)。
4.傳話游戲—A big mouth.兩個(gè)小組進(jìn)行比賽，教師對(duì)每組第一個(gè)同學(xué)耳語(yǔ)句子，然后學(xué)生一個(gè)接一個(gè)地輕聲傳句子May I speak to Grandma?最后一個(gè)同學(xué)奔上臺(tái)大聲說出句子，穿得又對(duì)又快組獲勝。（在游戲中鞏固句子）5.學(xué)唱歌曲May I speak to Grandpa? ?認(rèn)讀歌詞。?擊節(jié)奏，讀歌詞。?聽錄音跟唱，學(xué)生齊唱。
④用Mommy,Daddy替換歌曲中的Grandma和Grandpa。
6.聽課文錄音、跟讀。
?帶著問題聽：Where will they go? ?回答教師提出的問題。
?學(xué)生打開書，聽錄音，邊指課文中的句子邊跟讀課文。在學(xué)生跟讀的過程中，教師按暫停鍵，出示卡片，幫助學(xué)生理解Honey,I miss you.和Great!的含義并掌握讀音。Step3 Practice 1.分角色讀課文對(duì)話。
師生讀：A、B組讀；男生、女生讀。2.Pre-task 教師引入任務(wù),兩個(gè)學(xué)生表演對(duì)話。3.Task 將打電話交際用語(yǔ)用于情景交際中。要求學(xué)生明確三點(diǎn)：?打電話給誰(shuí)；?他的電話號(hào)碼是多少；?找他干什么。4.Planning 學(xué)生在教室中自由尋找對(duì)話伙伴進(jìn)行合作，獨(dú)立創(chuàng)設(shè)情景進(jìn)行對(duì)話練習(xí)，準(zhǔn)備如何向全班匯報(bào)。5.Report 學(xué)生上臺(tái)表演，匯報(bào)任務(wù)完成的情況。6.Evaluation 自評(píng)、他評(píng)或師評(píng)。Step4 Consolidation 小結(jié)，讀句型。Step5 Homework Telephone three persons after school.Welcome to call me.
第二篇：湘魯版三年級(jí)下冊(cè)英語(yǔ)教學(xué)計(jì)劃
三年級(jí)下冊(cè)英語(yǔ)教學(xué)工作計(jì)劃
石橋九年制義務(wù)學(xué)校 王麗桃
本學(xué)期我繼續(xù)擔(dān)任三年級(jí)94班的英語(yǔ)課，在新學(xué)期開始之際，為了能更好地把握教材，了解學(xué)生，提高教學(xué)質(zhì)量，特制定本學(xué)期教學(xué)計(jì)劃如下：
一、教材分析：
三年級(jí)下冊(cè)按單元形式整體設(shè)計(jì)和編寫，采用“話題+詞匯+結(jié)構(gòu)+活動(dòng)”建構(gòu)體系。全書共9單元，3個(gè)復(fù)習(xí)單元。每單元分“AB”兩個(gè)部分。教師可自由地選擇并靈活地安排教學(xué)內(nèi)容，提高教學(xué)效果。全書配有彩色卡通式插圖，設(shè)計(jì)新穎活潑，生動(dòng)有趣。本教材的設(shè)計(jì)與編寫體現(xiàn)了對(duì)傳統(tǒng)外語(yǔ)教學(xué)思想的繼承和發(fā)展，在比較、分析和研究多種國(guó)內(nèi)外小學(xué)英語(yǔ)教材的基礎(chǔ)上，博采眾長(zhǎng)，取其精華，形成了本套教材特有的編寫體系。本套教材的編寫思路是以話題為綱，以交際功能和語(yǔ)言結(jié)構(gòu)為主線，逐步引導(dǎo)學(xué)生運(yùn)用英語(yǔ)完成有實(shí)際意義的語(yǔ)言任務(wù)，即：話題－功能－結(jié)構(gòu)－任務(wù)。根據(jù)學(xué)生的實(shí)際情況，教師可以有選擇地、靈活地安排教學(xué)內(nèi)容，有針對(duì)性地設(shè)計(jì)課堂教學(xué)活動(dòng)。
（一）、本冊(cè)教材的基本知識(shí)和技能：
1）能聽懂、會(huì)說12組會(huì)話，并能進(jìn)行簡(jiǎn)單的交流；
2）能聽說、認(rèn)讀（包括動(dòng)物、食品、數(shù)字、同學(xué)、家庭成員、數(shù)字等6個(gè)話題）的單詞，并能簡(jiǎn)單的運(yùn)用；
3）能聽、做、演游戲；
4）能聽、做TPR活動(dòng)； 5）能學(xué)會(huì)書中的小制作； 6）能唱書本里的英文歌曲；
7）能聽、說、唱書中的歌謠；
8）能完成8個(gè)形成性評(píng)價(jià)活動(dòng)；
9）能聽懂6個(gè)幽默小故事；
10）能了解6項(xiàng)簡(jiǎn)單的中西方文化知識(shí)。
（二）教學(xué)重、難點(diǎn)
1、能使用日常交際用語(yǔ)，2、活用四會(huì)句型，3、進(jìn)行簡(jiǎn)單的交流，做到大膽開口，發(fā)音正確。
4、能在圖片、手勢(shì)、情境等非語(yǔ)言提示的幫助下，聽懂清晰的話語(yǔ)和錄音。
二、教學(xué)目標(biāo) 1.強(qiáng)調(diào)語(yǔ)言運(yùn)用本套教材吸收了交際教學(xué)思想，注重學(xué)生語(yǔ)言運(yùn)用功能的培養(yǎng)。教材在整體構(gòu)思，內(nèi)容安排，活動(dòng)設(shè)計(jì)和教學(xué)方法選用等方面都緊密聯(lián)系學(xué)生的生活實(shí)際，體現(xiàn)了語(yǔ)言的交際功能。.注重能力培養(yǎng)力求用生動(dòng)簡(jiǎn)單，通俗易懂的方式滲透學(xué)習(xí)策略目標(biāo)鼓勵(lì)學(xué)生能動(dòng)思考，主動(dòng)做事，自動(dòng)調(diào)整學(xué)習(xí)方式發(fā)掘他們積極求知，努力進(jìn)取的潛能。.突出興趣激發(fā)從內(nèi)容、形式、方法、插圖及裝禎設(shè)計(jì)等方面都以最大限度地激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)和興趣。教學(xué)內(nèi)容緊密聯(lián)系學(xué)生的生活和學(xué)習(xí)實(shí)際，選擇話題充分考慮小學(xué)生的需求。.重視雙向交流選編了一些與學(xué)生日常生活緊密相關(guān)，與教學(xué)內(nèi)容和教學(xué)進(jìn)度同步的中西方文化知識(shí)。.融合學(xué)科內(nèi)容十分重視在學(xué)習(xí)內(nèi)容上與其他學(xué)科知識(shí)的兼容并蓄，精選學(xué)生最需要了解的，最感興趣的，最易學(xué)會(huì)的，最有普及價(jià)值的與學(xué)生日常生活聯(lián)系最緊密的學(xué)科知識(shí)內(nèi)容，融如語(yǔ)言材料之中。重視靈活擴(kuò)展運(yùn)用有效的編排形式，使教師充分發(fā)揮特長(zhǎng)，使學(xué)生能夠各得其所。實(shí)現(xiàn)整體設(shè)計(jì)運(yùn)用整體系統(tǒng)的合理編排力求達(dá)到各階段的教學(xué)內(nèi)容與目標(biāo)自然銜接，以確保各階段的順利過渡。
三、學(xué)生分析
94班共有學(xué)生65名，其中男生34人，女生31人。通過上個(gè)學(xué)期的學(xué)習(xí),學(xué)生們對(duì)英語(yǔ)已經(jīng)有了一定的了解,并掌握了一些日常對(duì)話用語(yǔ)和一定量的詞匯。但是仍然有一部分學(xué)生對(duì)學(xué)習(xí)英語(yǔ)有一定的困難，兩極分化比較嚴(yán)重。所以本學(xué)期應(yīng)做好后進(jìn)生的轉(zhuǎn)化工作。教師應(yīng)該面向全體學(xué)生，以學(xué)生的發(fā)展為宗旨，始終把激發(fā)學(xué)生的學(xué)習(xí)興趣放在首位，注意分層教學(xué)，引導(dǎo)學(xué)生端正學(xué)習(xí)態(tài)度，掌握良好的學(xué)習(xí)方法，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。
四、教學(xué)方法與措施：
1、建立和諧、民主的教學(xué)環(huán)境，形成學(xué)習(xí)對(duì)話的良好氛圍。
通過復(fù)習(xí)與新授對(duì)話內(nèi)容有聯(lián)系的已學(xué)過的對(duì)話，為新對(duì)話教學(xué)作好輔墊，并可以以此導(dǎo)入新對(duì)話教學(xué)。從而達(dá)到以舊引新，更好地為新授打好基礎(chǔ)。對(duì)話的方式可以有：教師與全班對(duì)話（個(gè)別學(xué)生也可），或是讓學(xué)生問候教師，學(xué)生與學(xué)生的對(duì)話。
2、以學(xué)生為中心，設(shè)置場(chǎng)景，表演對(duì)話。
