四年级英语(人教版)

四年级英语(人教版)

教学目标：

知识与技能

and phras: stomachache, cold, headache, fever,

fall off, fell off.

ces: sam had lots of chocolate biscuits yesterday.

so today he’s got a stomachache.

r:宝宝风寒感冒 talking about illness.

教学重点：

words and phras: stomachache, cold, headache, fever,fall off, fell off.

教学难点：

ntences: sam had lots of chocolate biscuits yesterday.

so t美诗句 oday he’s got a stomachache.

grammar: talking about illness.

教学方法：

讲授、过去时

教学过程：

(一)引入：step 1 wa上善若水书法 rm-up

t: hi, boys and girls.

t: let’s sing a song, ok?

ss: ok.

t: ok! london bridge is falling down…。 (ss sing the song)

t: you are clever boys and girls. now let’s have a free talk “what i七的繁体 did

yesterday”，ok?

ss introduce what they did yesterday

(二)探究新知step 2 prentation and leading

t: who can tell me what happen to daming in last unit.

ss: daming’s head was bumped.

t: let’s play this story, ok?

ss: ok.

(two students play in roles of “daming” and “sam”，others describe the

story, the two students do the actions)

the teacher writes the word “today” on the blackboard. what happened to

daming, sam, amy and lingling? lead the students to u “to” and “and” to

connect the two ntences.

step 3 text teaching

t: now, this class we are going to learn module 10 unit 2 sam had lots of

chocolate biscuits .first, listen to the tape and underline the new words.

(teach the new words’ cards)

t: now listen to the tape and repeat it. are you clear?

(the teacher writes the ntences on the blackboard)

sam had lots of chocolate biscuits yesterday.

so today he’s got a stomachache.

t: now listen to the tape again and tell me what happened to sam, lingling,

amy and lingling.

t: look at the words: had, ate

(三)巩固新知step 4 task-fulfilling

t: let’s play a game, ok? ss: ok.

t: let’s play “i do you say”。 i’ll ask four students to come to the

front of the class, one student performs daming eating chocolate biscuits and

then having a stomachache, and others describe it, and so on.

step 5 text learning

t: look at part 4, answer the questions:

what is wrong with little tommy?

what’s wrong with little lingling?

what’s wrong with little ben?

t: listen to the tape and repeat it.

t: let’s read the poem together and do the actions, ok?

ss: ok.

(四)作业布置homework

(五)小结：过去时的用法

板书设计：

unit 2 sam had lots of chocolate

sam had lots of chocolate biscuits yesterday.

so today he’s got a stomachache.

教学目标：

1、能听、说、认读单词：tomato、green beans、potato、carrot以及它们的复数形

式。

2、通过饶舌b部分的歌谣稳固所学单词的复数形式。

教学重点：

单词：tomato、cucumber、potato、onion、carrot

教学难点：

potato和tomato的复数形式。

教学准备：

课件，视频，自学单

教学过程：

(美好课堂模式)

情景创设

1、教师手握一个西红柿，说道：i like tomatoes. do you like tomatoes?鼓励学

生用i like …或i don’t like…根据自己的实际情况抒发。

2、教师再拿起一夹青豆，边说边完全呈现：oh，it’s long and green. they are

green beans. do you like green beans?让学生在回答中学习单词。

3、出具土豆：do you know it?french fries are made of it. it’s a potato.

do you like potatoes?学生根据用i like …或i don’t like…根据自己的实际展开情

况抒发。

4、请学生猜谜语：they are long and orange. rabbits like eating them? what

are they?学习单词carrot。

5、教师将四种蔬菜分别放到教室的相同边线，然后说道单词，恳请学生表示适设计师英语 当的

实物。

教师请学生看着书听歌谣。

使学生观测歌谣中like后的蔬菜单词和let’s learn中的单词存有什么相同。鼓舞

学生讲出like后的名词就是以复数形式发生的。教师适度特别强调tomato和potato的

复数形式拼法的变化，carrot的复数形式读煮鱼的家常做法 音的变化。

总结提升

情感教育。

板书设计：

unit4 at the farm

what are tho?--- they’re...

do you have? venteen.

