PAGEPAGE60科普版小學英語四年級上冊全冊教案目錄TOC\o"1-1"\h\z\u《Lesson1Wecandance2《Lesson2What'sonthe6《Lesson3Isthisyourbag10《Lesson4Isheyourbrother14《Lesson5Whatcanyousee19《Lesson6Revision24《Lesson7Issheadoctororanurse27《Lesson8What'sthetime33《Lesson9Howmanyhorsescanyousee40《Lesson10Whereismydog46《Lesson11What'sthisinEnglish54《Lesson1Wecandance》教學目標詞匯:cook draw driveacar playthepianorideabike speakEnglish type write語法:Ican…….Ican’t…….Canyou……?Yes,Ican./No,Ican’t.二、情感目標:學生學會用can或can’t來表達自己能做什么不能做什么,來向同學們展示自己的能力。學情分析重點難點重點有兩個:一是關于一些常見的活動的單詞;再一個就是情態動詞can的用法。教學過程教學活動1【導入Step 1、Warming Step1WarmingupActivity1、每日播報likeanddislike(介紹自己或家人及朋友喜歡或不喜歡什么樣的活動)Ilike…,butIdon’tlike….MyfriendisLucy.Shelikes….Butshedoesn’tlike…Activity2、頭腦風暴:Letthestudentswritethewordsaboutactivities,themorethebetter.2Step2PresentationStep2、PresentationActivity1、1、 通過幾幅圖,引出今天我們要學習和運用的幾個表示活動單詞和詞:cookdraw driveacar playthepiano rideabike akEnglishtype writeChinese2Activity2、1、 教師根據前面學生做的動作及學習到的英文活動引出本節課語法:T:IcanwriteChinese.CanyouwriteChinese?Ss:Yes,Ican.利用上面活動中的表示活動的詞,學生兩人一小組來練習can引導的一般疑問句并做肯定或否定回答。2、 由上面的兩人一小組變為四人一小組練習情態動詞can在同的人稱中的形式Forexample:S1:CanyouwriteChinese?S2:Yes,Ican.S1:HecanwriteChinese.CanyouspeakEnglish?S3:Yes,Ican.IcanspeakEnglishalittle.…3Activity3最后學生一小組為單位進行操練并在全班中展示。3【活動】Activity3、排火車：Activity3、排火車:以四人為一個小組進行排火車比賽練習情態動詞can的用法。教師先舉例:S1:IamMary.IcanspeakEnglishalittle.Ican’tdriveacar.S2:SheisMary.ShecanspeakEnglishalittle.Shecan’tdriveacar.Iam…Ican…Activity4、Write1.—Icantype. you?No,I,butIwriteEnglishandChinese.2IspeakEnglish,butI Chinese.3 driveacar?No,I ,but rideabike.Thenthestudentslistenandcheckinpairs.4【練習】Step3、PracticeStep3、PracticeActivity1、Writeswim speak drive writeEnglish…讓學生根據所給和已學過的詞用can或他人會做什么不會做什么。Activity2Workinpairs.通過上個活動中學生的自我描述,用猜測的形式問一問你的同學或朋友能干什么不能干什么。S1:Canyouswim?S2:Yes,Ican.5【作業】Homework：Pleasewriteashortpassageaboutwhatyoucandoandwhatyoucan'tdothings.教學目標

《Lesson2What'sonthedesk?》1、復習單詞desk cup guess clock desk。2.通過教和,使學生能夠熟練運用句型“What's…?A(An)…/Some…”來進行日常交際。3、情感態度與價值觀:在課堂中培養學生積極用英語表達的習慣,并能夠正確運用所學內容進行日常交際學情分析What’sonthedesk?就物品的位置進行問答on/inWhat’s在以本節核心內容是what’son/in語言。重點難點能把句型“What’son/in…?A(An)…/Some…”運用于日常交談教學過程1【導入Step1 Warm －up1、Freetalk2、Singthesong“mybedroom”錄音機播放TeacherandStudentssingtogether2【講授Step 2 presentation師在講桌上放上幾個茶杯。T:Look!What'sontheSs:Somecups.T:OK﹗Todaywe'lllearnLesson2What'sonthedesk?Sayafterme“deskdesk.What’sonthedesk?Review newwordsT:NowlookattheT出示單詞卡片及實物“桌,茶,鐘表。desk/desk/cup/k?p/ guess/ges/ clock/kl?lookatthecards“clock”、“desk”.SayafterlockclockdeskdeskWhat’sonthedesk?Aclock..