在教學(xué)對(duì)話前為學(xué)生設(shè)計(jì)場(chǎng)景，營(yíng)造氛圍，誘發(fā)學(xué)生的語(yǔ)言動(dòng)機(jī)。讓學(xué)生發(fā)言，教師稍稍加以引導(dǎo)，將他們的句子串聯(lián)成對(duì)話。請(qǐng)學(xué)生跟讀。然后操練幾遍，便可讓學(xué)生在設(shè)置的場(chǎng)景里進(jìn)行表演，充分利用道具讓學(xué)生有真實(shí)的體驗(yàn)。而下面的學(xué)生當(dāng)“觀眾”并打分，并請(qǐng)打分的同學(xué)說說為什么打這個(gè)分？這樣可以提高學(xué)生的聽說能力，更能夠體現(xiàn)學(xué)生學(xué)習(xí)的主體性。怎么說？對(duì)不對(duì)？應(yīng)帶怎樣的表情？怎樣演會(huì)更好？學(xué)生無論是表演的還是看表演的，都會(huì)在打分時(shí)找到他們需要的答案。
3、通過娛樂、競(jìng)賽形式激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)與興趣。
小學(xué)生中，就是在高年級(jí)的學(xué)生還是非常愛玩。我們可以利用小學(xué)生愛玩的天性。在對(duì)話教學(xué)中，設(shè)計(jì)各類競(jìng)賽、游戲。讓學(xué)生在比中學(xué)，猜中學(xué)，玩中學(xué)，唱、跳中學(xué)。如：藏卡片、快看快說、快聽快指等。印象會(huì)特別深。
4、注重在教學(xué)中，運(yùn)用手勢(shì)。
把一些單詞、短語(yǔ)、甚至是句子與手勢(shì)或是肢體語(yǔ)言相結(jié)合，讓學(xué)生全身活動(dòng)，手腦并用，即加深了記憶，又能抓住學(xué)生的注意力。
五、教學(xué)進(jìn)度安排
第一周----第三周 Unit 1---Unit 2 第四周----第六周 Unit 3----Recycle 1----Unit 4 第七周----第八周 Unit 5----unit 6 第九周----第十一周 Unit 7----Recycle 2 第十二周----第十四周 Unit 8----Unit 9----Recycle 3 第十三周----第十五周 復(fù)習(xí)
第十六周----第十八周 期末復(fù)習(xí)
第三篇：湘魯版五年級(jí)英語(yǔ)教案（范文模版）
小學(xué)課堂網(wǎng) http://>
聽錄音，讓學(xué)生重復(fù)句子，是很好的練習(xí)聽力的方法，同時(shí)還能讓學(xué)生注意語(yǔ)音語(yǔ)調(diào)。Step 4 Intensive learning 拓展練習(xí)。 老師們應(yīng)指導(dǎo)學(xué)生全面理解課文內(nèi)容，并能作一些口、筆頭的練習(xí)。對(duì)學(xué)生進(jìn)行任務(wù)型教學(xué)，讓學(xué)生達(dá)到會(huì)講會(huì)說的目的。Step 5 Consolidation 復(fù)習(xí)鞏固及作業(yè)。 要求學(xué)生參與到各種課堂教學(xué)活動(dòng)和課外活動(dòng)中。通過做練習(xí)，默單詞，學(xué)唱歌，學(xué)歌謠，玩游戲，搞比賽來復(fù)習(xí)鞏固舊識(shí)，在愉快的氛圍中保持對(duì)英語(yǔ)學(xué)習(xí)的興趣。作業(yè)可以根據(jù)不同的學(xué)生布置不同的作業(yè)，農(nóng)村的孩子要多做聽音，讀音方面的訓(xùn)練，城市的孩子可以多做閱讀，寫作方面的作業(yè)。2.教師要熟讀教材了解單元前后的聯(lián)系，可以根據(jù)學(xué)生實(shí)際情況和教學(xué)需要靈活安排教學(xué)的先后順序。 3．教學(xué)的同時(shí)要注重學(xué)生思想道德的滲透 4．教師要對(duì)每篇教材的背景知識(shí)進(jìn)行了解，重視相關(guān)文化的學(xué)習(xí)。要了解東西方文化的異同與特征。 5．教師要把握教材的話題功能，不要受零散語(yǔ)言點(diǎn)的影響，要整體理解對(duì)話。6．教師要充分利用課文中的情境教學(xué)，要通過插圖來幫助學(xué)生理解課文，學(xué)會(huì)看圖理解。 7．教學(xué)進(jìn)度建議： a.全期按17周安排，每周3課時(shí)，共51課時(shí)，12個(gè)單元× 3――4課時(shí)=36――48課時(shí)，2個(gè)復(fù)習(xí)單元4課時(shí)，機(jī)動(dòng)3課時(shí)。 b.每個(gè)單元建議用三至四個(gè)課時(shí)完成，復(fù)習(xí)課用兩課時(shí)完成。每個(gè)復(fù)習(xí)課完成之后用一節(jié)課時(shí)間進(jìn)行英語(yǔ)綜合活動(dòng)。課時(shí)富余的學(xué)校或班級(jí)可以開展適當(dāng)?shù)幕顒?dòng) 的活動(dòng) 小學(xué)英語(yǔ)二年級(jí)（下冊(cè)） 對(duì)新課標(biāo)理解： 現(xiàn)在的社會(huì)是向著全球化，社會(huì)化發(fā)展的，將來的地球不管是哪一個(gè)角落都是一我們地球林的一個(gè)村民，那么語(yǔ)言就成了一個(gè)統(tǒng)一交流的媒介，尤其是英語(yǔ)的重要性在這一進(jìn)程中日益突出。本次對(duì)于課程標(biāo)準(zhǔn)的重新更定是一次符合社會(huì)發(fā)展進(jìn)程和基礎(chǔ)教育進(jìn)程的改革。重點(diǎn)是要改革英語(yǔ)課程的教學(xué)，過分重視語(yǔ)法和詞匯知識(shí)的講解與傳授，忽視對(duì)學(xué)生實(shí)際語(yǔ)言運(yùn)用能力的培養(yǎng)傾向，強(qiáng)調(diào)課程應(yīng)從學(xué)生的學(xué)習(xí)興趣、生活體驗(yàn)和認(rèn)知水平出，倡導(dǎo)學(xué)生體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的必學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，使語(yǔ)言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度，主動(dòng)思維和大膽實(shí)踐，提高跨文化意識(shí)和形成自主學(xué)習(xí)能力的過程。做到這些要求，首先需要的就是學(xué)生濃厚的對(duì)英語(yǔ)學(xué)習(xí)的興趣，那怎么樣培養(yǎng)學(xué)生學(xué)習(xí)興趣就成了一個(gè)基礎(chǔ)話題，這一問題要面向全體學(xué)生，特別是要關(guān)注學(xué)生的個(gè)別差異引起的情感問題。幫助學(xué)生建立成就感和自信心。在教學(xué)中注意創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教學(xué)環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性。使每個(gè)學(xué)生都能得到充分的發(fā)展。在這一過程中教學(xué)模式的轉(zhuǎn)變起到了一定的作用，一定要從以老師為中心的教學(xué)模式身以學(xué)生為中心的教學(xué)模式轉(zhuǎn)變。強(qiáng)調(diào)學(xué)生的參與和體驗(yàn)，強(qiáng)調(diào)采用多種形式的教學(xué)活動(dòng)。比如可以利用我們學(xué)校已有的良好電教資源，聽原版錄音帶習(xí)發(fā)音，也可以利用網(wǎng)絡(luò)找一些貼近課堂學(xué)習(xí)的情境對(duì)話或小動(dòng)畫，以更直接的方式引導(dǎo)學(xué)生學(xué)習(xí)英語(yǔ)，對(duì)英語(yǔ)產(chǎn)生濃厚的興趣。利用聽、說促進(jìn)學(xué)生寫單詞，寫短語(yǔ)，寫句子，寫對(duì)話，不能反其道而行，又造成以往我們說的“啞吧英語(yǔ)”總的來說，新課標(biāo)對(duì)發(fā)展學(xué)生自我主觀能動(dòng)性起到了很積極的作用。素質(zhì)教育在其中深有體現(xiàn)。并且由升學(xué)教育向終身教育的轉(zhuǎn)變等等都是很好的突破。在這一新課標(biāo)的指導(dǎo)下，希望在英語(yǔ)教學(xué)中可以達(dá)到更好的效果。 Teaching contents: 本冊(cè)書共六個(gè)單元，其中五個(gè)單元是精讀課文，一個(gè)復(fù)習(xí)單元。這冊(cè)書在編排時(shí)很注意學(xué)生興趣的培養(yǎng)，尤其在單詞字母學(xué)習(xí)這一環(huán)節(jié)，教材把手寫字母相同的單詞進(jìn)行了歸類，并且安排了大量的聽、說、讀、寫 等多項(xiàng)練習(xí)，利用圖片教授學(xué)習(xí)是培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)興趣的主要途徑。除此之外還有多首英文歌曲的學(xué)習(xí)，書后有分類清晰的詞匯表，更有利學(xué)教師的教和學(xué)生的學(xué)。