商业高等专科学校-新课标学习心得体会

外研版四年级英语上册教案






Unit 1 Go straight on.
【学情分析】
1. 知识经验:四年级学生经过一年的英语学习,已有初步的感性认识,
但基础较弱,缺乏语感。
2. 心理认知特征:四年级学生以直观形象思维为主。
3. 学习方式:四年级学生倾向于轻松有趣的学习方式,玩中学,寓学于
乐。
【教学目标】

1.让学生能够掌握 go straight on, turn left, turn right.
2.让学生学会用 where is... 问路。
3.让学生掌握日常的礼貌用语excuse me, thank you so much you're
welcome.
【重点难点】

1、教学重点：掌握下列单词及词组live, road, go straight on, turn left,
turn right, excuse me.
2、教学难点：能在情景中正确用英语指路、问路。
【教具准备】
1

PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
1. Greeting
2. 出示里约奥运会的宣传图片,问学生“What's this?” 学生回答:“里
约奥运会”。
教师继续提问:'What can you see in the Olympic Games?” 学生回答出
很多的运动项目
引出本节课竞赛任务:“Today we will have an English Olympic Game.
Which group will be No.1.”
自然而然的呈现本课的新词“No.”,并教授这个新词。
3.出示得分标准。
Step 2:

New words and phrases
1.通过师生和生生互动,复习方位名词on in under behind。
2.通过TPR的方法完成一首和方位名词有关的chant。
This is my book. This is my hand.
My hand is on the book.
My hand is in the book.
My hand is under the book.
My hand is behind the book.
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3.从chant中引出左右手,从而教授left on your left, right , on your right
等本课新词。
4.用TPR的方法演唱“左右手之歌”,使用“两只老虎”的伴奏。
5. 用图片形式呈现物品,并询问:“where is the dogfootball?”
引出next to, beside两个新词,并教授新词。
6.用师生对话和生生练习的形式,练习 on your left, on your right, next
to, beside.
Step 3：Text
Text 1
1.出示Sam和Tom玩游戏的照片。引出课文。
2.播放第一遍视频让学生 听录音,排顺序。
3.然后全体跟读、分组角色扮演,小组内角色扮演,上台表演。
Text 2
1.设置情景:教师从自己假期去的地方入手,引入supermarket, cinema,
park, zoo, street, school等地点。复习或进行新词教授。
2.设置任务,TF Boys 也去了这个城市,他们迷路了(进行lost的教学),
请你们帮助他们。引出Go straight on, turn leftright.
3. 通过下口令,做动作和听口令摘旗子的游戏,教授并练习Go straight
on, turn leftright.
4.用Go straight on, turn leftright完成帮助TF Boys的任务。
5.通过图片引出活动二课文。通过watch and answer, repeat and order,
retell 等形式朗读课文。同时穿插礼貌教育。
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6.通过角色扮演,小组练习、表演等形式练习课文对话。
Step 4: Exercise
Make your own city。
教师进行示范,学生在白纸上根据教师的示范画出地图,并标注
supermarket, cinema, park, zoo, street, school等地点。
教师给出对话范本,生生练习对话。
Step 5: Summary
Which group is No.1?
What do we learn today?
Step 6：Homework
Recite the text. 背诵课文。
Tell your classmates and friends where your home is and how to go there
from school.
找一找Excuse me的其他用法。

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Unit 2 It's at the station.
【教学目标】

知识目标:
1.能识别并运用单词station trainhouses hill up down near。
2.能听懂并运用语句Where is train ? It's updown the hill.
能力目标:-
1.能够运用所学知识来描述路线或方位,进一步提高学生的综合运用能力。
2.培养学生探究合作的学习方法。
情感目标:
让学生体验英语学习的快乐与自信,激发学习英语的兴趣。
【学情分析】
四年级的 学生,他们已经具备了初步的英语听、说能力,,对英语有一定的认识和基
础,对于单词的学习也有了一 些自己的体会与方法,课堂上简单的句子对话能做到
了,学生的形象思维记忆占主导地位,有意记忆逐步 增强。但是个别学生对英语的
重视与热情还是不够。
【重点难点】

1.掌握新单词station trainhouses hill up down near。
2.学会描述路线的功能句型 Where is the Train ?
It's updown the 's near the 's at the station.
【教学过程】
Step 1: Warm up and lead in

the chant that we have learned last lesson.
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Left , left ,turn left.
Right, right, turn right.
Go straight on ,go, go,go.
the picture of a train,
Teach the pronunciation of the train.
Step 2: Presentation

1 Lead in .
T: Look, here is a train. Now, i am a train driver, i will show you a
magic.(学生说:train, train,练习新单词,老师变魔术)
(火车不见了)
T: where is the train?
2 Show the picture of a house.
T: look,Where is the train
ss:It‘s near the house.
同样方法呈现 It's up the 's down the 's near the house. It's
at the station.
Step 3: Consolidation

1 Let's chant.
up, up, up the hill.
down, down, down the hill.
near, near, near the house.
At, at , at the station.
2 Word game.
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(1) High and low voice game.
(2) Fingers game.
3 The text.
Read the text after the tape, then answer the teachers' questions.
4 Role play.
Step 4: Read and match. Then say.

(1) The bus is up the hill.
(2)The bus is down the hill.
(3)The bus is near the park.
(4)The bus is at the station.
Step 5: Draw, ask and answer.

Where is the supermarket?
Go straight on. Turn left.
Step 6: Homework

1 Listen to the tape and read the dialogue of the text.
2 Use the sentence of “where 's the ...?” “It's ...”to describe the location.
3 Familiar with the words of “house, station, hill, train
of “up the hill, down the hill , near the house, at the station.”


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Unit 1 She's reading a book.
【学情分析】
年龄特点:
本课授课对象是四年级的学生。四年级的学生在观察能 力、思维能力、
语言表达能力方面都有了较好的提高,他们喜欢在玩中学,在想中学,
喜欢受到 表扬或赞美。本课的任务是talk about pictures,学生在小组内
谈论图片,学以致 用,体验成功,培植自信,该活动符合本年级学生的年
龄特点。
知识特点:
学生已知:学生在三年级下学期已学了:swim, sleep, eat, play等动词,以
及 watch TV, play football, play basketball, ride a bike, ride a bike等动
词短语;学过一般现在时语句,如:He plays football in the morning. 学生
新知:学习新短语:read a book和take pictures; 第一次感知现在进行时
结构。
能力差异:
学生经过一年的英语学习,随着知识的不 断积累和加深,四年级的学生
能力已开始出现两极分化趋势。
【教学目标】

一、语言知识与语言技能目标:
1.能认读单词:running, read, reading, take, taking, pictures;
2.能听懂,会说短语:read a book, take pictures;
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3.能听懂,会说语句:She's reading a book. He's taking pictures.
4.能借助图片、文字听懂、读懂、朗读课文;
5.能运用“She's reading a book. He's taking pictures.”讲述正在发生的
事情。
二、学习策略
尝试通过观察对所学内容进行必要的归纳。
三、情感态度
敢于开口,表达中不怕出错误。合作学习。
【重点难点】

