schoolbag 小学四年级英语上册《Unit 2 My schoolbag》教案优秀7篇

2024-01-04 11:34:00

Unit 2 My schoolbag第一课时08-03书包范文为朋友们带来了小学四年级英语上册《Unit 2 My schoolbag》教案优秀7篇,希望能够给您的写作带来一些的帮助。

小学四年级英语上册《Unit 2 My schoolbag》教案 篇一

一、教材内容分析

本课是小学英语(PEP)四年级上册第二单元的第二课时,本课主要教学内容是Part A的Let’s learn和Let’s do部分。Let’s learn部分学习的单词和词组是:English book, Chinese book, maths book, schoolbag, storybook. 教材通过Zoom翻看Amy的书包,展示各书本的情景呈现了单词的词形和意义。Let’s do活动用于操练A Let’s learn板块中有关学科教材名称的词汇。本活动通过TPR的活动形式训练手、脑、眼的配合,强化训练单词的音义匹配,提高课堂的趣味性。

二、学生情况分析

由于四年级学生接触英语已经有一年的时间了,他们乐于感知、模仿习得英语。学生对实物及PPT动画都很感兴趣,所以本节课在巩固新知的同时又进一步拓展与话题有关的更多知识,来满足学生对知识的所需。

三、教学目标

(一)知识目标

1. 能够听、说、认读单词schoolbag, English book, Chinese book, maths book, storybook。

2. 能够熟练运用句型What’s in your schoolbag? An English book … 来和同学讨论各自的书包里有什么,能应用What’s in …? 来询问什么地方有什么物品。

3. 听懂Let’s do中的指示语,并按照指令做出相应的动作。

(二)技能目标

1. 培养学生在一定的语境中运用所学语言进行交际的能力。

2. 通过真实的情境交际训练学生运用重点句型的能力,培养学生小组合作意识。

(三)情感目标

1. 学会以得体的方式与人交流。

2. 能够形成或树立乐于分享的意识。

四、教学重难点

教学重点:

1. 能听、说、认读各种书的名称:English book, math book, Chinese book, storybook。

2. 能够熟练运用句型What’s in your schoolbag? An English book … 来和同学讨论各自的书包里有什么。

3. 听懂Let’s do中的指示语,并按照指令做出相应的动作。

教学难点:

maths的单词朗读、发音。

五、教学步骤

1. 热身/复习

(1)问候。

(2)Free talk. 师生问答,生生问答。

T: What’s in the classroom?

Ss: A board, two doors …

设计意图:在Free talk过程中复习第一单元的句型:What’s in the classroom? 也为本课时的新句子What’s in your schoolbag?的开展做好铺垫。

2. 新课展示

(1)教师出示一个书包,询问:What’s this? 引导学生问答:It’s a bag. It’s a schoolbag.

(2)教师举起书包,继续提问:What’s in my schoolbag? 让学生来猜。引出本课时的新单词:English book, Chinese book, maths book, storybook。

(3)学习maths时,教师要注意提醒学生th的发音通过咬舌尖的动作完成。指导学生区别带有book这几个单词的不同书写形式。

(4)学生听录音跟读、模仿。

设计意图:通过具体的实物展开教学,形象直观,有利于学生更容易掌握。

3. 趣味操练

(1)游戏:打地鼠。

(2)以游戏的方式练习:同桌两人,一说一拿。一个同学读出书本相对应的单词,另一个同学根据这个同学给出的单词快速找出书本,然后角色互换。

设计意图:借助学生感兴趣的游戏,让学生在轻松快乐的气氛中学习,既可以提升学生的理性认识,又可以训练学生的动作能力和反应能力。

(3)两人一组,训练对话。

—What’s in your schoolbag?

—An English book, a Chinese book …

设计意图:在对话训练中培养学生在一定的语境中运用所学语言进行交际的能力。

4. Let’s do

(1)用儿歌的方式复习介词:in在里,on在上,under在下面,near在旁。

(2)教师分别将Chinese book放在桌子里面,将pencil box放到英语书的上面,将maths book放到书包的下面,将eraser放在铅笔盒的附近,从而引出in, on, under, near,让学生造句。

设计意图:通过复习几个介词的表达,为Let’s do活动的开展打下基础。

(3)学生要根据指令做出相应的动作。

由教师或某一个学生发布命令,其他学生听懂之后要完成这一动作。看谁做得又对又快。指令为:Put your Chinese book in your desk. Put your pencil-box on your English book. Put your eraser near your pencil-box. Put your maths book under your schoolbag.

设计意图:通过动作活动的方式,让学生融入到轻松快乐的氛围中,既可以寓教于乐,又可以训练学生的动作能力和反应能力。

5. 作业检测

(1)向同桌或朋友介绍自己喜爱的书籍名称。

(2)和同伴操练Let’s do的活动。

六、板书设计

Unit 2 My schoolbag

What’s this?            school bag ——schoolbag

It’s a schoolbag.          anEnglish book, Chinese book

What’s in your schoolbag?      maths book, storybook

An English book, a Chinese book, …  in, on, under, near

小学四年级英语上册《Unit 2 My schoolbag》教案 篇二

教学目标:

1.能听、说、认读句型:What’s for dinner?What would you like (for …)? I'd like some...,please.

