小學快樂英語四年級英語Unit

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1、 東苑小學 英語 學科教師備課活頁 【教學過程】 StepⅠ Warm up (1)Sing the song “How are you?” together. (2)Free-talk. T:Hello, boys and girls. Nice to see you. Welcome back to school. 【設計思路】以上兩個活動既可以營造學習英語的氣氛,調(diào)動學生學習英語的積極性. Step Ⅱ Presentation Show a picture of a school by CAI. T: Look, what a big school!

2、What can you see in the picture? 1. Help the Ss answer the question with the sentence pattern: “I can see a … in the picture.” Stick the word cards on the blackboard. Such as: (1) S:I can see a tree. T: You can see a tree. It’s a tall tree. (2) Stick the word “tall”on the tree, teach the word “

3、tall”. (3) T: We can see a tall tree in the picture. There is a tall tree in the picture. (4) Write the sentence “There is a tall tree in the picture.”on the blackboard, and read the sentence several times, help the Ss understand the meaning. 課題：Unit1 What a big school! Lesson 1 主備人： 李 爽

4、 時間：xx.8.26 學習目標： (1) be able to read and write the words "primary school, street, middle school". (2)To enable the Ss to understand and speak:"there be". (3) To help Ss to understand the text in part "Learn to say". 個性設計： 1. excuse me 2. Guangming Primary School 3. my school 4. get ther

5、e 5. go along 6. turn right 7. a tall tree 8. in front of 9. a middle school 10. next to 11. this street 12. You are welcome. 13. go together 14. in the river 15. near the house 16. in the tree 17. on the tree 18. under the tree 19. lazy 20. come down 2. Follow the same procedure to

6、 teach the words and phrases: street, primary school, middle school. Rewrite the blackboard writing to: There is a street/ primary school/ middle school in the picture. 3. Stick the small pictures of flowers, grass and bird on the main picture. Ask the Ss to make sentences with the pattern: There i

7、s a … in the picture. 【設計思路】通過創(chuàng)設一種真實的語言環(huán)境,讓學生能在真實的情景中學習.通過描述圖片,可以檢查與培養(yǎng)學生運用英語的能力,使學生養(yǎng)成用英語進行思維的好習慣,為進一步學習英語練就扎實的基本功. Step Ⅲ Practice 1. Ask the Ss to put their own things under the tree on the blackboard, practice the sentence pattern: There is a … under the tree. 2. Pair work: Free talk with the

8、sentence: There is a … in/on/under/near… 3. Game: listen and draw Divide the whole class into two or three groups to have a competion. 4. Listen to a story. Ask the Ss to find out the sentences with “There is…” and answer the following questions. (1) Does the cat want to play with the bird?

9、(2) What does the cat want to do? 5. Act out the dialogue. 【設計思路】單詞的教學本身是比較枯燥乏味的,小學生生性好動,具有好勝心理,采用比賽的形式,讓學生在反復操練中鞏固本課的學習重點,從而達到語言學習的運用和交流作用. Step Ⅳ Consolidation Ask one student to come to the front, put his things at some places, the other students make up sentences according to the real situat

10、ion. 【設計思路】“最佳講解員”的設計,可以讓學生把所學知識運用到實際生活,真正達到"學以致用"的目的。同時它還可以培養(yǎng)學生收集,歸納信息的能力。 Step Ⅴ Homework 1. Tell the story to their parents. 2. Make up sentences with “There is…”to describe the classroom. 課后反思： 學生一般喜歡在游戲中完成自己的學習任務,所以我主要采取游戲?qū)W習方式來調(diào)動大家的學習興趣,讓學生樂于學習.同時學習英語的新思想是創(chuàng)設情景進行學習,我嘗試去創(chuàng)設各種與教學相適應的情景去教學,

11、達到較好的效果. 東苑小學 英語 學科教師備課活頁 【教學過程】 StepⅠ Warm up (1)Sing the song “There is a hole” together. (2)Game: T puts some things at differents places and asks the Ss to make up sentences with “There is a…”. Such as, “There is a pen on the pencil-box.” 【設計思路】以上兩個活動既可以營造學習英語的氣氛,調(diào)動學生學習英語的積極性,拉近師生的距離,

