2015--2016學年

第一一學期教案

學科：英語

姓名：

年級：四年級

全冊教材分析

1、本學期重點(尤其是在進入第五冊教學)在于鞏固己經形成

全冊教學聽說為主實力，逐步向聽說讀寫并重實力要求。

2、進一步加強單詞認讀實力培育，進行拼讀練習，能夠認讀每

總目標個模塊中重點句，并理解其功能。每人模塊中須要認讀單詞大約6~8

個，重點句為2個左右。

3、寫要求：能夠默寫字母，正確抄寫單訶及句子，能夠仿照范

例寫句子，學習實力強學生可激勵他們做默寫練習。

4、關于課文教學：

(1)、整體呈現語言材料，借助CD-ROM或錄音帶幫助學生理解

新語言運用場合，所表達意義。

(2)、學生能夠跟隨錄音進行指讀練習，激勵學生表演對話，

但不耍求全部學生都達到這種要求。

(3)、可采納以卜形式學習課文：

1)Listenandanswer.。巾著任務聽)2)Listen,pointand

repeat.(聽錄音市)3)Listenandfind.(找重點句或詞)

5、關于語音教學.

(1)教學生正確發單詞中每個音，初步相識語音符號，而不是

單純語音教學，對于音標符號不耍求學生肯定駕馭。

(2)結合學生已學過單詞總結發音規律，指導學生做簡潔拼讀

或拼法練習，易于學生記憶單詞。

(3)英語字母中包含了絕大多數英語音標，在6冊中，主耍指

導學生了解26個字母在單詞中發音。

6、每節課還應堅持利用肯定時間及學生進行自山溝通，同時應

留意培育學生提問意識，而不僅僅等待回答，要給學生供應機會不

斷復習前面所學句子，而不應只是會說一些單詞。

7、有效運用課本中練習以及學生活動用書，鞏固課本教學。細

致閱讀教參，有選擇性運用教參中所供應活動設計，并能結合教學

實際再創建。

8、通覽教材，課本中出現一些日常用語可隨時運用到課堂教學

中。

e.g.Can1,,,?

What'stheweatherliketoday?

Willyou…？

Maybe,,,

That'sright.

