科普版四年级上册英语全册教案.docx

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1、Lesson 1.Wecandance第一课时教学目标1. 知识与技能：学习 16 个辅音音标及两个元音音标ei，让学生能听懂，能正确地发音。2. 过程与方法：训练学生通过学习这 18 个音标的正确发音，拼读包含这些音素的单词音标的能力。3. 情感态度与价值观：培养学生学习英语的兴趣、热情，以及小组之间的合作意识。教学重难点1、能正确读出这 18 个音标。2、能正确拼读包含这 18 个音素的单词音标。教具：字母卡片、音标卡片、单词卡片、录音机及磁带、头饰教学过程Step 1Warmingup 1、 Freetalk.2、 Singthesong A B C.录音机播放A B Csong.T a

2、ndSssingtogether.Step 2Presentation1、 T: Welearntvowelletters.Whatarethey?Ss: aeiouT:Howdoyoupronuncetheminclosed Syllable?Ss:/e/i/T: Lookatletters “e” “and”“i”Wepronunce/e/ and/i/ in closedsyllable. 板书-e- /e/-i- /i/让学生有节奏性读/e/ /e/ /e/i/ /i/ /i/2、Tshowslettercards “bpmfdtnl gkhrszvw” 让学生用英汉对照方法复习其在单

3、词中的读音。3、 师出示音标卡片，教学生有节奏地读卡片中的音标。4、Sslistenandreadafterthetape.Step3Drills1、Playagame“Gettheapples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、 T: Lookattheword “vest/vest/”.Whocanspell? 教师指名让学生有节奏性拼读教师依次板书，学生有节奏进行拼读。-ea- /e/-e- /e/-i- /i/bread /bred/vest

4、 /vest/skip /skip/head /hed/hen/hen /swim/swim/legs/legz/gift/gift/3、T showssomewordcards. 让学生有节奏地拼读。egg/eg/friend/frend/little/litl/ next/nekst/bend/bend/desk/desk/ ready/redi/ milk/milk/hill/hil/pig/pig/dead/ded/six/siks/ 4、Play a game让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读

5、。/bed/hed/bend/desk/hil/siks/ gift/sit/red/frend/leg/vest/men/hen/hiz/Step4 Consolidation and development分小组轮流到前台，让组里每名同学戴上教师事先准备好的单词及音标卡片头饰，这些单词是我们以前没有接触过的。但是，这些音标包含我们今天学过的 16 个辅音音标和2 个元音音标，让小组中两个捞单词及音标的同学面对面握住对方双手，并向上方抬起； 其余人试图从这两个同学中间穿过。捞单词及音标的同学要问：What is your name？被捞的同学说：My name is desk desk说对的

6、就可以让他过去。Step5Homework朗读练习册 Ex.1 音标.。Step6练习1 、 Play a game “Get the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标），教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/hed/bend/desk/hil/siks/ gift/sit/red/frend/leg/vest/men/板书设计/hen/h

7、iz/Lesson 1We candancebpmfdtnlgk/b/p/m/f/ /d/t/n/l/ /g/k/hrszvwei/h/r/s/z/v/w/ /e/i/-ea- /e/-e- /e/-i- /i/ bread /bred/vest /vest/skip /skip/ head /hed/hen/hen /swim/swim/ legs/legz/gift/gift/第二课时教学目标1、知识与技能：学习单词littlefriendswim, bend， leg，head，hill 让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读，初步表演对话。2. 过程与方法：通过

8、教与练使学生能够熟练运用句型：I can.Canyou?Yes,I(we) can./No ,I(we)cant.来进行日常交际。3. 情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并正确运用所学的内容进行日常交际。教学重难点1、能听懂，认读单词 littlefriendswim，bendlegheadhill，能正确理解对话内容，并能朗读和表演对话。2、能把句型Ican .Canyou?Yes,I(we)can./No ,I(we)cant.运用于日常交谈。教具单词卡片、录音机及教学磁带、头饰、图片教 学 过 程Step 1Warmingup 1、Freetalk.2、Singas

9、ong “Howareyou?” 3、Letsmoveandchant.WalkWalkWalkIcanwalk. Run Run Run Icanrun. SkipSkip SkipIcanskip. JumpJumpJumpIcanjump. SwimSwim SwimIcanswim. Step 2PresentationT:Todaywelllearn “ Lesson 1Icanswim”. Paragraph1andparagraph2 in “Letstalk”.Sayafterme“Swim！Swim！I can swim.”师配合肢体动作教生说。1、Learnnewwords