教学重点：
1. 能听懂、会说、认读单词:running, read, picture, take, these; 动词短
语:read a book, take pictures;
2.能听懂、会说、认读语句:She's reading a book. He's taking pictures.
3.能运用现在在进行时描述图中正在发生的事情。
教学难点：
正确运用现在进行时的结构描述正在发生的事情。
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
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ng
2. Chant: I like coffee.学生打拍子朗读韵诗。
(设计意图:韵诗热身,吸引注意力,活跃课堂气氛。)
Step 2: Revision
1. Look and say 趣味大转盘:转动转盘,全班齐说短语:watch TV, swim,
sleep, play football, play basketball, ride a bike, fly a kite
2. Activity: I say you do 师说动词或动词短语,生做动作。
(设计意图:通过趣味大转盘和听指令做动作两个活动,复习 一些动词
和短语,不仅活跃了课堂气氛,也为学生talk about pictures做准备。)
Step 3：Leading-in and presentation
1.出示Lingling展示自己和朋友活动的PPT。
T: What's Lingling doing? Oh, She's talking about the pictures of her
friends.
2.导入课题:Module 2 Unit 1 She's reading a book.读课题。
(设计意图:从介绍Lingling 在展示照片,到呈现课题,过渡自然。)
3.播放动画,学生看动画。
4.学习新词:running 动作展示,纠正发音。
5.再次播放动画,学生跟读,模仿语音语调。
(设计意图:从呈现课题,到活动1的学习,衔接也自然。)
6.任务呈现 T: Lingling talked about her pictures for us. So today, our
task: Talk about pictures.
(设计意图:借助教材提供的导入建议,结合学生实际,呈现本课任务。)
Step 4: Text
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1.学生看图,理解课文语境。
2.播放课文动画,请学生划出新单词。
(设计意图:整体输入,让学生带着任务听音,目的明确。)
3.学习新单词。
(1)read: tea meat eat read read a book
(2)picture: PPT出示一张教师照片,引出picture,分解音节,教授picture
(3)take: cake lake take take pictures
(设计意图:进行语音渗透,指导自主学习,授人以渔。)
4.听第二遍录音,圈出“-ing”,并回答问题:What's heshe doing?
5.学生回答问题,师板书,并总结黑板上句子的共同点。
(设计意图:检测学生对课文内容 的理解;指导学生对所学内容进行观
察,帮助学生有效地使用学习策略。)
6.跟读录音,模仿语音语调。
(设计意图:能根据录音模仿说话,纠音。)
7.朗读chant.
Read, reading, reading a book; take, taking, taking pictures;
watch, watching, watching TV; play, playing, playing with a toy train.
8.游戏:眼力大比拼。
(设计意图:通过两个小活动,检测学生对目标语句的掌握情况。)
Step 5：Consolidation and Extension
1.完成SB Unit1 活动4。
四人小组活动:看图,尝试描述图片的内容。最后请部分学生展示。
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(设计意图:在活动中运用语言。)
ion: Talk about pictures
(1)师示范介绍图片,课件展示。
(设计意图:起示范作用,提供语言脚手架。)
(2)学生小组内交流,互相谈论图片。
(设计意图:合作学习,培养综合语言运用能力,达到学以致用)
(3)个别展示。
(设计意图:展示成果,获得成就感。)
Step 6：Homework
1.模仿跟读课文3遍(家长签名);
2.继续谈论图片;
3.完成练习册Unit 1练习6。
(设计意图:作业布置由简到难,循序渐进,作业3遵 循“听说领先,读写
跟上”原则,巩固所学知识。)

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Unit 2 What are you doing?
【教学目标】

一、知识与技能
掌握本节课的短语以及句型What are you doing?
二、过程与方法
能询问别人正在做什么以及描述自己在做什么。
三、情感态度
培养学生学习及使用英语的兴趣。
【学情分析】
四年级的孩子对英语知识已经有了 基本的掌握,对英语学习还有着浓
厚的兴趣,但是对系统英语的宏观把握还不够,并且上课时的注意力容
易分散,个别学生还存在害怕说英语的现象。在课堂上尽量注意这几
点。
【重点难点】

listen totalk toChinachildren短语及单词的掌握,特别是talk的发音。
—What are you doing?
—I’m verb +ing.
【教学过程】
Step 1: Warm up and lead in

1.讲新课之前,学生们先齐唱歌谣。
ride riding riding a bike
fly flying flying a kite;
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take taking taking pictures;
read reading reading a book.
2.活动:抽奖游戏。
准备一个盒子,里面装有动词 短语卡片。让学生随机抽取卡片,并大声
朗读所抽到的动词短语,当然也有一些是小奖励的卡片。
(通过游戏,激发学生学习的兴趣)
Step 2: Presentation

1.在盒子中放入今天要讲授的单词卡片,教授学生不会读的短语, 练
习句型。
T: What are you doing?
S: I am listening to music.
T:What are you doing?
S: I am talking to my friend.
2.利用课件讲解新的短语及句型。
3.利用课件讲解children和China.
4.呈现课文,学习第一部分的韵诗。
5.播放课文录音,学习课文。
Step 3: Practice

1.学习课文,回答问题。
What is Amy doing?
What is Sam doing?
What is Tom doing?
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2.学生小组进行对话练习。
3.展示对话。
Step 4: Practice

通过PPT出示练习并且进行讲解。
Step 5: Homework

在班级中做一个调查,同学们在课余时间都在做什么。完成调查表。


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Unit 1 What are they doing?
【学情分析】
The pupils of Grade 4 are so active that they like to do the actions. But
they can't master too many words imediately. In this unit, there are lots of
new words and phrases. So the teacher asked them to preview them. And
the teacher designed many activites to draw their attention.
【教学目标】

1. Knowledge aims
a. Master the words “kid, interesting, people, boat, men, between, drink,
clock, hungry”.(Because there are so many words in this unit, so I asked
the pupils to preview the new words.)
b. Know the phrases “do taijiquan, row a dragon boat, play chess, drink
soya milk”.
c. Ask and answer with”What are they doing? They are….”。
2. Ability aims
The students can communicate with each other.
3. Emotion aims
The students love to communicate with others.
【重点难点】

1. New words and phrases.
2. The Present Continuous Tense.
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【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warming up and revision
ng. Classes begin. Good morning, boys and girls. How are you?
I’m fine, too.
and girls. Let’s chant together, ok? Chant: two little black
birds.(Two little black birds sitting on a hill, one named Jack and one
named Jill, fly away Jack, fly away Jill, come back Jack and come back
Jill.)
did a very good job. Boys, are you ready for the class? Girls, are
you ready? Sit down, please.
, first let’s review.( Chant: Listen, listening. I’m listening to music.
Write, write, writing. I’m writing a letter. Play, play, playing. I’m playing
football. Talk, talk, talking. I’m talking to you. Ask and answer: What is
heshe doing?)
Step 2: New Concepts
Lead in: What are they doing? What are the kids doing? Learn the new
word: kid. Read one by one. Kids are equal to children.
A.
1. Let’ s watch and listen.
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2. This time, let’s follow.
B.
Look at the picture. Guess what it is. Bus Let’s get on the bus. We can see
lots of interesting things. Interesting: play balloon.
3. Let’s go! Look, there are lots of people in the park. People:three by
three. What are they doing? They are doing taijiquan.
4. Look! They are rowing a drgon boat. Boat:read quietlyloudly. Show
me your fingure:boys spell, girls spell. Close your eyes, spell.
5. Oh, look at them. This is a man, this is another man. They are men.
Men: e prounce e. Ask anyone to spell and read. They are sitting between
the trees. Boysgirls read. They are playing chess.
6. Oh there are two girls. They are drinking soya milk. drink. Act and
read. Ask the students to teach. Read: drink soya milk.
C. Games:
7. Now boys and girls, you should watch carefully. And quickly read the
phrases.
8. Well done. Are you tired. Let’s relax. Stand up, please. Act out the
phrases. Sit down, please. Now I’ll ask some group come here to
you should answer me what they are doing?(The teacher give them some
phrases on the paper.)
still want to play, yes? Now, guess what they are doing?
D.
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11. We should return to our text. Now watch and listen carefully.
Open your books, turn to Page 14. Let’s read.
12. Practice these dialogue in your group. After that I’ll ask you to show
it.
Step 3：Summary
What have we learned today?
Chant together: What are you doing? They’re doing taijiquan. What are
you doing? They’re rowing a dragon boat. What are you doing? They’re
drinking soya milk. What are you doing? They’re playing chess.
Step 4: Homework
On your way home, you may meet lots of people. Try to say what are the
people doing.