師出示桌子在房間里的圖片T:NowlookatPicture31Hello,xxx!What’sintheroom?S:Atable.T:Yes,Nowsayafterme“tabletableroomroomWhat’sintheroom?Atable.”師出示手表在盒子里的圖片T:NowlookatPicture2Hi!xxx.What’sinthebox?S:AwatchT:Good!Nowsayafterme“watchwatchboxWhat’sinthebox?Awatch.”3【活動】 Step 3 DrillsTandSshaveatalkindifferentrole.Sshaveatalkin3Playagame2What'son/in4、TshowsthepicturesLetSsretell.先集體復述,在分組復述,最后指名復述5、Ssactindifferentrole.師布置場景,把講桌充當書桌(T:Thisismydesk.)把椅子充當床(T:Thisismybed.)在書桌上放幾只茶杯,床上放一只盒子(盒子里裝著用橡皮泥捏的齊齊)4【練習Step4 Consolidation and developmentWhat'son/in…?A(An)…/Some進行對話5【作業】作業掌握所學單詞和句型,課下進行小組練習板書設計板書設計Lesson2What’sonthedesk?What'sonthedesk?Somecups.What'sonthebed?Abox.1教學目標

《Lesson3Isthisyourbag?》學習單:look book good pencil-boxpenpencil,r,sharpener,knife,crayonDrills:Isthis/thatyour…?Yes,itis./No,itisn’t.2.讓學生能聽懂,會說,會讀,能正確理解,掌握對話內容,并能朗讀,初步表演對話。學情分析再通過學生的自主學習makesentences重點難點重點:能夠聽懂,認讀單詞eraser,sharpener,knife,crayon、能正確理解對話內容,并能朗讀和初步表演對話。難點:能理解答的句并靈活運用。教學過程教學活動1【導入Lesson 3 Is this your bagStep1.Warming-up熱身SingtheEnglishsong‘Ifyou’rehappy.’together.[熱身環節充分抓住小學生活潑好動的特點,讓他們馬上融入到老師為他們精心營造的英語學習氛圍中,激發學習興趣與求知欲。同時為今天的學習做好了鋪墊。]Step2.Presentation呈現1.Learnnewwordslook/luk/ book/buk/ good/gud/pencil-box/'penslbks/ pen/pen/ pencil/'pensl/教師展示單詞卡片,并配合實物鉛筆、文具盒、鋼筆、書分別讓學生拼讀,并有節奏地教讀生詞。PlayaListenanddoTsays,SsT:Lookatyourbook.Showmeyourbook.Showmeyourpen.Showmeyourpencil.Showmeyourpencil-box.Showmeyourbag.TandSshaveatalk師拿著一個學生的書包(里面有一本書)T:Hi,xxx!Isthisyourbag?S:Yes,itis.(師反復大小聲領讀Yes,itT:What's in it?S:Abook.T:Oh!It's a good book.3、通過以前學過句型:Isthisasharpener?和Showmeyourruler.引出今天的兩個重要單詞:this,your.從而進一步引出本課的重點句型:Isthisyourknife?教師再拿起那個學生的文具盒,并放在較遠的地方,指著文具盒。T:Isthatyourpencil-box?S:Yes,itis..T:What's in it?S:A pen and apencil.2、聽聽讀讀猜猜,讓學生猜出今天要講的新詞匯:eraser,sharpener,knife.3師走進學,用學生的文具或小刀進行提,引導出該句型的回Yes,itis. No,itisn’t.4Thisisapencil-box.Thatisapencil-box.請生自我理解,并講出thisthat[授新環節由淺入深,層層遞進,并以生自主學習的形式充分發揮學生的想象力和創造力,使每位學生都對這個句型結構有了一定的感知,同時適時的評價極大地增強各小組的參與和競爭意識,以評價促思維,利于知識的拓展。]Step3.Practice操練Makesentencesbyyourselves.(發揮學生的想象力和創造力,真正使用英語。)Workintwo.(二人合作,根據句式練習問句及其回答)。Askandanswer.(根據課文內容師問生答。回答正確者提出表揚并獎勵其所在組。)Readthedrillsroleplayact(齊讀句型、同桌合作問答,表現突出的小組再進行獎勵。[操練起到了發展學生智力,培養學生能力的作用。學生能做到平淡之中見創新,進一步掌握并學會本課問句來進行交際運用。]Step4.Consolidation鞏固Agame.“What’sbehindit?Doyouknow?”[這個環節的設計緊緊抓住學生的興趣點,讓學生學在其中,樂在其中,有效鞏固新學句型。]Step5. Homework同桌設置場景,用Isthis(that)your…?Yes,itis./No,itisnˊt,自編自演對話。教學目標

