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BatchDoc Word文档批量处理工具西大屯小学四年级英语教案主备人：张琳授课内容：Lesson 1. How are you?教学目标：知识目标：1、培养学生乐观、积极向上的情操。2、加深学生问候语的理解.能力目标：引导学生通过活动，丰富相关方面的词汇量，激发学生学习英语的兴趣和爱好。情感目标：1、培养学生乐观、积极向上的情操。2、加深学生对问候语的应用。教学重、难点：记住A new semester这部分内容.能根据内容进行相应的对话表演。教具学具：相关的教学挂图或多媒体课件。录音机及相关磁带。教学过程：Step1:Organization.师生互相问候。Step 2：Revisions：T: How are you?S: Fine, thanks.How are you ?T: Fine! Are you ready for?S: .Step 3：新授1、 利用教学挂图或多媒体课件，引导学生用自己的语言，描述图面内容。2、 组织学生听录音。3、 让学生根据录音选择相应挂图。4、 根据挂图学习相关内容。Step 4： prac tise (练习)1、 听录音，引导学生根据内容进行相关的表演。2、 小组轮流进行表演。3、 教师出示相关的挂图，引导学生进行表演。Step 5：Step 4；sum up 让学生自己尝试总结本课内容 Step6：课堂评价（Assessment）教师指导学生完成活动手册本节课内容 Step6；Home work在课外熟读这部分内容。板书设计：Lesson 1: How are you?nine fineHow are you?Im fine, thanks.教学反思：授课内容：Lesson2 Is This your penci教学目标：知识目标：1.学生能听懂、会说、认读并书写词汇：pen, pencil, pencil box, ruler, crayon, what, whose2.学生能认读、理解并运用句型结构：Whose is this？ Its my/his/her .能力目标：在日常情境中注意观察，并用简单的英语对话情感目标：1.培养对英语的兴趣和学习英语的好奇心。2.找机会练习学生的听力技巧。3.在每天的生活中试着模仿和运用英语。教学重、难点：重点：1.学生能听懂、会说、认读并书写词汇：pen, pencil, pencil box, ruler, crayon, what, whose2.学生能认读、理解并运用句型结构：Whose is this？ Its my/his/her .难点：“Whose名词”句型的理解与运用教具学具：教学光盘、单词卡、学习用具的图片及实物，本课课件在教室里挂一些本单元要学的教室内学习用具图片，以便有真实的例子供学生练习。教学过程：开始上课和复习Class opening and review问候Greeting 并复习上节课学过的单词you, your, teacher, hello, hi, name, friend, pupil, his, her课文导入Lesson hook：这节课，我们将要学习有关 “谁的物品”怎样问答。新概念New concepts：1. My pencil box.(单词pen, pencil, pencil box, ruler, crayon, what, whose)课件出示图片pencil box，利用句型This is my new pencil box. Whats in it ?学习新词pen, pencil, pencil box, ruler, crayon板书单词 让学生练习:Whats in your pencil box?拓展：What else is in the pencil box? (eraser, scissors, ballpoint )2. Whose pencil is this?梯度教学：（1）Is this your/somebodys? Yes, it is./ No, it isnt.教师拿某一学生的铅笔，问她/他：Is this your/somebodys pencil? 引导学生作具体回答：Yes, it is my pencil./ No, it isnt his/her pencil.板书句型，2人小组对话练习。板书：Is this your_(pen, pencil, pencil box, ruler, crayon)? Yes, it is my(pen, pencil, pencil box, ruler, crayon). Is it _s _(pen, pencil, pencil box, ruler, crayon)? No, it isnt his/her_(pen, pencil, ruler, crayon). (2)Whose _ is this? Its somebodys _. 教师拿某一学生的铅笔，问其他学生：Whose pencil is this? 引导学生作具体回答：Its Wang Lixias pencil.板书句型，2人小组对话练习:Whose _ is this? Its somebodys _.(3)播放光盘第二部分，学生跟读，分角色朗读，再表演课文。3.Lets do it!实物投影：Look and write.让学生根据表格中的信息，完成填空。集体订正，并读一读。4.Lets play! Please guess whose eyes/air are big/long?和学生一起做游戏。猜猜是谁？5.活动手册结束课堂教学Class closing：用汉语问这节课学了什么，并复习所学内容。Good-bye, class!