Seeyounextweek.Comeon!etc

能運用英語在日常學校生活和課堂情境中及老師和同學進行初步日

教學重點常口頭交際；能參與運用英語組織和開展R常課堂教學和生活嬉戲及其

他課內外活動；能聽懂簡潔指令并做出適當反應；能讀懂簡潔配圖小故

事；能依據圖片進行簡潔口頭描述等。

及難點

1、留意學生親身體驗、實踐、參及和創建。

教學方法小學生具有仿照力強、求知欲強、記憶力好、心理負擔輕、表

現欲強、創建精神強等特點。這是兒童學英語優勢。但他們理解實

及學法力相對較弱，留意力不易長時間集中，不喜愛單調、機械重復及訓

練。要充分留意兒童這些優缺點，通過適合兒童年齡、生理、心理

特點生動活潑教學活動，把學英語及做事情聯系起來，創設良好語

言環境，使學生在開心和自信心情中，保持主動學習看法，努力開

展自主學習。環境是兒童學英語不行或缺重要條件。因為環境有助

于學習者進夕亍信息輸入，有助于學習者對語言結構內在化，有助于

學習者語感形成及增加。

在進行語言和詞匯教學時，多開展嬉戲：如：指指說說嬉戲；

會話綜合表演；快聽快找句子或單詞嬉戲。融詞匯于會話教學中，

力求做到在舊語言中學新詞，用舊詞練習新語言。設計生動活潑交

際性語言活動。

老師必需突破以老師為中心、老師教學生跟讀、重音標教學、

過分留意語法教學舊模式，充分利用現代教化技術手段和豐富教學

資源，讓學生有一個良好語言學習環境和語言運用環境，在語境中

學習語言學問并形成初步溝通實力；采納聽、做、說、唱、玩、演

等方式，激勵學生主動參及、大膽表達，側重提高小學生對語言感

受和初步用英語進行聽、說、唱、演等實力，使小學生從枯燥語言

學問講解和死記硬背學習模式中解脫出來。

2、留意小學生穩定愛好培育，實施愛好教學，寓教于樂，寓

教于做。

（1）利用小學生無意留意、無意記憶占優勢特點，加強直觀教

學（如體態、圖片、實物、模型、卡通片、卡片、簡筆畫、投影、

電視、微機等）。

（2）教學方式敏捷多變，豐富多彩、生活活潑（歌曲、故事、

猜謎、嬉戲、模擬表演、為電視片配音等）。通過不斷變換方式，

調整小學生大腦活動，削減單調機械重復刺激給小學生帶來疲憊。

（3）充分調動學生多種感官互動，增加感知一充分調動學生眼、

耳、口、手、腦等，使之處于活動狀態，協同作用，以加強感知效

果。

（4）充分利用情景教學，促進小學生記憶，啟發思維。兒童記

憶發展總趨勢是從無意識到有意記憶，從機械記憶到意義記憶。兒

童思維也是先詳細后抽象。在充分利用直觀教具進行教學基礎上，

老師應盡量多創設一些必要模擬情景，使教學形象化，讓學生親臨

其境，實際運用。

（5）多給學生供應勝利機會體驗。勝利是英語學習中特別重要

情感因素。在英語課堂教化中，老師要盡量創設條件讓學生參及語

言實踐，讓他們嘗到勝利喜悅。對學生口語、語音、語法錯誤等，

不要急于指責。有語言學家認為兒童學外語是熏陶出來，不是訂正

出來，這話不無道理。

愛好是學好語言重要條件。充分考慮到小學生心理及年齡特點，

以多種多樣、活潑好玩教學形式來激發學生學習英語愛好，確保學

生在聽聽說說、唱唱做做、涂涂畫畫等生動好玩課堂活動中感知語

言，習得語言。融會話教學于情景表演之中，師生一起在表演中教，

在表演中練，在交際中活動中用。針詆兒童表現欲強、競爭意識強

等特點，老師在課堂教學中可以適當開展競賽活動，使小學生既嘗

試勝利、享受勝利快感，又促進思維實力發展，并使智力得到開發。

唱歌、嬉戲、表演等愉悅學生身心活動對小學生愛好產生和維系有

肯定主動作用，但它主要是激發學生短暫愛好。

周次內容課時數

1Module1Unitl2

2Module1Unit2>Module2Unitl2

3Module2Unitl、Unit22

4Module3Unitl2

51?一?放假

教

6Module3Unit2^Module4Unitl2

學7Module4Unitl>Unit22

8Module5Unitl2

進9Module5Unit2>Module6Unitl2

10Module6Unit1NUnit22

度11Module7Unitl2

12Module7Unit2、Module8Unitl2

13Module8Unitl、Unit22

14Module9Unitl2

15Module9Unit2>Modale10Unitl2

16Module10Unitl、Unit22

17RPVIPWModuleIJni1.12

18ReviewModuleUnit22

19期末復習、檢測

Module1Customs（文化習俗）3

課題課時

DarningAmy和Ms.Smart在公園里快餐店里吃中國面條，在就餐

教材分析

時，Amy不會運用中國筷子，引發了她及Darning關于中西方就餐用具

一一筷子，刀子及叉子話題。

1.駕馭音標:/i：/,/i/,/e/,//

教學目標2.駕馭單詞：fastfood,Chinesechess,chess,knike,fork,

chopsticks,sandwich,hamburgers,fries,use.

3.駕馭詞組:usechopsticks/knifeandfork,havefastfood,do

taijiquan,playchess/Chinesechess.

4.駕馭句子：Doyouwant***?Doyouhave/use***inChina/England?