《Lesson4Isheyourbrother?》1.能力目:能簡單介紹自己的家庭成員及詢問別人的家庭成員。2.知識目:學習motherfartherbrothersisterauntuncle等家庭成員的單詞。學習句型Who’s he/she?Heis. /Sheis 3.情感目標:注重培養學生熱愛家庭,熱愛生活的美好情感,積極運用所學英語進行家庭成員之間的稱呼問候。學情分析學生三年級已經學過部分家庭成員稱呼,現以學生喜歡的兒童明星劉星的家庭為切入點,逐步深入到自己的家庭,來學習和練習主題句。重點難點能聽懂,會說,認讀motherfarther、brothersisteraunt、uncle能用句型Who’she/she?Heie/Sheis 進行日常交談。教具準備教學過程1【導入let｀s learn熱身復習:boyandgirl二)日常問候:T:OK,boysandgirls,I’mveryhappytosharethisclasswithyou.First,Iwanttoaskyou.Doyoulikemakingfriends?S:Yes.T:Ilikemakingfriends,too.Nowlook,todayouroldfriendliuxingiscoming.Doyoulikeliuxing?:Yes.T:Ilikeliuxing,too.He’sverycleverandnaught.2【導入】授新知二、呈現新知一)導入環節(利用課件中的圖片)motherfatherbrothersistergrandmagrandpa:Heis……\Sheis……T:Look,whoisthisboy?(圖一)S:Heisliuxing.教師依次指著班里的男孩們,讓學生用Heis…….來運用句型,并依次呈現圖二、圖三、圖四,用同樣的方法引導出father、brother、grandpa單詞,張貼在黑板上右側,并介紹:fatheralsocansaydad,grandpaalsocansaygrandfather,并教學生讀熟練。T:Look,whoisthisgirl? S:Sheisxiaoyu.She’sliuxing’sister.教師出示單詞卡片讓生讀出已經學過的單詞,作為復習,教師重新在班里操練單詞。教師依次指著班里的女孩們,讓學生用Sheis……來表達句mothergrandmothermotheralsocansaym,grandmotheralsocansaygrandmother,并教學生讀熟練。T:Weseefatherbrothergrandpasistermotherandgrandmother,andtheymakea.引出family二)任務驅動學對話,認識家庭成員之后,導入老師的全家福照片。(圖七)T:Just,weknowliuxinghasahappyfamily.Look,Ialsohaveahappyfamily,sheismymother,sheismysister,DoyouwanttoknowWhoishe?Whoisshe?(學生問,師來答,教師依次向學生介紹自己的家庭成員,并引導學習新單詞aunt和uncle)三)巧用兒歌,樂中鞏固教師將所學句型:Whoishe/she?He/sheis……編成兒歌,在輕松愉快中讓學生鞏固新知,同時激發他們學英語的興趣。3【導入】學以致用三、詢問交流,學以致用學生兩人一組問和答。Whoishe?Who ishe?Heismyfather,myfather.Whoisshe?Sheismymother,mymother.S1:Who is he?S2:Heismyfather/brother/uncle/grandfather.S3:Who is she?S4:Sheismymother/sister/aunt/grandmother( 讓學生兩兩結合介紹家庭照,用“Whoishe/she?Heis. /Sheis 問答。四、情感教育播放央視公益廣告“family”的視頻,教師做旁白,讓學生知道父母的辛苦和不易,學會感恩。4【練習】習題( )1.This my family.A.am B.is C.are(()2. ismydad.A.IB.SheC.He()3.-Issheyourmother?-Yes, is.A.IB.sheC.He()4.-Who’s he?- .A.MymotherB.MysisterC.Myfather()5.-Nicetomeetyou.Nicetomeetyou, .A.tooB.twoC.to5【作業】板書板書設計:Lesson4Let’slearnWho isshe?Sheismymother.《Lesson5Whatcanyousee?》11教學目標A.學習重點詞匯,要求學生能利用所學單詞正確翻譯對話,能根據對A.學習重點詞匯,要求學生能利用所學單詞正確翻譯對話,能根據對話內容做簡單的會話練習。話內容做簡單的會話練習。B.能抓住重點句,做替換練習。B.能抓住重點句,做替換練習。a. What can you see in the tree?a. What can you see in the tree?I can see some birds.e birds.b. How many can you see?b. How many can you see?Three.c. Can you see a pig?c. Can you see a pig?Yes, I can.C.口語交際。C.口語交際。Can I read the book?Can I read the book?Yes, read it, please.能聽懂、會說,并能用來進行會話。能聽懂、會說,并能用來進行會話。學情分析四年級的學生已經有一年的英語學習基礎,但是因為對所學知識不夠,所以在新的學年里,學習有點吃力。不過對生活中英語的表達還是不錯的。重點難點1Whatcanyousee?并能根據實際情況用cansee…作出回答,語音語調正確。2、使學生能聽懂、會說、初步認讀這些單詞plane,train,jeep,boat.發音正確。教學過程教學活動1【講授Lesson 5 What can you seeT:Class is begin M: Stand up, T: Good morning, class.S: Good morning, M: Sit down, please.一、 聽兒,導入課題(What can you see?)T:請同學們聽兒,說一,你聽到歌中有什?( You say 指學生回答)S: suntreeduck(小鴨)。