冀教版四年级下册英语全册导学案.pdf
Unit lHello Again!Lesson IHow Are You?教 学 内 容Lesson 1 How Are You?教 学 目 标1.能听、说、读、写四会单词:you,teacher,hello,your,hi,name,friend,pupil,his,h e r,并能灵活运用。2.能灵活运用句型:My name is一How are you?一Fine,thanks.And you?一Very well,thank you.Nice to meet you.一Nice to meet you,to.3.能准确、熟练地朗读对话,并能在课堂上进行一对一的练习。4.能用所学词汇和句式进行简单的对话练习。教 学 重 难 点重点能够掌握并运用本课单词及句型。难点根据所学内容,进行对话编排或片段描述。教 学 设 计Step IWarm up/Free talk设计目的:自由对话,激发学生的学习兴趣,使学生很快投入到学习中来。活动方式:先师生示范对话1.T:Hello!S:Hi!2.T:How are you?S:Fine,thanks.And you?T:Fm fine,too.3.T:Whats your name?S:My name is4.T:Nice to meet you.S:Nice to meet you,too.5.T:How are you?S:Im6.T:How many fingers do you have?S:I have ten.7.T:How do you feel?S:I feel happy.然后学生间模仿对话。Step 21ead inSing a song“How are y o u?”设计目的:通过吟唱,既活跃了课堂气氛,同时也为下一步学习句型做准备。活动方式:全班活动。Step 3presentation1.A new semester设计目的:通过教师的生动讲述,自我表演以及师生对话,吸引学生的注意力,激发学生的兴奋状态,加速学生对所学知识的理解与掌握。活动方式:教授单词“fine”,教师把单词写在黑板上,领学生拼读,然后出示单词卡让学生试读,反复带读,并检查学生的发音。教师指着自己对学生说:,Tm fine today”用表情表示自己今天很好,并且把fine一词写在黑板上,向学生用汉语解释fine一词的意思是指身体好。强调书写时注意句首字母要大写,强 调 1am 的缩写形式。教师同一个学生打招呼:Hello,How are you?然后指着黑板上fine一词,启发学生回答:“Fine,thanks.或Im fine,thanks.同时教授Very well.Thank you.的回答方式。教师把“very well.”写在黑板上,解释其意思是“很好”。教师带读“Very well”并检查学生的发音。听对话录音,模仿语音语调。2.A new teacher设计目的:通过自我介绍,向学生传授几个常用的句型,加强学生对本部分单词和句型的理解和运用。活动方式:出示Mr.wood的图片,向学生自我介绍:“Hello!Im your new teacher!Youcan call me Mr.wood.Nice to meet you.”告诉学生向别人介绍自己时也可以说“You can callme”先生用Mr.,女士用Miss或 Ms.,让学生练习用这个句型自我介绍You can call me”。让学生听对话录音两遍,听第二遍时跟读,模仿语音语调。Step 4PracticeGreeting设计目的:通过操练,加强学生对问候语的理解和运用,发挥学生的创造力、想像力和表演才能,更重要的是让学生积极主动地把所学的语言知识灵活运用到真实的语文环境中。活动方式:1.师生之间进行打招呼问候。如:T:Good morning,boys and girls.Ss:Morning,Mr.(Miss)How are you?T:Fine,thanks.And you?Ss:Very well,thank you.T:Are you ready for school?Ss:Yes!同桌两人或前后两人进行模仿,继续对话训练。Step 5Consolidation分角色朗读对话表演设计目的:通过分角色表演,既可以巩固所学句子,又可以增添乐趣,活跃课堂气氛。活动方式:把学生分成三人一组,轮到某个小组表演,该小组的成员立即起立,表演结束后迅速坐好。一轮表演结束后,教师打分,然后小组间交换角色继续表演,最后,全班评出最佳表演小组。Step 6homework用今天学习的句型回家与父母对话。课下以小组为单位编一组对话,用上“How are you?Fine,thanks/Very well.Thank you.Nice to meet you!”板 书 设 计Lesson IHow Are you?fine,friend,pupil*How are you?Fine,thanks.Very well,thank you.【回顾总结】Fm your new teacher!Welcome back to school!My name is Jenny.You can call me Mr.Wood.Nice to meet you.How are you?Fine,thanks.And you?Very well,thank you.This is my friend.Lesson 21s This Your Pencil?教 学 内 容Lesson 21s This Your Pencil?教 学 目 标1.能听、说、读、写四会单词:pencil,pencil box,what,pen,ruler,crayon,whose,并能灵活运用。2.能灵活运用句型:Is this your pencil,Jenny?No,it isnt.Is it Stevens pencil?No.Ifs not his pencil.Whose pencil is this?