They'redoingtaijiquan.

5.學生能夠用英語談論快餐。

6.使學生了解中西方國家在飲食方面不同之處，以及餐具特點。

1.單詞：fastfood,Chinesechess,chess,knike,fork,chopsticks,

教學重點sandwich,hamburgers,fries,use.

2.句子：Doyouwant?,,?Doyouhave/use…inChina/England?They,

及難點redoingtaijiquan.

關注個人或小組課前中西方文化信息搜集，加強自主學習。

教學方法

錄音機、磁帶、單詞卡、CD-ROMo

課前準備

預習課文，了解東西方飲食文化差異

課前預習

集備二次備課

第一課時（1）

SteplWarmer:

1.Reviewthecontinuoustense.Mimeactions

andaskWhatamIdoin^Theclassresponds.

2.Theclasscontinuesthisactivityinpairs.

3.SingI,mlisteningtomusicFromBook4,

Module2.Thissongreviewthepresent

continuoustense.

Step2:Activity1.Listenandpoint.

1.SayOpenyourbooksonpage2.HoldupyourFollowup:Actit

booktoshowthechildrenthecorrectpage.out.

2.AskthechildrentolookatthepageandThechildrennow

toguessasmuchinformationaboutwhatisactoutthe

happeninginthestory.dialoguein

教3.Pointtothepeopledoingdifferentpairs.

activitiesandaskIf'/iataretheydoing?

Callvolunteers

Providethenewvocabularyandwriteitonthe

board.tothefrontof

4.Playthecassette.Thechildrenlistenandtheclasstoact

followintheirbooks.outthedialogue

5.Playthecassetteagain,pausingaftereachtotheir

dialogueandperformanactiontoaidclassmates.

comprehension,e.g.eatingnoodleswith

chopsticks,performingtaijiquanmovements,

學chessmovements,eatingmovementswithknives

andforks,etc.

6.Repeat.Thistimepauseforthechildren

tocarryouttheindicatedmovements.

7.Dividetheclassintotwogroups,witheach

grouptakingonaroleinthestory,either

AmyorDarning.

8.Encouragethewholeclasstosaythe

dialogue,witheachgroupsayingits

correspondingrole.

過Step3:Activitybook:1.Lookatthepictures

andunjumblethewords.

Askthechildrentolookateachoutline

pictureandsaythecorrespondingword.

Thenaskthemtounjumblcthelettersand

writeeachwordcorrectlyonthelines

provided.

Answers:knife,fork,chopsticks,sandwich,

chpss

程Step4:Activitybook:2.Spellthewordsand

say.

Inpairs,childAspellsoneofthewords

fromActivity1.childBwritesdownthe

lettershe/shehearsandthensaystheword.

2.Theythenchangerolesandcontinueto

practicespellingoutwritingthewords.

Step5:Activitybook:3.Lookandwritethe

missingwords.

Pionttoeachofthewordsintheboxand

elicitwhattheysay.Youcanalsowritethem

ontheboard.

Asktheclasstolookateachpictureand

completeeachtext,bychoosingthecorrect

wordfromthebox.

Step6:Activitybook:4.Nowpointandsay.

Inpairs,thestudentstaketurnstopointat

thepictureinActivity3andaskandanswer

aboutwhatthepeoplearedoing.

其次課時(2)

Step1Warmer:

Singthisistheway(FromLevel3,Module

4).Thissongreviewsthepresentsimple

tense.

Step2Activity1.Listenandrepeat.