Teaching Aims: 知識(shí)技能： 1、Listening: 充分利用學(xué)校的電教資源，在發(fā)展學(xué)生自主學(xué)習(xí)的基調(diào)上，讓學(xué)生可以接觸到更多、更直觀的學(xué)習(xí)方式，比如聽錄音，看小動(dòng)畫等等。掌握部分日常用語(yǔ)，如：能聽懂詢問名子的問回答，或問是誰(shuí)的語(yǔ)句。辨別詞中的字母的不同讀法。 2、Speaking: 根據(jù)本冊(cè)書的教學(xué)要求，作為基本的主導(dǎo)方向，指導(dǎo)學(xué)生在教師為學(xué)生設(shè)計(jì)的教學(xué)情境中，能夠正確運(yùn)用問這是什么，有多少個(gè)，什么顏色等等的語(yǔ)句，并能對(duì)所提問的句子做出適當(dāng)?shù)幕卮稹?/p> 3、Reading: 正確，流利的朗讀和使用課文對(duì)話，正確讀出與課文或練習(xí)中相關(guān)的單詞，認(rèn)讀字母和帶有此字母的單詞。 4、Writing: 以聽、說、讀的基礎(chǔ)上，培養(yǎng)學(xué)生寫的能力。正確描、寫英語(yǔ)中的字母，能夠摹仿老師的板書寫簡(jiǎn)單的字母、單詞和句子。過程方法： 1、發(fā)揮老師的指導(dǎo)做用的同時(shí)，充分發(fā)揮學(xué)生的自我主觀調(diào)動(dòng)意識(shí)，且提高他們自主學(xué)習(xí)的能力，但要注意教師在教的過程中，對(duì)學(xué)生思想的指導(dǎo)方向，不能一味的任學(xué)生自己發(fā)展。三年級(jí)的學(xué)生在上課時(shí)有些時(shí)候上課意識(shí)并不強(qiáng)烈，這要求教師不能只是教授新知而 以，在很大程度上是要引導(dǎo)學(xué)生的行為和思維。 2、充分運(yùn)用學(xué)校已有資源，如：電子媒體進(jìn)行多方位教學(xué)，網(wǎng)絡(luò)教學(xué)等。這樣不但可以提高學(xué)生的學(xué)習(xí)興趣，又可以豐富學(xué)生對(duì)新事物的接觸能力，從而更直觀、方便的教和學(xué)，在潛移默化中培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 3、在英語(yǔ)的教學(xué)過程中，加入適當(dāng)?shù)膶?duì)英、美等國(guó)家一些風(fēng)俗習(xí)慣在日 常生活中的應(yīng)用。主要采取同學(xué)之間互相幫助的方法，可以形成一幫一小組等方式。使學(xué)生可以在一起分享學(xué)習(xí)英語(yǔ)給大家?guī)淼臉啡?。鼓?lì)學(xué)生多說，多練，尤其注意日?？谡Z(yǔ)在生活中的應(yīng)用。 情感態(tài)度與價(jià)值觀： 1、在英語(yǔ)教學(xué)的過程中注意培養(yǎng)學(xué)生的學(xué)習(xí)興趣是一個(gè)老生常談的問 題，因此更應(yīng)引起我們的重視。于此教師可以采取多種方式，比如：多采納、聽取學(xué)生的意見，抵制學(xué)英語(yǔ)給學(xué)生帶來的負(fù)面壓力，努力創(chuàng)設(shè)一個(gè)輕松的學(xué)習(xí)環(huán)境。 2、在英語(yǔ)教學(xué)中也應(yīng)時(shí)時(shí)滲透思想道德教育的重要性。確立良好的價(jià)值 觀和積極向上的人生觀，形成同樣積極的學(xué)習(xí)態(tài)度。 Teaching Emphasis: 1、對(duì)于一些日常用語(yǔ)的應(yīng)用，如：①What’s this?及回答②What color?及應(yīng)答。③ How many?及應(yīng)答④I can的應(yīng)用 2、二十六個(gè)字母的讀寫。 3、提高學(xué)生對(duì)單詞的掌握。 Teaching Difficulty: 1、對(duì)日常用語(yǔ)的應(yīng)用和學(xué)生聽力的培養(yǎng)。 2、對(duì)二十六個(gè)字母的讀寫。 注：Teacher’s activities=T Student’s activities=S UNIT ONE Is it a pear? Lesson one Teaching Aims: 1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can be use the “What’s this?” in dialogue.Answer it.Teaching step: 一、Greetings: Haven’t seen you for a long time! 二、Presentation and practice.Step 1 Model the dialog 1.Ask the students what they say when they see something exciting or amazing.Tell them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.2.Hold up the card, ask students to answer what they can see.3.Choose one student.Ask，“What’s this ?”The student replies.4.Learn the new words in the same way.Step 2 Talk about the story Have the students open their books, ask these questions about the pictures: 1.Where are Lulu and Mocky? 2.Who has a stall there ? 3.What is the litter fruit? 4.Does she like it? T: We are going to talk about the story.1.Hold up a card.Say,“What’s this ?”Elicit the answer,“peach”.2.Repeat this for pear, orange, and nut.Step 3 Story 1.T: We are going to meet some new friends.Play the tape once without stopping.2.Play the tape again, pausing after each picture.Have the students repeat each sentences after hearing it on the tape.3.Divide the class into two groups.One group will be Mocky, the other group will be Lulu.4.Play the tape again.Stop the tape after each sentences.Step 4 Talk about the story in group.1.Have students talk about the story after thacher.2.Encourage the children to talk about the story in group.3.Choose some students to act it out.三、Homework : 教學(xué)后記： Lesson two Teaching Aims: 1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can know the fruit words.Teaching step: 一、Greetings.二、Presentation.Step 1 Words to learn 1、Have the students open their books.Draw their attention to the “ Words to learn ”.2、Play the tape.Stop the tape after each new words.Ask the Ss to repeat it.Do this a second time.3、Play the tape straight through.While it is playing, hold up the book.Point to each words in turn.4、Play the guessing game outlined in the first part of the lesson.This time, use only the words for fruit in “Words to learn”.Step 2 Listen to this 1、Display copy of the page and point the bottom half.Tell the children Mocky says, What’s this? Point to the picture of a banana.Elicit the answer, “It’s a banana.” 