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Unit 2 What's the elephant?
【教学目标】

a、知识目标:
1.能听说认读单词:drawing pictures, jumping, singing, dancing, running,
horse.
2.能听懂、会说本课句型“What are they doing? They are… What is …
doing ?
She is… He is… It’s…”
b、技能目标:培养学生听、说、做、读的能力。
c、情感目标:激发和培养学生学习英语的 兴趣,使其主动参与课堂实践
活动,从而培养他们的合作意识。
【学情分析】
四年级的孩子对英语的热情还是比较高，也有一定的基础，愿意用英
语进行简单的言语沟通。
【重点难点】

1. 教学重点
掌握句型:What are they doing? They are…What is … doing ? She is…
He is… It’s…
2．教学难点：
培养学生在实际情景中运用对话的能力。
【教学准备】
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单词卡片,stickers等等。bidi-language: AR-SA' stickers等等。
【教学过程】
Step 1: Warm up and lead in

1、Greetings and sing an English song.
2、T: What are they doing?
Ss: They are doing taijiquan .
(rowing a dragon boat, playing chess, drinking soya milk..)
T: What is Amy Daming doing?
She is …
He is …
Step 2: Presentation

1、Look at the pictures. What are they doing? 引出 drawing pictures.
What is the tiger doing? It’s jumping.
What are they doing? They are singing.
What’s the girl doing? She is dancing。
做动作引出running What am I doing? I am running.
2. Let’s chant.
Draw draw drawing drawing drawing
Jump jump jumping jumping jumping
Sing sing singing singing singing
Dance dance dancing dancing dancing
3. Can you guess? What animal is it?
(monkey elephant )
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4. 看动画1 ,回答问题:
①What are the monkeys doing?
②What is the elephant doing?
5. Let’s guess. (horse, bird, tiger) 复习动物单词。
6.看动画2 ,回答问题:
①What’s the elephant doing?
②What are the tigers doing?
③What’s the bird doing?
④What’s the horse doing?
7. 看图回答问题,师教读句子。
8. 跟读课文,然后两人一组练习问答。
Step 3: Practice

1. 比一比,看图填空,然后回答问题。
2. 读词组,然后做动作,师生问答。
3. 看图问答练习。
4. 看图判断句子正误。
Step 4: Homework

1. 读熟17页对话,并背诵。
2. 抄写单词sing, jump, draw, dance及ing形式。

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Unit 1 Do you want some rice?
【学情分析】
本课的教学对象是四年级学生,根据他们独特的年龄特 点和心理特点,创造良好的
语言环境,开展丰富多彩的课堂教学活动,给学生提供大胆实践、积极参与的 机会,
培养其语言运用能力和交际能力。
【教学目标】

1、知识目标:学会听、说、读fast food、make noodles、tomato、potato
等
2、语言技能目标:能运用句型:Do you want some…? Yes,please. No
thank you .来询他人是否想要某物进行日常的交流。
3、情感态度目标:采用多种活动途径和可视、可听的多媒 体培养学生
学习英语的兴趣,培养学生积极地参与和主动学习,让学生爱上英语。
4、学习策略目标:能通过所学的知识与实际生活联系进行英语交流。
【重点难点】

教学重点：
1.会听、说、读、写本课新单词。
2.掌握句型“Do you want some…?”及答语。
教学难点：
能在具体的情境中运用句子Do you want some…?并作出回答。
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
23

【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
a chant: Noodles and rice。
【设计意图】:学生只有对英语学习有积极的感情,才能保持英 语学习
的动力。因此,课前使用歌谣,让学生边说边做动作,充分调动学生的情
绪,使学生经过 热身进入一个学习语言的环境。并呈现单词noodles,
rice。
2、Brainstorm
让学生说出以前学习过的食物名称。【设计意图】:复习以前学习 的食
物,为这节课的内容做铺垫。
3、Freetalk
屏幕出示食物图片单词, 让学生用升降调一一齐读。【设计意图】:运用
游戏来复习单词可以避免单调、枯燥的朗读,可以大大地 调动学生的
积极性,激发他们参与热情,从而提高学习效果。
Step 2: Presentation
words:
(1)课件展示一些快餐的图片,引出fast food 这一单词,然后展示
noodles、rice 和 fish 的图片,引出Chinese fast food。带领孩子们say
a chant : Fast food ,fast food ,Chinese fast food!
(2)课件展示在做面条的图片,通过提问What is he doing ?和回答He’s
24

making noodles .引出 make制作这一单词,并复习之前学过的进行时。
Noodles are very nice 引出美味的这一单词。然后say a chant : Make
noodles, make noodles ,I’m making noodles!可以边说韵律边做做面条
的动作,加深记忆。
(3)展示西红柿和鸡蛋图片,引出西红柿鸡蛋面。
出示肉和土豆图片,让学生说出noodles with meat and potato
:
(1) T(手拿食物图片或实物向学生询问): Do you want some ?
Help Ss answer the question in this way: Yes, please No, thank you. (师
生之间用所学的单词,多操练。)然后(课件显示食物图片)Let’s have a
party.
(to s1) Do you want some rice?
(to s2) Do you want some fish?
(to s3) Do you want some apples?
学生回答:Yes, , thank you.
在学会的基础上让学生拿着卡片自由对话练习这一句型。并以小组为
单位进行展示、评价。 < br>【设计意图】:通过这个自由对话,使大部分学生都参与到了活动中来,
让他们在情境中感知,在 情境中实践,培养学生的语言运用能力。同时
大面积、高效率的机械操练能让学生把握新的词汇和句型, 为下一步
有意义的实际操练奠定语言基础。
(2)首先让学生看图.(课件出示课文教学图片)听音,初步感知课文。然
25

后多媒体分图展示朗读,再放录音学生跟读课文。然后根据课文内容
填空。最后 通过领读、齐读、分角色读,使学生积极参与到学习中,并
学会运用所学知识。
【设计意图】 :利用多媒体展示课文图片,读音,有助于集中孩子们的注
意力;听磁带模仿课文的语音语调,目的是为 了加强学生语音语调的训
练,进一步加深对知识点的理解。
Step 3：Practise
设置一个情景,班级派对上,食物展示台负责人热情的招待其他同学,
他人礼貌地回应。
A: Good morning. Do you want some…?
B: Yes, , thank you.
A: Here you are.
B: It’s nice .Thank you .
Step 4: Homework
让学生自己总结一下今天本堂课所学的知识,同时教师再次点拨.然后
Let students make a survey:运用所学句型Do you want some ……? Yes ,
please. No , thank you.调查小组成员或朋友想吃和不想吃的食物,并
将表格填好。


26

Unit 2 How much is it?
【教学目标】

1 知识目标:
A 学生能掌握购物时双方能使用的基本句型: can I help you ?how much is it?” “It;
s. . . yuan. ” 和学生能理解词汇flower dumping help buy,并能运用词汇buy。
B 使用所学知识运用到活动场景中
2 能力目标:
A 通过学习购物常用句型提高学生英语交际口语能力
B 通过真实情景任务提高学生综合运用语言的能力
3 情感目标: 引导学生热爱生活, 积极投入社会, 享受沟通乐趣, 同时有意的培
养学生团队的合作意识。
【学情分析】
本课是第四模块的第二课, 既延续了第一课的内容有向外发展购物知识的内容。
以买卖商品为对话内容。 考虑到本班实际情况, 整节课以说为主, 为学生学以致
用的语言活动提供了语言铺垫。 购物作为我们生活中的相关话题, 有助于吸引
学生学习兴趣, 帮助学生积极开展英语日常会话。
【重点难点】

1. 教学重点
掌握有关描述食物的价格和单词.
2．教学难点：
how much 的运用
27

【教学过程】
Step 1: Warm up and lead in

1.导入课文。
2.听课文录音,让学生整体理解课文。
3. 出示有关课本图片的课件,并提问。
4.再次播放录音,并回答问题。
4.教师分段播放录音,学生跟读并模仿录音中的语调。
5.角色扮演朗读。
Step 2: Presentation

学生开展一个购物的情景,分小组练习,再进行表演。
Step 3: Practice

1.播放歌曲录音,让学生跟读歌词。
2.再次播放歌曲录音,让学生跟唱。
3.师生跟着录音音乐伴奏来唱歌曲,并做动作。
Step 4: Summary

提问的形式,以便使学生回顾本节课所学的内容。
Step 5: Homework

to the tape and read the dialogue.
the words.
your mother go shopping.


28

Unit 1 Can you run fast?
【学情分析】
四年级的学生 已经有了一年的英语学习基础,能识别简单的单词,初步对英语
学习有了兴趣。本课继续以游戏互动、图 片和课文动画为主帮助学生掌握语言知
识。
【教学目标】

1、 Knowledge aim 知识目标
掌握本课主要生词并能熟练的听说认读 run fast、 jump high 、
jump far 、 ride fast 及听懂理解会说Can you …的句型和肯定回
答Yes, I can. 否定回答No ,I can`t.
2 Ability aim 能力目标
(1)发音准确,听懂课文录音。
(2)能听懂理解会说Can you… 句型,并在实际情景中进行应用。
(3)会进行活动和能力的讨论。
3 Emotion aim情感目标
(1)培养学生的小组合作意识和竞争意识,鼓励学生大胆展示自己的能
力。
(2)通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英
语的信心。
【重点难点】

1、教学重点：会听说认读本课词组 run fast、jump high 、jump、far 、
29

ride fast 。
2、教学难点：能听懂理解会说Can you …句型,以及肯定回答 Yes, I
can. 否定回答No, I can`t.
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
1. Greetings
2.学生边做动作边唱歌曲《can you swim? 》
Step 2: Presentation of new sentences
1、 To ask students to speak out the the words and expresions,by doing
actions. eg :run run fast 、swim 、jump high 、jump far
ride fast.
2 、Then ask some of the students to do the action and say the phrases
loudly.
3、Then to use the words and expresions to make up sentences.
4、To pay attention to the negative form and question sentence
Step 3：Listen and point, then to understand the text.
1、 Play the tape and look at the ppt.
2、 Listen again and answer the questions .(多媒体出示问题)
30

3 、All students to answer the questions .
4、 Listen and repeat .
5、 Listen to the teacher and read after the teacher.
Step 4: practice
1、to read the text in groups.
2、then to ask some of the students to read the text.
Step 5：Homework
To finish part four on page 27.