10、T: Nowlookatsomecards.T shows new words “little/litl/friend/frend/swim/swim/” bend/bend/ leg/leg/head/hed/让学生拼读，并以chant 形式有节奏地教学生学习这些单词。littlelittlelittleHeislittle. (教师边教读边指班上个子最矮小的男孩)friendfriendfriendYou aremyfriend. (教师边教读边做握手动作)SwimswimswimIcanswim. (教师边教边做游泳动作)2、T and Ss ask and answerT: Hello

11、， xxx ! I can swim .Can you? S:Yes,I can.(师 反复有节奏地教学生读) T: Hello， xxx ! I can swim .Can you?S: No,I cant. (师 反复有节奏地教学生读)T: Hello， xxx andxxx! I can swim .Can you? S: Yes,we can. (师 反复有节奏地教学生读)T: Hello， xxx andxxx! I can swim .Can you? S: No,we cant.(师 反复有节奏地教学生读)3. Ss listen and read after the recor

12、der. 4.Ss read after T.(师配合肢体动作，教学生读Lettalk 前半部分) Step 3.Drills1.T and Ss have a talk in different role. 2.Ss put on the headgears and have a talk.3、师展示 Letstalk 的第一、二、三、四幅画面，并板书关键词。Let Ssretell.4. Ss put on the headgears and act in groups.Step 4Consolidation anddevelopment学生运用句型I can.Can you? Yes,I

13、 (we) can./ No , I (we) cant. 分组自编对话表演。如XXX 同学能歌善舞，她随意走到别的同学面前炫耀自己，“Hi, my friendsI can dance. Can you?”边说边得意洋洋地做跳舞的动作,不会跳舞的同学很无奈地回答“No,I cant.”那个能歌善舞的同学便嘲笑他们“Haha”从演技和语言上看，哪一组表演得最出色，哪一组便获胜。Step5 Homework1、用句型 I can. Can you?Yes,I(we)can./No,I (we)cant与你熟悉的人进行日常交际。2、师展示 Letstalk 的第一、二幅画面，并板书关键词。Let

14、Ssretell.Hi,mylittlefriendsHi,MissFishLook Icanswim.Canyou？No,wecant.Haha板书设计Lesson 1We candancelittle/litl/friend/frend/swim/swim/ Hi,friends/FishLook,swim.Can/No/ Haha look, bend,Can,Look,run,Can/No,Haha!第三课时教学目标1、 知识与技能：学习单词 hopskateswim及词组 rideabike, 学习句型“Canyou?Yes, I can.”让学生能听懂，会说，会用此句型与别人交谈。

15、2. 过程与方法： 通过问答法，使学生能够熟练运用句型“Can you？ Yes I can.”于日常交谈。3. 情感态度与价值观：培养学生能够正确运用所学内容进行日常交际和积极用英语表达的习惯。教学重难点1、 能听懂，认读单词 hopskateswim及词组 ride a bike 。2、 能用主题句型“Can you？ Yes， I（we）can./No,I（we）cant.”与别人交谈。教具图片、录音机及相关磁带、 投影器、球教 学 过程Step1 Warming upFreetalk.Step2 Presentation1、 师出示两张人物图片,并张贴黑板。T: I have two

16、friends.He is Bob.She is Kate.然后教师扮演Kate 并面向Bob 图片问“Hi， Bob! Can you hop?”再扮演 Bob，并配合肢体动作答“Yes， I can.”2、 师教生用手指木偶法问和答。3、 生分两部分，配合肢体动作，跟老师说“hophophopCan you hop?Yes,I can.” 4、 师生配合肢体动作问答。T: Hello ,xxx! Can you hop? S: Yes, I can.T: Hello, xxx! Can you hop? S: Yes, I can.T: Hello ,xxx! Can you hop? S

17、: Yes, I can.师画简笔画“skate”，幷出示词卡配合肢体动作教学生读 skateskateskate 。T: Hello ,xxx! Can you skate?S: Yes， I can.T: Hello, xxx! Can you skate? S: No， I cant.师画简笔画“swim”，幷出示词卡,配合肢体动作教生读 swimswimswim。T: Hello ,xxx! Can you swim?S: Yes。 I can.T: Hello, xxx! Can you swim? S: No， I cant.师画简笔画“ride a bike”，幷出示短语卡片,配

18、合肢体动作教生读 ride a bikeride a bikeT: Hello ,xxx! Can you ride a bike? S: Yes， I can.T: Hello, xxx! Can you ride a bike? S: No， I cant.5、师教生以Chant 形式，伴随肢体动作，学习生词及词组,并感知句型。hophophopCanyouhop?Yes，I can.skateskateskateCanyouskate? Yes, I can. swimswimswimCanyouswim? Yes, I can. ride a bikeride a bike Canyo

