四年级上册英语教案Unit8 In class（PartE、F、G、H）牛津译林（一起）.doc

1、Unit8 In class（PartE、F、G、H）一Teaching contents：Part E, F, G二 Teaching aims:Knowledge aims:1. Review: 祈使句, please. Dont . 2. Review the words as eat, drink, draw, write, read, copy, close, open.3. Can understand and read correctly: r / r /, s / s / / z /.4. 能感受到英文小诗的韵味，体悟韵脚，并有节奏地朗读。Ability aims:1. Can

2、 tell what we can do and what we cant do in class.2. Can use English to give orders. Emotional aims:1.Can make the students be polite and behave well in class.三 Teaching focal points: Knowledge aims:1Can understand and read correctly: r / r /, s / s / / z /.2能感受到英文小诗的韵味，体悟韵脚，并有节奏地朗读。Ability aims:Can

3、 use English to give orders. Emotional aims:Can make the students be polite and behave well in class.四 Teaching difficult points: Knowledge aim3, 4 Ability aim 2 五 Teaching aids: CAI六 Teaching procedure:Step1 Warming-up1.Enjoy and sing”follow me”2.Daily greetings.Good morning. How are you?3.Play the

4、 game: Simon says. Stand up/ Sit down/ Read books/ Write in your book/ Draw an apple/ Open your books/ Close your books. T指令,Ss做；S指令，Ss做。4.T-S:You are a good teacher. There are some students in the library. What can you say to them? S: Dont. Read together: Dont.Step2 Presentation and practice1.Learn

5、 the rhyme: Dont be late again.The way: (1) T: Look at this boy David. He is late for school. What will Miss Li say to David?S: Dont be late again. T: Yes, Miss Li will say: Dont be late again. Heres a rhyme for you. One, two, three, four, Come in and close the . Five, six, seven, eight, Its time fo

6、r class, but you are . Nine, ten, nine, ten, Dont be late . (3)生选 A late B again C door (4)T: Lets stand up and say the rhyme together. 感受单词结尾押韵。 T-Ss, Ss-T, boys-girls, girls-boys.2. Learn Part G Look and readThe way: (1) In the morning, David is late for school. But in class he listens carefully.

7、Do you listen carefully in class? （钟声） (2) Whats the time? Its four oclock. In the afternoon, he plays with his friends in the playground. Look, Liu Tao is there, too. He is playing with Bobby. Lets go and see. (3) Watch the cartoon. (4) What orders does Liu Tao give? (5) 排序 Drill: Give me the cap.

8、(6) Read together. (7) Act T-S1, S2-T, T-S2, T-S3. (8) Is the story funny?引导学生发现其中的有趣。3.Learn Part EThe way: (1)David and Liu Tao play happily. In the evening, he is still excited. Guess, whats the time? What does David say? What will Dad say? (2)Now wach the cartoon, then answer. Can David and his

9、father do the puzzle now? (3)Act. (4) Davids evening. 挖空填空。 Its , I want to do . But my says its too . I say Good and go to .4.Learn Part FThe way: (1) T: David likes puzzles. Me, too. Do you like puzzles? Ss: Yes, I do. T: Heres a puzzle for you. Now, lets do the puzzle. (彩印扩印F部分图片，粘吸铁皮，可以给学生在黑板上拼)

10、 (2)学生拼好后 Oh, look! Rabbit! The rabbit is standing on the sofa. What can we say to it? Hey, rabbit. Dont. Ss: Dont stand on the sofa. Stand sofa s/ s/ more words s-/z/ S-/ (3)Look, wow, so many rabbits. T: How many rabbits? Ss: Seven rabbits. T: What are they doing?Ss: running on the sofa.T: Who can

11、 make a sentences?S: Seven rabbits are running on the sofa. (4) Can you read ? Ss: rabbit running r / r/ T: Can you give me more words? S: write umbrella rubber read ruler rice red brown (5) Read: Seven rabbits are running on the sofa. (6) Read and try to recite the sentences. (7) Pick apples.（语音练习）

12、 Step3 Consolidation1小结2.完成学案上的练习Bb design Unit8(4)s /s/ seven sofa do the puzzle /z/ whose is pleaser /r/ rabbit run give me the cap 特殊：rubber brother sister Seven rabbits are running on the sofa.教学反思：本课时为单元整体教学后的第三课时即PartE、F、G、H综合版块的教学。通过英语小诗、字母发音、对话等的学习,进一步巩固本单元知识及提高学生英语的表达能力。本课以David一天中的3个时间为主线展

13、开各个环节的学习。早上David迟到，由Miss Li说的话引出小诗的学习，下午David的和Liu Tao, Bobby在操场上玩的很开心，引出Look and read的学习，再由David开心得晚上不想睡觉导入E部分对话的学习，最后由E部分中David想拼拼图为切入点，用拼图拼出语音部分的教学。各个环节能够注意自然过渡，在新知呈现的过程中做得比较细致，并及时加入练习进行巩固，有利于学生掌握。 在这一课时中，游戏和小诗环节处理得较好，用学生喜爱的方式，把学习主动权交给学生，学生积极性较高，掌握得较好。Look and read部分设计得不错，但是在课堂上由于教师本身的示范不够活泼，没能调动孩子们的积极性，其实原本这应该也是孩子们特别活跃的一个版块。E部分按部就班，用了角色扮演的方式，掌握得较好，但是教师应该再扩充一下对话，让学生创造性的编一些对话，拉长话轮，更能发展学生的语言运用能力。语音部分的教学略显枯燥，没有特别吸引学生的方法，就最后以摘苹果的方式语音归类时引起了学生的兴趣，在这方面还应作更深入的思考和探讨。