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新版外研版 三起 小学英语四年级上册全册教案 第一学期全套教学设计Module 1Unit1 Go straight on教学目标:1、让学生掌握turn left turn right go straight on。2、学会用Wheres . 来问路。3、在各种活动中培养学生学习英语兴趣。教学重点:1、会用Wheres . 来打听道路。2、能听懂turn left turn right go straight on。教学难点: left rignt go straight on 正确发音。教学准备:小红旗、糖果、假设干卡片、自制小地图、多媒体课件、 简易地图 学 生每两人一张教学过程:Step1. Warming-upT: Hello! Boys and girls! Nice to see you!Ss: Hello! Miss Gao! Nice to see you ,too!T: Im happy ! Are you happySs: Yes!T: So lets sing a song , ok(教学意图:上课前热身运动,边唱边表演符合小学生年龄特点,吸引了学生注意力,稳定了学生情趣,也活泼了课堂气氛。)Step2. Presentation1. T: Sam wants to go to Damings home , but he is lost , let s have a look .(播放课件2. T: There are some places in the classroom . Can you show me wheres the school park zoo KFC supermarket 事先把几幅相应图片贴在教室各个角落The Ss point them outT: Is the school on my left 学生听不懂,用中文翻译一遍教学意图:以情境引入教学,并使用多媒体课件辅助,更易使学生快速进入学习意境,以听指方法来复习学过单词,既稳固了旧知,又自然地引出了新知:left / right 3. Teaching the two words : left / right 出示单词卡片4. Practicing the two new words:A.Guessing wheres the sweet .猜对学生,把那个糖果给他B. 踏步练习 :left , right,分组练习T: Let s do some exercises and were going to have a competition. The group which does better will get 10 points.5. 指定一名学生上来再做一组练习后,发出新指令:Turn left ! 学生没有反响,不明白什么意思,教师用肢体语言表示其意6.出示卡片:Turn 师带读7. 贴出标志图:Turn left Turn right8 . Competition.规那么:每组选一名同学上台,听教师指令,做左转、右转,做错同学淘汰下去,最后一名站在台上同学就是胜利者,可为自己小组加10分。(教学意图: 学习新词时,采用猜糖果游戏和踏步练习形式进展操练,学生兴致极高,课堂气氛非常活泼;同时引入竞争机制,贯穿整个教学过程,使全体学生保持一种学习积极状态,并培养学生竞争意识和合作精神。9. Teaching the phrase : Go straight onShow a map and ask the Ss : If I want to go to the KFC , how can I go there (学生用中文答复: 向前直走)教师给予肯定并用英语说: Go straight on. 并做相应肢体动作。10. 出示课题卡片: M2 U1 Go straight on!11. 贴出标志图,并带读该词组Go straight onStep3 . Consolidation1. 大小声练习.2. 学生发指令,教师做动作.3. Playing games : Help the other Ss get the flag.游戏规那么: 请两名学生上来,一个蒙着眼睛,一个用turn left turn right go straight on来指方向,帮助找到小红旗.顺利找到者,可各为自己小组加10分.4. 出示一张自制地图,指名提问:Wheres the . 教师根据学生答复在地图上画出行走路线.出示词条: A : Wheres the .B :带读两遍.5. Pair work . 学生拿出课前发简易小地图,两两合作,一个问,一个答并画出路线. (做完了,请几组学生上台展示)Step 4. Homework.Tell your classmates and friends where your home is and how to go thereUnit 2 Its at the station.一、教学内容本课围绕方位展开话题,重点学习四个介词:up,down,near,a,让学生能够用英语表达事物方位。二、教学目标1、知识目标:1)、词汇:hill,house,station,train,up,down,near.2)、运用方位介词up,down,near,a.2、能力目标:1)、能听懂教师发出指令,迅速做出反响。