2、Learn the new words and sentences.Have the students repeat the sentences and touch each word.Ask, Is it a peach? Answer, No, it isn’t.Read the sentences and have the students repeat it before.Ask, Is it a banana? Answer, Yes, it is.3、Read the sentences together.Tel the Ss that I am going to play a tape.Play the first question and answer.Check that the students have chosen the answer on the page.Step 3 Play the game 1、Hold up a pen.Say, Is this a pen? Elicit, Yes, it is.Now indicate an item farther away.Say, Is that a ?? 2、Put the Ss into pair to practice each question and answer.3、Have the Ss open their books at “Play the game”.Still in pairs, have the Ss ask and answer questions about the numbered items.4、Group work.Play the game in group.Step4 Sing a song.Sing a song in class.Then sing the song group by group.Step 5 Play a game Play a guessing game to practice the new words and sentences.三、Homework : 教學(xué)后記： Lesson three Teaching Aims: 1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’tTeaching Difficulty: The children can know and read the words.Teaching step: 一、Greetings.二、Presentation.Step 1 Talk together.1、Direct the students’ attention to the top of the page.Say: Now we can read what we said.2、Read the words in the speech bubbles aloud, pointing to the words as you do so.Have the students repeat the words after you.Step 2 Listen and number.1、Have the Ss open the books at page 6.Draw their attention to the bottom half of the page.2、T: We are going to listen to the tape.You touch the correct characters when you hear them say “Hello.” 3、Play the tape and have the children touch the correct pictures.4、Play the tape two sentences at a time.Stop after each pair.5、Repeat the procedure for the other pictures.Step 3 Sounds and letters 1、Draw the Ss’ attention to the top of the page.2、Play the tape for baby and ball.Ask : Do these words have the sound /b/ 3、Play the tape again and have the Ss say the sound.4、Repeat the procedure for others.Step 4 Listen and write.1、Display the page and have the Ss turn to the matching page in their own books.2、Have Ss point to the words.Play the tape for peach, draw the Ss attention to the word under the picture.3、Repeat the procedure for the other words.Have the Ss write the letter in the blanks.三、Homework.教學(xué)后記： Lesson four Teaching Aims: 1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can read and write the words.Teaching steps: 一、Greetings.二、Presentation.Step 1 Trace the words 1、Hold up the card for banana.Ask “What is it?” Elicit from the students, It is a banana.2、Have the students open their books at page 8.Draw their attention to the first sentences.Say, We are going to write what I said just now.3、T: Watch me write the word.Stand with my back to the class.Write the word in the air, using large arm movements.4、Ask the students to write the word in the air after me.Repeat it.5、Have the students turn to the “ Trace the words” activity in their books.6、Have the students trace over other words by themselves.Step 2 Find and circle 1、Display my book.Point to each picture in turn and say the matching word.Ask, What is this? And have the Ss circle the word.2、Repeat the procedure for the other pictures of fruit.3、Put the Ss into pair, tell them that they must find the other fruits names in the puzzle and circle them out.Step 3 Uncle Book’s blackboard 1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.2、Have the Ss repeat the words after teacher.3、Now hold up the What is this? , explain the meaning of this sentence.4、In the same way, review Is it and introduce It is.5、Now have Ss open the book, model the structures by reading.6、Divide the class into two groups.Have one group repeat the question, and for the other group repeat the answer.Have the group change places.Step 4 Guess and say.1、Have the students practice saying the sentences of this unit.2、Display my book, and explain that when I point to a fruit, I will ask a child to guess and say.