板书设计：Lesson2 Is this your pencil?Is this your_? Yes, it is my_.Is it _s _? No, it isnt his/her_Whose _ is this? Its somebodys _.教学反思：授课内容：Lesson3 WhereAreThey?教学目标：知识目标： 1复习Whereis?句型。方位词和人称、物主代词。2学习重点单词classroom,gym,library。能力目标：在具体的语境中，理解动词-ing形式的意思。情感目标：会使用Whereis?进行相互交流。教学重、难点：1教学重点：词汇classroom,library,gym以及方位词。2教学难点：代词和物主代词的使用教具学具：1实物：钢笔、铅笔、书、纸2卡片：classroom,gym,library，Jenny,Danny,Steven.教学过程：（一）问候（二）复习并引入新课1用歌曲复习Where is ?句型以及方位词。T:(用两只老虎的调唱)This is a pencil,2 Where is it?2(边唱边把铅笔放在桌子上)S:Its on the desk.T:( 把钢笔放在书下面，接着唱) This is a pen.2 Where is it? 2S:Under the book.然后用橡皮、铅笔盒练习in the pencil case用纸和黑板练习 on the blackboard 后边两组练习全班一起唱边问，找个学生回答。（三）教授新概念classroom,gym,library1T：（叫一名同学起立，继续唱问全班）He is .2Where is he? 2全班：在教师里T:Yes,(唱)，He is in the classroom(边说边把教师的卡片贴到黑板上)Say it ,please.3.T:Where is Steven? Do you know?(出示体育馆的图片)T:yes,he is in the gym.Say it ,please. Gym(贴卡片)T:The boys ask,and the girls answer.(指着图)B:Where is steven?G:He is in the gym.(变换卡片上的人物来练习)4搭配练习在黑板上贴出卡片 book,blackboard,ball用Where is it 的句型让学生连线理解动词+ing的句子T:指着book卡片说，Lets go to the全班：libraryT:Yes,very good.指着 ball,Lets go to the全班：gym.T：(指着blackboard) I want to write on the blackboard.全班：Lets go to the classroom.T：（拿出伍德老师的卡片）Look!Mr Wood is in the classroomHe is writing on the blackboard.(板书 writing)利用卡片和动作展示动词drawing,reading,playing putting并板书。练习：1.听录音（第五课第一部分）连线classroom Jenny drawing Danny readinggym kim playing steven puttinglibrary Mr.wood writing2.拓展练习：（准备一张张贴画）谈论这幅图画，可以用上的下句型和词汇。where is ?He/she/it is ingfly,jump,swim,run,draw,write结束课堂教学：听录音，唱歌曲（第5课第2部分）家庭作业：活动手册第1题，第3题板书设计：Lesson 3: Where Are They?classroomlibrarygymbookblackboardballwritingreadingplaying教学反思：授课内容：Lesson4 How Many books are there ？教学目标：知识目标：1复习1-100的数字。2掌握标准用语How many ? .3.能在生活和学习中积极使用How many ? .能力目标：标准用语How many ? .情感目标：学会用how many 交流教学重、难点：教学难点：How many ? .句型和准确读写100以内的数词。重点：1.学生能听懂、会说、认读并书写词汇：forty, fifty, sixty, seventy, eighty, ninety2.学生能听懂、会说下列句子结构: How many are there? There are 教具学具：1实物：铅笔盒、铅笔、彩笔、书、橡皮等。2每个学生椅子下放一张实物图片，后面写有数字。教学过程：（一）开始上课和复习：1问候：T：Hello! Boys and girls!(注意使用复数名词).2复习复数名词和数字。（结合第4课学过的方位词和Where is ?的句型）桌子上放着一个铅笔盒，里面有一支铅笔。T:I cant find my pencil-case. Where is it?全班：On the desk.T: Thank you .Where is my pencil?全班：Its in the pencil-case.T: Oh, I have one pencil.(板书)（找一名学生）Where is your pencil?:On the desk.T: Give me, please. Now I have two pencils(板书)You say it, please.下面依次用其他学生的其它用品进行练习并板书 books, erasers, markers 在练习过程中，设一些小圈套，把数字和复数名词错误的进行组合，如one markers,there book等等，学生们要通过重复正确答案表示同意或纠正错误。（这样既可以集中学生的注意力，又可以练习听力，还有利于及时纠正学生错误）练习之后，教师说：I want more and more markers, do you want to count with me ?