-It*s Dannys pencil!3.能准确、熟练地朗读对话,并能在课堂上进行一对一的练习。4.能用所学词汇和句式进行简单的对话练习。教 学 重 难 点重占掌握并能够运用本课单词及句型。难点根据所学内容,进行对话编排或片段描述。教 学 设 计Step IWarming up1.练习介绍自己的同学。2.指名参加游戏,在教师的指令下在教室内前进,老师说Stop停时,同学介绍离自己最近的同学。如:This is She is a girl.She is my friend.3.问答练习 Teacher:Whats his/her name?Students:His/Her name is.同学之间互相练习。Step 2New words1.Show and learn our school things.利用幻灯片展示各种学习用具的图片,学习这些用具的英文名称。(Whats this in English?Its a/an)2.朗读P41 中的新单词。(先是全班,然后分小组检查、补漏)。3.老师拿着各种学习用具实物,问学生:a Whats this in English?”The Ss answer“Itsa/an以此来加强学生对生单词的记忆。Step 3Presentation1.利用多媒体给学生展示P41的图片,同时播放录音,让学生熟悉图中的对话。2.引入句型“Isthis?Yes,itis./N o,itisnt”(利用实物引入句型,使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)(Hold the teachers pen.)T:Is this your pen?SI:No,it isnt.Its your pen.T:(Hold the students pen.)Is this your pen?SI:Yes,it is.Its my pen.T:(Hold a girls pen.)Is this your pen?SI:No,it isnt.Its her pen.T:(Hold a boys pen.)Is this your pen?SI:No,it isnt.Its his pen.T:Thank you.3.引入句型“Isthat?Yes,it is./No,it isnt.”(利用教师所站位置的不同来引入指示代词that的用法,并从位置关系上让学生准确理解this,that的区别。)T:Is that my book?(Put the teachers book on the teachers table so that the Ss can see it clearly,and the teacherstands a little far from the table.)S2:Yes,it is.Its your book.T:Is that your book?(Put a boys book on the table and the teacher in the same place.)S2:No,it isnt.Its his book.T:Is that your book?(Put a girls book on the table and the teacher in the same place.)S2:No,it isnt.Its her book.4.分 组进行自由对话练习。随机抽几个小组在全班同学前进行对话表演。Step 4Writing1.看 P 5-3 中的图片并完成练习。T:Now,look and write.2.订正答案。让学生利用3 中的图片进行同桌间的对话。使学生能熟练使用“Whafs this/that?I六a/an 和 Is that/this”句型。Step 5Games规则:将学生的一些物品收集上来,放在一个箱子里,请一个学生上前来,蒙上眼睛,从箱子里取出一样物品,全班学生一同发问,“Whafs this in English?”这名学生猜,使用句型“Isthisa/an?”。猜到之后,全班同学问“How do you spell i t?”这名同学回答,然后回座位。每位学生有两次机会猜,猜中则视为成功。Step 6PracticeExcuse me,is this your dictionary?Yes,.Is that your book?No,.It*s(他的)book.And that is(她的)eraser.Step 7slimmary(编一个Chant,便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的语调。)Chant:T:In this class,we have learned the names of some common personal possessions and how toidentify ownership.Lets learn to say this chant.(这节课我们学习了一些日常用具的名称,并学习了怎样去确认物主关系。现在我们一起来学习下面这首歌。)Is this my book?Yes,it is.Is that your ruler?No,it isnt.Is this her pencil?Yes,it is.Is that his eraser?No,it isnt.Step 8Consolidation and extension1.和小伙伴用所学的单词和句型编写一组小对话。2.做同步练习。设计意图:编对话的内容可根据完成习题的内容进行,并利用实物表演出来,运用于实际生活中。