31

Unit 2 Can Sam play football?
【教学目标】

(1) 知识目标 a. 基本能听懂、会说、会读、会写词汇:strong, star, b.能听懂,会读
会说,句型:Can heshe… ? Yes, heshe can. No, heshe can’t.
(2)技能目标 a.能听懂Can heshe play footballplay basketball? 并用Yes, heshe
, heshe can't来回答 b.使用“can”谈论他人的能力。
(3)情感目标: a.激发学生学习英语的兴趣,调动学生学习的积极性。 b.营造轻松、
和谐、民主的学习氛围,增进 教师和学生的感情,鼓励学生大胆发言,大胆展示自己
的能力。
【学情分析】
四年级的孩子对英语的热情还是比较高，也有一定的基础，愿意用英语进行简单
的言语沟通。
【重点难点】

1. 使用“can”谈论他人的能力。
2. strong 的发音
【教学过程】
Step 1: Warm up
ng: T: Good morning. How are you ? Can you answer my
questions? Can you ride fast run fast jump high jump far?
to the Chant and fill in the blanks. Then read it by actions. Can
he swim ? Can he fly a kite ? Can he skate? Can he ride a bike?
3. Show 9 pictures on the screen, Get students to read the phrases by
32

actions together.
rk: A: Can you ride fast? B: Yes, I can. No, I can’t.
Step 2: Lead in

1.T: Today, We’ll talk about sb’s abilities. After learning ,we’ll know
how to answer“Can Sam play football?”.板书课题。
Step 3: Presentation

at the pictures and answer the questions. T: What’s Sam doing?
Ss: He’s playing football. T: What’s Lingling doing? Ss: She’s playing
basketball.
to the tape and find out how does Ms Smart ask? (板书重点句
型)
to again and find out how does PE teacher answer. (板书重点句
型)
ce:First read the four sentences together. Then ask and answer.
T: Can Amy run fast?
Ss: No, she can’t.
T: Can Sam ride fast?
Ss: No, he can’t. (通过练习引出No, he can’, she can’t.并板书)
ng game: Show some photos of cartoon characters on the screen.
Get students to guess : Can… play football basketball? And answer: Yes,
heshe can. No, heshe can’t.
6. Listen and choose. Watch the VCR then finish it. Sam can play football.
He’s . B. fat Lingling can play basketball. She’s . B. tall
33

She is our ________? A: star. B: far.
new words long-song-strong far-car-star
the dialoge in roles.
ce: Show two photos of the PE stars and one photo of the student
on the screen. Get students to practise like this: XXXcan play
footballbasketball. He is strong, He is our star.
Step 4: Practise

1.T: Look at the pictures. How to describe the pictures. For example:
Amy can’t run fast. Ss: Talk about the pictures and write it down.
Step5: Extension
down own abilities on the paper. T: Please take out the papers.
You write down your names and your abilities. For example: My name is
Linda. I can sing songs. I can’t swim.
you finish it, put it into the red box. Then play a guessing game.
3. Get one student to choose a paper from the box. Then describe like this:
This is XXX. He can… He can’t…
Step6: Summary
1.T: What have we learned today?
the focus of the sentence.
’s sing the song “I can’t do it.”
Step 7: Homework

the text and say the chant.
your parents about your friends’ abilities.
34

35

Unit 1 Can I have some sweets?
【学情分析】
本课选自外研社(三年级起点)第三册Module6 Unit1 Can I have some sweets?,是在
学生学习了了Module4 Do you want some rice? and Module5 Can you run fast?的基
础上进行的教学。本课主要是学习运用句型“Can I have some swe ets?”询问他人
是否允许自己得到某种事物。本课的词汇主要是与一日三餐有关的,如“soup,
sweets, bread,”要求学生通过本课的学习能够借助食物图片,在真实情景中运用所学单词以及已学句型Can I have some…? Yes, you can. Sorry,you can’t.因此,在教
学过程中,我将以发展学生语言技能,提高学生语言运用 能力为出发点,应尽量使
用直观教学手段,并且注意新旧知识的衔接,努力做到词汇教学与句型操练相组 合。
【教学目标】

A.知识与技能目标:
1.学生能听懂、会读、会说 soup, sorry, sweets, bread, dark, turn on, light
2.学生能掌握和运用句型: Can I have some…? Yes, you , you
can’ t.
B.过程方法目标:
1. 通过设置过生日场景,让学 生复习已学过的食物单词,并使用教学
卡片来表达自己想要吃的食物,加以巩固学过的有关食物的单词。
2. 老师事先准备一些食物和食物卡片,结合学生已有的生活经验提
问自己想要吃的东西。
C.情感态度目标:在活动中培养学生学习英语的积极情感态度,让学
36

生在真实的语境中运用知识。
【重点难点】

教学重点：
1. 学生能听懂,会读,会说:soup, bread, sweets, dark, turn on,light
2. 学生学会用“Can I have some…?”以及其回答“ Yes, I can. Sorry, I
can’t.”的语言结构。
教学难点：
1. 几个单词的读音: bread, soup, sweets.
2. 能够运用本课的重点句型进行交际。
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
1. Greetings:
T: Good afternoon, boys and girls. -- How are you? -- I’m very well,
thank you.
2. Sing a song: Happy birthday to you!
T: Wow, it’s a big cake. Do you know that today is Amy’s birthday. Let’s
sing the birthday song for her. Ok?
3. Play a game: Flashing game.
37

T: Today, Amy’s mother has prepared some food for her and us. Let’s
have a look and play a game, flashing game. Do you like games? --
Let’s look at the screen. You should say the words as quickly as you can.
Are you ready? -- OK. Here we go.
Well done. Every group can get one point. Today we are going to have a
competition between groups. The one who more sweets. Are you
confident? -- Come on! < br>【设计意图】分组更容易对学生进行评价,并能够激发学生的竞争意
识和表现欲望,激发学生学习 兴趣。师生一起唱生日歌让学生们在轻
松的心情下融入英语氛围,同时也符合本课Amy过生日的情境。 通
过玩Flashing game 复习学过的食物,做到了以旧引新,符合学生认知
规律。
Step 2: Presentation and practice
1. Lead in: Do you know sweet?
Teach the new word “sweets”. Teach it many times, read together, boys
and girls, ask some one to read it, spell it on the blackboard.
2. Lead in the topic and the main sentence:“Can I have some sweets?”.
T: Now, here are some sweets. Do you want some sweets?
S: Yes, please!
T: If you want, you can ask for it like this, follow me, “Can I have some
sweets?”
Teach this sentence.
38

【设计意图】利用实物直接提出本课的任务。让学生知道学习 本课的
知识点后能干什么,让学生能带着任务有目的来学习。
3. Practice the main sentence and lead in two kinds of answers “ Yes, you
can. Sorry, you can’t.”
T: Now, Who wants to eat sweets?
S1: Can I have some sweets?
T: Yes, you can.
Teach this answer with smile face many times and enable students to read
it correctly.
S2: Can I have some sweets?
T: Yes, you can.
S3: Can I have some sweets?
T: Yes, you can.
S4: Can I have some sweets?
T: Sorry, you can’t. There’s no sweet.
Teach the answer with crying face many times.
3. Chant and do:
Yes, yes, yes you can.
Sorry, sorry, sorry you can’t.
4. Make sentences according to some other food pictures.
【设计意图】这个环节是对本课目标语句的有意义的操练,通过设定
英语 情景,让学生知道目标语句在什么情景下进行运用,进一步提升学
39