做游戏Clap 注意学生的发音，尤其是十几和几十的读法。（在1-20的时候，用1-to-1,1-to-2的节奏，20-29用twen ty -one的节奏，然后数整十到一百，用one-to-twenty 的节奏。根据学生人数调整所数的数字，争取让每个学生都数到，可以在数到个别数字时做出不同的变化。）T:What else do you have? Please find out the cards under your chairs.教师出示数字卡片，拿着相同数字卡片的学生读出数字再加上后面的图案读出来。如教师出示fifty-four时，拿者54卡片的学生站起来，读fifty-four cats.(二)教授重要概念How many ? .1引入句型How many ? .练习几组之后，问一个学生：What do you have?S:I have 19 monkeys.T: Can you say it, again?(尽量用表情和体态来表现)How many monkeys?(用手指着19)S:19 monkeys.T:(举起三块橡皮)Look! How many erasers do I have? How many? (开始数) One, two, there. How many eraser? There erasers(板书划线部分)（举起两本书）How many books do I have?全班：Two books.2练习句型How many ,总结句型特点。T：（找一名刚才在游戏中没有被提问过的学生，拿起他的卡片）Whats this?全班：A chair.T:(翻过来，看elephants数字) How many elephants?:Twenty elephants.T:(问全班) Can you ask?(换另一个同学的卡片)全班：Whats this?:A boy.全班:How many boys?:Sixty boys.T:Ask and answer in your group.在小组内练习，可以用卡片，也可以用实物。小组练习以后，有些学生可能出现将不可数名词放在How many 之后的现象，要给予提示，请学生总结：How many 句型用来提问数量，How many后面的名词要加s(也就是用复数名词)。3巩固1T:How many books does Danny have:Read the book by yourself.学生自读课文第一部分，然后男女分角色亮度第一、二幅画。T:First,How many books does Danny have?S;Eight books.教师和学生分角色朗读第三、四幅图（提示学生are,there也表示“有”）T:How many books are there on the desk?S:sixteen books.齐读最后一部分：T:What happened?S:Danny falls down.2.活动手册第二题。师：现在让我们来做一个小测验吧！（三）家庭作业：活动手册第五课 1，3题。板书设计：Lesson 4: How many books are there?1 pencil-2 pencils1 book -5 books1 marker-12 markers1 eraser-4 erasersHow many ereasers?-ereasers.教学反思：授课内容：Lesson5.Where is Danny？教学目标：知识目标：1.学生能听懂、会说、认读并书写词汇：he, she，behind2.学生能认读、理解并运用句型结构:Where is he/ she? He/ She is3.学生能了解字母组合ea和oo在单词中的发音及规律。能力目标：在日常情境中注意观察，并用简单的英语对话情感目标：1.培养对英语的兴趣和学习英语的好奇心。2.找机会练习学生的听力技巧。3.在每天的生活中试着模仿和运用英语。教学重、难点：重点：1.学生能听懂、会说、认读并书写词汇：he, she，behind2.学生能认读、理解并运用句型结构:Where is he/ she? He/ She is难点：学生能认读、理解并运用句型结构:Where is he/ she? He/ She is教具学具：教学光盘、数词卡片（thirtyone hundred）、本课课件、教学过程：开始上课和复习Class opening and review问候Greeting 利用卡片复习数字1-100课文导入Lesson hook：今天，我们将要进一步学习描述某物在哪的更多的表达法。新概念New concepts：1.In front of, behind利用摆放的学习用具复习方位词：Where is _? Its_(on, in, under, between, beside)_.看书讨论第一部分图片，每幅图要问：Where is Li Ming/ he? 告诉学生“在前面”是：in front of ; “在后面”是：behind 。学生能够回答：Li Ming is in front of the tree. Li Ming is behind the tree.播放录音两遍，学生看书跟读。Practice练习：小组练习：Where is he/ she? He/She is in front of/ behind the_. 2. Where is Danny?课件出示两幅图，讨论：1. Where is Danny? Where is Steven? (Danny is in front of Steven. Steven is behind Danny. ) 如果学生答不上来，出示右边的文字，大声读一读。2. Where is Jenny? What are they doing? 