上海牛津版四年级英语下册Unit1Look!教案

详细内容

pare and try to say.

Procedure

ContentsMethod

Purpose

Pre-task

preparation

1. Song

2. Daily talk

3. Revision

Ps sing together

T-P

P-P

While-task

procedure

Look and learn

Thick/ thin

These / those

paint brush felt pen

What have you got?

1.T. show the pictures and learn the words.

Paint/ felt pen /paint

Make phrases.

Brush---brushes

Paint---paints

Felt pen---felt pens

2. pare two books.

Show: thin---thick

Learn the word.

4. Try to say:

5. E.G. The rubber is thick. The ruler is thin.

6. show the things and show: these/those

7. pare the opposite.

Try to say: These --- are ---.

Those --- are ---.

8. T: What have you got? I’ve got these ---.

T-P

P-t

P-P

通过用事物来引出学习文具,在学习使用中掌握单词.

在对事物的比较中引出单词,在对比和使用中学会他的不同含义并灵活运用.

Post-task activities

Workbook page1

P-P ask and answer

Listen to the tape and repeat.

Read in role.

Homework

Copy the words and sentences

Listen and read.

Feedback:

　寓学于乐让学生轻松、快乐、高效地学习地是我们的追求的游戏，是我们的好帮手之一。因此，我在本课设计了 find the word游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读学习用品。

The Second Period

Teaching tasks

Grammar: Whose…are these/those?

Sounds: -ck

Teaching contents: 1. Whose paints are these /those?

They’re Betty’s paints.

2. -ck

Difficult points: whose pens are these?

Teaching breach: Using the things to practice the sentence:

Whose --- are these/those?

Procedure

ContentsMethod

Purpose

Pre-task

preparation

Revise : my your hr his

Make phrases.

Try to say: These/ those are my/ your---

复习前一教时的复数句，以便引出新句型

While-task

procedure

Are these your/your books?

-ck

-c

-k

1. T ask: Are these your books?

Pupils answer.

2. Read the questions.

3. Practice the sentences.

4. Show: Whose books are these? They’re your/her---.

5. Ask and answer.

6. pare : Whose books are those? Whose book is that?

7. Pair in roles.

1. Listen to the cassette and show the words.

2. Read the words: chick duck thick sock black

3. book look kite cake

4. cock cat cage cream

5. 5. Try to say some words.

在句型的教学中,不单纯的教书上的句型,通过在使用中使学生学会问答,培养学生会话能力.

在辅音字母的发音教学中,注重学生的体会和单词的举例.在平时教学中,注重体会.

Post-task activities

Workbook page2

Copy the sentences.

Grammar book 2

Homework

Copy the words and sentences

Listen and read.

The Third PeriodTeaching contents

Using the present continuous tense to describe an action taking place at the time of speaking Teaching contents

What are the children doing? I’m doing…

What’s he /she doing? He’s/She’s…

Are you…? Yes/No.I’m

Difficult and main point: Present continuous tense.

Teaching breach: Act and try to practise.

Procedure

ContentsMethod

Purpose

Pre-task

preparation

Whose ---

Ask and answer.

While-task

procedure

Sleep talk

1. Revise the words: read write draw paint dance sing

2. T. What can you do?

3. P~ P

4. Show the words and repeat.

5. T acts and ask: What am I doing? I’m reading.---

6. Repeat:

sleep –sleeping talk--talking

draw--drawing write--writing e—ing have__having

run--running put--putting swim--swimming sit--sitting

7. T; What are you doing?

P ---

8. Ask and answer.

9. T: Are you sleeping?

Show the question and practice.

.这一节课主要是学习现在进行时,在教学中,注重在体会中让学生了解时态,不注重语法的传授.

在现在分词的朗读上学生有困难,需要及时加强.

Post-task activities

Workbook page2

1. Listen to the cassette and repeat.

2. Read in role.

3. Ask and answer.

4. Do Grammar book.

Homework

1.Listen and read.

2.Copy the words and sentences

Feedback:

1.歌曲激趣，营造氛围　英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"We are always dood friend"这首深情动听的歌曲既能感染学生，调动学生的情绪，歌词中的单词又能为新课学习作铺垫，自然导入新课。2.联系实物，学习新知。小学高年级学生仍以形象思维为主。因此，我结合手势，借助于投影，运用图片进行直观教学。3.趣味游戏，巩固掌握　　寓学于乐，让学生轻松、快乐、高效地学习，是我们的追求。游戏，是我们的好帮手之一。因此，我在本课设计了do as I do , find the word二个游戏。第一个旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二个旨在考验学生的听力；最后让学生在游戏竞赛中熟练认读动词。4.反复操练，习得语言。先师生之间进行句型操练，再由学生两两操练，自由操练。针对学生英语基础的差异性，不强求学生用What is he doing?I’m...会话，适当降低要求，可以用What are you doing?I’m…最后学习新的儿歌”What are they dong?”并初步学会根据已有的儿歌编出富于自己个性的儿歌.5.布置作业，鼓励创新。小学生英语听说领先，读写应该紧跟。因此，我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富，我鼓励他们自己在课后编新的儿歌，学以至用。

The Fourth Period

Teaching targets:

1. Asking Wh- questions to find out the place

2. Using the present continuous tense to describe an action taking place at the time of speaking

Teaching contents:

1. Where’s…?He’s/She’s…

2. Where are…?They’re…

Difficult and main point: Present continuous tense.

Teaching breach: Using the pictures to practice.

Procedure

ContentsMethod

Purpose

Pre-task

preparation

Sing a song.

Daily talk.

Listen and try to sing.

P1~P2~P3 ---

调动积极性,训练口头表达和反应能力.

While-task

procedure

What’s --- doing?

What are --- doing?

1. T~p What are you doing?

Are you --?

2. Invite P1 act and t asks: What is P1 doing?

3. Ask and answer:

4. Invite two pupils act and asks: What are --- doing?

5. Practice.

6. Show the pictures and ask:

7. Where is Danny?

8. Where are ---?

9. Pair work.

10. Listen to the cassette and repeat.

11. Read in role.

12. Ask and answer.

.在教学中通过演示使学生学会用英语思维方式思考,在学习中培养自主学习的能力.

Post-task activities

Copy the sentences.

Grammar book 3

Homework

Copy the words and sentences

Listen and read the text.