T:S: two /three/four/.T: Very good, sit down, please!T:“你看到了什么”用英語怎么說?(:What can u see?)你看到了幾只小用英語怎么說?(:How many an you see ducks?)T: OK, very good. Now let’s open the book o page twenty-one.21),lessons5.(請同學們齊讀課題。)師板書課: What can you see?T:今天我們要學習這一課的第一部分Let’s talk(談)。這是一段關于動物話題的對話。以前我們已學習過許多動物的英文名,能用英語說一說下面這些動物的英文名稱? 【出示動物圖片】 (指名學生回答)dog pig chicken hencat duck bird monkey sheep注意區分sheep[i:]與ship[i] 二、講新。1Can you read it? Yes, please.What can you see in the book? I can e a green tree.How many can you see? Three.Can you see a pig? Yes, I can.2、學生自學,師巡指導。3、檢查學生自學情況。找學生和老師一起表演對話內容。(師扮演Qiqi,生扮演Eve.)T: What’s inyourbag?S:A book.T:Can I readit?S:Yes, please.Whatcan you see in the book?T:Icanseeagreentree.S: What can you see in T: I can see some birds.S: How many can you see?T:Three.S:Can youseeapig?T: Yes, I can. And I can see a ship, too.S: A ship? No, it isn’t a ship. s a sheep.T: Oh, yes.(Very good, sit down, please誰還愿意同老師一起表演對? (可以換其它動物圖,替練習)對話】、學生逐句翻譯成中文(師引導學生理解“can”的不同用法名詞的復數形式 (birds)、“How many”的意思)片】three pigs four cows three two sheep two horsesCan you see some pigs? Yes, I can. /No, I an seeHow many can you see? Three.( 請同學們先說說這兩句話的意,再根據圖畫內容做替換練習三、Home work1、把自己熟悉的動物制作成卡片;2、熟練運用下列句式對話:What can you see…? I can see...How many can you see? I can see...Can you see…? Yes, I can. /No, I can’t.《Lesson6Revision》教學目標知識目標:1、學習并會聽說讀寫單詞brownfromnow聽懂會說會讀詞組inebox flyakite rideabike2、學習并會聽懂會說會讀下列句子:What’sinthebox?Canyouseeaboyonit?Isheyourfriend?IsthiskitefromJim?Who’sthatboy?Jim,thisisKate.Nicetomeetyou,Jim.1-5學情分析1-51-5重點難點運用句型編會話。教學過程教學活動1【導入】文本再現1:Canyouseeaboy?Whostheboy?2、出示kite的圖片,學生問答練習。2【講授】文本新授1、出示本課課文圖片,學生先看圖片小組練習問答。2、聽本課錄音并跟讀會話。3、學習其中的生詞:frombrownnow學生用詞說句子。4:1)befrom=comefrom:ThebookisJack.IsthiskitefromJack2)Look名詞時要與at5、三人小組練習會話,并全班展示。3【活動】文本再構1、三人小組變換物品編會話,如把風箏換成書或其他物品練習并展示。2、針對教室內物品同桌編會: 3、針對小禮物編會:Canyousee intheclassroom? What’sintheox?Isheyour ? It’sa .Isthis from ?4【練習】練習根據句型Canyousee ? Whoishe? Isthisyourrother? Isthis/that 學生準備自家照,指照片問答。5【測試】檢測提升根據問句找答句( )1Canyourideabike? A.canseearoom.( )2What’sonthebook? B.s,heis.( )3、Isthisyourbag? Yes,itis.( )4Isheyourbrother? It’sapen.( )5Whatcanyousee? E.es,Ican.6【作業】作業設計完成本課書中練習題。《Lesson7Issheadoctororanurse?》教學目標1,知識與技能目標:teacher,worker,women,player,r,farmer,doctor,nurse.能綜合運用句:Isshe a doctor or a nurse s….Sheisa….2,情感態度:培養學生從小樹立樹立遠大理想的情感.3,文化目標:了解多種職業的特征.學情分析重點難點1,重點:掌握7個單詞的讀音.2,難:掌握句:isshe a doctor or a nurse ho' he/she?he/she isa….