2)、能根据提供信息,完成新词学习与训练。3)、能运用所学知识进展简单英语交流。三、教学重难点教学重点:词汇hill,house,station,train,up,down,near.教学难点:灵活运用方位介词up,down,near,a。四、说学情四年级学生活泼好动、求知欲强,对直观、形象事物比拟有兴趣,喜欢模仿和游戏。对英语学习积累了一些能力和方法,在三年级已经掌握了少量介词,如:on,in,under等。并且在第一单元中接触了简单问路和指路句型。这些都为本课学习做了良好铺垫。六、教学准备:多媒体教学课件、教学图片、单词卡、贴贴等。七、说教学过程(一)、导入设计1、Warm up:Sing a song.left foot, right foot, left foot, right以此把学生带入今天课堂。这样学生就自然地进入到一个良好英语气氛,当歌声落下,我热情地和学生打招呼,与学生用英语进展简单交谈。出示课件和简笔画,用Excuse me. Where is进展看图问答,复习问路和指路使用语言。请全班同学为踊跃举手同学鼓掌,肯定他们努力,鼓励他们大胆尝试。2、Lets go to a place. Look!Here we are.把本课hill, station, house,rain等图片展出。使用单词卡片学习单词hill, station ,house, rain。反复操练后,接着开展I can read!活动,检测学生对单词熟练程度。(二)、新课呈现1)、用简笔画添上一条铁轨。Lets go by rain.邀请学生们一起坐着这辆火车去游玩,播放CD-ROM,为了更好地完成课程目标,我给学生下达了任务:让他们注意看图中火车分别进展到什么位置这些内容用英语又怎样表述呢为了更好地帮助学生听懂录音,同时把Where is train_ Its _.写在简图下方。2)、儿童心理特点是好奇,所以我选在这个时候为学生疑问对故事中表示位置介词进展讲解:把火车头对着山顶开,然后说:We are up the hill。然后操练和检测;用同样方式学习down the hill,near the houses,at the station。3)、再听一遍录音,带读课文。(三)、稳固操练1、活动一:抢答游戏,题型包括:1、Read and match.2、Lisening.3、Read and complete.4、Look and say(SB活动3).2、活动二:播放课文活动4录音,鼓励学生跟着韵诗唱起来、动起来。(五)、课后作业画出从学校到家路线图,运用本单元学过知识向同学介绍从学校到家路线;向家人介绍从家到学校路线。Module 2Unit1. Shes reading a book1、Language knowledge学习单词和短语write、letter 、picture 、friend 、take pictures 、talk to 、little 、play with和句型This is.Hes/Shes2、Language skills能够听、说、认读单词,能够讲述正在发生事情。3、Sentiment培养学生学习英语兴趣,鼓励学生积极参与活动,逐步养成自觉学习好习惯。三、Teaching key points掌握本课语言构造。能听、说、认读单词和短语,并能熟练运用新知识。四、Teaching difficult points灵活运用知识讲述正在发生事情。五、Teaching procedure1、Warming upGreerings Free talk教师和学生互相问好。在自由谈话中,随机向不同学生提问:What do you do at the weekend引导学生使用以下词组:play football、play basketball 、play table tennis 、swimming 、watch TV等。教师要求学生答复以下问题时带上动作,在他/她做动作同时,教师向全班同学说:Look! Hes playng football .Shes swimming.使用这种方法呈现更多新语言。2、Presentation学习单词、短语。教师釆用“温故而知新方法教授新单词和短语。例如:white-write 、lake-take 、walk-talk。让学生自己先试着读,然后结合图画熟练掌握新单词和短语。3、Learn the text请学生仔细观察图画,认真阅读课文,帮助学生弄清楚故事内容和情节:Sam正在展示自己绘画作品,其中有Lingling写信画,Daming照相画,Amy打 画,还有Tom玩玩具火车画。请学生对照着书听录音,教师帮助学生学习本课语言构造,并使用不同方式进展练习。例如:模仿录音,个人展示,根据课文内容问题:“What is Amy doing What is Sam doing What is Tom doing等。向学生简单说明:在英文中,当描述一个正在发生动作时,我们要使用现在进展时。现在进展时是“am/is/are加上动词“ing形式构成。4、PracticePlay a game玩一个“神算游戏。在教师给出图片中,让同学自己选择一张,在选择之前先算一算你能选到哪一张,如果选择图画与自己算一样时,那就是“神算。5、Production仿照课文内容,以小组为单位编个小故事,并在班里展示。6、Cooling downReview the lesson and end the class.