2.能在情境中运用句型What would you like for dinner? I'd like ...进行相互调查。

3.掌握字母e不同情况下读音。

教学重难点:

重点:句型What would you like(for …)? I'd like some…

难点:字母e不同情况下读音。

教学准备:

录音机 、单词卡 、多媒体课件

预习提纲(学案):

预习内容:Unit 5 P48 A Let’s talk Let’s survey P50 Let’s spell

预习要求:

听Let’s talk 录音两遍。注意hungry,soup,bread和vegetables的读音。

自读Let’s talk对话,将不会读的单词和不理解的句子标出来。

写出对话中主要学习的句型,并参照课本P75写出相应汉语意思。

阅读以下单词,感受字母e的发音。

[i:] me he she we be

[e] bed red pen pencil get let

教学时间:共4课时 第1课时

教学过程:

一、热身(Warm-up)

1. 预习展示:Listen to the tape:让学生听Let’s talk录音两遍,说一说对话中主要学习的句型,拼出不会读的单词,由教师板书以便教读。

(预计板书:句子What would you like ? I'd like some…,please.单词hungry,dinner,would,soup,bread,vegetables,ready)

二、新课呈现与操练 (Presentation and practice)

Let’s talk

1. 教师呈现Mike和妈妈在厨房的情景,并播放对话录音中Mike的语言:“Mum,I’m hungry.What’s for dinner?”让学生模仿朗读和表演理解句型“What’s for dinner?”的意义,教读hungry和dinner,解释dinner的意义——中午或晚上吃的正餐。

2.教师呈现汤和面包的图片,问:What’s this?根据学生回答作出反应,如:Yes,it’s bread and it’s soup.教读soup和,Mum asks Mike: What would you like? What’s her meaning?Can you guess?学生通过预习能够回答:你想吃什么?教师及时点播:用来征求用餐意愿。How does Mike answer ? “I’d like some soup and bread,please.”教师点播:I’d like…对What would you like?进行回答,用来表达用餐意愿。

教师呈现一组食物图片,让学生借助图片运用句型What would you like? I'd like some…练习对话。

3.教师呈现Mum和Mike’s father 对话的情景。Now, It’s time for dinner.Mike’s father comes back home, What would he like for dinner?学生根据课文回答:Some fish and vegetables.教读单词vegetable,分音节领读vege-ta-ble,强调v的发音位置。

4. 教师完整播放对话视频,学生跟读,引导学生在语境中理解Dinner’s ready的意义,并教学这句话。

5. 请学生回答问题:

What would Mike like for dinner?

What would Mike’s father like for dinner?

6.教师说:Now I’m Mum,who wants to be Mike\Dad?找两名学生和自己做示范,师生对话。

7. 三人一组做课文对话表演。

8. 让学生到前面表演对话,进行评比。

Let’s spell

1.教师播放Read ,listen and chant部分四个单词的录音,学生跟读并准确模仿-e的发音。

2.出示歌谣文本,学生听录音跟读,请几个小组单独朗读,关注学生-e的发音是否到位。

3.播放Read ,listen and tick录音,勾出听到的单词,进一步巩固-e的发音规则,并复习-e-的发音规则。

4.完成Listen,circle and tick活动。

三、扩展延伸(Consolidation and extension)

1.Let’survey

教师说:Suppose it’s dinner time.What would you like for dinner?Let me make a survey.教师手拿调查表,写好一学生姓名,然后问What would you like for dinner?学生回答I’d like…教师在相应的食物下面打勾。然后请学生在小组内完成Let’s survy.并说一说组内最受欢迎的晚餐食物,对比Mike 的晚餐,说一说中西方饮食中主食的区别。

2.Bingo or Uh-oh

教师朗读一系列包含-e或-e-的单词,过塑学生听到认为含有-e的单词说Bingo!认为不是的说Uh-oh.学生认真听音作出判断。

四、总结(Sum-up)

Through the study of this lesson, what knowledge have you learned?

限时作业:

看一看,选一选,说一说。

Dinner’s ready!

B.What would you like?

C.Some fish and vegetables,please.

圈出与所给单词划线字母读音相同的单词。

(1)me he get pen

(2)rice pig fish white

(3)cake cat face fat

(4)nose long boy home

板书设计:

hungry What’s for dinner?

inner What would you like(for dinner)?

soup and bread I’d like some…,please.

vegetables Dinner’s ready!

[i:] me he she we be

[e] bed red pen pencil get let

小学四年级英语上册《Unit 2 My schoolbag》教案 篇三

一、教学目标与要求 1、复习巩固单词:tomato, green bean, potato, carrot 及其复数形式。 2、综合运用型:Are these…? Yes, they are./No, they aren’t. What are these? They are…。 3、能够理解、跟读歌谣。 4、能够掌握字母组合 or 的发音规则

二、教学重点及难点 重点: 综合运用型: Are these…? Yes, they are./No, they aren’t. What are these? They are…。字母组合 or 的发音规则 难点:能够读出符合 or 发音规则的单词,能根据读音拼写符合 or 发音规则的单 词。

三、教学准备

课本、 录音机、磁带及单词卡片。

四、教学过程 1、Revision and leading in 教师分别出示单词卡片:tomatoes, green beans, potatoes, carrots,

T:What are these? Are these…? 教师引导学生回答。 T:About these vegetables, what do you like to eat? 教师引导学生回答:I like to eat…/I love to eat… 2、Presentation Let’s chant (1)让学生看 Let’s chant 的图片,