生的综合语言运用能力,为下一步任务完成环节做铺垫。
Step 3：Text learning
1. Listen to the text:
T: Today is Amy’s birthday, right? And she is hungry. What food does
Amy want to eat?
Listen for the first time and ask some one to answer it.
【设计意图】初步感知课文,让学生整体感知课文大意。
2. Listen again and watch the CD-ROM, then circle the correct answer.
Teach the new words:
(1) soup : “Read and shoot”
(2) bread: Practice by showing fingers quickly.
(3) dark, turn on the light: Have a chant “ dark, dark, turn on the light”.
【设计意图】分段教学法,让学生带着问题听课文,同时通过问题引出
并教读 本课几个重点词汇。教读新单词时,采用游戏、chant 等多种方
式进行操练,激发学生的兴趣,让学生主动参与课堂活动中来。
3. Listen and imitate
【设计意图】全班跟读课文,引导学生模仿,在小组内分角色朗读练习,让学生在分角色朗读的过程中,注重表情,语音语调。教师深入小组内
指导,个别问题个别纠正。最 后找二到三组学生汇报朗读,并对其中出
现的问题进行纠正,共性的问题在班级内强化。
Step 4: Consolidation
Make a chant
40

【设计意图】这个环节是一个综合语言运用能力的展示。让学生模仿
已编Chant进行自编一个Chant,灵活运用语言,并且正确的写出来,进
一步培养学生的综合语 言运用能力。
Group work: Make a survey
T:Today Amy’s mother has also prepared some food for us. Now let’s
make a
survey and look what do you want to eat? Then we will show it.
【设计意图】通 过小组调查,让所有学生都积极主动参与课堂活动中
来,灵活运用本课重点句型和有关食物的单词进行交 际,同时起到拓展
知识,真正培养学生的综合语言应用能力。
Step 5：Homework
(1)Use the sentence “ Can I have some…?” to ask for some food from
your parents.
(2)Copy the new words four times correctly.


41

Unit 2 Happy Halloween!
【教学目标】

1.知识目标:Halloween, trick or treat, Here you are.
2.能力目标:运用句型:Happy Halloween! Can I have some…?并学习其肯定回答
Yes, you can .以及另一种回答方式:Here you are.
否定回答:Sorry, you can’t.
3.情感目标:了解西方传统节日——万圣节的风俗习惯,了解中西文化的差异。
【学情分析】
四年级的同学已经学习了一年的英语,有了一定的英语基础。他们对英语学习的
主动性都比较高 ,课堂参与度高,喜欢英语活动、游戏和表演。
【重点难点】

运用Can I have some …?句型肯定回答:Yes, you can. Here you are.否
定回答:Sorry, you can’t.
【教学过程】
Step 1: Warm up

1. Greeting.
2. Watch a short video about Halloween.
Step 2: Leading

1. Showing the pictures about Halloween, introduce the Halloween.
2. Let's chant. Trick or treat.
Step 3: Presentation

1. Text teaching. How did Tom spend his Halloween?
42

2. Watch and listen.
3. Read the text together
4. Play a role.
Step 4: Practice

1. Now, everyone, please look at these pictures. What is this? Showing
the pictures about food: bread, soup, sweets &.
T: If you are hungry, you can say…?引导学生复习句型:Can I have
some…? Yes, you you are. Sorry, you can’t.
2. Practice the sentences.
3. Work in a group.小组合作。
Step 5: Extension

1. Have a cold food party.构造聚会情景运用句型对话:
A: I am hungry. Can I have some…?
B: Yes, of you are.
Sorry, you can’t. But you can have some...Here you are.
A: Thank you. B:You’re welcome.
2. Play a role.
Step 6: Summary

1. Can I have some…? Yes , you can. Here you are.
Sorry, you can’t.
2. Different countries have different festivals.不同的国家有不同的节日,
要了解和尊重不同国家的文化习惯。
Step 7: Homework

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运用句型Can I have some…?Yes , you can. Here you are.
Sorry, you can’t.询问同学朋友。

44

Unit 1 There is a horse in this photo.
【学情分析】
四年级的学生大概处在十岁左右 ,这个阶段的儿童注意不稳定、不持久,难于长时
间地注意同一件事物,容易为一些新奇刺激的事物所吸 引。 所以他们对课件里的
动画和能动发声的教具感兴趣。本节课不是通过机械性的单句操练进行教学的 ,
而是把它溶化在有情景的对话中,力求使学生在操练句型时就学到现实生活中有
交际价值的语 言。同时它采用循环式编排方法,较好地体现了由浅入深、由易到
难、循序渐进、逐步扩展、点面结合、 不断复现的原则。,大部分同学的英语水
平有了很大的提高,学习兴趣浓厚,上课能积极参与到英语学习 中来,大部分同学
的口语表达流利,能用所学知识进行简单的日常交流,不少同学词汇积累丰富,甚至可以用英语进行简单的写话了,这是他们取得的可喜进步。
【教学目标】

Knowledge aims:
1、Master the words: horse sheep vegetable face
2、Master the phrase: have a look
3、Learn the sentence patterns: There is a girl horse in this photo. She’
s riding a horse. I can’t see her face.
4、Grammar: How to use “there is”
Ability aims: Learn to talk about photos by using “there is”
Emotional aims: Cultivate the abilities of communication and educate the
students to help each other.
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【重点难点】

1、教学重点：To make Ss master the new words, sentences and the
grammar ( There is)
2、教学难点：How to talk about photos by using “There is”.
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
1、Play a guessing game.
2、Show the phrase“there isare…”
Show the word “horse”
3、Let’s have a chant.
4、Show the title“There is a horse in this photo.”
Step 2: Presentation
1. Learn to talk about photos by using “there is ”
2. Offer some pictures for the class newspaper.
Step 3：Review
1. Listen and watch the video. Find “There is…”Show the word “sheep”.
2. Listen and watch the video and think about the question:
What are Sam, Amy and Daming talking about?
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T: They are talking about some photos. There are some nice photos here .
Let’s have a look. Show the phrase: have a look
3. Listen and watch the video and finish the exercises.
(1) Show the word “vegetable” and ask the students to read and spell.
(2) Show the word “vegetable” and ask the students to read the sentence
“It’s eating vegetables.”
(5) Show the word “face” and ask the students to read and spell.
4、Listen and watch the video and ask the students read after the video.
Step 4: Practise
Talk about the picture of Acitivity4 of SB Unit 1 .
1)Show the example.
T:I can say two sentences like “There is a boy.” and “He is flying a
kite .”Now I can do this. So I can get one star. Can you do this ?
I believe you can do this! Come on!
2)Ask the students to pracise in groups . They can try to say more
sentences.(Encourage the students who can’t do well.)
Step 5：Summary
New words: horse sheep vegetable face
(Show the pictures.)
Sentences: There is a horsesheep girl cat in this photo.(Show the four
pictures and ask students to discribe the pictures by using “there is”)
Step 6：Homework
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1. Copy the words and sentences.
horse sheep vegetable face
2. Read and imitate the text.
about your photos by using the sentences we learnt today.


48

Unit 2 There are twelve boys on the
bike.
【教学目标】

情感目标:培养学生学习英语的兴趣。
知识目标:掌握单词及词组:n, bear, pig, eating, fruit, sweets,
vegetables. 学习句型There isare …in the photo. It’sThey are eating…及它或他们
正在做什么。
能力目标:培养学生用there isare表达某地存在有某物能力
【学情分析】
四年级已经学习了一年,对动物比较感兴 趣,但是动物词太多了,需要突破比较难,
还要加上There be 句型的运用是一个重点。
【重点难点】

1 学习句型There isare…in the photo.
2 掌握单词及词组:n, bear, pig, eating, fruit, sweets,
vegetables.
【教学过程】
Step 1: Warm up and lead in

1. 听唱英语书42页歌曲 《There are three green parrots.
2. 唱《1-20song》
Step 2: Review

1、复习学习过的1-12数字单词
2、说数字相关的问题。One boy, two boys, three boys...
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3、There is a boy on the bike. There are two boys on the bike.
Step 3: New words and sentences

1、引入chicken, bear, pig. 教读 1by 1
变调,大小声,看嘴型,I say you do, I do you say.
Read the words.
句型: look at the picture:
There is a chickens in the photo.
There are ( two three ...)chickens, bears, pigs in the photo
单词: Fruit, vegetables)
2、It’s eating fruitsweetsvegetables.(图片)
3、They are eating fruitsweetsvegetables.(图片)
Step 4: Summary

动物类:panda, chicken, bear, pig,
动词: eating,
食物类:fruit, rice, sweets, vegetables.
句型:there is +单数名词
There are +复数名词
It is eating....(它正在吃.....)
They are eating....(它们正在吃......)

