四年级上册英语教案Unit 1 My classroom人教.doc

1、Unit1 My classroom第一课时教学内容：A. Lets learn A. Lets do A. Lets sing教学目标：1.能够听、说、认读以下单词或词组：library, teachers office, first floor, second floor.2.能理解运用句型Wheres the library?以及回答Its on the first floor.3.能听懂指示语，并按照指令做出相应的动作，如：Go to the library. Read a book. Go to the teachers office. Say hello. Go to the pl

2、ayground. Play football. Go to the garden. Water the flowers.4.会唱歌曲Our school教学重点：能够听、说、认读以下单词或词组：library, teachers office, first floor, second floor. 能理解运用句型Wheres the library?以及回答Its on the first floor.教学难点：正确使用序数词,the first floor, the second floor.教学准备：1.单词卡片。2.课件。3.录音机和磁带。4.板书教学过程：一、热身1.师生对话：T:

3、Nice to see you again. How are you? Ss: Im fine. Thank you.T: Welcome back to school. Lets talk about our school. OK? (板书课题：Unit1 My school)2.Listen to the song Our school.(学生边听音乐，边随着音乐做动作。)3.Revision: T：（指着教室）Whats in the classroom? S: Two blackboards, a computer, many desks and chairs T: How many

4、classrooms are there in our school? Ss: There are (旨在复习四上Unit 1 My classroom的相关单词和句型。)二、新课呈现1.教学新词：library, teachers office, first floor, second floor.(1)教学单词libraryT:(出示图书馆的图片，指着里面的书问)What are they? Ss: Theyre books. T: Where are they? Theyre in the library. 板书: library,分音节带读单词lib-ra-ry。通过说唱歌谣，巩固li

5、brary的发音:Library, library.Go to the library.Library, library.Read a book.Library, library.Be quiet! Be quiet!（2）教学词组teachers officeT：（出示办公室的图片）Some people work in this room. This is an office.板书office,带读office.T: Im a teacher. I work in the office, too. We call it” teachers office”.板书之。提醒学生注意之前用到的是s

6、， 而这个词组中出现的是s,并用红色笔标注。利用大小声操练词组teachers office,即教室高举单词卡片，学生就大声朗读单词；教师将卡片放到胸前，学生用中等音量朗读单词;教师将卡片放到腹部，学生则小声朗读单词。（3）教学词组first floor和second floorT: (指着教室里的地板)This is the “ floor”. 板书floor. Our classroom is on the first floor. 教师边说边用手指表示“一”，并板书first floor.教师出示教学楼的立体图，将板书first floor与图中的一楼连线。告诉学生first是“第一”的

7、意思，与one不同，它表示的是顺序。分别带读first 和first floor。教师指着教学楼的一楼，说：This is the second floor. That classroom is on the second floor.板书second floor并与图中的二楼连线。带读second,小组开炮读second floor.(4)巩固操练：活动：快乐的导购员。活动方式：教师出示一个亮层商场的立体图，先由教师扮演顾客，学生充当导购进行对话：T: Excuse me. Where are the toys?Ss: They are on the second floor.T: I wa

8、nt some chopsticks.Ss: They are on the first floor.师生示范后，学生两人一组进行对话。2.回到文本：A. Lets learn(1)教师指着教学楼的立体图问全班同学：Wheres the library?引导学生回答：Its on the first floor.板书Wheres the library? Its on the first floor.(2)播放A. Lets learn的课文录音，学生边听边跟读。3.教学A. Lets do.巩固所学单词。（1）教师边做动作边说句子，并逐一出示句子：Read a book. Say hello

9、. Play football. Water the flowers.(2)教师出示单词卡：playground,将其芳在学校立体图中的操场上，让学生领会其意思，然后带读单词，最后让学生思考：刚才老师说的4个句子中哪一句与它最有关联？（ Play football.）教师将单词卡playground贴在 “Play football”边上。然后让学生继续思考,将library, teachers office, garden贴在相应的句子旁边。（3）播放A. Lets do的录音，学生边说边做动作。三、巩固与拓展1.教学歌曲。（1）播放歌曲，学生静听。（2）再次播放歌曲，让学生小声跟唱，体会歌

10、曲的节奏。（3）继续播放歌曲，让学生大声跟唱。（4）继续播放歌曲，让学生跟教师唱。（5）教会学生配上动作边唱边表演。2.活动：“希望小学”设计大赛。活动方式：全班学生四人一组，为山区“希望小学“设计一座两层教学楼，并就设计稿进行对话。如下：S1: Where is the library?S2: Its on the second floor.S3: Where is Class 1, Grade1?S4: Its on the first floor.最后来展示各组的设计稿贴，全体学生共同来欣赏、点评。四、作业1.完成课堂作业本相关作业。2.家庭作业：（1）听录音，跟读单词和句子。（2）用本

11、课所学的单词和句型，向家人介绍学校一楼和二楼的教室与功能教室。五、板书设计Unit1 My schoolA. Lets learnWhere is the library? Its on the first floor.second floor一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。first floor library要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。 teachers office六、教学反思：