T:How about onions? 引导学生说:I like onions./ I don’t like onions. T: 切洋葱时眼睛会被辣到,会流眼泪,So, onions make me cry. (2) 播放歌谣,学生听音模仿。带读歌词理解意思。 Let’s play (1) 教师拿出课前准备的水果或蔬菜图片。请两名学生与教师进行对话示范, 利用句型:What are these? Are these…? Yes./No. (2) 让全班学生三人一组进行对话。 (3) 请三组学生上台演示对话。 Let’s spell (1) 教师板书: horse, fork, homework, world map, 将 or 字母组合标上音标, 带读这些单词,引导学生注意 or 的不同发音。 (2) 引导学生朗读“Read and number” 中的单词,播放录音,学生听音排序。 (3) 教师让学生观察“Look and write” 中的图片,并找出图片中可能含有 or 的单词。播放录音,学生写出所缺单词。 4、Sum up 5、Exercise (1) 听写单词 tomato,green bean, potato, carrot 和句子 Are these carrots? What are these? (2)学生独立完成《创维新课堂》对应习题。 (3)教师讲解部分较难的练习题。 6、Homework 完成《学习指导》对应习题。

小学四年级英语上册《Unit 2 My schoolbag》教案 篇四

教 材

分 析 本课通过Amy 和Sarah逛服装店的情景,呈现了五个服装名称的词形和词意,并能表达自己对于某件衣物的喜好。

学 情

分 析 服装名称对学生来说是新知,但与它相关性很强的颜色,大小等形容词在上册教材中已经有过认知,可以以此为切入点展开对服装名称的学习。

教 学

目 标 1.能够听、说、认读本课时的主要词汇: skirt,dress,pants, clothes,hat 2.能够熟练运用句型I like that green skirt/ those pants.表达自己对于某件衣物的喜好。

教 学

重 点 听、说、认读本课时的主要词汇: skirt,dress,pants, clothes,hat

教 学

难 点 1、难点是表示服装的名词与表示颜色的形容词连用及其读法。

2、熟练运用句型I like that green skirt/ those pants.表达自己对于某件衣物的喜好。

教 具

准 备 衣服(实物)、单词卡、学生准备一张白纸和彩笔。

时 间 教 学 过 程 修 订

1.热身/复习(Warm-up/ Revision)

(1)Enjoy a song:My clothes

(2)Let’s chant

【设计意图:愉快的歌曲和TPR带学生进入学习状态。】

2.呈现/操练(Presentation/Practice)

(1)教学dress

a.引入: 播放歌曲“Who’s wearing yellow today?”

b.呈现: 当唱到“Who’s wearing yellow today?”时,

T: What color is she wearing? S: Blue.

T: Yes, she’s wearing a blue dress today.

学生跟读dress,blue dress。

教师出示dress图片,What’s this in English? What color is it? T: Yes. It’s a blue dress.

c.操练: 教师在教室中走动,并根据学生的穿着,做以下问答:

T: Who is wearing a dress today?What color is your / her dress?

(2)教学skirt

a.呈现:教师指着一位穿skirt的学生,问:Is she wearing a dress, too? S: No, it isn’t. T: It’s a skirt.

b.操练: 学生跟读,并根据卡片或实物描述其颜色,如:pink skirt

c.巩固:学生根据同学穿着对话

S1: What is she wearing?

S2: A pink skirt. / A red dress.

(3)教学hat, pants并复习初学单词

游戏:What’s in my bag?

游戏进行几次后,在袋子中放入hat和pants,呈现并新授单词。

【设计意图:边学边练,培养学生的听说表达能力。】

3.当堂检测: 各小组认读单词卡片比赛

4、作业:抄写单词 ,预习下一课对话认读并翻译句子

Unit5 My clothes

clothes,skirt,dress,pants, hat

I like that green skirt/ those pants.

教学

反思

课时教学设计

课 题 Unit5 My clothes

Let’s talk A 课时 第 12 周

第 1 节

教 材

分 析 本课通过体育课结束时Amy与老师间对话的情景,学习问答确认衣物主人的句型Are these yours? Yes, they are./No, they aren’t. Is this Jnhn’s? Yes,it is. No, it isn’t.名词所有格的表达也是本节课学习的重点。

学 情

分 析 四年级的学生已经开始对服装话题感兴趣了,本课的重点句子Is this …? Are these ...? 在前面已经学习并操练过,学生能够正确认读。本课替换服装名称操练学生就能熟练掌握。而名词所有格的表达句型对学生来说是新知,可以在学生理解后着重操练。

教 学

目 标 a.能听懂、会说:Are these yours? Yes, they are./No, they aren’t. Is this Jnhn’s? Yes,it is. No, it isn’t.并能在情景中进行运用确认物品的主人。

b.能在情景中运用句型It’s Mike’s.They’re Chen Jie’s.表述物品的主人。

c.能够在语境中理解新词yours,hat的意思,并能正确发音。

教 学

重 点 能在情景中进行运用句型Are these yours? Yes, they are./No, they aren’t. Is this Jnhn’s? Yes,it is. No, it isn’t.确认物品的主人。

教 学

难 点 名词所有格的正确使用

教 具

准 备 Mike及其家人的头饰 录音机、录音带 各种衣物

时 间 教 学 过 程 修 订

2分 Step1 Warm up & Revision

1. Sing a song”Who’s wearning yellow today?”

2. Let’s do::Put on your T-shirt

3. Play: you guess what clothes use this sentence “Is that …? ”

【设计意图:通过演唱歌曲复习颜色词,把学生带入快乐的英语学习情境,再通过猜图片服装的游戏复习服装名称和“Is that …? ”句型,为本课进一步学习做好铺垫。】

4. Learning Aim

1>Ask and answer sentences” Are these yours? Yes, they are./No, they aren’t. Is this Jnhn’s? Yes,it is. No, it isn’t.确认物品的主人。

2>You can use of nouns possessive.