生答：Jenny is behind Danny. They are playing a game. 播放第二部分两遍，看书跟读。同伴练习：3人一组前后站成一队，说：第一个人 ：I am in front of _. 第二个人：I am between _ and _.第三个人: I am behind _. 3. Lets do it! 出示课件图片 Pair work . Look and say. Where is Danny? He is_.4. Letters and sounds 板书字母组合ea和oo, 写出对应的单词，让学生试读单词及字母组合发音，找出读音规律，再给出sea, thread, moon, wood练习读。活动手册结束课堂教学Class closing： Great work, class! I want the boys follow behind the girls. See you next time!板书设计：Lesson5 Where is Danny?Where is he/ she?He/ She is in front of He/ She is behind 教学反思：授课内容：Lesson6 Little Zeke教学目标：知识目标： 1.学生能听懂和理解这一简单的故事。2.学生能就故事进行提问和回答。3.学生能用自己的语言分角色表演故事。能力目标：在日常情境中注意观察，并用简单的英语对话情感目标：1.培养对英语的兴趣和学习英语的好奇心。2.找机会练习学生的听力技巧。3.在每天的生活中试着模仿和运用英语。教学重、难点：重点：1.学生能听懂和理解这一简单的故事。2.学生能就故事进行提问和回答。难点：1.学生能用自己的语言分角色表演故事。教具学具：教学光盘、本课课件教学过程：开始上课和复习Class opening and review问候Greeting 课文导入Lesson hook：今天，我们将要认识一位新朋友Little Zeke小齐克,他有许多本事，你一定会喜欢他的。新概念New concepts：Story time : Little Zeke一、读前活动：给学生几分钟时间看图片，猜测每幅图发生了什么。（这部分可以用汉语教授）二、阅读活动：1.讨论图片：每幅图给出问题，讨论回答。Panel 1: What can you see? Who is standing on Emmas hand?Panel 2: Can you see Emma? Whats the boys name? Where is Emma?Panel 3: Where is Zeke? Panel 4: Whats Emma looking for? Who helps her find the pencil?Panel 5: Whats the teacher holding? Do you know who gives the teacher apple?Panel 6: Whats the new girl doing? Why do you think she is hiding? Panel 7: Whats Zeke doing?Panel8: Where is Zeke?Panel 9: Who is in the picture? Where is Zeke standing?2.大声朗读： 第一遍老师慢慢领读，加手势激趣。再读，注意语音语调。3.听录音跟读：先听一遍，再跟读。4.小组阅读：尽量给阅读能力较差的同学多的机会读，注意指导。三、读后活动1. 角色扮演: 4人小组活动，1人旁白，其余扮演Zeke, Emma, Tess.活动手册结束课堂教学Class closing： Great work, class! See you next time!板书设计：Lesson6 Little ZekeZeke-Emmas friend helps Emma find the pencil writes to Tess教学反思：授课内容：Lesson 7 MonthsoftheYear教学目标：知识目标：学会说一到十二月能力目标：能够听、说、读、写表示十二个月份的词，并能够运用Whatsthedate?（今天几号？）Its_.（今天是_.）进行对话练习情感目标：根据小学生的特点，引导他们在宽松和谐的气氛中学习英语，调动他们学习的积极性、主动性，发挥创造性。教学重、难点：难点：1、单词：January一月February二月March三月April四月May五月June六月July七月August八月September九月October十月November十一月December十二月重点句型：Whatsthedate?教具学具：112月份的单词卡片，一个英文日历，录音机教学过程：.Greeting: Free talk.A: Hello! My name is _. Whats your name?B: My name is _. How are you?A: Fine, thanks. How are you?B: Fine,too.A: Nice to meet you!B: Nice to meet you, too.A: How do you feel?B: I feel _.A: Can you sing a song?B: Yes, I can.A: Can you say twelve months?B: OK!.New concepts1. Learning:The teacher take out word cards show them to class.Ask one student to choose one card. Then tell others this month how to say. Lead all students to read.2. Observe the