三、Homework 教學(xué)后記: Lesson five Teaching Aims: 1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can read and write the words.Teaching step: 一、Greetings.二、Presentation.Step 1 Read and check 1、Review the sentences：What is it? 2、Ask the students to practice reading sentences like, this is h..., then ask the students to read the sentences on page 10.3、Display the book, point to the first picture.Then, point to the question, Is it a lemon? Read the words aloud as you point each one.Elicit the answer, Yes, it is.4、Ask students to point to the answer in their books.Have them read the words whit you.5、Put the students into pair, do this exercise.Step 2 Let’s chant.1、Use the cards and have students practice reading the words.2、Read the rhyme to the students, point to each word.Then play the tape for the rhyme and have students listen and point to the words on the page.3、Play the tape again and have students join in, encouraging them to hum or clap with the rhyme.Step 3 Match the names.1、Model the word for them, and color the pictures.2、Have the students use their fingers to follow the ant trail between the pictures and the words.四 .Homework.教學(xué)后記： Lesson six Teaching Aims: 1、Can understand the story.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis: 1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a??? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can read and write the words.Teaching steps: 一、Greetings.二、Presentation.Step 1 Uncle Book’s storytime Tell the students that they going to listen to a story.1.Play the tap, ask the students to listen to the story.2.Have the students open the book, and look at the pictures, ask them to look for the familiar words in the book.3.Have the students read the story silently, encourage them to try to guess the meaning of unfamiliar words.4.Try to tell the story in groups.Step 2 Review the sentences and words.1、Use the picture cards.2、What’s this? It’s **.Is it ** ? Yes, it is.No, it isn’t.Step 3 Bingo 1、Use this game to review the words and sentences in this Unit.Tell the Ss to take out their cards and get ready for the game.2、Play the game in group.Step 4 Self-assessment 1、Have the students do this part in pairs or in groups by themselves.2、Students should assess themselves according to their own situation.3、Check the answer.四.Homework.教學(xué)后記： Unit 8 Are these tomatoes? Lesson 1 ⑴教學(xué)目標(biāo) 1.知識(shí)目標(biāo)： What are these/those? They’re/ They are ?.Are these?? Plural nouns(regular)2.能力目標(biāo)： Listen and talk.3.情感目標(biāo)：鼓勵(lì)學(xué)生大膽開口說英語(yǔ)，培養(yǎng)學(xué)生的自信心。⑵ 教學(xué)重難點(diǎn)： Asking and answering question about plural objects ⑶教學(xué)過程： 1.Review Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.What’s this? It’s a ? Is it a ?? Yes, it is./ No, it isn’t.2.Model the dialog Borrow three pens, pencils, and rulers from the children.Hold up one pen and ask, “What’sthis?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, “What’s this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one.Explain that we use these when we are referring to more than one object.Practice the structure “What are these/those? They’re ?” with some objects.3.Talk about the story Have the children open their books at the story.Display your copy of the page and ask these questions about the pictures.： Where are Ann, Ken, and Mocky? What is Mocky looking at? What is Mocky holding? What other vegetables does Mocky find? Who chases Mocky? 4.Story Play the tape, pausing at each new picture.Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups.One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendor’s line.Play one sentence at a time and point to the matching story picture.Have each group repeat its character’s sentence.Read after the teacher。 5.Set homework。 6.教學(xué)后記 Lesson 2 ⑴教學(xué)目標(biāo) ①知識(shí)目標(biāo)： What are these/those? They are ?.vegetables ②能力目標(biāo)： Listen, say and sing.③情感目標(biāo)：在歌曲中激發(fā)學(xué)生學(xué)習(xí)的興趣，寓學(xué)于樂。 ⑵教學(xué)重難點(diǎn)： Asking and answering question about plural objects.⑶教學(xué)過程： 1.Warm-up Choose two children to come to the front of the class.Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re ?” After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards.Move away and point to the flashcard.Say, “What are those?” Elicit the correct answer.2.Plurals Hold up the beans flashcard.Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board.Point to the tomato and have the children say tomato.Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.Repeat the procedure for mushroom/s/.3.Words to learn Display your copy of the page.Play the tape once.Point to the picture of each vegetable as it is named.Play the tape again.Have the children touch the correct picture as they hear each vegetable’s name.Without the tape , read the words together.Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4.Listen to this Talk about the pictures first.Play the tape, pausing after each pair of sentences.Have them repeat Ken’s question, then point to the correct vegetables.5.Teach the song Use the flashcards of the vocabulary being reviewed.Practice the structures “Are these ?? Yes, they are./ No, it isn’t.” with the flashcards.These new structures will prepare the children for the song.Tell the children they are going to learn another song.Read the words aloud to the children , pointing to each word as you do so.Play the song.Encourage the children to sing along and to clap in time.6.Set homework。 7.教學(xué)反思： Lesson 3 ⑴教學(xué)目標(biāo) 1.知識(shí)目標(biāo)： Are these/those?? Yes, they are.No, they aren’t.2.能力目標(biāo)： Listen, talk and read.3.情感目標(biāo)：樂于模仿，敢于開口，積極參與，主動(dòng)請(qǐng)教。 ⑵教學(xué)重難點(diǎn)： Have the children practice the sounds and letters.⑶教學(xué)過程： Phonics）/t/ /d/ （1.Warm-up 2.Language drill Are these ?? Yes, they are./ No, they aren’t.3.Talk together 4.Have the children open their books at page 18.draw their attention to the pictures at the to of the page.Say, “Now we can read what we said.” Display the copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after me.Encourage the children to touch the words in their books as they say them.If time allows, the children could substitute other vegetable names for onions.First time:listen to the tape.Second time:listen and repeat.Read by themselves.Then elicit some students to read it.3.Listen and number Talk about the pictures first.Play the tape, have the children number the pictures in the correct order.Check the answer.4.Sounds and letters Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes.Ask, “Do these words have the sound /t/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5.Match the sounds.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat.This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound.Tell them that there might be pictures that do not match either sounds.5.Set homework 7.教學(xué)反思： Lesson 4 ⑴教學(xué)目標(biāo) ① 知識(shí)目標(biāo)： ② Are these ?? Yes, they are./ No, they aren’t.（Phonics and writing）tomatoes, onions, potatoes and beans.②能力目標(biāo)： Listen, read and write.③情感目標(biāo)：樂于模仿，敢于開口，積極參與，主動(dòng)請(qǐng)教。 ⑵教學(xué)重難點(diǎn)： the correct writing of each word ⑶教學(xué)過程： 1.Trace the words Hold up the flashcard for tomatoes.Ask “What are these?” Elicit from the children “They are tomatoes.” Have the children open their books at page 20.Show your copy of the page.Draw their attention to the first sentence.Say, “We are going to write what we said just now.” Have the children trace the word tomatoes.Repeat the procedure for the other sentences.2.Read and match Draw the children’s attention to the pictures and words at the bottom of the page.Point to the first word eggplants.Say, “Eggplants.” Have the children repeat after you as they touch the word in their books.Now point to the picture of eggplants.Ask, “What are these?” Elicit from the children, “They’re / They are eggplants.” Have the children draw a line from the word to the picture