七、Homework结合本节课所学英语知识,画出你家人正在做事图画,下节课向全班同学讲述。Unit 2 What are you doing一、学习目标:1知识目标:watching TV, talking to taking pictures ,reading a book ,writing a letter, playing with ,listening to music, What are you doing I m What is he/she doing -He/She is 2情感目标:养成积极主动学习态度,能大胆开口,积极参与各项学习活动,善于与同学交流。3.能力目标:用英语进展交流,养成用英语思维良好习惯,提高学生创造力和实践能力。重点难点:学习如何表述及问答正在发生动作。二、预习学案预习目标:通过预习能够认读简单词汇,理解课文内容,了解如何询问正在做事情。 预习内容:1.复习上节课学过内容:talking to taking pictures , writing a letter, playing with 。2.根据上节课所学内容,找出本单元所学短语,及正在做事情,在预习本上作好记录。三、导学案一交流热身,复习导入1. 同学做动作.教师问What is she/he doing多说几遍,找同学答复。2. 复习上节课学过内容,出示挂图根据挂图内容,说出句子,可找个人说,或小组代表,或集体说.二小组合作,自主学习1自主学习单词Task 1(1)Listen and underline the new words and the difficult words.2学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子Im listening to music /reading a book ./ watchingTV,3小组展示2课文学习1Listen and point.播放录音,主要培养学生认读能力,至少听两遍。2Listen and repeat.再次拨放录音,学生边指边读。(3)小组对话练习.分角色朗读.3. 学唱歌曲。qGr小学资源网三归纳探究,词汇点拨根据上节课学过及新学词组,句型同桌练习,或者小组练习.根据图片或者动作进展对话练习:如: What are you doing Im listening to musicq四反响,总结评价1.What is he /she doing 问答。找同学到讲台上每一个人做一个动作不动.其他同学进展问答.2.对正在进展动作进展描述.稳固练习.也可以采取you say I do ,you doI say ,you say I draw等形式.归纳总结本节课所学内容.What are you doing Im listening to musicqWhat is he /she doing 4教师、小组、个人评价四、课堂检测.写出以下单词现在分词形式。do swim take play read listen write. 以下句子各有一个错误,你能找出来并改正吗?1. What are he doing2. Im watch TV.3. This is my father. She is reading a book.4. Im doing I homework.5. What are you doing I listening to music.五、课后作业1. 抄写你喜欢句子。六、板书设计Unit2 What are you doing G1 G2 G3 G4Im listening to musicwatching TVreading a bookModule 3Unit 1 What are they doing 一、学习目标:1学习询问他人正在做什么事情。2描述他人正在做事情。3学生能够听、说、认boat chess row soybean milk drink hungry 。4通过创设和谐气氛,让孩子们轻松愉快地学习英语,并形成良好英语语感。重点、难点:1学说问句What are they doing2掌握句型Theyre 动词+ing +宾语3能清晰准确地发出本课所教单词音二、预习学案b t ch s r s b n milk dr kh ry2.用“ 标出询问动词ing形式,反复阅读,理解句子意思。3.在笔记本上记录自己预习后疑惑,准备交流。三、导学案一交流热身,预习导入1.师生齐唱M2 中小诗,并配以动作。2.教师快速向学生出示几组词,每组包含一个动词,请学生说出这个动词。师板书:read , write ,listen ,play , talk 3.请学生说这些动词-ing形式。4 齐读黑板上动词及其-ing形式。二小组合作,自主学习1.告诉学生,教师将要模仿一个动作,他们要猜猜教师正在做什么。教师模仿动作后提问:What am I doing (我正做什么?)引入句子: Im doing taijiquan.。3.请全体学生一起边做动作,边说:Im doing taijiquan.4自主学习单词Task 1(1)Listen and underline the new words and the difficult words.(2) Listen and read the new words and the difficult words 3 times.