教學過程教學活動1【講授L7 Is she a doctor or a nursewarm-uplistenanddot:walk/jump/run/swim/playpingpong/playbasketball/playvolleyballlead-indrivethebus/drivethejeep/drivethecar(caishowstheword:drive)presentationandpractise(呈現和操練)teach"driver"drivethecar,drivethecar,heisadriver.→driver(er,er,//,//,//)ssread:driver,driver,heisadriver.t:guess,whoishe?s1:heisadriver.ss:heisadriver.勵印有driverfarmer"t:let'sdrivethecartothefarm.(caishowsthearm)letsslistentothet:what'she→farmer(er,er,//,//,//)ssread:farmer,farmer,heisafarmer.t:guess,isheaworkerorafamer?s1:heisafarmer.s:heisafarmer.(注:本環節對說得好的學生獎勵印有farmerfarm+er→farmerer3,teach"baseballplayer"t:whatkindsofballsdoyoulikes1:it:thefarmerlikesplayingmanykindsofballs.look!ai)footballbeckham→footballplayerbasketballyaoasketballplayerpingpongkonglinghui→pingpongplayer(teachtheword:playerer,er,//,//,//)baseballaeballplayerssread:player,player,abaseballplayer(4)(tshowsatoybaseballstick)t:i'mabaseballplayer.(tpassittos1)從學生喜歡的球類和球類明星入手,生動,直觀,擴大了知識面,又為新知識的呈現降低了難度,整個過程清晰,流暢.presentationandpractise(呈現和操練)s1:i'mabaseballplayer.(接龍操練:s1→s2→s3…→sn)(注:本環節對說得好的學生獎勵印有baseballplayer的職業徽章)通過表演棒球運動員的方法來提高學生的學習興趣,同時棒球棒在學生之間自由傳動,體現了生生互動.teachthesentence:who'she(1)(cai:象征職業人物的黑影圖)t:who'shes1:he'sabaseballplayer/driver/farmer…→who'she(2)ssread:(3)ssask:isheadriveroraplayer?s1:he's/she'sa…(t指向帶有職業徽章的學生)(注:此處對表現好的學生獎勵職業徽章時可讓他們自己選擇學過的:ilike…)利用黑影設置語言交際的信息溝,在猜一猜中增加孩子的學習興趣,同時又很自然地呈現出新句型.將戴有職業徽章的學生作為操練對象,真實形象,也使評價的作用又一次得到體現.teach:doctor(1)(cai)t:who'shessread:dctor,doctor,heisadoctor.t:idon'tlikedoctors.whataboutyous1:ilike/don'tlikedoctors.t:soieatanappleaday.becausethereisasaying:anappleadaykeepsthedoctoraway.ssreadthesentence.letsssingthesong:anappleaday(注:本環節對說得好的學生獎勵印有doctor的職業徽章)復習舊歌曲,活躍了課堂氛圍,也使新知識進一步得到鞏固.6,teach:nursetshowssometools(e.g.s1s2,s1:who'she/shes3:he/sheisa…tshowsanursecapandputitonagirl'sheadandwho'sshe→nursessread:nurse,nurse,sheisanurse(ur,ur,//,//,//)shows6nurses.t:ilikenurse1.sheiskind.groupwork:4studentsdiscusss1:ilikenurse….sheis….(注:本環節對說得好的學生獎勵印有nurseconsolidationandextension(1,reviewthewords(1)readallthewords(2)listenanddot:actlikeadriver…ssdoaction(3)letssopenthebooksandread"let'slearn"andpractice"let'sdo"(4)sspractise:let'sdo通過讀課文中的內容,使學生養成良好的學習習慣,并為下一步口頭交際訓練打下基礎.2,task:評選你最喜歡的職業人物:每小組推薦一名優秀的職業人物代表,由小組內成員介紹,每人介紹一至二句.要求用上以下句型:who'sheheisfatherisheateacherorawoker?(特征)heisateacher…(愛好)(用上學生身上佩帶的職業徽章)培養學生的合作意識,增加交際氛圍,引導學生結合語境,促進學生的實踐能力.評價的多種作用在這里再一次得到淋漓盡致的發揮.homework(1)設計一張二十年后自己的名片(2).搜集其他職業的英語表達方法引導學生將課堂上獲取的語言信息運用在自己的實際生活中;鼓勵學生運用多種學習渠道拓寬知識面designmentontheboard《Lesson8What'sthetime?》教學目標1.知識目標詞匯:在情景中學習數詞one–twelve,并能在情景中生詞。句型:What’sthetime?及回答:It’s...(o’clock)并能表演。2.情感目標:激發學生學習英語的興趣,調動學習積極性,引導學生積極與他人合作,在活動中培養學生的協作精神和競爭意識。3.能力目標:培養學生的觀察力,想象力。