【设计意图:明确本课学习目标,让学生带着任务有目的的展开学习。】

Step 2 Presentation

1. Preview :Look at the picture on page 29. You plug-in prep dialogue and think:

1> What time does the students go home?

2> Are the shoes Amy’s?

3> Is the hat John’s?

【设计意图:布置小组自学任务预习对话,培养学生的自主学习能力和合作精神。】

2. Learn new dialogue :

1>Answer:What time does the students go home?

Who are they? Say hello to them.

2> Read the first dialogue ,then learn sentence:Are the shoes Amy’s?

3> Is the hat John’s?

3. Listen to the tape and repeat.The dialogue on the role of reading in this sub.

4. They learn this talk by theirselves in the group.

5. Act the dialogue.

【设计意图:边指导朗读理解新句型,边以比赛方式展开同桌开火车问答,使学生熟练掌握并运用本课句型,培养学生的表达能力和英语思维能力。】

Step3 Practice

1. We are to practice acting the dialogue.

2. 当堂检测:《资源与评价》练习册

Step4 Summary

1. For this class we had learn sentences: Is this /that your…?and “Whose is it?”

2. Homework:

书 Unit5 My clothes

Are these yours? Is this Jnhn’s?

Yes, they are. Yes,it is.

No, they aren’t. No, it isn’t.

教学

反思

课时教学设计

课 题 Unit5 My clothes

Let’s learn B 课时 第12周

第 3节

教 材

分 析 本课通过Sarah找不到需要的衣物而向妈妈寻求帮助的情景,进一步学习几个服装名称的表达,并且学习就衣物的位置和颜色等展开问答。本部分名词单复数的使用频频出现,应关注学生使用情况。

学 情

分 析 学生对名词单复数有一定的认知,知道复数在名词后加“s”,但对于“s”在不同单词词缀后的读音不太了解,理解和发音上可能稍有困难。另外,句型中复数名词与系动词are连用对于学生来说也是难点。

教 学

目 标 a.能够听、说、认读本课时主要单词:coat, socks, shirt, sweater,jacket,shorts。

b.能用Where are my…?what colour......?提问。

c.能运用Let’s find out 进行语言操练。

教 学

重 点 掌握本课服装词汇coat, socks, shirt, sweater,jacket,shorts。

教 学

难 点 复数名词的用法。

教 具

准 备 服装图片 录音磁带

时 间 教 学 过 程 修 订

2分 Step1 Warm up & Free talk

1. Teacher and students Let’s do together.

2. Sing a song “What colour do you like?”

3. Free talk: I like white. My shirt is white. Students say like this “ I like… My… is …”

【设计意图:通过愉快的TPR活动和歌曲复习上节课颜色及服装名称,并通过师生交流巩固表达自己服装的颜色,为本课进一步学习做好铺垫】

4. Learning Aim:

1> You can listen ,speak and read six clothing plural words.

2> You can expression”Where are my…?what colour......?”

【设计意图:明确本课学习目标,使学生心中有数,更加出色的完成学习任务。】

Step2 Presentation

1. In the group,preview the words and think two questions:

1> What is the name os five clothing?

2> Five kinds of clothing what is the pronunciation

【设计意图:布置小组预习任务,让学生在任务目标中有目的的进行学习,培养学生的自学能力和合作精神。】

2. Case detection preview

【设计意图:检查学生的预习情况,以确定下面的突破重点,以学定教。】

3. Learn new words:

1> “socks” :socks,socks成双对,所以(so)此刻(ck)加“ s ”

2> “shorts”:“short short矮又短,shorts shorts 成短裤。”

引导学生用自己的方法记忆学习记忆其它词汇

【设计意图:在指导学生正确听、说、认读的基础上,借助各种方法帮助学生有效记忆单词,提高效率。】

Step3 Practice

1. Let’s chant Teacher and students to the beat,chant together.

2. Play a game: Extendable ears, practice:Where are my…?what colour......?

3. Let’s find out

Step4 Summary

1. For this class,we had learn five clothing words.

2. Homework: Review of homework is writing each word 5 times.Preview homework is read Let’s talk B,try to translate.

书 Unit5 My clothes

Where are my…? What colour......?

coat, socks, shirt, sweater,jacket,shorts

教学

反思

课时教学设计

课 题 Unit5 My clothes

Let’s talk B 课时 第 13 周

第 1 节

教 材

分 析 教材通过Sarah和弟弟Sam帮妈妈整理衣物的情景,使学生感知Whose coat is this? Whose pants are those?功能句的语义及语用情景。进一步将上一课的词汇用于对话和交际中充分体现了教材以旧带新的编写特点并且为第六单元购物会话的学习做了铺垫,

学 情

分 析 学生在学习了一些用复数表示服装名词后对复数的表达得到了进一步熟练,对复数与are的连用也有了进一步了解。本课的this/that和these/those的发音及句子的完整表达对学生来说都是难点,通过扩句子替换练习和小组合作来完成。