12、又可以復習鞏固第一課時所學詞匯和句型,為上好本節(jié)課打基礎。 Step Ⅱ Presentation 1. Put a pencil on the pencil-box and ask the Ss to make up sentence with “There is…”. 2.Put some pencils on the pencil-box and say: “There are two/ three pencils on the pencil-box. (Then use pens, rulers and so on to replace pencils) Write the s

13、entence “There are…” on the blackboard. 3. Ask the Ss to make up similar sentences with “There are…” 4. Play the tape and ask the Ss to find out the sentences with “There be”. Write the sentence “There are three buildings in our school.” 課題：Unit1 What a big school! Lesson 2 主備人： 李 爽

14、 時間：xx.9.2 學習目標： (1) be able to read and write the words "headmaster, library, gym". (2)To enable the Ss to understand and speak:"There be". (3) To help Ss to understand the text in part "Learn to say". 個性設計： 1. good morning 2. welcome to 3. our school 4. three buildings 5. library 6. tea

15、ching building 7. so big 8. grey hills 9. in our city 10. what else 11. have tickets 12. wait for Help the Ss to understand the sentence and read it aloud. 5. Listen to the tape again and answer the questions: “Who is the man? What are the three buildings?” Teach the new words “headmaste

16、r, library, gym”. 6. listen to the tape and read the dialogue. 7. Act out the dialogue. 【設計思路】通過創(chuàng)設一種真實的語言環(huán)境,讓學生能在真實的情景中學習.通過造句練習,可以檢查與培養(yǎng)學生運用英語的能力,使學生養(yǎng)成用英語進行思維的好習慣,為進一步學習英語練就扎實的基本功. Step Ⅲ Practice 1. Draw a simple picture on the blackboard and ask: What’s in the picture? 2. Ss answer the quest

17、ions with “There is…” and “There are…”. 3. Ask the Ss to read the words “hill, river”, help them find the pronunciation of the letter “h, r”. Teach the pronunciation of /h/,/r/, 4. correct the wrong pronunciation. 5. Match the words and phonetic symbol. 【設計思路】單詞的教學本身是比較枯燥乏味的,小學生生性好動,具有好勝心理,采

18、用比賽的形式,讓學生在反復操練中鞏固本課的學習重點,從而達到語言學習的運用和交流作用. Step Ⅳ Consolidation 1. Sum up the differences between “there is” and “there are”. 2. Show some words and ask the Ss to make up new sentences with “there are…”. 【設計思路】讓學生自己總結(jié)“there is”和“there are”的用法，他們會記得更深刻,然后給學生提供可以利用的詞匯和情境，讓學生自己造句，把所學知識運用到實際生活,真正達到

19、"學以致用"的目的。 Step Ⅴ Homework 1. Act out the dialogue with their parteners. 2. Write a small composition with “there is…” and “there are…” to describe their rooms. 課后反思：本課采用活動課教學形式，通過游戲、歌曲、故事等多種活動，對語言進行了多種外在形式的表現(xiàn)，讓學生“玩”英語、唱英語、講英語，在參與各種活動的過程中加強了對語言多種形式的操練與運用。另外，在教學中，教師特別強調(diào)短語、句子的運用，鼓勵學生組詞造句，把單詞放入有交

20、際意義的句子或句群中去進行教學。 東苑小學 英語 學科教師備課活頁 【教學過程】 StepⅠ Warm up (1)Sing the song “How are you?” together. (2)Free-talk. T(put a bag on the student’s desk): What’s on the desk? Ask the Ss to answer. Step Ⅱ Presentation 1.T (put a book in the desk): There is a book in the desk. Is there a book in t

21、he desk? Ss: Yes. T: Yes, there is. 2. Ask some similar questions, let the Ss have more chance to practice. 3. Write the sentence pattern on the blackboard, show different pictures to help the Ss to practice the answers. 4. Put the book on the desk, ask: Is there a book in the desk? Ss: No.