teacher post these cards on the blackboard. Ask students observe these words. Talk about “whats” feature . Its big letter of begin.January looks like February.3. Hows the weather in different seasons.Its cold and snowy in _, _, _.4. Play a game.One class take a season card. The other class guess which month it is.5. Part two:Teacher asks : Which month is it now?Student answers: Feburary.T: Do you know whats the date? (as ask as take out a cacendar)Point to date of today.Lets student have a try to day. Then write: Its Feburary 22 on the blackboard. Lead the class read this sentence. Practice.Use your English calendar to practice how to say dates.Homework.板书设计：Lesson 9 Months of the YearsJanuary February March April. Whats the date? Its _ _.教学反思：授课内容：Lesson8 First,Second,Third教学目标：知识目标：学生能听、说、读、写序数词，及标准用语：What day is it? Its _.能力目标：使学生掌握本课所学序数词，并能用序数词进行实际运用。情感目标：关注学生的喜好、需求，营造宽松、民主、和谐的课堂氛围。通过多样性的活动，激发学生学习英语的兴趣，调动积极性，使学生在英语课堂中不断体验成功，感受乐趣，树立自信心，促进学生综合语言运用能力的发展。教学重、难点：单词的读音及序数词的实际运用。教具学具：十二生肖的动物图片教学过程：（一）Class Opening and Review: 1Greeting： T：Hello，everyone. How are you? Ss: Fine, thank you.How are you? T: Im fine ，thanks. Nice to see you again. Ss: Glad to see you again. 2. Review: Lets count from one to one hundred . (让学生以报数的形式说基数词) Ss: one ,two,three,four,fiveone hundred. Lets chant: Monday Monday 星期一，猴子花钱做飞机，Tuesday Tuesday 星期二，猴子的屁股摔两瓣。Wednesday Wednesday 星期三，猴子爬上花果山。Thursday Thursday 星期四，猴子猴子去考试。Friday Friday 星期五，猴子遇到大老虎。Saturday Saturday 星期六，猴子上树摘石榴。Sunday Sunday 星期天，猴子休息上公园。 （二）New Concepts： 1教师准备十二生肖的动物图片，讲十二生肖动物开运动会的故事，讲完后让学生戴上头饰按故事中动物的出场顺序排好队，教师指着他们分别说Mouse is the first. Cow is the second. Tiger is the third. Rabbit is the fourth. Dragon is the fifth. Snake is the sixth. Horse is the seventh. Sheep is the eighth. Monkey is the ninth. Cock is the tenth. Dog is the eleventh. Pig is the twelfth. 教师边说边板书十二个序数词，讲解读音后领读。 2让学生听录音练说序数词。 3教师说：Sunday is the first day of the week。 （让学生模仿此句说Monday，Tuesday，Wednesday, Thursday,Firday, Saturday, Sunday） 4让学生看序数词并总结：（先让学生说，然后教师小结） （1,2,3 变体，th从4起。8加h，9去e。拿来f代ve，ty变成tie。） 5教师问一学生：T：What day is it ? Ss: Its Friday.教师接着补说March , twelfth .教师边说边板书问句及答语，让学生观察答语，并找出答语的顺序（先说星期 月份 几号）教师说几个日期，让学生用英语说（五月1号星期二，十月3号星期四） 6放录音，学生看书跟读： 7让学生练习读This is a race.Li Ming is the first.The girl is the second 8.放录音，学生休息并唱歌曲：（Old MacDonald had a farm.板书设计：Lesson 10 :First,Second,ThirdFirst second third fourth fifth sixthseventh eighth ninth tenth eleventh twelfthWhat day is it?Its _.教学反思：BatchDoc Word文档批量处理工具
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