教 学

目 标 a.能够听、说、认读本课时主要句型:Whose coat is this? It’s mine.Whose pants are those?They’re your father’s.

b.能用正确的语音语调朗读对话;能够在情景中恰当运用核心句型就某物的主人展开问答。

教 学

重 点 在情境中正确运用新句型:Whose coat is this? It’s mine.Whose pants are those?They’re your father’s.就某物的主人展开问答。

教 学

难 点 mine的理解与掌握

教 具

准 备 词卡 录音磁带

时 间 教 学 过 程 修 订

2分 Step1 Warm up & Revision

1. Sing a song”Who’s wearning yellow today?”

2. Let’s do: Put on your shirt......page 49

3. Review clothes word carks.

【设计意图:营造轻松愉快的课堂氛围,并复习服装名称为本课进一步学习做好铺垫。】

4. Learning Aim:能够在情景中恰当运用Whose coat is this? It’s mine.Whose pants are those?They’re your father’s.句型就某物的主人展开问答。

【设计意图:明确本课学习目标,让学生带着任务有目的的展开学习。】

Step 2 Presentation

1. Preview :Look at the picture on page 51. You plug-in prep dialogue and think:

1>Whose coat is this?

2>Whose pants are those?

【设计意图:布置小组自学任务预习对话,培养学生的自主学习能力和合作精神。】

2. Learn new dialogue :

1> Answer: Whose are these clothes?

2 2> Read the first and second dialogue , then learn sentence: “Whose coat is this? It’s mine.Whose pants are those?They’re your father’s.”

3> Practice the sentences “Whose coat is this?Whose pants are those?

3. Listen to the tape and repeat. The dialogue on the role of reading in this sub.

【设计意图:Those的发音和mine的理解运用是个难点,先指导发音,紧接着展开“Whose coat is this?Whose pants are those?”句子的学习和操练,让学生在情景中操练理解,突破难点,帮助学生更好的理解和掌握。】

Step3 Practice

1. We are to practice acting the dialogue.

2. 当堂检测:《资源与评价》练习册

Step4 Summary

1. For this class we had learn sentences: “These are… and Those are…”

2. Homework

书 Unit5 My clothes

Whose coat is this?

It’s mine.

Whose pants are those?

They’re your father’s.

教学

反思

课时教学设计

课 题 Unit5 My clothes

Let’s spell A 课时 第 13 周

第 2 节

教 材

分 析 本部分内容分为语音和书写两部分。语音部分主要学习元音字母组合le在单词中的两种发音,即在单词末尾发/l/.

学 情

分 析 对于本课出现的单词学生都比较熟悉,在了解词意的基础上本课主要找到规律认读含有or字母组合的词,字母书写的正确占格要强调。字母组合or的发音对于部分学生来说可能是个难点。

教 学

目 标 1. 通过拆音、拼音和分类等活动培养学生的语音意识,并引导学生归纳字母组合le在单词中的发音规律。

2. 能够听、说、认读单词:apple, people, table

3. 能够听、说、认读、规范书写句式:Chen Jie has a green apple; This is a little bike; That is Uncle Dan’s table.

教 学

重 点 1. 掌握字母组合le在单词中的发音规律

2. 能够听、说、认读、规范书写句式:Chen Jie has a green apple; This is a little bike; That is Uncle Dan’s table.

教 学

难 点 让学生通过感知、体验和观察发现语音拼读的规律

教 具

准 备 与本节课相关的单词卡

时 间 教 学 过 程 修 订

1

Step1 Warm up

1.Free talk; Sing a song: Where is er/ ur/ ir/or?

2.Read the words in groups and have a competition among the groups.

3.Learning Aim:掌握字母组合le在单词中的两种发音

【设计意图】通过吟唱歌曲、听音贴图等活动,营造良好的英语学习氛围,让学生以较高的热情投入到英语学习中来。

Step2 Presentation

1. Listen to the chant and repeat

2. Read these words

3. Try to read words: apple, people, table

【设计意图鼓励学生找出字母组合规律,并试着认读带有or字母组合的词汇,训练学生语音发音和认读词汇能力。】

Step 3 Practice .

1. Read ,underline and listen

A little bike uncle dan a green apple

Nice people a big table

【设计意图:试着认读字母组合le为主的单词,并通过听音判断检测学生的掌握情况。】

2.Try to read these words:

apple, people, table,little,uncle

【设计意图:整理学生学过的以or为主的词,并寻找一些简单的学生没有学习的以or为主的词,让学生试着认读,进一步巩固or的发音规律,让学生熟练掌握。】

3..Look ,Listen and write

Chen Jie has a green apple.

This is a li www.shubaoc.com ttle bike.

That is Uncle Dan’s table.

【设计意图:通过对单词的书写指导让学生进一步巩固元音字母组合le的发音规律,并训练学生规范书写句子。】

Step 4. Consolidation

Check in class

Step 5 Summery and Homework

书 Unit5 Clothes

le /l/

apple, people, table

Chen Jie has a green apple.

This is a little bike.

That is Uncle Dan’s table.