19、uride a bike?Yes,I can.Step3Drills1、学生两人一组问和答。Can you hop?Yes， I can./No, Icant.Can you skate?Yes , I can./ No, Icant.Can you swim?Yes, I can./ No, I cant. Canyourideabike? Yes, I can./ No, I cant.2. Sing the song “Can you swim?”（1） Ss singafterT.（2） Ss sing after the recorder.（3） 师教生 用 hopskateswim

20、ride a bike 替换歌词，再唱这首歌曲3、Play a game唱歌传球，歌声停时，谁传给谁球，他们就用型“Can you?Yes,Ican./No,I can t.问答。Step4Consolidation anddevelopment1、3.Listen and tick 放录音，让一名学生通过投影片写答案，其它同学评判对错。2、让生分组用“Can you?Yes, I can./No,I cant”自编对话表演。Step5HomeworkPlay a game唱歌传球，歌声停时，谁传给谁球，他们就用句型“Can you?Yes,Ican./No,I cant.问答。反思：Less

21、on 2Whats on the desk?第一课时教学目标1、知识与技能：学习 2 个元音音标/，让学生能听懂，能正确地发音。2. 过程与方法：训练学生通过学习这2 个音标的正确发音，拼读包含这两个音素的单词音标的能力。3. 情感态度与价值观：在课堂中培养学生学习英语的兴趣，热情，及合作意识。教学重难点1、能正确读出这 2 个元音音标。2、能正确拼读包含这两个音素的单词音标。教具字母卡片，音标卡片，单词卡片，录音机及相关磁带教 学 过程Step 1Warming up1. Free talk2. Sing the song“AEIOU song”录音机播放“AEIOU song” T and

22、 Ss sing together. Step 2Presentation1.师出示字母卡片“e”“i”“o”and“u”。T:Look at these letters. How to pronunce in closed syllable?Ss：e/e/i/i/o/u/ 板书eiou/e/i/ /2.T shows the cards./e/i/ 并让学生有节奏地读/e/e/e/i/i/i/ 先集体读，再分组读，再指名读。3、Ss listen and read after the tape.Step 3 Drills1. Listen and do T says and Ss doT:

23、show me/e/show me /i/show me /show me /教师反复说，让学生反复举起这些卡片。2、T:Look at the word“clock/klk/” .Who can spell? 指名让生拼读，并依次板书-o- / /-u- /-o-/ clock /klk/cup /kp/son /sn/doll /d l/hut /ht/money /mni/ 教师告诉学生o 在 m,n,ther 前读/。3.T shows some word cards.Let Ss spell.hot /h t/doll/d l/what/w t/sorry/s ri/ frog/fr

24、g/ fox/fks/want/wnt/body/bdi/hut /ht/duck/dk/some/sm/ Sunday/sndi/ must/mst/ cut/kt/come/km/ hurry/hri/4、Play a game听单词找音标，老师把学过的元音音标卡片分两组贴在黑板上，把学生分成两组。老师说单词。分别让每组的每名学生摘下该单词所含的元音音标，并且读出来，摘得对而快的奖励红旗一面，最后得红旗最多的组获胜。Step4 Consolidation anddevelopment 1、分组朗读本课练习册Ex.1 的音标/kl k/ /w t/s ri/ /d l/l st/ /f ks

25、 /n t/ p nd/f g/ /m p/gt/dg/ /pt/wnt/kst/kp/nt/bt/sn/sm/fn/dn/ /kt/nn/wri/mst/swm/ /lk/bs/vn/2、 看音标抢读单词游戏将全班分成若干小组，然后教师逐个出示一些单词及音标卡片(如 Sunday/sndi/) 学生们举手抢读，这些单词为学生没有学过的新词，教师让最先举手的学生读出该单词，并拼读出音标，读对的给该组记 10 分，得分最多的组为优胜。Step5 Homework1、听，辨，读本课练习册中的 Ex.2 中的音标。2、做本课练习册中的Ex.3。板书设计Lesson 2 Whats on the de

26、sk? eiou/e/i/ /-o-/ /-u- /-o-/ clock /klk/cup /kp/son /sn/doll /d l/hut /ht/money /mni/第二课时教学目标1、 1、知识与技能：学习单词what desk some cup guess clock sorry，deskclockbeddoll roomtableboxwatch 让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读， 初步表演对话。2. 过程与方法：通过教和练，使学生能够熟练运用句型“Whats on/in? A(An)/Some”来进行日常交际。3、情感态度与价值观：在课堂中培养学生