板 书 设 计Lesson 21s This Your Pencil?Is this your pencil?No,it isnt.Its his pencil./Yes,it is.Is that your ruler?Yes,it is./No,it isn*t.Whose pencil is this?Its Dannys pencil.【回顾总结】This is my new pencil box.Is this your pencil,Jenny?一No,it isnt.Is it Stevens pencil?一No.Ifs not his pencil.Is it Kims pencil?一No.Ifs not her pencil.Whose pencil is this?-It*s Dannys pencil.Is this his pencil?Is this her crayon?Is this his ruler?Lesson 3Where Are They?教 学 内 容Lesson 3Where Are They?教 学 目 标1.能听、说、读、写四会单词:blackboard,desk,chair,schoolbag,between,beside,并能灵活运用。2.能灵活运用句型:This is my classroom.What can you see?Where are they?Danny is between the desk and the chair.Jenny is beside Kim.Kim is beside Jenny.The schoolbag is on the desk.The book is in the schoolbag.The crayons are under the desk.3.能准确、熟练地朗读对话,并能在课堂上进行一对一的练习。4.能用所学词汇和句式进行简单的对话练习。教 学 重 难 点重占能够掌握并运用本课单词及句型。难 点根据所学内容,进行对话编排或片段描述。教 学 设 计Step IWarming up1.Greeting the students.T:Hello,boys and girls.S:Hello,Miss Cai.T:How are you?S:Im fine.Thank you.T:You are welcome.T:Whats your name?Si:My name isT:How old are you?S2:Pm设计意图:适当的问候语,及时巩固了所学的知识,提高了语言的使用率,并创设了融洽的氛围。2.Chant Pen and Pencil设计意图:唱歌能使学生感到轻松、愉快、满足,产生兴奋情绪,既活跃课堂气氛,调动学生情绪,又激发学生的学习兴趣,创造学习英语的轻松环境。Step 2RevisionT:(出示一个书包)Whats this?S:Its a schoolbag.T:What is in it?S:A pencil box is in it.T:今天老师给大家带来了 present,你们知道是什么吗?S:I dont know.T:你们可以猜一猜。现在我们就来猜一猜,比一比,看谁的运气最好,猜得最准。不过在猜的时候我们可要用上这个句子来表示自己的猜测和疑问。(板书:Is ita?)S:Is it a pen?/Is it a pencil?T:No,it isnt./Yes,it is.设计意图:结合实物复习上节课的Is it a pen?Yes,itis./No,itisn,tZ,句型,让学生在轻松愉快的氛围中复习了大量的词汇,有利于学生掌握本课内容,为下一步学习做好铺垫。Step 3Presentation1.Teach the new word:”schoolbag”(书包).T:(出示一个实物 schoolbag)Whats this?S:Its a schoolbag.朗读 schoolbag,schoolbag 书包。(板书 schoolbag)2.Teach the new word:”irT.T:(出示一个实物 schoolbag)Whats this?Ss:Schoolbag.T:Whats in the schoolbag?(板书:in)你们知道in是什么意思吗?Ss:I dont know.朗读in,in在里面(配上节奏和动作)。朗读 in the schoolbag,in the schoolbag 在书包里。T:Whats in the green bag?Please guess!S:Is it a cat?/Is it a dog?T:No,it isnt./Yes,it is.教师用同样的方式教新单词between,besideo设计意图:用学生喜闻乐见的猜词游戏引出新单词“in”,让学生在真实的情境中理解新单词的意思,并理解它的用法。3.Teach the new word:ttwhere and the sentence:u Where is the p en?T:Now I have two schoolbags in different colours and a pen.Close your eyes.(Put the pen in the green schoolbag.)T:Look,the pen is missing.Wheres the pen?你们知道“where”是什么意思吗?S:I dont know.朗读where,where在哪里(边读边配上相应的动作)。Wheres the pen?又是什么意思呢?(板书:笔在哪里?)学生齐读:Wheres the pen?T:Wheres the pen?S:Its in the green schoolbag.设计意图:结合实物和具体的情境进行新单词和新句型的呈现,可以让学生更好地记忆和运用句型。4.Play a guessing game.T:Whats this?S:Its a dog.T:Please close your eyes.