教学

反思

小学四年级英语上册《Unit 2 My schoolbag》教案 篇五

Teaching content: Part A Let’s spell

Teaching content analysis:

Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is Part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”。 And students should perceive and conclude the pronunciation rules of the letter combination “or”。

Students’ learning analysis:

As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”。

Teaching objectives:

By the end of the lesson, students should be able to:

l Master the pronunciation of words which have letter combination “or”: /?:/, /::/.

l Perceive and conclude the pronunciation rules of the letter combination “or”。

l Read and write down the words that have letter combination “or” according to the pronunciation rule.

l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.

Important and difficult points of teaching:

Make the students to master the pronunciation of words which have letter combination “or”。 And make them to perceive and conclude the pronunciation rules of the letter combination “or”。

Teaching process:

I Warm-up

1. Free talk.

T: Good morning, boys and girls.

Ss: Good morning, Miss Yang.

T: Today we’ll learn Unit 4 At the Farm PartA Let’s spell.

2. T: Before our class, let’s enjoy two chants.

(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)

3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.

4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”。 And then teacher can naturally introduce “or” to students.

[Design idea:Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /?:/, and “al”, which pronounces /::/, to make connection with “or”。]

II Presentation

1 . Presentation “or”: /?:/

⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.

⑵Teacher asks students to discuss the pronunciation rule of “or”。

[Design idea:Let students perceive and conclude the pronunciation rules of the letter combination “or”。 ]

⑶Teacher presents the pronunciation rule 1 of “or”: or在w后通常发/?:/,与ir,ur同音。

⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.

[Design idea:make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]

2 . Presentation “or”: /::/

⑴Teacher shows students the word “horse” and ask them a question that whether this word pronounce /h?:s/.

⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.

Chant: The story about a horse

I like to read the story.

The story about the horse.

The horse likes to work.

He works hard of course.

⑶After listening to the chant, teacher asks students to read the words: horse, story.

⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.

⑸Teacher asks students to conclude the pronunciation rule of “or”。

⑹Teacher presents the pronunciation rule 2 of “or”: or在单词中一般发/::/,与al 同音。

⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /?:?:/.

3. Summary

Teacher asks students to summary the pronunciation of “or”:

发音规则1:or在w后通常发/?:/,与ir,ur同音

发音规则2:or在单词中一般发/::/,与al 同音

III Practice

1. Listen and number

[Design idea:First of all teacher will help students to master the pronunciation of words which has letter combination “or”: / ? :/, /::/ by listening.]

2. Read and sort

[Design idea:Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]

3. Look. Listen and write

Teacher asks students to write down the important words.

[Design idea:Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]

IV Production

Teacher make a summary with students that the pronunciation of “or”,

“ir”, “ur”, “ar”, “er”。 And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.

V Homework

记住or的发音规则,并尽量查找单词来练习or的发音。

把查找到的相关单词根据/?:/ 和/::/来归类并记录。

有能力的同学试着把归类的单词写一篇小故事。

复习之前学的字母组合的发音音标。学会观察归纳和总结。

Blackboard design

Unit 4 At the Farm

Part A Let’s spell

小学四年级英语上册《Unit 2 My schoolbag》教案 篇六

一、设计理念:

新《英语课程标准》倡导任务型教学模式,鼓励学生通过感知、体验、实践、参与和合作等方式,掌握一定的英语基础知识和听说读写技能。根据四年级学生的心里特点、年龄特征、和已有的知识体验,本课教学设计努力搭建课本与生活的桥梁,通过灵活多样的教学方法和丰富的课堂活动,培养学生学习英语的兴趣,鼓励学生积极参与,大胆表达。

二、教材分析:

本节课是PEP教材四年级上册第五单元B部分内容。本课教学主要让学生学会五种餐具单词: chopsticks, bowl, fork, knife, spoon ,并要学生熟练运用句子:Pass me the … 在制作沙拉的过程中,学生学会熟练运用所学单词句子。

三、学情分析:

四年级的学生已经学过了beef,chicken,vegetables, fruit,noodles, soup等单词,并能够熟练运用句子What would you like for dinner? I’d like …他们生性活泼好动,喜欢直观形象思维,对游戏、竞赛、食物特别感兴趣。由于接触英语的时间还不长,可能有的学生说的不太好,有的还不敢说,因此课堂上要以表扬为主,注重培养学习英语的兴趣,鼓励他们大胆说、积极做、努力表现自己!

四、教学目标:

1、知识目标:

学生能够熟练地听、说、认读餐具的英语单词:chopsticks, bowl, fork, knife, spoon ,操练句型 Pass me the … 并能综合运用新、旧知识组织对话完成一定交际任务。

2、情感态度目标:

激发学生学习英语的兴趣,调动学习积极性,引导学生积极与他人合作,在活动中培养学生的协作精神和竞争意识。在教学中渗透“合理膳食,健康身体”理念,培养健康饮食的意识。

3、能力目标:

培养学生的观察力,口语表达能力,动手操作能力,发展学生综合运用语言的能力。

五、教学重点:

1、通过学习,学生要能听、说、认读五种餐具单词。

2、通过创设语言情境,学生能够运用句型Pass me the … 熟练的表达就餐时需要的餐具,并能用英语表达制做沙拉的过程。

六、教学难点:

通过课堂的不同环节,激发学生的求知欲,创设各种真实或接近真实的语言环境,让学生体验参与,主动学习餐具单词及互相交流的表达方法。

七、教学策略选择与设计:

1、恰当运用多媒体辅助教学,提高课堂的趣味性。

2、利用绘制图片,实物引导学生参与课堂活动,创造真实有效的英语氛围。

3、通过各种不同的练习环节,提高学生的口语表达能力和用英语交流的能力。

4、利用打印好的小图片对学生奖励,引起学生的竞争意识。

5、利用男女生评比,激发学生积极参与的团队意识。

6、制作沙拉这一实践活动,复习新知识,扩散学生思维,学以致用,培养学生的动手能力和用英语做事的能力。

八、教学准备:

1、PPT课件。

2、chopsticks, fork, bowl, knife, spoon绘图卡片,单词卡片及各种餐具实物。

3、彩印beef, noodles, vegetables, rice等小图片,作为学生奖励。

4、橙子,苹果,黄瓜,西红柿,香蕉等水果蔬菜和酸奶,小案板,刀子,小碗,叉子。(制作沙拉用)

5、喜洋洋,美洋洋图片。

九、教学过程/步骤:

教学步骤

教师活动

学生活动

设计意图

Warm-up

1、Sing some songs.

2、Game: Stand up. Sit down.

3、Greeting.

4、Introduce Xi Yangyang and Mei Yangyang.

-Today I take two friends to our classroom. Who are they?

-Xi Yangyang and Mei Yangyang.

-Xi Yangyang is for boys, Mei Yangyang is for girls. Let’s have a race. If the boys are better, you could get an apple. If the girls are better, you could get a star. At last let’s see who can get more.

Sing together.

Do it.

Greet each other.

Listen to the T.

Listen carefully.

利用歌曲和游戏活跃课堂气氛;“介绍新朋友”激起学生的竞争意识。

Review

(课件呈现实物图,复习beef, chicken, vegetable等。准备关于实物的彩图小卡片。)

1、Ask and answer:

-What’s this? –It’s beef/chicken….

2、课件呈现句子:

—What would you like? - I’d like …..

--Would you like …? -Yes, please. / No, thanks.

-Here you are. -Thanks.

(呈现各种食物,学生进行问答练习。)

There is so much food. What would you like?

-Would you like…..?

-Yes, please.

-Here you are.

– Thanks.

Look at the screen.

Look and say:It’s

beef/chicken….

Look at the screen.

学生回答: I’d like… ( 能正确运用句子的同学得小卡片。)

Talk with T.

问答练习,情景操练,复习旧知识,为本课的新知学习作铺垫,学生在练习中入情入境,对小奖品感兴趣,所以会积极参与。

Presentation

1、引入正题:What would I like? Do you know?

I like salad. (出示salad图片,并教读salad单词)

2、I want to make a salad. Before we make a salad, we should learn some new words.

3、新学单词: bowl

过程: 出示bowl图片,教读单词,个别读,拼写。

活动:Pass the bowl.

Pass the bowl one by one and say the sentence.

4、学习单词knife

a. 过程同上。

b. Game:Pass me the knife.

C. What can you do with the knife?

Cut the vegetables. (边做动作边练习读句子。)

5、学习chopsticks

a. 发音练习。

b. What can we do with chopsticks?

We can use the chopsticks to eat some noodles.

练读句子:Use the chopsticks. Eat some noodles.

6、学习单词spoon, fork

Listen and guess.

Read after T:

Salad

Listen and learn the new words.

Learn and spell the new words.

Pass and say the

sentence: Pass the bowl.

Learn the new word: knife.

Pass and say.

Listen、 think and do.

Learn the new words: chopsticks.

Try to answer: What can we do with chopsticks?

Practice the sentence.

Read after T.

以制做 salad为导火线,引出制作工具的相关词汇,并采用多种方式进行有效操练。

Practice

1、(呈现实物) T: Look! What do I have?

S: You have a bowl, a spoon and a fork.

2、练读单词:spoon, knife, fork, bowl, chopsticks

3、Game: Pass me the …

Teacher: Can you pass me …? (spoon, knife, fork, bowl, chopsticks)

Student: Yes. Here you are.

(师问学生能将…递给我吗?学生回答是,并将实物递给老师,依次轮流做。熟练后,角色交换,学生问老师,老师将实物递给学生,在此过程中,老师可故意递错东西,学生辨别。)

4、Game: What’s missing?

(课件呈现)

5、填空练习(课件呈现)

Use the ( ) to eat some soup.

Use the ( ) to eat some noodles.

Use the ( ) to eat some beef.

Use the ( ) to cut the vegetables.

A. spoon B. bowl C. fork D. knife E. chopsticks

Look at the T, and try to say: You have a bowl, a spoon and a fork.

Practice the new words.

Try to understand what does the T say.

Play the game “ What’s missing?”

Try to fill in the blanks.

通过各个活动,学生反复练习新学单词和句子,达到运用自如。

Make a salad

Now I’m hungry. I like the salad very much. I want to make a salad.

1、Let’s see how to make a salad. (视频观看)

2、How to make a salad? The first step is…

(逐步引导学生用英语说出制作步骤。)

Pass me the bowl. Pass me the knife.

Cut the vegetables. Use the spoon.

Use the fork. Now let’s try it!

3、Now let’s try it. Who can help me?

在学生的协助下,制作沙拉。

4、Now let’s try it. (现在我们一起品尝吧!)

(实情实景进行会话。在情境中师生对话并品尝沙拉。)

-Would you like salad?

-Yes, please!

-Here you are.

-Thanks.

5、Chant:

Pass me the bowl. Pass me the knife.

Cut the vegetables. Use the spoon.

Use the fork. Now let’s try it!