(3)Read the words by yourself.5小教师检查单词Who can teach?6单词句型运用Task 2以小组为单位,用所学词汇造句,进展运用,找出本模块重点句型what are they doing进展替换、拓展、对话等情景练习,然后小组进展展示。三归纳探究,词汇点拨1.请一学生挑选黑板上所提供任一动词,做出相应动作。2.教师通过提问:What is he/ she doing 复习Hes/ Shes 动词+ing。3.请该生所在组成员模仿该生动作,并做动作边说:Im动词+ing +宾语。4.教师故作不解状问:What are they doing 后又释然说:Oh. Theyre 动词+ing +宾语,并板书。5.教师指着黑板上句子,请学生跟说多遍。6.小组合作挑选黑板上所提供任一动词不能重复,做出相应动作,其他学生答复以下问题:What are they doing 四反响,总结评价1.请几位学生到教室前,由教师说动词词组,学生模仿动作,比比谁反响最灵敏。2.让学生在小组内进展训练。3.四人小组中,请学生A 和B向学生C和D模仿一个动作,然后由C和D提问:A 和B在做什么?4.让小组内学生互换角色。5.请几位学生到教室前模仿动作,教师提问:What are they doing 然后让全班或个别学生答复。四、课堂检测riding playing rowing drinking doingTheyre Taijiquan.Theyre a dragon boat.Theyre chess.Theyre soybean milk.Theyre on a bus.上车 在湖上under the tree play chess许多 row a boat五、课后作业1. 抄写单词:row , play, drink, boat, milk2. 收集有关人物或动物正在进展某种动作行为照片、图片、图案,并用英语说说他们正在做什么?3. 预习M4 U2课文。六、板书设计Unit 1 What are they doingWhat are they doing?They are rowing a dragon boat. On the lakeThey are doing Taijiquan. In the parkThey are playing chess. Under the treeUnit 2 What s the elephant doing教学目标a、知识目标:能听懂、会说本课句型What are they doing They are What is Amy doing She isb、技能目标:培养学生听、说、做、读能力。c、情感目标:激发和培养学生学习英语兴趣,使其主动参与课堂实践活动,从而培养他们合作意识。4、教学重点与难点本课时教学重点是掌握句型What are they doing They areWhat is Amy doing She is, 难点是培养学生在实际情景中运用对话能力,教师抓住这个重点内容,通过大量 会话练习,做不同人称 替换训练,进一步突破了难点。5、教具准备:单词卡片,stickers等等。三、说教学过程Step 1 Warm-up.1、Greetings and sing an English song.2、Lets do.T: doing taijiquan ,rowing a dragon boat,playing chess,drinking soybean.Ss: Do the actions. 师先发指令,生做动作,再利用多媒体课件依次播放图片,让学生看图说出完整句子, 如:They are doing taijiquan.( rowing a dragon boat,playing chess;drinking soybean. )Step 2 Presentation.创设情景,引入新课。1、师先示范跑动作,让学生跟着做动作,边做边说:Im running.师适时提问:What is the teacher doing引导学生答复:The teacher is running .2、师再分别出示Amy 跑动作并提问, What is Amy doing学生模仿前面 句子说:Amy is running .or she is running .师再分别出示Daming(看电视 ) 动作并提问,What is Daming doing 学生跟着说Daming is watching TV.or He is watching TV .师同样出示Sam andDaming (打篮球 )以及Amy and Lingling(打乒乓球 ) 动作并提问,T: What are Sam and Daming doing Ss: They are playingbasketball. Boys: What are Amy and Lingling doingGirls : They are playing table tennis .3、Listen to the tape and answer the questions.Q1: What are Sam and Daming doingQ2: What are Amy and Lingling doingQ3: What is Amy doingQ4 What is Daming doingStep 3 Practice.1、Play a game I act, you guess.