(教师把cat的卡片放在一个黄袋子里。)Whocan ask?S1 :Wheres the cat?T:Who can answer?S2:Its in the yellow schoolbag.教师用同样的方式教学词汇blackboard,desk和 chair。设计意图:让学生利用实物进行真实的语言交际活动,从而进一步巩固新学的句型。Step 4Practice1.Do pair work.请同学利用手中的pen,pencil,book和 schoolbag,用黑板上的句型同桌两个进行对话练习,并在练习中运用beside,in,on,under等方位介词。请同学到前面来表演。2.听录音,读课文。设计意图:引导学生边听音边读,模仿录音中的语音语调。培养学生的朗读能力。Step 5Consolidation and extension1.和小伙伴用所学的单词和句型编写一组小对话。2.做同步练习。设计意图:编对话的内容可根据完成习题的内容进行,并利用实物表演出来,运用于实际生活中。板 书 设 计Lesson 3Where Are They?Where are they?Danny is between the desk and the chair.Kim is beside Jenny.The schoolbag is on the desk.The book is in the schoolbag.The crayons are under the desk.【回顾总结】This is my classroom.What can you see?Where are they?Danny is between the desk and the chair.Jenny is beside Kim.Kim is beside Jenny.The schoolbag is on the desk.The book is in the schoolbag.The crayons are under the desk.Lesson 4How Many Books Are There?教 学 内 容Lesson 4How Many Books Are There?教 学 目 标1.能听、说、读、写四会单词:forty,fifty,sixty,seventy,eighty,ninety,并能灵活运用。2.能灵活运用句型:-How many books are there on my desk,Jenny?One,two,three,four,five,six,seven,eight.There are eight books.3.能准确、熟练地朗读对话,并能在课堂上进行一对一的练习。4.能用所学词汇和句式进行简单的对话练习。教 学 重 难 点重占能够掌握并运用本课单词及句型。难点根据所学内容,进行对话编排或片段描述。教 学 设 计Step IWarming upOne,two,three,four,Five,six,seven,Eight,nine,ten.Step 2Revision利用教室里的实物复习句型:Whats?,There is a,/There are some*,Where is it?/Where are they?,如:T:Whats in the picture?S:There is/are-T:Where is it?/Where are they?S:Its/They areStep 3Presentation1.Teach the new words:forty,fifty,sixty,seventy,eighty,ninety.(1)教师用图片复习数字130.教师举起六个手指说:six,six。学生举起他们的手指,并跟读。接着教师拿起含有six的卡片和含有sixty的卡片让学生仔细观察,然后教师领读、讲解。教师用同样的方法教学forty,fifty,sixty,seventy,eighty,ninety。(2)玩游戏:Lucky number教师将数字。neninety写在黑板上,学生读一读,请一位学生上台把他的幸运数字告诉教师,请其他同学猜。(3)说说生活中的数字教师把房间号、电话号码、车牌号等图片粘在黑板上,给学生三分钟的准备时间,让他们试读这些数字,然后进行分组抢答比赛。(4)让学生听录音,跟读数字,并要求学生用手指表示相应的数字,力求做到“眼到、手到、口到、心到”。2.教 学 How manyare there?”教师指着一个男孩提问:T:Whos he?S:Hes a boy.再指多个男孩提问:T:Who are they?S:They are some boys.Show some pictures to the students,including a boy,some boys,a girl,some girls.T:What is in this picture?S:There is a boy/girl.T:What is in that picture?S:There are some boys/girls.Show the pictures again.T:How many girls are there?Ss:There are forty girls.T:How many boys are there?Ss:There are fifty boys.教师手里拿着10支钢笔,问:T:How many pens are there in my hand?S1 :There are ten pens.教师手里拿着20支铅笔,问:T:How many pencils are there in my hand?S1 :There are twenty pencils.Let the students ask and answer similar questions in pairs.Step 4Practice1.