22、 Help the Ss to answer: No, there isn’t. 5. Ask some similar questions, let the Ss have more chance to practice. 6. Work in pairs. Ask the Ss to ask and answer the questions with “Is there…? Yes, there is./ No, there 課題：Unit1 What a big school! Lesson3 主備人： 李 爽 時間：xx.9.7 學習目

23、標： (1) be able to read and write the words "first floor, basketball court, lab, second floor". (2)To enable the Ss to understand and speak: Is there…? Yes, there is./ No, there isn’t". (3) To help Ss to understand the text in part "Learn to say". 個性設計： 1. this way 2. a swimming pool 3. in yo

24、ur school 4. on the first floor 5. a basketball court 6. how about 7. a lab 8. on the second floor 9. have a look 10. in England 11. a playground 12. not very big 13. a library near the sea isn’t. 7. T (show a picture of the teaching building): Is there a swimming pool in the building?

25、Yes, there is. It’s on the first floor. Teach the words and phrase “first, first floor” 8. Follow the same procedure to teach the words and phrases: lab, second floor. 9. Listen to the tape, and think about the questions. (1) Is there a swimming pool in the school? (2) Where is it? (3) Is th

26、ere a basketball court? (4) Is there a lab? No, there isn’t. Step Ⅲ Practice 1. Listen to the tape and read the text. 2. Discuss the questions in groups, ask a group leader to report the answers. 3. Act out the dialogue, and elect the best group. 4. T (show some pictures): What’s in the pic

27、ture? Help the Ss to answer with “there is…”and “there are…”. 5. T: Are there two birds in the picture? Ss: Yes, there are. 6. Show the word “birds”, help the Ss to find the pronunciation of the letters “ds”. 7. Teach the phonetic symbol /dz/, and follow the same procedure to teach /ts/

28、. 8. Play a match game. Step Ⅳ Consolidation Sum up: Today we have visited the Guangming Primary School with Susan and the headmaster, have you learned how to use “Is there…” to ask and answer the questions? Step Ⅴ Homework 1. Make up a new dialoge about visiting a school with a foreigner.

29、 2. Practice the sentence “Is there…? Yes, there is./ No, there isn’t.” with five different words. 課后反思： 本節(jié)課的語音教學內(nèi)容相對枯燥，但由于在教學設計中加入了競賽、游戲、智力大比拼等環(huán)節(jié)，使孩子們一掃乏味的感覺，使得語音學習的難自然降低。整個教學設計從簡單到復雜，在簡單中融合難的部分，在復雜中結(jié)合簡單的元素，符合學生學習的規(guī)律。例如第一部分,是導入設計部分.通過出示學生的用品,復習上節(jié)課所學句型，既鞏固了以前所學的知識， 東苑小學 英語 學科教師備課活頁 【教學過

30、程】 StepⅠ Warm up a. (1)Let’s chant There is , there are, Is there , are there, Yes, there is . No, there isn’t. Yes, there are. No , there aren’t. (2)Free-talk.. 【設計思路】 利用小詩的形式既復習了there be 句型的單復數(shù)形式，及單數(shù)的一般疑問句形式，又引出了新課的知識，復數(shù)一般疑問句，使學生對其有了初步的認識.。 Step Ⅱ Presentation a. (Design)There

31、are some computers in my school. Are there any computers in your school? T: Boys and girls, can you find out the differences? Ss: yes. … T: How to change “there are ” into “are there”? Step1. put “Are”in front of the sentence Step2. change “some” into “any” Step3. change “my” into “your” 課題：

32、Unit1 What a big school! Lesson 4 主備人： 李 爽 時間：xx.9.15 學習目標： (1) To enable the Ss to understand and speak: "teachers’ office, children, canteen" " Are there any computers in your school? Yes, there are./ No, there aren’t." Make sure that Ss can use these sentences in real situations.

33、(2) To help Ss to understand the text. 個性設計： the short chant There is , there are, Is there , are there, Yes, there is . No, there isn’t. Yes, there are. No, there aren’t. Step4. change “.” into “?” T：Who can answer? S1: Yes, there are. S2: No, there aren’

34、t. b. Learn the new words. “teachers’office, children, canteen” teachers’教師們的 + office 辦公室= 教師辦公室 child孩子 + ren =children 孩子們 can + teen = canteen 餐廳 【設計思路】 本課是在第三課的基礎上進行學習的，于是采用了陳述句與一般疑問句對比的形式，讓學生去觀察總結(jié)其變法，使學生從中獲得成功的體驗。 Step Ⅲ Practice and consolidation a. Practice Eg. There are some c

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