一个学生做动作,另一个学生躲在其身后, 全班齐问What are you doing S2根据动作猜出并答复:Im教师让全班同学评出最正确默契奖,并以stickers奖励。2、Play a game againfind your friend.师事先准备好许多动作卡片,分发给学生,以四人一小组为单位,通过在组内对话,让他们寻找自己朋友,看谁找得快。这游戏能让学生在完成任务过程中,不断操练What are theydoing They are,What is he/she doing He/ She is能极大地激发学生学习英语兴趣,稳固所学新授知识。Step 4What is he/she doing He/she is Whats he doing Whats Liuxiang doingHes playing football . Hes runninWhats Yaoming doing What is Dengyaping doing Hes playing basketball. Shes playing table tennisModule 4Uint 1 Do you want some rice一教学目标1. 知识目标1掌握并运用单词:Chinese fast food want some make nice chopsticksdifficult2) 熟练运用句型:“Do you want some “Yes, please. / No, thank you、 “Have you got “Yes, I have. / No, I havent.2. 能力目标能运用所学语言知识在创设情境中进展熟练交际,并在此根底上能将其应用于日常生活之中。3. 情感目标通过学习和了解中国和西方食物和饮食文化差异,激发学生学习英语兴趣,帮助学生树立学好英语信心,增强学生参与意识,引导学生积极与他人合作,共同完成学习任务,并在成功中体会英语学习中乐趣和跨文化交际能力。二、教学重难点:1.教学重点:掌握句型Do you want some.Yes, please. No, thank you.并能就食物选择向他人提问或答复他人。2.教学难点: chopsticks、difficult发音及新句型运用。三、教学准备实物图片、磁带、单词卡四、教学过程step1、Warming up1 、Greetings2、RevisionT: Today we will learn the new lesson. First, lets review some words of food. ( 复习以前学过食物单词,全体学生齐读一次。)3、Free talkT: Can you tell me what your favorite food is My favorite food is noodles, what is yoursS:My favorite foot is chicken.T: Chicken is very nice. (教学nice)句型:Have you got _ in these days Yes, I have. / No, I havent.(此处教授要迅速,简明,以免时间缺乏)step2、presentation and practice1、T: I have got some nice foodLook.(Show the food cards and ask)T:Noodles、rice、dumplings、hamburgers and hot dogs are fast foodShow the card and read “fast foodAnd noodles、rice、dumplings are Chinese fast foodexplain “Chinese fast food Yes, hamburgers,hot dogs and sandwiches are Western fast food2、T: dumplings、noodles and rice are Chinese fast food . Do you like Chinese fast foodSs:.教学Chinese / fast food小火车读3、T: Boys and girls, look at me please, what foot I is thisSs: Noodles.T: Yes, you are right. I like noodles. Do you know how to making noodles Ss:.T:出示图片Look, what is he doingSs:.T: Hes making noodles.(随机教学 making noodles)4、T: I want some noodles. What do I need (用体态语帮助学生理解句意,同时拿出筷子)S:T: Yep, chopsticks.教学 chopsticks (把单词为两个局部chops / ticks)告诉学生这个词语用复数5、T: Chopsticks are difficult. 