趣味操练数字。(1)教师用拍手表示数字,拍一下手,说:o n e,让学生跟读。(2)让学生练习从1数到5,再从5 数 到 1。(3)自制扑克牌教师将写有19 0 的扑克牌举起,让学生读上面的数字,然后扑克牌面朝下放在讲台上,请学生上讲台,任意抽出一张扑克牌,并说出数字是什么,说对的同学可为本组赢得一分。2.绘画表演两个学生一组,一个学生用句型there be描述,如:There are three boys on the hill.另一个学生用粉笔在黑板上就第一个学生描述的内容(三个男孩,一座小山),进行现场绘画。之后,其他学生对所画内容进行there be,how many句型的提问。如:Are there any boys on thehill?Yes,there are./How many boys are there on the hill?There are three boys.这种提问可以在教师与学生之间、学生与学生之间、小组与小组之间、男生与女生之间进行。设计意图:通过自由创编对话,提高学生的口语表达能力,综合运用语言的能力和创新能力。Step 5Consolidation and extension1.和小伙伴用所学的单词和句型编写一组小对话。2.做同步练习。设计意图:编对话的内容可根据完成习题的内容进行,并利用实物表演出来,运用于实际生活中。板 书 设 计Lesson 4How Many Books Are There?How many books are there on my desk,Jenny?One,two,three,four,five,six,seven,eight.forty,fifty,sixty,seventy,eighty,ninety.【回顾总结】How many books are there on my desk,Jenny?One,two,three,four,five,six,seven,eight.There are eight books.Lets put eight books on the eight books.How many books are there on my desk now?Sixteen.Lets put twenty-nine books on the sixteen books.How many books are there?Can you say the numbers from thirty to forty?Yes!Thirty,thirty-one,thirty-two*Lesson 5Where Is Danny?教 学 内 容Lesson 5Where Is Danny?数 学 目 标1.能听、说、读、写四会单词和词组:behind,he,she,in front o f,并能灵活运用。2.能灵活运用句型:Where is Danny?He,s in the classroom.Hes in front of Steven.Hes reading a book.Shes on the playground.Shes behind Danny.Theyre playing a game.3.能准确、熟练地朗读对话,并能在课堂上进行一对一的练习。4.能用所学词汇和句式进行简单的对话练习。教 学 重 难 点重 占掌握并能够运用本课单词及句型。难 点根据所学内容,进行对话编排或片段描述。教 学 设 计Step IWarming upT:Good morning,class.Ss:Good morning,teacher.T:What day is it today?Ss:Its Monday.Step 2Presentation1.介词和介词短语教师出示课文挂图1,让学生们仔细观察,并通过问问题来引导学生学习介词。T:Where is Li Ming?Ss:Li Ming is in front of the tree.教师讲解:in front o f是方位介词,表 示“在的前面”。教师出示课文挂图2,让学生们仔细观察,并进行师生问答。T:Where is Li Ming?Ss:Li Ming is behind the tree.教师出示单词卡片behind,表示某物在另一物体的后面,与学生互问互答。T:Where is the girl?Ss:She is behind the door.教师在黑板上画出简笔画:桌子上有一个足球。教师引导学生说出句子:The football ison the table.教师讲解:on是方位介词,表示某物在另一物体之上,但是“on”是指在平面的垂直方向上。学生互问互答。S :Where is the football?S2:It is on the table*,教师用同样的方法讲解in 在里 面 ,under”在下面”。如:The ball is in the box.They are playing under the tree.2.教学人称代词he,she。教师走到一个男生面前指着他说:“Heisaboy.”教师走到另一个男生面前指着他说:“Heis a boy,too.”。教师走到一个女生面前指着她说:“She is a girl.”教师走到另一个女生面前指着她说:“She is a girl,too.”。he,she是人称代词的主格,表示第三人称单数,作主语。3.学习句型:Where is/are?They are/He(She)is*,当我们想要询问某人或某物的位置时,一般都要用到句型:Where is/are-7,Theyare/He(She)is-o当主语是单数时,后面的谓语动词要用“is”;当主语是复数时,谓语动词则要用“are”。4.Practice in pairs.教师出示本课第三部分挂图让学生观察。