27、积极用英语表达的习惯，并能够正确运用所学内容进行日常交际。教学重难点2、 1、能听懂，认读单词 whatdesksomecupguessclocksorry, deskclockbed doll roomtableboxwatch 能正确理解对话内容，并能朗读和初步表演对话。2、能把句型“Whats on/in? A(An)/Some” 运用于日常交谈。教具单词卡片、录音机及教学磁带、盒子、手提袋子、图片、茶杯、橡皮泥捏的齐齐、钟表教 学 过程Step 1 Warming up 1、Free talk2.Sing the song“My bedroom”录音机播放， T and Ss sing

28、 together. Step 2 presentation1. 师在讲桌上放上几个茶杯。T：Look! Whats on the desk? Ss: Some cups.T：OKToday well learn Lesson 2 Whats on the desk?LetstalkSay after me “deskdesk . Whats on the desk?2. Learn new wordsT：Now look at the cards.T 出示单词卡片及实物“桌子， 茶杯，钟表。what/w t/desk/desk/some/sm/ cup /kt/guess/ges/clock

29、/kl k/ sorry/sri/教师让学生先分别拼读。然后再有节奏地教学生读生词3.Play a game(摸宝)老师事先把准备好的单词卡片，有的写中文，有的写英文，有的画图，有的写音标，装在一只不透明的袋子里。游戏开始，老师说袋子里装的是许多宝物，让学生上来轮流摸宝。摸到宝的学生将卡片举起，给全班学生看，如果摸到的是英文， 则要读出来，并说出中文，如果摸到的是中文，则要说出英文，并拼出字母组合。如果摸到的是图片，则要说出中英文，并拼出字母组合，如果摸到的是音标，要拼读出来，并且说出字母组合及中文。说对的奖励红花一朵。4.T and Ss have a talk 师出示一张房间示意图T:Lo

30、ok!This is a picture. Its Lulus room.Whats in it? Ss: A desk，a bed，a box and some cups.T: Oh,Yes. Whats on the desk?Ss:Some cups.T: Whats on the bed?Ss: A box.T: Whats in the box? Please guess!5. Ss listen to the tape.Ss read after the tape. Ss read after T.T:Oh,Yes.教师出示单词卡片“doll”、“bed”。T：Say after

31、me“doll dollbedbedWhatson thebed?A doll.”Now look at Picture2师出示钟表在书桌上的图片T: Whatsonthe desk? Ss:A clock.T:OK.Today well learn Lesson 2 Whatsonthe desk? Lets learnLook at the cards “clock” 、“ desk”.Say after me“clock clock desk deskWhatsonthe desk? A clock. ”. 师出示桌子在房间里的图片T:Now look at Picture3 Hello

32、,x x x! Whatsinthe room?S:A table.T:Yes,Now say after me“tabletableroomroom Whatsintheroom?A table.”师出示手表在盒子里的图片T:Now look at Picture4Hi!x x x. Whats in the box?S:A watchT:Good!Now say after me “watchwatchboxbox Whats in the box? A watch.”Step 3 Drills1. T and Ss have a talk in different role.2. Ss

33、have a talk in pairs. 3、 Play agame教师让学生 2 人一组到前面去，把一名学生的眼睛蒙上，然后再把一些学习用品放在相应位置，让另一名学生用Whats on/in? 提问问题，眼睛被蒙上的学生回答，回答正确的奖一张小动物贴画。4、T shows the pictures Let Ss retell. 先集体复述，在分组复述，最后指名复述5、 Ss act in different role.=板书设计反思：Lesson2Whats on the desk?Whatsonthedesk? Somecups.Whats onthebed?A box.Lesson 3

34、. Is this your bag?第一课时教学目标1、知识与技能：学习元音音标/u/和辅音音标,让学生能听懂， 掌握正确的发音方法。2. 过程与方法：训练学生通过学习这 2 个音标的正确发音,进行拼读包含这些音素的单词音标的能力。3. 情感态度与价值观：培养学生学习英语的兴趣和热情及合作意识。教学重难点1、元音音标/u/和辅音音标正确的发音。2、能正确拼读包含这 2 个音素的单词音标。教具音标卡片,单词卡片,录音机,相关磁带及含有单词的动物头饰教 学 过程Step 1 Warming up1. Free talk2. Sing the song “The short vowel song”

35、 录音机播放“The short vowel song”T and Ss sing together。Step 2 presentation1.T Shows the short vowel cards./e/i/ Let Ss read.2.T shows the word cards. vest/vest/wet/wet/bed/bed/cock/k k/boss/b s/box /b ks/ sit /sit/miss/mis/swim/swim/ nut /n t/cup /kp/must /mst/ Let Ss spell together.3. Learn a new short