教学 difficult 个人读,小组读,齐读6、教授句型Do you want some.Yes, please. No, thank you.T: Do you want some.1板书Do you want some.2引导学生答复Yes, please. No, thank you并板书7、practice /先个别后整体/1教师轮流指着实物图片提问Do you want some.2全班开火车操练8、听课文录音Listen to the text and answer the questions:1. Does Amy want some rice?2. What is the man doing?3. Are chopsticks difficult for Amy?全班跟读3遍,分角色跟读并表演。Step3 extension请学生看书上或者挂图上五幅图,教师指着图问:Whats this 引导学生学生说出食物名称,然后指着图单个向学生提问:Do you want some要求学生用Yes,please. / No, thank you.答复。最后两人一组练习。Play a game: Do you want some rice 食物问答接龙。饭馆订餐游戏,四个同学一组,每组有两张菜单Chinese fast food and western fast food.创设去饭馆订餐情境表演对话一名效劳员、三名顾客学生进展对话: A: Excuse me, can I help youB: I want to east fast food.A: Do you want some _B: Yes, please. No, thank you.A: Do you want some _C: Yes, please. No, thank you.A: Do you want some _D: Yes, please. No, thank you.A: Anything elseB: Thats all, thank youA: Youre welcome.Step4、homework1) Ask your parents and friends what kind of food they want.2) Write the new words.板书设计:Module5 unit1 Do you want some riceDo you want some_ Chinese fast food Yes, please. Western fast food No, thank you. ScoresUnit 2 How much is it教学内容:Students book Module4Unit2学习任务:What are you doing Im making dumplings/ Im cooking vegetable. Do you want some Yes , please . / No , thank you .教具:实物:饺子,蔬菜,勺子,围裙卡片,磁带,CD-ROM ,录音机教学过程一Warming upGreeting二Chant : left foot ,right foot ,left foot right三Review展示卡片T:Whats this Ss : cake, rice , noodles , fish(学生快速读出)T: Do you want some Ss: Yes ,please . / No , thank you.四实物导入1.T:教师今天带了二种好吃又有营养东西,大家猜猜是什么?学生猜 师拿出饺子教学dumpling 全班读 个别读 小组读2同法教学vegetable唱反调师大声读单词,生小声;反之师小声生大声全班读单词五稳固单词Play a game猜单词师把刚刚复习单词和新授单词卡片藏起来,给学生三次时机猜猜藏是哪两张,如果学生两张都猜错了,师说no。如果猜对一张师说YES但是不给学生看卡片,两张都猜对了给学生看卡片读出单词,并给予奖励。六情境中学句型1 Im making dumplings.T:今天教师非常快乐,所以要大展厨艺带上围裙,包饺子,now ,look here ,What am I doing想不想知道教师在干什么吗?要用英语怎么问呢?Ss:What are you doing (板书)T:Im making dumplings. Do you want some(板书)采用不同形式读句型Im making dumplings.( 如:师读快,生读慢;师读慢,生读快)2 Im cooking dumplings.T:接下来,教师要展示每二样厨艺,Look here(师抄菜),想知道Miss Lin 正做什么要用英语怎么问Ss: What are you doing (板书)T: Im cooking vegetables.Do you want some.(板书)采用不同形式读句型Im cooking dumplings.如:男女分开读,小组读七学课文(1)学生对话第一局部1T:Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客,我们来看看Daming 一家做了什么好吃请他们。播放CDROMT:他们来到Daming 家,看到Daming正在making dumplings,他们两个不知道Daming在干嘛,他们是怎么问?S1:What are you doing ,DamingT: Daming 是怎么答复?S1: Im making dumplings全班跟着CDROM读。