1.Writetheword'Chinese'ontheblackboard1.Reviewthe

andaskpupilstospellthewordwhileyouarecontinuoustense.

writing.Thenaskpupilstoreadtheword.Mimeactionsand

2.Explaintothepupils:whenyouspelltheaskWhatamI

Englishwords,youreadtheletters;whenyoudoin^Theclass

readtheword,youdonotreadtheletters,responds.

butyoupronouncethesounds.Thatis,the2.Theclass

spellingofEnglishwordsisdifferentformcontinuesthis

thesounds,therefore,whenwelearnEnglishactivityin

words,wedonotonly1earnthespel1ing,wepairs.

alsolearnthesounds.Formnowon,wewill3.SingI'm

learntheEnglishsounds.Inthisbook,welisteningto

willlearnthesoundsinthewordsonebyonemusicFromBook4,

aswclearnedhanyupinyin.Modulo2.This

Nowlet5sseetheword'Chinese'.Drawsongreviewsthe

children'sattentiontothesound/i:/bypresent

stressingthesound.Thenwritethewordcontinuoustense.

'tpachpr'onthpblackboardanddraw

childrenTsattentiontothesound/i:/by

stressingthesound.

Explainthatthissoundhasaparticular

symbolandwritethesymbolbelowthesetow

words.

Nowplaythecassetteandaskchildrento

listencarefully.

Repeat.Thistimepauseforchildrento

repeatthewordsanumberoftimes.Ifthey

havesomedifficultyinpronouncingthesound

correctly,givethemsomenecessary

instruction.Whenyougivepupilsnecessary

instruction,pronouncethesoundveryslowly

andclearly.

AskindividualpupiIstosaythewords.

Checkthattheyarepronouncingthesoundin

thewordscorrectly.

Teachthesecondsoundinthesameway.

Readmorewordswiththesetwosounds.Ask

childrentofindoutwhichsymbolthewords

contain.Note:Pupilsarenotrequiredto

pronouncethesymbolsorrecognizethem.You

canaskchildrentopointtoeach

correspondingsymbolontheblackboard.You

canalsostickalargecardwitheachsymbol

onthewalloraskapupiltoholdupalarge

cardwitheachsymbol.Thenaskchildrento

pointtothecorrespondingsymbolthewordyou

readcontains.

Ifsomewordsyoureadhavenotbeentaught

yet,itdoesn'tmatter.Butremember:

pronouncethesoundquiteclearlytoyou

pupils.Ifpupilshavesomewords,youcanuse

theletterswhichalsocontainthesesounds,

suchasletter'b,c,d,e,g,p,t,v'which

allcontainthesound/i:/.

Youcanalsoaskthestrongstudentstoadd

morewordswiththesamesound.

10.Teachtheothersoundsinthesameway.

第三課時(3)

SteplWarmer:

Singthisistheway(FromLevel3,Module

4).ThissongrpviPWSth(?prnspnt.simple

tense.

Step2:Activity1.Listenandrepeatthe

sentences.

1.Whenyoudothepracticeintheprevious

activity,youcanattentivelyusesomewords

inthesentencesinthisactivity.Listen,pointand

Playthecassetteanddrawchildrenssay.

attentiontothesoundstheyjustlearnedinDrawthe

activity1.Askchi1drentopayattentiontochildren's

attentiontothe

thewordscontainingthejustlearnedsounds.

Iftheyhavesomedifficulty,helpthembytwosetsof

picturesintheir

readingthewordsseparately.

books.Explain

Playthecassetteagainandaskpupilsto

repeat.Repeatseveraltimesuntilpupilscanthatthefirstset

readthesentencesfluentlywiththecorrectofpicturesareof

pronunciationofthejustlearnedsounds.differentpeople.

Step3:Activity2.SaythepoemanddotheThesecondsetare

actions.ofactivities

Playthecassette.Thechildrenlistentothattheydo.

song.Playthe

Playthecassetteagain.Encouragethecassette.The

childrentoclaptherhythm.classlistens.