50

Unit 1 We're going to visit Hainan.
【学情分析】
小学四年级的学生好奇心强,学习态度积极,爱模仿,有意注 意时间较长,自制力较
强。学生经过三年级及该册前六个模块的学习,已有了一定的语言基础,掌握了一
些常见的活动和指令,能够说一些问候语和对话,听懂一些课堂用语和有秩序地进
行教学游戏。 由于本课结合多媒体进行教学,为学生提供了比课本更生动更真实
更丰富的资源,更容易引起学生的兴趣 ,因此有助于培养学生观察、判断、推理事
物的能力,也更容易激发与培养学生的动手能力,语言知识的 学习与实际操作相结
合,使学生可以在多媒体所营造的生动氛围中进行创新思维,打破传统教学的束缚,
培养学生自主学习、自我创新的精神。
【教学目标】

(一) 知识目标
1. 能听懂、会说并认读下列单词:sea, visit, by plane, get up, o’clock,
swimsuit, shoes, socks.
2. 能听懂、会说并认读下列句子We’re going to go to Hainan tomorrow.
I’m going to swim in the sea.
(二) 能力目标
能听懂并能在图片的帮助下运用“be going to”句型讲述自己的计划
和即将发生的事情。
(三) 情感目标
1. 培养学生将学到的知识运用于真实的生活场景中的能力,使学生具
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有一定的社会交流意识,引导学生关注生活,热爱生活。
2. 激发学生热爱祖国大好山河的情感。
【重点难点】

教学重点：
1.学习运用be going to 句型。
2.掌握单词及词组:
sea, visit, swimsuit, shoes, socks, by plane, get up, o’clock..
教学难点：
能够正确理解运用be going to 句型。
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
(一)Greetings.
T: Hello!boys and girls.
Ss: …
T: How are you?
Ss: …
T: I’m fine, too.
(二)watch a video.
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T: Let’s watch a video about travelling. OK?
Ss: ...
【设计意图:视频导入,引起学生的注意 ,激起学生对旅游的向往,从而
引出今天的主题,旅游。并设置情境,学习新单词。为了让学生便于理< br>解今天的学习内容be going to,课前布置学生回家看微视频,提前预习。】
Step 2: Presentation
学习单词和句型
(一)Chant。
T: Now let’s chant. Listen to me carefully. , visit Beijing.
Ss:Shanghai,Shanghai, visit shanghai;Guilin,Guilin, visit Guilin;the park,
the park, visit he park;the zoo, the zoo, visit the zoo.(学生便拍手边
chant.)
(二)学习句型I’m going to visit…
T: That’s very good. So where are you going to visit? 引导学生用I’m
going to visit…并根据课件图片说句子。
【设计意图:学习单词visit后,用chant方式帮助学 生快速巩固‘visit+
地点’的用法,掌握‘visit+地点’后,引导学生用I’m going to visit…
根据课件图片造句。做到词不离句的教学。】
(三)学习句型we’re going to visit Hainan.
T: Look! (出示课件)So beautiful. It’s Hainan. I’m going to visit Hainan.
Do you want to go?
Ss: Yes.
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T: So we’re going to visit Hainan. (带读黑板的课题) and we’re going
by plane. 学习单词Plane.
T:Let’s play a competition. Team A. team B.
Let’s see who will be the winner, and go by this plane.
Ok, let’s go!
【设计意图:将今天的学习任务,变成一个游戏竞赛,
更能激起孩子们的学习兴趣。将学生分 为A、B两组,分别为飞机加油,
最后油桶数量最多为获胜者。】
1. 说句子。We’re going to …根据课件图片及短语提示,学生抢说句
子。
2. 学习单词sea,swimsuit,socks,shoes.
【设计意图:由What are we going to take?引出要学习的新词
swimsuit,socks,shoes。 运用超市购物唤起学生对旧知的复习,如食物、
衣服类等,同时引出教师的旅游包,目的让学生认知旅游 该带些什么物
品出游。课中由教师示范从包里拿出物品,并用I’m going to take…告
知同学们,接下来师生互动,让学生从教师的旅行包中拿出物品,并尝
试用I’m going to take…回应老师。本环节既学习新词,也在复习新句
型。】
3.学习单词o’clock、get up.
4. Practice.
T: Let’s practice. (出示课件)
【设计意图:将今天的所学习的新单词,以填空形式出现,在句子中复
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习新新单词,再次强调了词不离句的教学。】
Step 3：Learn the text
(一)Task 1. Listen and answer. Where are they going to visit?
T: Look!(课件)Our friends. Who are they?
(二)Task 2. Listen again and do some exercises.
(三)Task 3. Listen, point and repeat.
(四)Task -play this dialogue. (本节课根据内容调整与整合,首先
是第一幅图,老师与学生们的对话表演;第二幅图,A组与B组之间 的较
量;剩下的,就以个人来表演。)
(五)自主学习。
T: So do you any questions about this text?
(引导学生发现本课额外新词tomorrow, from the UK,以及总结be
going to +动词原形的用法)
【设计意图:四年级处于中年级阶段,词汇、句子都 有一定的积累,因此
逐步向高年级的语篇教学过渡。本课以泛听,有目的性的听及听、跟
读和角 色扮演进行教学,将整篇对话完整的学习下来,而不是割裂去学,
也为以后高年级的语篇学习做准备。】
Step 4: Make a travel plan
T: Winter holiday is coming soon, so let’s make your travel plans. I give
you some tips. Look! (出示课件)
地点 We’re going to visit .
交通工具 We're going by .
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起床时间 We’re going to get up at o’clock.
活动 We’re going to .
And some rules for you: very well! You can get three ! You can
get two stars. Just so so, you can get one star. Clear?
【设计意图:英语课堂不可缺少听、说、读、写这四方面,即使四 年级
只是中年级也要涉及到写,因此本课学完新知后,让学生将所学内容运
用到生活中来,设计 旅游计划,并且能用英语表述出来,这才是学以致
用,才能达到本课教学的目标。展示学生作品时,改变 以往方式,采取抽
奖形式‘lucky box’。将已经完成计划的小组纸条,折好放进‘lucky
box’,先是教师示范抽取纸条,然后让学生抽取纸条。体现了师生互动,
生生互动,也将今 天的学习推向一个高潮。设置评分规则,让学生学会
去评价学习成果,改变以往总是师对生的评价,转变 为生对生的评价。】
Step 5：Homework
寒假将要来临,请为你自己制作一个 旅游计划(旅游目的地,怎样去,几
点起床,到那做什么),下节课和你的同学们分享。
地点 I'm going to visit .
交通工具 I'm going by .
起床时间 I'm going to get up at o'clock.
活动 I'm going to .

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Unit 2 Sam is going to ride a horse.
【教学目标】

Teaching aims and demands
Be able to talk about the plan with “be going to do”
Master the new dialogue.
【学情分析】
四年级学生有了一定的语言基础,能够根据图片进行描述 ,但部分学生的基础仍然
比较薄弱,因此要设计有梯度的活动,充分调动学生学习英语的积极性,营造语 言
交流的氛围。
【重点难点】

Key points and difficult points
New words: fish, hooray
Sentence pattern: sb. is going to…
【教学过程】
Step 1: Lead in

1. Have a chant.
2. Revision
T: I’m going to visit the zoo on Saturday. Are you going to go with me?
Ss: Yes. I’m going to go with you.
T: What animals are you going to visit? (ppt)
S1,S2,S3…: I’m going to visit…
T: Are you going to visit the bearsmonkeys…?
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S1,S2,S3…: Yes. No. I’m going to visit…
Step 2: Presentation

T: We’re going to visit the zoo on Saturday.
What are you going to do on Sunday?
S1,S2,S3: I’m going to…
T: What is heshexx going to do on Sunday?
Lead the Ss to say “SheHe is going to… xxx is going to…
Look at the pictures. Guess and answer “What is heshe going to do?”
Listen, point and say.
T: Look at this picture. What is the cat going to do?
Ss: It’s going to fish.
T: Listen to the tape and answer this question:
What are the birds going to do?
Ss: They’re going to eat the fish.
Listen to the tape again and read after it.
Listen and say
1)T: Tomorrow Mrs. Smart is going to the park with her students.
What are they going to do?
Listen to the tape and answer the questions:
What is Amy going to do? c. What is Sam going to do?
What is Daming going to do? d. What is Lingling going to do?
2)Listen to the tape again and read after it sentence by sentence.
58

3)Read the text together. Then read in roles. (e.g.:T-Ss-S1-S2)
Step 3: Practice

Group work: Four students a group to ask and answer.
What are you going to do on Sunday?
I’m going to…
What is heshe going to do?
She’sHe’s going to…
Fill in the blanks.
Enjoy a song: The zoo
Step 4: Homework
Make a plan for your winter vacation. Talk about it with your partner.