2 情境表演师去学生家做客,学生正在包饺子T: What are you doing Ss: Im making dumplings .Do you want some T: Yes ,please.2学生第二局部1T:Daming家除了Making dumplings 还做了什么好吃?Ss: Cooking vegetables.T: Daming 急匆匆来到厨房里,看到妈妈正在cooking vegetables他是怎么问? SS: What are you doingT: mother是怎么答复?Ss: Im cooking vegetables.Read after the CD-ROM师做抄菜动作Ss: What are you doing T: Im cooking vegetables. Do you want some Ss: Yes ,please./ No, thank you .Play a game听音乐传花,音乐一停,拿到花学生做抄菜动作,其他学生问 What are you doing 此生答复Im cooking vegetables. Do you want some 操练对话。3 表演课文对话小组合作,表演课文对话。八扩展练习Play a game: Copy 不走样请几名学生上台,站成一排,师传给第一个学生一句话如:Im rowing a boat.,此学生根据这句话做出动作,并把动作一一传下去,等到最后一个学生做完动作,全班问最后一名学生:What are you doing 此学生根据自己理解答复,最后师说出答案,给答对学生奖励。九总结Module 5Unit 1 Can you run fast教学目标1 知识目标 Knowledge aim掌握本课主要生词并能熟练听说认读 run fast jump high jump far ride fast 及听懂理解会说Can you 句型和肯定答复Yes, I can. 否认答复No ,I cant. 2 能力目标 Ability aim能听懂理解会说Can you 句型,并在实际情景中进展应用。3 情感目标 Emotion aim通过各种活动,使学生之间相互了解。激发其学习英语兴趣,树立学好英语信心.教学重点难点:教学重点 Teaching Points会听说认读本课词组 run fast jump high jump far ride fast教学难点 Teaching difficults能运用can you 句型进展对话。动词 run 和 ride 读音上区分 fast 和 far 在读音上区分。 教学方法: 游戏法、交际法师生活动过程:1. Warming up师生之间自然地问好。教师告诉学生I like sports .询问学生是否喜欢sports 。引导学生理解sports 意思。2Teaching process .点击课件,出现各种学生熟悉运动。带着学生一起回忆这些运动。并且说出句型can you 就学生熟悉动作进展询问。引导学生用yes ,I can 或者no, I cant 进展答复,同时把板书can you 写在黑板上。引导学生答复。根据教师表情进展肯定和否认训练。图片演示本课中新词:run fast .教师问学生:can you read it 引导学生自己读出来。将词组写在黑板上,并让学生跟读。请单个学生进展操练。以行为单位开火车操练。在操练过程中教师适当对学生发音进展纠正。教师边做动作演示run fast 边说“I can run fast ,can you 先询问全班同学。再询问个别同学,引导学生答复。并让他问我can you run fast 请2到3名自告奋勇同学承受全体同学询问。出示图片演示ride fast .教读该词组。并强调该词组与前面run fast 在读音上区别。全班读。叫个别学生读。并适当纠正不标准读音。教师问全体同学can you ride fast 再引导个别同学答复。请答复以下问题同学再问其他同学。图片演示jump far .教师边演示边说I can jump far .can you 引导学生答复。教读词组。分组读。学生随着教师手势不断变换声音大小到达熟练效果。重点强调far 跟 fast 区别,让学生注意不要混淆。全班将词组带到句型中读。分组读句子。第一组读大声,第二组读小声。图片演示jump high .教师边做动作边问学生“I can jump high ,can you 并将jump high 写在黑板上。指导学生读。叫自告奋勇学生读给全班听。教师读大声,学生读小声,并且跟随教师手势不断变换声音大小。让自告奋勇学生来问其他同学。给予奖励。一二组根据教师手中图片问三四组,三四组根据教师表情答复。再变换组。学生自由问答。要求学生站起来大声地对话。请自告奋勇学生上来表演。并给予奖励。3.跟录音读课文。四个小组分别扮演四个角色读。4.Expand with extension拓展与外延Unit2 Can Sam play football学习任务:1掌握词汇: make a cake ,play the flute,wash clothes,draw a dragon 2掌握句型:Can you ?Yes,I can / No,I cant.教学重点与难点:使用Can询问他人能力并讲述自己能力。教学用具:头饰,CD-ROM,图片教学过程:I. Warmer1. Greetings2. 