發展學生綜合運用語言的能力和實際運用語言的能力。學情分析求知欲和好奇心。述。重點難點激發學生的求知欲,創設各種真實或接近真實的語言環境,讓學生體驗參與,主動學習。創設語言情景,使學生正確理解和運用所學知識,用英語詢問時間并能正確作答。教學過程教學活動1【導入what｀s the timeStep:1WarmingupT:Goodmorning,boysandgirls.NicetoseeyouSs:Nicetoseeyou,too.Singasong:“TenlittleIndiansboys‘(Let’slearn)Step:2Guess:Whatisthis?T:Now,lookattheblackboard,pleaseguesss?S:clock(根據老師的簡筆畫學生能很快猜出來)T:Youaresoclever!Today,wewilllearnaboutclock,lesson8thetimetime:教師領讀這個單詞,要求學生會讀、會拼寫。T:Lookatthepicture),WhatisthisS:clockT:Whatisthetime?老師手指著鐘表的1,引導學生說出1)one 拿出實物讓學生感受的意(板書thetime? one(教師領讀、男女生分開讀、小組比,熟讀這句)Step3.Practice8學生根據圖說出句子教讀eight,分組操練句子評出優秀小Step4 Letchant伴隨著音,把屏幕上的句子有節奏的說唱出來Step5 Guessinggame挑一名學生上臺,背對著學生,老師拿出一張數字卡片,學生們問:what’sthetime?這個學生答:It’s...o’clock.Step6 Consolidation(1分別都是幾點鐘。Step:1WarmingupT:Goodmorning,boysandgirls.NicetoseeyouSs:Nicetoseeyou,too.Singasong:“TenlittleIndiansboys‘(Let’slearn)Step:2Guess:Whatisthis?T:Now,lookattheblackboard,pleaseguesss?S:clock(根據老師的簡筆畫學生能很快猜出來)T:Youaresoclever!Today,wewilllearnaboutclock,lesson8thetimetime:教師領讀這個單詞,要求學生會讀、會拼寫。T:Lookatthepicture),WhatisthisS:clockT:Whatisthetime?(老師手指著鐘表的1,引導學生說出1點)T:It’sone o’clock.(拿出實物讓學生感受lock的意思)(板書thetime? one(教師領讀、男女生分開讀、小組比,熟讀這句)Step3.Practice8學生根據圖說出句子教讀eight,分組操練句子評出優秀小Step4 Letchant伴隨著音,把屏幕上的句子有節奏的說唱出來Step5 Guessinggame挑一名學生上臺,背對著學生,老師拿出一張數字卡片,學生們問:what’sthetime?這個學生答:It’s...o’clock.Step6 Consolidation(1分別都是幾點鐘。Step:1WarmingupT:Goodmorning,boysandgirls.NicetoseeyouSs:Nicetoseeyou,too.Singasong:“TenlittleIndiansboys‘(Let’slearn)Step:2Guess:Whatisthis?T:Now,lookattheblackboard,pleaseguesss?S:clock(根據老師的簡筆畫學生能很快猜出來)T:Youaresoclever!Today,wewilllearnaboutclock,lesson8thetimetime:教師領讀這個單詞,要求學生會讀、會拼寫。T:Lookatthepicture),WhatisthisS:clockT:Whatisthetime?(老師手指著鐘表的1,引導學生說出1點)T:It’sone o’clock.(拿出實物讓學生感受lock的意思)(板書thetime? one(教師領讀、男女生分開讀、小組比,熟讀這句)Step3.Practice8學生根據圖說出句子教讀eight,分組操練句子評出優秀小Step4 Letchant伴隨著音,把屏幕上的句子有節奏的說唱出來Step5 Guessinggame挑一名學生上臺,背對著學生,老師拿出一張數字卡片,學生們問:what’sthetime?這個學生答:It’s...o’clock.Step6Step6Consolidation大屏幕出現幾張圖片,學生根據圖片選出合適的時間Homework分別都是幾點鐘。《Lesson9Howmanyhorsescanyousee?》教學目標:housecow,horse,beside,eieven,twelve;thirteen、eighteenfifteen;(311-202.過程與方法3.情感態度與價值觀神,能夠相互配合完成一段通順流暢的說話訓練。教材分析本課是科普版九年義務教育新課程標準小學英語四年級上冊的第九課的第二課時,新單詞有twelve、thirty、fifteen、eighteen、twenty、any,主要句型是Howmany...canyousee?Icansee...。Whatcanyousee?Canyousee…?本課主要從學生興趣出發,通過dialogues、readings、picturetalking等多種活動,復習舊知,聯系新知,豐富學生的詞句,訓練學生的說聽能力,提高學生的語言運用能力。學情分析11-20TPR動有很高的興趣。重點難點新單詞有twelve、thirty、fifteen、eighteen、twenty、any,主要句型是Howmany...canyousee?Icansee...。Whatcanyousee?Canyousee…?