59

Unit 1 Are you going to run on sports
day?
【学情分析】
本节课的授课对象是小学四年级学生,学生 有认知风格的优势,有听觉型、视觉型
和动觉型。通过调查分析得出,班里的大部分学生更偏向于视觉方 式和动觉方式。
针对视觉型学生在教学中可以多做阅读、视频、做笔记和利用笔记、通过卡片、
ppt上用不同颜色突出重点难点等方法。动觉型学生更擅长于角色扮演、通过游
戏学习、利用手势语学 习,因此,在设计教学活动时我设计了多种活动让学生动起
来。性格上,本班学生具有活泼好动,好奇心 强的优势,喜欢自我表现,具备了一定的
阅读能力和分析理解能力,但少数学生缺乏积极参与的精神。四 年级学生具备了
一定的语言交流能力,为英语的交流实践活动奠定了基础。
【教学目标】

1、1 技能与知识目标
1)基本能听懂、会说、会读、会写词汇:month, metre , every day , good
luck, come on.
2)基本能听懂、会说、会读、会写句型: “Are you going to run on Sports
day?“I’m going to….”
【重点难点】

教学重点：
1.单词:metre, every day, good luck, come on,winner.
2.句型:Are you going to…?
Yes, I’m going to…
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No, I’m going to…
教学难点：
1.一般疑问句的问与答的恰当用法。
2.有关询问和回答某人参加运动会的交际用语。
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
1. Greetings
T: Good morning , children. Ss: Good morning, Ms Li.
T: How are you today? Ss: I’m fine, thanks . And you?
T: I’m great. Thank you so much.
and do.
T: The Sports Day is coming soon. Let’s do some training.
Basketball , basketball , play basketball;
Football , football , play football
Run , run , run fast
Jump , jump , jump high
Ride , ride , ride fast .
Step 2: Lead-in
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1.呈现运动会图片,学习短语sports day,引出课题Are you going to run
on sports day?以及肯定,否定回答,并进行口头练习。
:
Are you going to……?
引领学生跟随音乐一起chant。
【设计意图】创设开运动会的真实语言情境,让学生感受运动会的氛
围,提高其积极性,培养集 体荣誉感和小组合作精神,并利用chant复习
上节课学习过的一般将来时态,初步接触一般将来时的 一般疑问句,为
学习新授知识作铺垫。
Step 3：Presentation
T: Our Sports Day is coming . I ’ m going to take part in some of the
sports games .
What are you going to do for Sports Day?
Ss: I’m going to … (引导学生回答)
S1:I’m going to play footballplay table tennisswim…
Step 4: New lesson
1.看第一遍课文录像,回答问题:
Is Daming going to run on sports day?
① 播放录像。
② 抽生回答问题。
③ 学习run the 100 metres
④ 学习句型:I’m going to run the 100 metres.
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2.听第三、四幅图,回答问题:
Where is Daming now?
① 播放录像。
② 抽生回答问题。
③ 学习every day
④拓展:I’m going to swimplay footballwatch TVride a bike every day.
3.听最后一幅图,回答问题:
Who is the winner?
① 学习Good luck! Come on!并操练。
② 播放录像。
③ 抽生回答问题。
【设计意图】完整的感受课文录像,深入学习每个故事情节 ,并在每一
次的学习中逐步渗透短语及句型的学习,寓教于乐,学生容易接受。
Step 5：Practice
Game1:“传卡片”
T: Boys and girls , let’s play a game,ok? Ss: OK!
A :What are you going to do?
B: I’m going to play football.
进行词卡传递,速度由慢到快,拿到词卡的学生要用句子回答教师及全
班的提问。
Game2:“猜猜我要做什么”
老师请单个学生到教师前面模仿做某事的动作,并提问:“What am I
63

going to do?”把全班分为男女生两组,使用“You are going to…”猜测。
老师要鼓励学生模仿过去学习过的所有动作。
Step 6：Production
T :“You are super! And now you can do the task. Please work in groups
and try to finish the task.”
(1)学生活动--- 完成运动会报名表。
(2)请部分学生展示对话。
(3)讲解课文。
(4)跟读课文。
(5)学生自由读课文。
(6)全班读课文。
(7)分角色表演课文故事。 【设计意图】在实际情境中运用所学句型,寓教于乐,达到语言的学习
是以运用为目的,加深掌握。

64

Unit 2 I'm going to do the high jump.
【教学目标】

(一)语言知识目标:
1、能听懂,会用日常交际用语“I’m going to do...”对“What are you going to do? ”
作出相应的回答。
2 能理解、听懂、会说 run the 200 metres ,long jump , high jump 等词。
(二)语言技能目标
1、能使用句型 What are you going to do on sports day? I’m going to?进行交流。
2 能简单的描述将要发生的事情。
(三)情感态度目标
1、在学习、应用本课知识的过程中,培养发散思维、创造思维的能力。
2、培养学生的团队意识和合作精神,共同完成学习任务。
3、激发学生学习英语的兴趣,帮助学生树立信心。
【学情分析】
本节课的教 学对象是四年级的学生。学习英语有一年,积累了一定的词汇量,具备
一定的听说读写能力。四年级的学 生活泼好动,对运动这一主题较感兴趣,喜欢使
用英语表达,同时喜欢表演,并且能够很快的运用新句型 。因此,教师在设计教学活
动中会充分地运用白板辅助教学,为求能充分地发挥学生的主体作用,调动学 生的
各种感官参与学习,让学生在动态活动中学习、巩固、强化知识,刺激学生的求知
欲望, 使学生树立起自信心,并敢于大胆开口说英语。从而进一步提高他们学习英
语的兴趣和积极性,进而培养 学生英语的听、说能力和应用语言能力。
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【重点难点】

1、理解掌握run the 200 metres 、long jump 、 high jump等词的意义
并懂得在实际语境中运用。
2、理解并懂得在日常生活中灵活运用 What are you going to do ? I’
m going to…等句型进行交际。
【教学过程】
Step 1: Warm up
ngs .
talk.(Can you runjump high?Are you going to rundo the high
jump on sports day?)导入课题
on.
(设计意图:PPT呈现图片,帮助学生复习学过的运动类单词play
football, play basketball, play table tennis, run, swim, ride a bike为本节
课谈论校园运动会做好铺垫。)
Step 2: Presentation

1.学习:Listen, point and say.
(1)展示本部分有关龟兔赛跑的图片。
T: Boys and girls ,we like sports .The animals like sports,too. What are
they going to do on sports day ? Let’s have a look . 播放活动一动画。
然后回答问题。
(2)再次播放录音。学生听音跟读。
(3)分角色朗读。
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2. 教授high jump, long jump, run the 200 metres, How about you ?
T:In our school, we’re going to have a sports day.(PPT呈现一幅运动会
的图片)Are you going to runplay basketball? I’m going to do the high
jump. (跳高图片)教授high jump , I’m going to do the high jump. I’m
going to do the long jump too.(跳远图片) 教授, , I’m going to do the
long jump. 教授the 200 metres, I’m going to run the 200 metres.(跑步
图片)
How about you ? 教授How about…?
T:What are you going to do on sports day ? PPT呈现
Ss answer . (可以给予图片提示)示范几次后请学生来提问,生问生答。
Then ask and answer in pairs .
(设计意图:将新授词组与句型结合起来,并利用动作等肢体语言,让学
生亲身体验他们的意思,可以激发学生学习兴趣,记忆会更加深刻。)
3.学习:Listen and say.
T:Children,our friends also want to join us. Look here.(PPT出示图片)
(1)Watch the cartoon . Then answer a question . “What are they talking
about?”
(2)Listen and repeat. Then answer the question. “ What are they going to
do on sports day ?”
(3)Read after the teacher, then ask four students to read the text.
(4)Read the text in groups of four. Then act it out in groups and show .
(设计意图:用多媒体动画播放学习内容,形象逼真,学生更感兴趣。让学
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生由总体再到详细不同层次的听录音,培养学生听的能力。)
Step 3: Practice

T: boys and girls , you all did a good job. The sports day is coming. What
are you going to do on sports day ? Now let’s talk about your plans in
groups..( 小组内进行接龙问答并展示,教师先进行示范)
A :B what are you going to do on sports day ?
B : I’m going to … C What are you going to do on sports day ?
C:I’m going to … D what are you going to do on sports day ?
D: I’m going to…
B C D : A What are you going to do on sports day ?
(设计意图:巩固新知,让学 生实际运用句型,调动学生参与课堂的积极
性,并促进学生之间小组合作意识。)
Step 4: Homework
and read the text for your parents.
mas is coming. What are you going to do for Christmas? Talk
about your plans with “I’m going to…(圣诞节要来了,你打算做些什
么来迎接这个节日?用I’m going to …这个句型和朋友谈论一下吧!


