四年级上册《Sound time, Song time, Checkout time & Ticking time》优秀教案译林版三年级起点小学英语-四年级英语教案.docx
Unit 4 I can play basketballSound time & Checkout time & Ticking time教学目标：1 .学生能灵活运用本单元的单词和句型进行交流；2 .能发现字母f在单词中的读音，并能尝试拼读更多含f的单词；3 .能正确诵读sound time中的chant歌谣；4 .会唱歌曲 I can skate and I can jump；5 .通过绘本故事的欣赏，能体会不要自满，不要自弃，每一个人都有 天赋的道理。教学重难点：1 .学生能发现字母f在单词中的读音,并能尝试拼读更多含f的单词;2 .能用can和can't来介绍自己及他人会做和不会做的事；3 .会唱歌曲 I can skate and I can jumpo教学步骤：Step 1: Warming-up & Revision1. Greetings；并介绍加分机制（设计意图：活跃课堂氛围，激发学生学习兴趣，并通过在交流中复 习了 afternoon与funny的发音，为之后的sound time做下铺垫）2. Enjoy a videoQ: Which sports do you see?Ss: swim, run jump, skate, play football, play basketball, play table tennis.（设计意图：通过让学生观看奥运健儿的视频，让学生说出相对应的 体育活动，复习了之前的单词，也增强了学生的民族自豪感）3. Group-work小组内部用lean来描述自己会做的事，并加上动作，且不能重复 （设计意图：考察学生对单词及句型lean的掌握）Step 2: Presentation & Practice1. Sound timea. Lead-inT呈现男孩图片，引导Ss说出：five boys.T: There are five funny boys. Can you guess? What can they do? 引导学生用they can进行猜测,直到有人说出play football.T呈现父亲图片，引导Ss说出：father.T: Father has five footballs, for who?弓【导 Ss : For his five funny boys.b. See it!T: Look at these words, what's the same letter?SI:都有字母f.c. Hear it!T: f sounds? （Ss听音自主探索f在单词中的发音）S2： /f/T呈现音标卡片，教读f的发音:f/f/,单车打气/f/f/f/,然后分小组 读，个人读.（设计意图：引导学生在自读单词，聆听标准发音，仔细观察词形的基础上自主发现字母f的发音规则）d. Say it!学习chant歌谣T先教学生一学生跟录音齐唱一小组PK,只有伴奏.Let's readT引导学生运用F is for，/f/f/f/的模式，让学生读书本上的单 词 afternoon, breakfast, family, father, football.（设计意图：通过chant,学生自编发音歌谣巩固f的发音，使Ss建立起字母与发音间的联系）Try to readT引导学生通过已学旧知，让学生尝试读出含有f的新单词（three-free, box-fox, car-far, wall- fall 等）（设计意图：培养Ss的自然拼读能力，让其掌握拼读生词的方法与技 巧）Say more wordsSs尝试说出更多发/f/音的单词，老师板书，并让Ss用F is for, /f/ /f/ /f/的模式齐读这些单词.（设计意图：既巩固了旧知，也考查了 Ss对字母f及其发音是否建立 了紧密的联系）2. Song timea. Learn to sing-1 can skate and I can jump第一遍：Ss仔细聆听歌曲；第二遍：T 一句一句播放，Ss学唱；第三遍：跟着伴奏齐唱；最后，T去掉伴奏，Ss唱.b. Group- work: Make your own songT: Do you want to make your own song? Ss根据原歌曲的模板替换单 词，新编歌曲.（T出示模板）（设计意图：通过让Ss学唱和改编歌曲，不仅复习巩固了所学单词和 句型Can you.? I can.,为之后的Do a survey打下铺垫，还提升了他 们灵活运用知识的能力，激发了他们学习英语的兴趣）3. Listen and judgeT： I know all of you can sing the song very well. Look at these children.They are Helen, Su Yang, Liu Tao and Yang Ling . What can they do?Let's listen and judge. Please draw happy or sad.（播放两遍，第一遍学生 听音作答，第二遍检查答案）T: Have you finished it? Let's check the answer. （T 点人说答案，并让 Ss 指出错误原因）Step 3: Production & Consolidation1. Do a surveya. T做调查示范T: We know what can and what can't they do? What about you? And what about your friend? Let's do a survey. （T 呈现调查表，先填自己的）You should use can you. to ask your friend? （T 邀请一名和一组同学做示范）（设计意图:通过同桌之间的交流复习巩固了之前的的句型Can you., 并为接下来的Talk show与Story打下基础）2. Talk showSs基于调查表，根据老师给出的模板来描述自己和朋友会做及不会 做的运动.（T先做一个示范）（设计意图：因为He/She can/cant.Ss在前几部分已经学过，因此T 在这加大了难度，让Ss由谈论自己再到谈论自己的好友，有利于提 升学生综合运用语言的能力）3. StoryT：You did a good job. I have a funny story for you.T通过Ant can、绘本故事的讲述，对学生进行情感价值的培养.Step 4: Homework1. Find more words with 'f' and read it.2. Sing the song I can skate and I can jump with your friends.3. Use I can/1 can't to describe yourself with your friends.板书设计:fat five farm friend fruit flyUnit 4 I can play football f -/f/I can.I can't
