1、四年級(jí)英語(yǔ)上冊(cè) unit 7 were soldiers教案 湘少版(1)四年級(jí)英語(yǔ)上冊(cè) unit 7 were soldiers教案 湘少版(1) 編輯整理：尊敬的讀者朋友們：這里是精品文檔編輯中心，本文檔內(nèi)容是由我和我的同事精心編輯整理后發(fā)布的，發(fā)布之前我們對(duì)文中內(nèi)容進(jìn)行仔細(xì)校對(duì)，但是難免會(huì)有疏漏的地方，但是任然希望（四年級(jí)英語(yǔ)上冊(cè) unit 7 were soldiers教案 湘少版(1)）的內(nèi)容能夠給您的工作和學(xué)習(xí)帶來(lái)便利。同時(shí)也真誠(chéng)的希望收到您的建議和反饋，這將是我們進(jìn)步的源泉，前進(jìn)的動(dòng)力。本文可編輯可修改，如果覺得對(duì)您有幫助請(qǐng)收藏以便隨時(shí)查閱，最后祝您生活愉快 業(yè)績(jī)進(jìn)步，以下為四年

2、級(jí)英語(yǔ)上冊(cè) unit 7 were soldiers教案 湘少版(1)的全部?jī)?nèi)容。5unit 7 we are soldiers。period 1teach aims and demands 1. learn the words of left and right。 and learn the words about vocations, such as： soldier and soldiers， policeman and policemen, sailor and sailors, and revise the words of the other vocations, such as:

3、 firemen， workers, teachers， doctors, nurses， postmen, fishermen, farmers， etc。2. learn the sentence structure of what are we？ and learn the conversation in part a.3. learn the pronunciation rule of “ch”， such as: chick, child， chalk, chair， chopsticks, branch， church， catch.teach difficulties and i

4、mportancethe words of vocations。 and the sentence structure of what am i? what are we?teach aids a coin and the pictures of the vocations。teach steps and contents（ two periods)period 1warmer 1. sing the song “your left hand says” together.2. lets play a guessing game。 teacher do an action， let stude

5、nts guess, what am i? then ask some students to do the actions, let the other students guess what he or she is.presentation1。 first， teacher announce “ we will have a match between the left and the right group。 teacher draws two faces under the two groups, either face has no mouth, at the end of the

6、 class， teacher will add a laugh mouth on the winners face, an angry mouth on the seconds face.2. revise the two words of left and right。 teacher shows a coin， ask the students what it is。 then hide her hands back， put the coin on one hand， then show two hands， and ask students to guess the coin is

7、in my left hand or in my right hand。 then ask some students to come to the blackboard to do this game， let other students to guess which hand the coin is。 through this game to consolidate the two words left and right.3. teacher do an action of solution, ask students to guess what i am. then teacher

8、write the word policeman on the blackboard， teach students how to pronounce this word, and ask students to read it one by one. then the other two words, sailor and soldier。 then ask students to answer what i am。 help students to recall the words of vocations which have been learned， such as： a teach

9、er， a postman, a doctor, a nurse, a farmer, a driver， a fireman.4。 teacher plays the cassette, let students listen to it once， and ask students to translate it into chinese. then imitate after the tape sentence by sentence. then read after the teacher。5。 play a game。 ask students practice in pairs,

10、four students as a group。 they acts as a kind of vocation. let other students guess what they are。 consolidation1. play a game。 ask students to stand up， listen to the demand and do。 such as： stand up. sit down。 turn left。 turn right。 turn back. jump. run。 walk in line.2。 do the exercises。 teacher e

11、xplains the demand of the exercises。period 2warmer1。 teacher shows the pictures， let students read these words quickly, policemen, teachers， sailors， soldiers， drivers， policewomen， farmers, firemen， fishermen， doctors, nurses.2. lets play a game. listen and do。 stand up, please. sit down， please。 c

12、lap your hands。 turn left。 turn right。 turn back. presentation1。 play this game again. act and guess what we are in pairs。 2. ask students to read the story by themselves。 there are three new words, teach and dance and learn。 let students guess their meanings. after students finish reading， ask stud

13、ents to translate it into chinese.3. teacher writes the word chick on the blackboard, ask students what does the two letters pronounce， then recall other words which has these two letters， such as child, chalk， chair, chopsticks, branch, catch， church. teacher plays the tape， let students read after the tape twice. then read after the teacher. at last, lets students try to read the sentence aloud， and then read after th