教师可以询问:What can you see in the picture?Where is Danny?学生看图,并根据图片内容进行回答。T:What can you see in the picture?Si:I can see*T:Where is Danny?S2:He is in/on/under/beside/behind,Step 3Summary当我们想要询问某物或某人的位置时,一般要用“where”来询问,用介词“on,in,under,behind”来回答。教师还可以补充next to,in front of,on the left of,on the right of”等介词短语。Step 4Practice1.教师将全班学生分成人数相同的两组,每组学生都只有一分钟时间,每组选出一个代表利用教室里的物品做各种动作。其他同学根据动作来说句子。哪一组在规定时间内说的句子多,哪一组就是获胜者。Si:puts the ball on the deskS2:The ball is on the desk.Si:puts the pencil on the bookS3:The pencil is on the book.Si:puts the ruler in the pencil boxS4:The ruler is in the pencil box.Si:puts the pencil box under the chairS5:The pencil box is under the chair.2.教师播放课文录音,学生听并且跟读。Step 5Consolidation and extension1.和小伙伴用所学的单词和句型编写一组小对话。2.做同步练习。设计意图:编对话的内容可根据完成习题的内容进行,并利用实物表演出来,运用于实际生活中。板 书 设 计Lesson 5Where Is Danny?Li Ming is in front of the tree.Li Ming is behind the tree.Where is Danny?Hes in the classroom.Hes in front of Steven.Hes reading a book.【回顾总结】Li Ming is in front of the tree.Li Ming is behind the tree.Where is Danny?Hes in the classroom.Hes in front of Steven.Hes reading a book.Shes on the playground.Shes behind Danny.Theyre playing a game.He is beside the box.Lesson 6Little Zeke教 学 目 标知识目标1.学生能在图片和老师的帮助下听槿故事。2.学生能正确朗读故事。能力目标通过学习故事、阅读故事、表演故事等方式,来培养学生的自主学习能力和会话交际能力。情感目标让学生养成帮助他人的好习惯。教 学 重 难 点重 占,八、词汇:little,hide,feel,write,find,happyo句 型:Emma has many friends.Sometimes,he put an apple on the teachefs desk.Whats your name?A new girl,Tess,comes to Emmas class.She feels sad and afraid.She hides behind her books.Little Zeke wants to help Tess.He wants her to feel happy.He writes to her.难点复述故事。教 学 准 备录音带或教学光盘教 学 设 计Step 1 Warming upGreet the students with what they have learnt.询问学生是不是有朋友,想不想结交新的朋友。设计意图:帮助学生自然融入学习中。Step 2Reading1.速读(第一遍),回答下列问题。Who is Little Zeke?What does Little Zeke do?设计意图:帮助学生初步了解故事的内容。2.精读(第二遍),回答下列问题。(l)Is Little Zeke a boy or a girl?(2)Who is Emma?(3)How many friends does Emma have?(4)Does Little Zeke have friends?(5)Where is Little Zeke?(6)What does Little Zeke do?(7)Who comes to Emmas class?(8)Does Little Zeke help Tess?设计意图:让学生通过仔细阅读回答以上问题,进一步掌握故事内容。Step 3Reread the story师生再次阅读故事,学习故事中的新单词。设计意图:让学生理解单词在句子中的含义。Step 4Listen to the tape播放录音,学生跟读。设计意图:为学生复述故事做铺垫。Step 5Retell the story问学生本文讲了一个什么样的故事,通过学习本故事他们学到了什么,让学生用自己的话讲出来。学生看书,大声朗读故事,思考并复述课文。设计意图:培养学生的口语表达能力。Step 6Consolidation and extension1.给你的小伙伴讲讲这个故事。2.做同步练习。设计意图:培养学生的自主学习能力和讲故事的能力。板 书 设 计Lesson 6Little ZekeEmma has many friends.Sometimes,he puts an apple on the teachers desk.Whats your name?She fee