DemonstratetheactionsanddrawPlaythe

attentiontothepicturesoftheactionsincassetteagain.

thebook.Pauseaftereach

Nowencouragethechildrentosingalongsentenceforthe

withthecassetteanumberoftimeswhilechildrentouse

performingtheactions.bothhandsto

Step4:Activity3.Saytheword.Thenmatchpointto,point

thewordsrothesymbols.firsttothe

Writethefourphoneticsymbolsonthepersonbeing

board.referredtoand

PointtoeachpictureandaskWhat'sthis?thentothe

Thenpointtoeachphoneticsymbolinturnactivitythatthe

andaskHasitgotthissound.persondoes.

WhentheyareabletoidentifywhichsoundRepeat.Thistime

thewordcontains,asktheclasstorepeatthepauseforthe

wordagain,emphasizingthesound.classtorepeat

Asktheclasstodrawalineformtheeachsentenceas

picturetothecorrectphoneticsymbol.theypoint.

Repeatthisprocedurewiththeremaining

pictures.Point,askand

StAp5:Activity4.Nowenpythawordsintheanswer.

correctcolumns.Holdupthe

AsktheclasstocopythewordsformActivitybookandpointto

1inthecorrectcolumnofthetable,apersonat

accordingtothesoundtheycontain.random.

Step6:Activity5.UnjumblethewordsandAska

writesentences.question,e.g.

Asktheclasstolookatthepictures.TheyWhatdotheydo?

thenhavetounjumblethewordsandwritethemTheclass

inthecorrectordertoformsentences.answersthe

questionand

pointstothe

corresponding

picture,e.g.

(pointtoChinese

adults),the

classsay:Theydo

taijiquan.

Theclassnow

continuesthis

activityin

pairs.

學習任務：用餐小調查我最喜愛fastfood.

學問拓展

Copythekeywordsandkeysentences.

作業設計

DoyouusechopsticksinEngland?

No,wedon,t.

板書設計Weuseaknifeandfork.

Module2Activities（活動）3

課題課時

Amy和Sam在廚房學做蛋糕，正在做事父母二勺使他們寧靜下來，要他們

教材分析回房間，Amy和Sam卻又在房間吹起笛子打，昆鼓來，無奈之下，父母只

好又讓兩人回去做蛋糕，兩個孩子興奮跳起二來。

1.駕馭音標：//,/a:/,11.11

教學目標2.駕馭單詞：make,work,cake,instead

3.駕馭詞組：playtheflute/violin,makeacake

4.駕馭句子：Let'smakeacakeforMumandDad.Pleasebequiet!

Goodidea!

5.學生能夠用英語描述活動：準備做什么、正在做什么。如準備做蛋

糕，正在寫信……。

6.使學生懂得，在別人工作或休息時，不要輕易打攪別人。要多為他

人考慮，設身處地地為他人著想，盡管自己動身點是好。

1.單詞和詞組：make,work,cake,instead,playtheflute/violin,

教學重點makeacake

2.句子：Let'smakeacakeforMumandDad.Pleasebequiet!Good

及難點idea!

關注小組合作及溝通，加強自主學習。

教學方法

錄音機、磁書、單詞K、音標k、CD-ROMo

課前準備

預習課文，了解英美國家人們生活方式

課前預習

集備二次備課

第一課時(4)Listenand

SteplWarmer:repeat.

RepeatthepoemfromUnit2ofModule1.Remember:Teach

RepeatthepoemNoodlesandRice(fromLevelpupilsto

2,Module9).pronouncethe

Noodlesandricesounds,notthe

arevery,verynice.symbols.

Mmm,mmm,nmm!Writethe

Very,verynice.words'duck'and

Gingerandspice'mother'onthe

arenotverynice.blackboard.Draw

No,no,no!children's

Notverynice!attentiontothe

Step2:Activity1.Listenandpoint.sound/A/by

教3.Askthechildrentolookatthepage.stressingthe

Elicitasmachinformationaboutthestoryassound.

youcaninEnglishbyaskingquestions.ForExplainthat

example,Whatarethechildrendoing?Whatarethissoundhasa

MumandDaddoing?Arctheyhappyorsad?Writeparticularsymbol

newvocabularyontheboardandasktheclassandwritethe

torepeatit.symbolbelow

4.Playthecassetteorreadthedialogue.thesetwowords.