and repeat the word eggplants.Repeat the procedure for the other words and pictures.3.Uncle Booky’s Blackboard Attach a flashcard to the wall at the other end of the room.Stand away from the card and point to it.Ask, “What are those?” Elicit, “They’re?” Repeat the procedure, using the other flashcards.Read the question aloud, pointing to each word as you do so.Have the children repeat the question.Attach the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans? Yes, they are.Are these tomatoes? No, they aren’t.Model the structures on Uncle Booky’s Blackboard by reading them aloud to the children.Have the children repeat the questions and answers after you in a class drill, using all possible combinations.4.Guess and say Ask the children to take out their small vegetable flashcards of this unit: Put the children in pairs.Then two children mix their cards with the picture facing down.Student A puts his/her hand on one card and asks student B to guess.Student B says, “Are these??” Student A flips over the card and says Yes or No.Then he/she puts his/her hand on another card and asks, “Are these ??” Student B answers, “Yes, they are.” Or “No, they aren’t.” Continue until all the cards are flipped over.Then the two students change their roles.5.Set homework.6.教學(xué)反思： Lesson 5 ⑴教學(xué)目標(biāo) ①知識(shí)目標(biāo)： Be able to chant and check the correct answer.②能力目標(biāo)： Listen, read and write.③情感目標(biāo)：有學(xué)習(xí)英語(yǔ)的愿望，樂于參與各種英語(yǔ)實(shí)踐活動(dòng)。 ⑵教學(xué)重難點(diǎn)： use the structures in communication ⑶教學(xué)過程： 1.Warm-up This activity reviews the stucture Is this a ?? Introduced in Unit 7.Hold up the flashcard for lemon.Ask, “Is this a lemon?” “Yes, it is.” Now ask, “Is this a ??” Have the children say, “No, it isn’t.” Choose four children to come to the front of the class and repeat the questions and answers.Repeat the procedure with other children and different fruit.2.Check(√)the correct answer Talk about the pictures.Who is this? Are these ?? Have the children repeat the words the speech bubbles.Now ask the children to check the correct answer.Make sure they have done this.Repeat all the procedures for the other two pictures.3.Let’s chant Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme.Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the picture in their books as they listen to the tape again.They can also add some actions and act the rhyme out.4.Game: Find the vegetables out in the classroom 5.Set homework 6.教學(xué)反思： Lesson 6 ⑴教學(xué)目標(biāo) ①知識(shí)目標(biāo)： Let’s make ?.What are these? They are ?.②能力目標(biāo)： Listen, read and write.③情感目標(biāo)：體會(huì)英語(yǔ)學(xué)習(xí)中的樂趣，樂于接觸英語(yǔ)讀物。 ⑵教學(xué)重難點(diǎn)： consolidate the structures and vocabulary learned in this unit Elicit ⑶教學(xué)過程： 1.Uncle Booky’s storytime Tell the children they are going to listen to the story.Play the tape.Have the children open their books at page 24 and look at the pictures.Ask them to look for familiar words in the story.Have the children read the story silently, encourage themto try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words.The requirement for this part is to understand the story.2.Flashcard game This game reviews core vocabulary.You will need the flashcards provided for earlier units.Have the children work in groups of 4 or 5.Have them spread all the flashcards face up on the table.Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.Explain to the children that they are going to play a game where you will call out an English word.The first child to put his/her hand on the matching flashcard wins that card.The game finishes when there are no flashcards left on the table.The winner is the child who has collected the most cards.