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Unit 1 We have a big family dinner.
【教学目标】

Teaching goals:
知识与技能:
能听说读认单词: family, dinner, New Year, the Spring Festival , Chinese,
peanut, I see.
能听懂并会说句子:Happy New Year ! At the Spring Festival , we have a
big family dinner.
过程与方法:
能力目标:使学生能够学会表达新年问候及描述过春节时的风俗习惯。
情感态度与价值观:
培养学生对我国传统节日的认识,培养爱国、爱家的学习氛围,激发学< br>习兴趣,提高将实际生活与英语学习的结合的能力。
【重点难点】

1. New words: family, dinner, New Year, the Spring Festival,
Chinese, peanut, I see.
2. Sentences: Happy New Year! At the Spring Festival, we have a big
family dinner. We have peanuts and sweets.
【教具准备】
PPT课件、单词卡片、人物头像、CD-ROM
【教学方法】
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情景教学、游戏、合作探究、任务型教学法
【教学过程】
Step 1: Warm－up
chant
I like coffee ,I like tea.
介绍今日课题
:Today we are going to learn Module 10 Unit 1 We have a big family
dinner.
Step 2: Leading
教师ppt出示一张张关于春节的图片,请同学们猜是什么 节日?老师播
放过春节的音乐或者爆竹声,带领学生进入课文的主题。等音乐完毕,
(1)引入单词
老师问学生:“What is it about?”学生可以用中文说:“春节”。老师借
机教授新单词“Spring Festival”。提出问题“什么是Spring Festival,
引入新单词Chinese.然后老师继续提出问题:“What do we say at
Spring Festival?新授新单词Year 、New Year。接着出示年夜饭,学习
单词family和 dinner。
(2)引入句型ppt
At Spring Festival, we have……。
What do we have at Spring Festival?”请学生为小组为单位进行讨论,
然后向全班汇报。
T:教师介绍自己的家庭晚餐吃什么,说出句型At Spring Festival, we
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have……。
游戏:猜一猜盘子里的是什么食物,并由学生介绍。加分。
Step 3：Teaching
1)老师把本课的挂图贴在黑板上,T:Do you know what arethey
doing?What’s it about?通过播放录音或教学VCD呈现SB Unit1活动
2的内容。请学生边看图或动画片边听课文录音,尽可能多地理解课文
内容。听过第一遍录音后 ,回答What’s it about?。老师可以继续提一
些问题,请学生带着问题听第二遍录音,例如:“What’s the book about?
What is Spring Festival? At Spring Festival, what do we have?”听过第二
遍录音后,请学生 试着回答上述问题。听第三遍录音时,请学生打开书,
边听边跟读,同时画出新单词。老师讲解新单词, 帮助学生理解课文。
2)完成SB Unit1活动2。请学生再听课文录音并逐句跟读,老师注意纠
正学生的语音。最后请学生分角色朗读并表演课文。邀请几组学生上
前表演课文故事。学生也可 以对课文故事进行改编。
Step 4: Summary
(1)Today we have leant some new are……。
And the key sentence is At Spring Festival,We have…….
(2)Who is the winner?
Step 5：Homework
1 、认读并抄写课文新单词4遍。
2 、听录音跟读课文5遍。
3、收集有关其他节日的图画或者照片,并了解其风俗习惯。例如:中秋
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节人们吃什么和做什么。下节课前向同学们介绍自己收集了解到的节
日知识。

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Unit 2 Merry Christmas!
【教学目标】

知识目标:能听懂,会说,初步认读Merry,Christmas,发音正确。
能听懂句子Merry Christmas并能用Merry Christmas回答。
能用Merry Christmas向别人表达圣诞祝福,语音语调正确。了
解有关圣诞节的风俗。
技能目标:让学生在特定的情景下运用所学的知识。培养学生实际运用英语的能
力。
情感目标:学生能了解中西方文化,习俗差异,增强世界意识。通过游戏,歌曲,情境
创设等活动,提高 学生课堂的参与度和学习英语的兴趣。
【学情分析】
本班共有30名学生,其中男生14人 ,女生16人。学生总体反映活泼好动,纯真可
爱。孩子们上课时能够专心听讲,能够积极主动的发言, 思想比较单纯,善于提问。
但有些学生还是为学习而学习,谈不上兴趣问题;个别同学在课堂上纪律不是 很好,
还存在顽劣和懒惰倾向,上课听课不专心,爱搞小动作、课下作业完成不及时的坏
毛病, 学习效率也较差。在下面的教学中我准备从以下几个方面来开展:
(1)培养学生良好的学习习惯。 课堂教学对学生学习行为和学习方法的培养具有
重要作用,是培养良好行为习惯的主要途径,学生的养成 教育是一个知之深、受之
切、意更坚、行必果的过程,我们教师在教学中要始终注意与学生的实际相结合 ,
在课堂中捕捉每一个可利用的环节,培养学生的良好学习习惯,给学生提供适当的
榜样示范, 让学生养成课前预习,课上专心听讲,课后复习的好习惯,用实践来填平
认知与行为之间的鸿沟。
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(2)给予学生鼓励、肯定的评价。小学生有强烈的表现欲, 他们喜欢得到别人的表
扬,老师的表扬能积极推动他们的学习。运用富有灵活性的表扬语肯定学生,他们
会因此而继续努力。小奖品的巧用也能激励学生主动地学习英语。平时,我在教
学中,时时注意 课堂上表现最活跃的学生和进步的学生,尤其注意那些学困生,经
常给予积极的鼓励。如默写满分奖,作 业全对奖等小奖品的魅力,给学生带来了极
大的吸引力和乐趣,激发他们主动地参与到教学活动中来。
【重点难点】

1. 教学重点
能听懂,并能用Merry Christmas相互问候。单词的发音与认读。
2．教学难点：
Merry Christmas的发音及单词present的认读。
【教学过程】
Step 1: Warm up and and Revision

1Greetings
Hello, boys and girls. How are you?
2Boys and girls, now let’s listen to a song , OK?
(教师播放春节序曲这首曲子)
3Can you guess what festival it is?-------The Spring Festival.
What do we do at the Spring Festival?
At the Spring Festival, we say________.
At the Spring Festival, we have a big family dinner.
(此时课件呈现以上三个句子)
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Step 2: lead－in

Today we’re going to learn a western important festival. Please listen to
the music and guess---What festival is it? (教师播放We wish you a
merry Christmas这首歌曲) 引导学生回答 :“Christmas.”老师教授新
单词“Christmas.我们过春节时候,说Happy new year!那西方过
Christmas时,会说什么呢?
Step 3: Presentation

1、Do you know Christmas? (教师出示多媒体课件并讲解Christmas及
其来历) Now, boys and girls. Look at the blackboard, which words you
don’t understand? It’s merry. It equals to say “happy”. So it means…..
Right.
2、Then listen to the tape and answer my questions:
-----What do they say at Christmas? (教师播放VCR课文内容活动一)
3、Image today is Christmas and I am the Santa. (教师穿上圣诞装, 扮演
圣诞老人) (教师再找出其他两名学生进行练习并发放礼品。)
(此环节模拟情境师生分角色,男女生分角色操练活动一)
Step 4: Presentation

1、Do you remember Sam?
He is talking about Christmas with Daming.
2、 Now listen to the tape and answer my questions:
------What do they do at Christmas?
3、课件呈现We sing have a Christmas tree.
We give presents. We eat lots of food.
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4、Can you say?
(此环节教授以上四个句子,分组,男女生,开火车,大小声等各种方式操
练四个句子)
Step 5: Group work

1、假如今天是Christmas,你会 对你的伙伴说什么呢?会把礼物送给谁
呢?怎么送?小组练习展示。
2、假如你是Father Christmas,请把Christmas的风俗习惯介绍给你的
伙伴,小组练习展示。
Step 6: Homework

1、听录音,朗读课文。
2、为老师、家人或者同学制作一张节日贺卡,写上节日祝福语,并送出
贺卡。
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