教学重点：

使学生将1-3单元的中心语言融为一体，在具体内容情景中能自然运用。

教学难点：

崭新发生的句型：she speaks english well. they’re my friend’s story-books.

教具准备：

1.单词卡。

2.供学生表演用的实物道剧：书、书包、铅笔等。

3.教材相配套的教学课件[read aloud, connect and say]。

4.教材相配套的教学录音带。

教学过程：

(一)热身/复习(warm-up/revision)

1.教师出具单词卡，备考1-3单元所学单词。

2.做游戏listen and do.

教师把图片摆放讲台桌上，使一个学生至讲台桌前看看图发布命令，另一个学生根据

他的命令去搞动作。备考第一单元a，第二单元a, 第三单元b的let’s do 部分。

(二)呈现新课(prentation)

talk.教师与学生就有关教室、学习用品、朋友的话题搞猜谜练。

what’s in the classroom?

what’s in your schoolbag?

who’s your friend?

2.教师通过视频、vcd、教学课件等给学生展现read aloud对话。

3.让学生观看后回答问题：

what’s in amy’s schoolbag? (english book, maths book, notebook, ten

storybooks)

who’s amy’s friend? (sandy white.)

4.听到录音带，使学生跟读本部分对话。

5.让学生表演对话。启发学生用who’s your friend? he/she has…,what’s

her/his name?表达更多的句子。

6.根据对话提问问题：

is amy’s schoolbag heavy?

what’s in it?

are the story-books amy’s?

(they’re amy’s friend’s story-books.)教师给学生表述这一句话：mary is my

friend. they are my friend’s books . it means they are mary’s books.

7.听录音带，让学生跟读本部分对话。

8.使学生演出对话。

9.教师出示sandy white的图片，指着她说：she’s our english teacher. she

speaks english well.教师再指一名学习好点的.学生说：he/she speaks english well.

教师可以向学生提出问题来检查学生是否听懂：do you speak english well?

10.使学生看电视听到录音带，并念出对话。

11.模仿课文自编对话，可将被猜的人换成同学或父母等。

12.教师给学生展现第四段对话。并使学生提问问题：what’s amy’s teacher’s

name?

13.让学生听connect and say录音进行连线。

kate-name-race-lake-game;

mike-nine-fine-time-side;

ro-note-jones-coke-hope;

这三组重点练习a-e, i草鱼的做法 -e在单词中的发音，可以给一些生词让学生根据发音规律拼

读，如：same, take, bake, hate, hide, wide, bite, tho等。

tim-win-big-milk-fit;

bob-dog-hot-tom-doll;

这两组重点自学元音字母i, o在重度闭音节中的发音，可以得出一些生词使学生标

音，例如：shop, job, dot利尼县掌控它们的发音。

14.播放录音让学生完成look, listen and write中的内容,进一步练习元音字母的

发音：

(1). kate likes to make rice .(cakes)

(2). five mice ride a nice .(bike)

(3). mr jones phones me 咳嗽不能吃啥 at .(home)

(三)趣味操练(practice)

1.玩“猜猜人”游戏。教师叙述班中一名学生的样貌、性格、嗜好，由学生去猜猜，

答对一个提10分后。

2.传话。每一纵排为一组，全班分成若干组。教师分别发给每一组最后一排的学生一

张纸，上面写一句话，在教师说“开始”后，最后一排的学生即用耳语说纸上的话告诉前

面的学生，这位学生再把听到的话告诉前面的学生…这样依次进行下去。最后一排的学生

把所传的话说给大家听，看一看那组同学最后的答案与老师写在纸上的句子相同或相近。

(四)扩展性活动(add-activities)

让学生选择“谈论教室”、“谈论学习用品”、“谈论朋友”中的任一话题，与同伴

进行会话练习。