教學過程教學活動1【導入】熱身Warmup1.Listentoasong《Thenumbersong》.2.Let’schant.3.Freetalk.2【導入】復習導入Revision1.全班數eleven--twenty,提示其構成規律.2.提問拼出單詞eleven--twenty。3.Playagame:translate.3【講授】新課PresentationPartoneAnalyzetheword“some”and“any”1.Trytoreadthesentences.T:一般情況下some,any例如:I'dlikesomeapples,please.A:Canyouseeanypearsonthetable?嗎?B:No,Ican'tseeany.不,看不到。Rememberthechantabouttheword“some”and“any”uicklyLookatthepicturesandmakesomesentences.ParttwoPracticethesentence“Whatcanyousee?Icansee….”T:Hello,xxx.Whatcanyousee?S1:Abook.T:Yes.Whatcanyousee?S2:Icanseesomepens.PartthreeLearn tosay“Howmany…canyouT:Whatcanyousee?S:Icanseesomecats.T:Howmanycanyousee?S:Icanseefour.2.Practice:(1)Tasks,Ssanswer,thenexchange.(2)Practiceinpairs.PartfourLearnthedialogue1.呈現對話內容。T:Today,youdidverywell.Iamveryhappy.soI’lltellyouastory.Itiswonderful!Listencarefully。Askandanswer.4【練習】拓展拓展學習,兩人合作,創編情景對話。教師與一名學生示范。2的目的。32-3或給他們糾正發音等。(PartsixPracticeandconsolidatedListenandsingasong.Playagame:給氣球找個家。——Canyouseeagiraffe?No,Ican’t.——Howmanycanyousee?Icanseefifteen.——Whatcanyousee?Icanseeabook.——Howoldisyourmother?Sheisthirty-one.——Whatcolourisyourdress?It’spink.5【作業】作業HomeworkPartA抄寫課文并翻譯。PartBoneonebirdtwo onebottlesix oneboythree_ onegirlfive onepennine onebagen onedogtwo onecarfour 教學目標

《Lesson10Whereismydog?》一:知識與能力here,under,dear,near,chair標/i?//e?/。2能聽懂并會運用句子:Whereisthe…?It’sin/on/under/near…二:過程與方法通過師生互動,生生互動,激發學生積極思考,掌握英語聽說的基本方法。通過自主學習和小組協作使學生掌握日常口語交際的能力和方法。3.情感態度與價值觀培養學生積極主動參與課堂,大膽開口,主動模仿的能力,提高學生與他人積極合作的意識,培養學生的合作精神。學情分析四年級的學生正處在形成良好的學習習慣和有效的學習策略的階同時在教學過程中注重對學生的評價,以此來激發學生參與學習的熱情。重點難點本課的教學重點是介詞under,in,on,near的認讀,理解和運用,以及對句型Whereisthe…?的理解和掌握,并能用替換詞造句,難點是there和here的區分和運用。教學過程4.1第一學時教學過程：教學活動1【講授Where is my dog教學過程:Step1.Warming-upT:Areyoucold?Ss:YesT:I’mcoldtoo,It’sdoesn’tmatter,let’sdosports.Ss:OK.T:Standup,ease,let’sdoit.TPRTPRgame:T:Areyouwarm?Areyouhappy?Ss:Yes. T:Butnothappy,forIcan’tfindmydog.[設計意圖]課前會話不僅能活躍課堂氣氛,還能使學生盡快進入英語教學氛圍中。Step2:presentation1.Teaching1)T:Canyouhelpme?Whereismydog?(Twritedownetitlethendotheactions)Ss:onthedesk?Inthedesk?T:No,itisn’there.[設計意圖]為激發學生學習欲望,讓學生在猜測中發揮想象,自主學習并為后面的教學作下埋筆。)PPT: Playthedog’sbarking. T:Oh,it’s here,underthechair.(Twritedownanddrawthe“It’sunderechair.”Thanksforyouhelpmefindmydog.chair/t?//e?/→/t?e?/ air/e?/hair-/h//e?/→ pair/p/→ aredr, abrownchairT:Goodjob. PPT:T:Thedogisundertheredunder/?/→ TdolettheSsguessSs:underthedesk underthechairT:Great!T:Thebookisunderthechair. S1:Thechairisnderthedesk....T:Look,Whereisthebook?Yes,behindthedesk.