Look at the T , and try to understand.

Watch the video.

Try to say how to make a salad.

Pass me the bowl. Pass me the knife.

Cut the vegetables. Use the spoon.

Try to make a salad with T.

Talk with T.

Chant together.

通过做沙拉活动,让学生将所学知识用于实践,让学生意识到英语可以应用于生活。培养学生用英语交流,用英语做事的能力。此环节将课堂推向高潮。

情感教育:

Everyone in our classroom has the favorite food. Salad is my favorite food, but we can’t eat too much. It’s not helpful for our body. We should keep balance food, and keep us healthy.

Listen to the T.

通过美食,引导学生意识到“合理膳食才能健康身体”。

Homework

1、Make a salad for your parents.

2、Tell your parents how to make a salad.

评价总结:

Now let’s see who are better, boys or girls? Let’s count the apples and stars.

Remember the homework.

通过作业,巩固所学知识。通过为父母做沙拉,培养学生的孝心。

Blackboard-design

Unit 5 Dinner’s ready

(Part B Let’s learn)

Bowl knife chopsticks

spoon fork

十、教学评价设计:

在教学过程中,我利用打印好的小图片对积极回答问题的学生进行奖励,并对在课堂上积极参与活动的男女生用画苹果与星星的方式在黑板上进行奖励,最后总结,获得苹果多,表示男生胜利,星星多,表示女生胜利。

十一、教学反思:

根据本节课教材内容的特点及本阶段孩子的性格特征,我在设计这节课的时候,从孩子们的日常生活饮食入手,让孩子们很容易的进入到自己所熟悉的语言环境,这样使孩子们更容易理解和接受本课的新授内容。在整节课的教授过程中,我以制作沙拉为主线,引出制作沙拉的工具单词,对本课内容进行引入和练习,这样,既激发了孩子们的兴趣,又让他们能够了解句型的语用环境。通过前期的语言输入,为学生的语言输出打下良好的基础,到最后拓展练习中,孩子们能够自由的运用本节课的主要句型进行简单的交际,顺利完成本节课的目标教学。

小学四年级英语上册《Unit 2 My schoolbag》教案 篇七

教学内容

Part A Let‘s learn & Let’s do & Part B Let‘s sing

教学目标

1.能听懂会说本课的会话。

2.能够熟练运用句型What’s in your schoolbag?来回答书包中各书本的名称。

3.能听、说、认读本课主要词汇:Chinese book,English book,maths book,storybook,schoolbag。

教学重点和难点

1.教学重点:

(1)句型:What‘s in your schoolbag?

(2)词汇:Chinese book,English book,maths book,storybook,schoolbag。

2.教学难点:

(1)发音:maths book,Chinese book。

(2)区别书写形式:storybook与Chinese book,English book,maths book。

教学准备

单词卡片,课件

教学过程

1.Warm-up

(1)复习第一课时中已经学过的单词:

English book,maths book,storybook,schoolbag

(2)教师利用已经学过的单词自编chant如下:

English book,English book,I have an English book.

Maths book,maths book,I have a maths book.

Storybook,storybook,I have a storybook.

Schoolbag,schoolbag,I have a schoolbag.

2.Presentation

(1)教师手拿出书包,提问:What is this?

教师出示单词卡,学生回答Schoolbag,并让学生指一指自己的schoolbag。

贴上书包的单词卡片。

(2)教师继续提问:What’s in your schoolbag?教师分别出示语文书、英语书、数学书、故事书,让学生用英文进行识别。学生在教师的帮助下学习这些单词。重点学习单词Chinese book。

贴上语文书、数学书、英语书、故事书的单词卡片。

(3)让学生认读单词。

学习maths时,教师要注意提醒学生/th/咬舌尖。指导学生区别带有book这几个单词的不同书写形式。

(4)学生听录音跟读、模仿。

(5)看教学课件,让学生分别给课文中的人物配音。

(6)让学生两人一组,运用所学知识进行扩充和自编对话的练习。如:

A:I have a new schoolbag.

B:Oh,it‘s nice.What’s in your schoolbag?

A:A pencil box and many books.

B:How many books do you have?

A:I have 3.An English book,a Chinese book and a maths book.

(7)找几组学生汇报成果,共同交流。教师要及时做出评价。

3.Practice

游戏Listen and do

(1)教师播放课件,学生观看。

(2)学生跟读指令。

(3)学生自读指令,理解指令内容。

(4)学生要根据指令做出相应的动作。由教师或某一个学生发布命令,其他学生听懂之后要完成这一动作。看谁做得又对又快。

4.Let‘s sing

(1)听录音,学唱歌曲My schoolbag。

(2)小组内自由学唱歌曲。

(3)全班跟录音齐唱歌曲。

5.Homework

(1)Listen to the tape.

(2)和你的好朋友玩玩指令游戏。

教学反思

最新范文

人教版四年级上册数学教案优秀4篇01-05

《为中华之崛起而读书》教学实录【优秀01-04

《第一次抱母亲》教案(优秀10篇)01-03

十六年前的回忆【优秀5篇】01-03

《除法》教案(优秀3篇)01-03

《小苗与大树的对话》教案(优秀7篇)01-02

《将心比心》教学案【优秀4篇】01-01

《白鹅》教学案例【5篇】01-01

《鸟的天堂》说课稿优秀3篇01-01

四年级英语上册教案(优秀10篇)01-01

66 83629