开展小游戏:展示动物头饰,学生抢答:tiger,fish,monkey,bird,frog;将头饰发给5名学生,依次问T:Can you fly, tiger?Tiger:No, I cant.T: Can you fly, bird?Bird:Yes, I can.T: Can you swim,monkey?Monkey:No,I cant。T: Can you swim,fish?Fish:Yes,I can。T: Can you jump,frog?Frog:Yes,I can。引导学生唱自编小诗:Im a tiger. I can run, run, run, run.Im a bird. I can fly, fly, fly, fly.Im a fish. I can swim, swim, swim, swimIm a frog. I can jump, jump, jump, jump.Im a monkey. I can climb, climb, climb, climb.II. Presentation:1 教师做动作,引导学生先后说出:make a cake,play the flute。再由此引出短语wash clothes,draw a dragon板书并教授2 教师询问学生:Can you make a cake/ play the flute/?3 同桌互问4 开展游戏互相帮助就自己不能做事情寻求帮助学生A不会洗衣服,要使用Can you wash clothes?向其他同学提问并寻求帮助,直到找到一名Yes,I can 能够帮助他同学为止。每名同学都要为自己不能做事情寻求其他同学帮助。游戏完毕。可以请局部学生向全班汇报I cant make dumplings, but Lanlan can. She can help me. I can cook vegetables, but Maomao cant. I can help him.5 学习歌曲T:大家想不想做热心孩子 别人遇到困难了,伸出你热情手,说Can I help you ?1. 播放录音,仔细听,感受节奏和旋律。2. 进一步对can用法加深3. 再放录音,学生跟唱,并做出相应动作,教师适当指导。 III. 学习课文1. 翻开课本part1教师向学生讲解Sam Amy Lingling Daming不同头像所代表答复。2. 播放录音,学生听出答案,并在课本上用选出答案所示头像。3. 分别扮演Sam Amy Lingling Daming小组四人以他们口吻进展答复练习Can you make a cake? Yes, I can/ No, I cant.Can you play the flute Yes, I can/ No, I cant.IV. Practice展示图片动作:write a letter, row a boat, take a picture,read a book, do taijiquan, make Chinese food, play chess, make soup1. 四人一组,运用Can you句型调查谁是多面手,能力强。2. 选出两组汇报调查结果V. 小结:本节课我们同学表现非常出色,很好运用了can来了解他人能力,以便对你有所帮助。VI. 作业:1将今天所学歌曲表演给好友或家人。2收集学过动词或动词词组,用I can描述自己能做到,用I cant描述不能做到。Module 6Unit 1 Can I have some sweets一.学习目标:知识目标:1. 听读并理解生词soup,sweets,bread,biscuits,fruit,dark,turn on,light在课文中运用。2. 能够使用Can I have some 这类语句。3. 听懂会读并理解课文。能力目标:能够听、说、认读单词,能够用本课功能用语和他人交流。情感目标:培养学生学习英语兴趣,鼓励学生积极参与活动,积极与他人合作。 学习重难点:掌握语言构造Can I have some .极其答复Yes, you can./Sorry, you cant.能听、说、读单词,并能熟练运用新知识与他人对话。二、预习学案:我会写将以下字母组合成正确单词。wsetse derba ibicuts posu三、导学案:热身复习:1、Greeting2、教师先把全班学生分成两大组,规定答复以下问题对者得贴画,贴画多那个小组获胜。培养竞争意识。教师展示图片,一名同学扮演教师大声问:Can you domorning exercises/swim/jump/run/wash clothes?小组答复:Yes,I can./No, I cant.通过此活动复习Can you 自主学习:1、听录音两遍,边听边圈出生词,并试着读一读。2、播放录音,答复以下问题:Who is on birthdayHow old is Amy?Can Amy have some food at firstCan Amy have some food at last3、找出课文中含有单词can问句,并写下来。合作交流:1、小组内讨论解决自学中遇到问题,互相交流,教师评析。2、播放录音,全班跟读课文,注意语音语调。3、小组内齐读课文,模仿语音语调,适当加上动作。4、分角色朗读课文。5、Chant:Can I have some soup Yes, you can. Yes, you can.Can I have some sweets Yes, you ca
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