(Tdoit)behind-/i/→ Tdolet’sSsbehindthedesk behindthechairT:Thebookisbehindthedesk. lettheSstrytomakentences.Ss:Thechairisbrhindthedesk.S2:LiXiisbehindtheLienT:Wonderfulputthebookbesidethedeskandsay:Thebookisthedesk.thenteach“beside”beside--/ai/→PPTShow:besidethedesk/ besidethebedPratice: 1.T:Ok,boysandgirls,domoresportTPR[設計意圖]運用直觀教學和肢體語言表達本課知識點,印象直觀、深刻。2.PPT:usethe“in,on,by,near,here,there,behind,under,beside”filltheblanks.1.Thedogis thechair.2.Igotoschoolbike.3.Thebook thedesk.4.Theschoolbagis the5.Thechairis thedesk. 6.LiPeiyanistheWangHongbin.T:Boysandgirls,Goodjob.二)ListenandreadListentotherecoder,circlethewordsyoudon’tknow.near dear hereCanyoufindthesameplacebetweenthewords?Ss:“e-a-r”Whocanreadit?Ss:/i/T:YougetTouchyourear.PPT:neardearheretherehereThedognearishere.Thedogisn’tthereThedogisthere.Thedogisn’tthere.Pratice:theSsusetheirthingsmakethesentences.S1:Thebookishere,thebookhere.T:Goodboy.S2:Lipencilisthere.pencilthere.T:Youareclever.Listenagain:1.What’sthedog’sname?2.Whereisthedog?S1:Tammy T:Good,yougetiS2:Underthechair. T:Smart,Thedogisunderthechair.知識,激發學生學英語的欲望和熱情。PPT:Listentotherecodersentencebysentence.Ican’tfindmydog,Tammy.Canyouhelpmefindhim?T:Whowanttoreadthesentence? S1... T:Great,Youcan’tfindyoudog,youaresad. Whowanttotryain?S2...T:Yeah,Goodboy. ...[設計意圖]以聽錄音為基礎,讓學生模仿語音語調,從而學到純正的英語,同時也體會句子的語境。Filltheblanks:Good , Ican’t mydog. Canyoumefindhim? Tammyisn’t . Look!Heisthere, thechair.Tammy,my dog.Comeere.T:Perfect,let’sreadtogether.[設計意圖]以填空的方式,檢測學生對課文的掌握情況,同時為下個環節做鋪墊。Groupwork:Fouringrouptoreadthetalkandshowthetalkinrole.小組合作學習T:It’stimetoshow.Whichgroupwanttotry? G1..erfulG2...Youarelovely.G3...Great,Thankyou!Thelastup. G4...T:Youfindyoudog,you’rehappy.[設計意圖]培養學生合作學習的能力,也極大的調動了學生學英語的興趣。6.Talkwithyourfriends.Usethefollowingwords:Ican'tfingmyCanyouhelpmefindWhereistheIt’sunder/in/near/Giveyou3ms.T:Timeisover.Whowanttotry?自主學習動學習中獲得交際成功的喜悅。Step6:Let’Sing.T:Welldoneboysandgirls.Let’srelax,SinganEnglishsong,ok?Tammy,Tammy,Whereareyou?Areyouinthedesk?No,itisn’there.Tammy,Tammy,Whereareyou?Areyouonthedesk?No,itisn’there.Tammy,Tammy,Whereareyou?Areyounearthechair?No,itisn’there.Tammy,Tammy,Whereareyou?Areyouunderthechair?Yes,itishere.Step7:Homework:Finishthenotebook. 2.Singthesongwithyourends.[設計意圖]根據學生的心理特點和喜愛來布置作業,能有效提高學生學習和實際運用英語的能力。Step8:Blackdesign:Lesson10 Whereismydog?Whereismydog?It’s thechair.under

《Lesson11What'sthisinEnglish?》:What'sthatinEnglish?能較好地掌握本課句型What'sthat?It'sadesk'spractise能聽說讀寫單詞desk,chairWhat'sthatinEnglish學唱英文歌曲What'sthat?What'sthis?學情分析1練習。2、學生有學習英語的興趣,能夠自覺探究問題,創設情境。重點難點1、 重點:熟練運用句型What'sthis(inEnglish)?What'st(inEnglish)?及答語It'sa/an.2、難:this,that和It's的發,及this和 that的不同的指用法。教學過程教學活動1【導入】Step1：Greet