(The children can count their cards in Chinese.)3.Self-assessment In the first activity, point to the picture of beans.Ask, “What are these?” Elicit “These are beans.” from the children.Put them into pairs.Have one child ask questions and the other provide the answer, pointing each picture.In the second activity, point to the first picture and read the question.Tell the children that you are going to read out two answers and only one answer is correct.Read the first answer and ask the children if it is correct.Repeat with the second answer.Tell the children to check the correct answer in its box.Tell the children to finish other pictures by themselves.4.Homework: 6.教學(xué)反思： 魯湘版小學(xué)英語(yǔ)四年級(jí)下冊(cè) Unit4 What’s the weather like? 教學(xué)設(shè)計(jì) 臺(tái)前縣城鎮(zhèn)小學(xué)喬海紅 教學(xué)內(nèi)容： Unit4 It is windy today 教學(xué)理念： 《新課程標(biāo)準(zhǔn)》指出：“英語(yǔ)課程應(yīng)積極倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑?！北菊n以構(gòu)建主義為依據(jù)，構(gòu)建信息環(huán)境下主體參與任務(wù)型教學(xué)模式設(shè)計(jì)，以學(xué)生原有經(jīng)驗(yàn)為基礎(chǔ)，利用多媒體課件，為學(xué)生提供多樣化學(xué)習(xí)資源，創(chuàng)設(shè)生動(dòng)有趣的自主學(xué)習(xí)環(huán)境，引導(dǎo)學(xué)生在合作中積極、主動(dòng)參與學(xué)習(xí)，真正成為學(xué)習(xí)的主人。教學(xué)目標(biāo)： 知識(shí)與技能: 1.能聽懂、會(huì)說、認(rèn)讀單詞sunny, rainy, cloudy windy.cool, warm。 2.能在小調(diào)查中運(yùn)用句子It’s sunny...進(jìn)行交流，培養(yǎng)學(xué)生能夠在實(shí)際情景中運(yùn)用句子談?wù)撎鞖?。情感、態(tài)度價(jià)值觀: 在情境中，使學(xué)生感受到學(xué)習(xí)英語(yǔ)的樂趣.通過教學(xué)中的活動(dòng)，進(jìn)一步培養(yǎng)學(xué)生熱愛自然的情感 教學(xué)重難點(diǎn)： 1.正確拼讀sunny，rainy，cloudy，windy.warm.cold 2.理解并運(yùn)用新學(xué)句子進(jìn)行交流。 教具準(zhǔn)備：課件，單詞卡、句型卡片,采訪表。 教學(xué)過程： 一．Warmmer 1.Greetings: T: Good morning, boys and girls.Nice to see you.How are you?...(通過自我介紹，拉近彼此的距離） 2.Sing a song old Mcdonald had a farm.呈現(xiàn)課件1.（歌曲熱身導(dǎo)入，激發(fā)學(xué)生的學(xué)習(xí)興趣，活躍課堂氣氛）。（通過模仿動(dòng)物的叫聲，復(fù)習(xí)上一課的生詞為后面的教學(xué)作好準(zhǔn)備。 3.通過螞蟻上樹，蜻蜓低飛，魚兒浮出水面等現(xiàn)象引出天氣情況rainy,成功導(dǎo)出新課題。） 二．Preparation 1．唱一唱（由歌曲Thunder引出課題，完成知識(shí)目標(biāo)1）T: Today we will learn It is windy today.(出示課件，指導(dǎo)讀音,引出課題并板書。)跟著課件讀生詞。 三．Presentation and drill 1．T：今天天氣不錯(cuò)，大家抬頭看一下天空，你看到了什么？對(duì)了，大大的太陽(yáng)。誰(shuí)能幫老師畫一個(gè)大太陽(yáng)？ It’s a sun.It is sunny。認(rèn)識(shí)晴朗的符號(hào)。 呈現(xiàn)課件.一個(gè)大太陽(yáng)。通過播放形象直觀的多媒體課件，全班同學(xué)都能投入到課堂教學(xué)活動(dòng)中來。引出sunny.the sun is hot.（以各種方式操練sunny:搖頭晃腦，升降調(diào)，拼讀單詞.依次畫出風(fēng)的圖片 This is wind.The wind is blowing the tree.How is the weather? Yes ,it is windy.Is it cool? Yes,it is。呈現(xiàn)課件.風(fēng)。認(rèn)識(shí)風(fēng)的符號(hào)。 2．練一練，依次畫出各種天氣圖，學(xué)習(xí)單詞rain rainy /cloud cloudy/wind windy。作出評(píng)價(jià)。通過評(píng)價(jià)，激發(fā)學(xué)生學(xué)習(xí)積極性，緩解學(xué)習(xí)單詞的枯燥。用課件以多種方式教授其他天氣單詞用直觀的多媒體課件進(jìn)行教學(xué)，學(xué)生接受得快，而且記憶深刻。加之各種鮮明的色彩對(duì)比，引起學(xué)生視覺效應(yīng)，注意力相對(duì)集中，提高了教學(xué)效果。rainy（two by two, stop游戲），cloudy（一觸即發(fā)，男女生讀）（.做出總結(jié)，注意：sun rain cloud wind 是名詞，sunny rainy cloudy windy是形容詞。回放四種天氣，練習(xí)應(yīng)用。展示課件.3． 畫一畫 （1）畫各種天氣情況圖，看誰(shuí)畫的好。表?yè)P(yáng)好的，鼓勵(lì)差一點(diǎn)的。對(duì)獲勝組給予獎(jiǎng)勵(lì)，使課堂評(píng)價(jià)有始有終。進(jìn)一步鞏固學(xué)生學(xué)習(xí)英語(yǔ)的興趣，增強(qiáng)其自信心。通過圖畫以及畫面中愛護(hù)自然的語(yǔ)言，進(jìn)一步培養(yǎng)學(xué)生保護(hù)自然的意識(shí)。 (2)拍圖標(biāo)讀單詞，考查學(xué)生對(duì)所學(xué)單詞掌握程度，幫助鞏固所學(xué)句型，同時(shí)又營(yíng)造了緊張而活躍的課堂氣氛。可以達(dá)到生生積極參與學(xué)習(xí)的效果。并為下一步的小調(diào)查做好準(zhǔn)備。 4.練一練，出示天氣課件，各地區(qū)的天氣預(yù)報(bào)，鞏固生詞。課件呈現(xiàn)練習(xí)新單詞的讀音）引出It’s sunny/cloudy/rainy/的回答。此為本課重點(diǎn)句型。 5． 小采訪（課件呈現(xiàn)練習(xí)新單詞的讀音，完成知識(shí)目標(biāo)2） 引出It’s sunny/cloudy/rainy/的回答。創(chuàng)設(shè)情境目的是在活動(dòng)中創(chuàng)設(shè)信息差，讓學(xué)生通過采訪了解同學(xué)的喜好。這是一個(gè)拓展性練習(xí)，目的是讓學(xué)生將所學(xué)到的新舊知識(shí)結(jié)合在一起，運(yùn)用到生活中。這樣既可以培養(yǎng)其學(xué)習(xí)能力，又可以使學(xué)生學(xué)以致用。 6.做一做，連詞成句。檢驗(yàn)學(xué)生的學(xué)習(xí)效果。 四．小劇場(chǎng) story time 通過小熊的故事練習(xí)單詞cold warm sunny cloudy 等 五.小結(jié) 六．Homework 將所學(xué)的有關(guān)天氣的單詞以及歌謠讀給父母聽.這一環(huán)節(jié)既可讓學(xué)生鞏固了知識(shí)，又讓學(xué)生懂得關(guān)心父母，了解他們的喜好。板書設(shè)計(jì) ： sunny rainy cloudy rainy(四線三格書寫) 教學(xué)反思： 本節(jié)課學(xué)習(xí)目的是通過這節(jié)課的學(xué)習(xí)，學(xué)生可以理解并且運(yùn)用新授的句 型 和單詞談?wù)撎鞖狻Ｔ诮淌趩卧~的過程中我運(yùn)用了多種操練方式，生生互動(dòng)、師生互動(dòng)，課堂氣氛活躍。但本節(jié)課還存在很多缺點(diǎn)與不足: 1.在操練鞏固時(shí)課件的運(yùn)用不夠得心應(yīng)手，2.在教學(xué)過程中,課堂用語(yǔ)的使用還不到位,教師的語(yǔ)言組織還不夠自然流暢。第四篇：三年級(jí)下冊(cè)英語(yǔ)教案
第五篇：魯湘版小學(xué)英語(yǔ)四年級(jí)下冊(cè)
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