36、 vowel/u/T shows the card “/u/”,并教学生读，然后指生读。T shows the card “oo/u/”,并教学生读。T shows the word cards “look/luk/ cook /kuk/good/gud/ book/buk/”并让学生拼读,教学生有节奏地起读。4. Learn a new consonantT shows the card“”. Let Ss look at Ts mouth and read after T.最后指生读，分组读T shows the card “th”,并教生读T shows the word cards “

37、this/ is/ thattthenenwithwi”.并让生拼读，然后指名读。再教学生有节奏性地读，最后让生分组读。5. T shows the vowel cards “/e/u/i/”again.再次让生读这些元音音标师再次出示卡片“/e/”让生再次读，同时又出示单词及音标卡。“e/e/ pen /pen/”“ e/e/ desk /desk/”让学生拼读，并教生读，然后指名读。Step 3 Drills Play games1. Listen and do 师说音标，生举卡片/e/u/is/desk/t/buk/luk/wud/i/gud/wi/pen/en/kuk/2. looki

38、ng for friends让学生以组的形式到前面来，师每人发一个上面有词及音标的头饰foot /fut/ 、good/gud/ 、 this /is/、desk /desk/学生看了该词之后，戴到头上，然后师分别说音标/e/、 /u/ 、。戴着含/e/音素的头饰的学生相互握手，站到一起，戴着含/u/音素的头饰的学生相互握手， 站到一起，戴着含/音素的头饰的学生相互握手，站到一起，最后生按顺序拼读自己头饰上的单词音标，全部找对且拼读对的组奖励红花一朵。Step 4 Consolidation anddevelopment 1、让学生朗读练习册Ex.1 中的音标2、绕口令。（小黑板出示）Mr B

39、rook is a good cook. He goes to work on foot. This is Mr brook.That is his cookery book. He likes his cookery book.He will read his cookery book.Step 5 Homework做练习册中的Ex.2第二课时教学目标1、 知识与技能：学习单词 lookbookgoodpencil-box pen pencil，让学生能听懂，会说，会读，能正确理解，掌握对话内容，并能朗读，初步表演对话。2、过程与方法：通过实物练习，使学生能够熟练运用句型：“Is this(

40、that) your ?Yes,it is./No,it isnt”，来进行日常交际。3. 情感态度与价值观：培养学生运用所学句型进行日常交谈的能力。教学重难点1、能听懂，认读单词 lookbookgoodpencil-boxpenpencil，能正确理解对话内容， 并能朗读和初步表演对话。2、能运用句型“Is this(that)your ?Yes,it is./No,it isnt”.于日常交际中。教具单词图片，录音机及相关磁带、配套图画、钢笔、铅笔、文具盒、书包等文具教 学 过程Step 1 Warming up1 Free talk2 Sing the song “Is this a

41、cat?”录音机播放“Is this a cat?”T and Ss sing together. Step 2 PresentationT:Today well learn Lesson 3.Is this your pencil-box?LetstalkSay after me“ pencil-boxpencil-boxIs this your pencil-box?Yes,it is.”(师边说边拿一个学生的文具盒) Now look at the cards1. Learn new wordslook/luk/book/buk/good/gud/pencil-box/penslb ks

42、/pen/pen/pencil/pensl/教师展示单词卡片，并配合实物铅笔、文具盒、钢笔、书分别让学生拼读，并有节奏地教读生词。2. Play a game. Listen and do T says, Ss do.T:Look at your book. Show me your book. Show me your pen. Show me your pencil.Show me your pencil-box. Show me your bag.3. T and Ss have a talk师拿着一个学生的书包（里面有一本书） T：Hi,xxx！Is this your bag?S:

43、Yes,it is.(师反复大小声领读Yes,it is.) T：Whatsinit ?S: A book .T：Oh! Itsagoodbook.教师再拿起那个学生的文具盒，并放在较远的地方，指着文具盒。T：Is that your pencil-box?S: Yes,it is.T：Whatsinit ?S: Apenanda pencil.(文具盒里事先放着一支钢笔和一支式样新奇的铅笔) T：Ah!4. Ss listen and read afterthe recorder.T:Now Lets listen to the recorder. Ss read after the recorder.Ss read after T.Step 3 Drills1. T and Ss have a talk in different role.(师生利用文具分角色对话问答)2. Deskmate have a talk in different role.(同桌两人利用文具分角色对话问答)3. 师出示 Letstalk 的配套图画，让学生复述。先集体复述，再指名复述。4. Ss act in different role.Step 4 Consolidation anddevelopment