Thechildrenlistenandfollowintheirbooks.Nowplaythe

學5.Playthecassetteagain,pausingaftercassetteandask

eachutteranceforthechildrentopointatchildrento

thecorrespondingpicture.Mimeagesturetolistencarefully.

helpcomprehension,forexampleamixingRepeat.This

actionformakingacake,awritingactionfortimepausefor

writingaletter,playingafluteorviolin.childrento

6.Playthecassetteagain.Thistimepauserepeatthewordsa

fortheclasstorepeateachutterance.numberoftimes.

EncouragetheclasstoperforinactionsastheyIftheyhavesome

repeat.difficultyin

過7.Repeatthisactivity,thistimeaskpronouncingthe

individualstudentstorepeattheutterances.soundcorrectly,

Alternatively,dividetheclassintogroups.givethemsome

Step3:Activity2.Followup:Actitout.necessary

Dividetheclassintofoursections.Giveinstruction.When

eachsectionaroleintheconversation,yougivepupils

eitherSam,Amy,MumorDad.necessary

Thewholeclassthedialogue,witheachinstruction,

groupsayingthecorrespondingtext.pronouncethe

Thechildrennowactoutthedialogueinsoundveryslowly

程pairs.Remindthemtopointtotheandclearly.

correspondingpicturesastheydoso.Ask

Step4:Activity3.Writethemissingwords,individualpupils

thensay.tosaythewords.

1.PointtoeachofthewordsintheboxandCheckthatarc

elicitwhattheysay.Youcouldalsopronouncingthe

writethemontheboard.soundinthewords

2.Pointtoeachpictureandasktheclasstocorrectly.

readeachtext.ExplainthattheyhavetoTeachthe

completethesentencesbychoosingandsecondsoundin

writingthecorrectwordsinthespaces.thesameway.

3.CheckanswersbyaskingstudentstoreadReadmore

thecompletedialogue.wordswiththese

其次課時（5）twosounds.Ask

Step1Warmer:childrentofind

Reviewthealphabet.Practicethealphabetoutwhichsymbol

aroundtheclass.Pointtoachild.Hc/Shcthewords

saysthefirstletter.Thenpointtoanothercontain.Note:

child.He/Shesaysthenextletter,etc.AsPupilsarenot

thechildrenbecomemorecompetentatthisrequiredto

activityyoucaninerpaspthpspppd.pronnnnept.hp

Repeatthesongfromthelastlessontwoorsymbolsor

threetimes.Encouragethechildrentorecognizethem.

performtheactionsinpairsastheysing.Youcanask

Step2Activity1.Listenandrepeatthechildrentopoint

sentences.toeach

Whenyoudothepracticeinthepreviouscorresponding

activity,youcanattentivelyusesomewordssymbolonthe

inthesentencesinthisactivity.blackboard.You

Playthecassetteanddrawchildren'scanalsosticka

attentiontothesoundstheyjustlearnedinlargecardwith

activity1.Askchildrentopayattentiontoeachsymbolcnthe

thewordscontainingthejustlearnedsounds.walloraska

Iftheyhavesomedifficulty,helpthembypupiltoholdupa

readingthewordsseparately.largecardwith

PlaythecassetteagainandaskthepupiIseachsymbol.Then

torepeat.Repeatseveraltimesuntilpupilsaskchildrento

canreadthesentencesfluentlywiththepointtothe

correctlypronunciationofthejustlearnedcorresponding

sounds.symboltheword

Step3:Activity2.Singayanddotheyouread

actions.contains.

1.Playthecassette.ThechildrenlistentoIfsomewordsyou

song.readhavenotbeen

2.Playthecassetteagain.Encouragethetaughtyet,it

childrentoclaptherhythm.doesn'tmatter.

3.Demon