上海版牛津英語四年級下冊4BModule1Usingmyfivesense全模塊17課時教案教學設(shè)計

1、Module 1 Using my five senseTeaching Contents: P2P18Teaching Aims: Learners develop their range of stationary vocabulary Learners collect objects and talk about what belongs to whom Learners identify different musical instrumentsLearn sing a song about the music man Learners make and match cards for

2、 the touch and feelLearners talk about opposites using classroom objects Learners read the story about Bens friend Learners play the guessing using different food realia Learners read the story about a fox and some grapes Teaching Focus:1. Using predictive adjectives to describe objects and nouns to

3、 identify object2.Asking wh questions to find out specific information about a person 3.Using demonstratives to refer to objects 4.Asking wh questions too find out which person sth belongs toe.g. Whose pens are these?5.Using the present continuous tense to describe an action taking place at the time

4、 of speaking. e.g. What are you doing? Im drawing.6.Asking wh questions to find out the place . e.g. Where are Peter and Betty?7.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. Whats he doing?8.Using nouns to identify things.e.g. a piano.9.Sing and

5、Say.10.Asking yes/no questions to obtain simple responses. e.g. Is it year violin, Kitty?11.Asking “wh” questions to find out which person something belong to. e.g. whose guitar is this? 12.Using pronouns to indicate possessions. e.g. No, it isnt my violin.13.Using possessive forms of nouns to show

6、possessions.e.g. Its Eddies.14.Using prepositions to indicate positions. e.g. Its behind her chair.15.Ask “wh” questions to find out the position.e.g. Wheres Kattys drum?16.Using the present continuous tense to describe an action taking place at the time of speaking.e.g. It is sleeping.17.Using pred

7、icative adjectives to describe feelings. e.g. The cat is angry and tired.18.Using prepositions to indicate positions. e.g. The mouse is under the chair.19.Using nouns to identify animals. e.g. donkey20.Using imperatives to give instructions.e.g. Feel the donkey. 21.Using imperatives to give instruct

8、ions. E.g. Touch the window.22.Asking yes / no questions to obtain simple responses. e.g. Is it hat?23.Using predicative adjectives to describe things. E.g. Its blunt. 24.Using imperatives to five instructions. E.g. Danny, put your pencil in the bag.25.Asking “wh” questions to find out which person

9、something belong to. E.g. Whose balloon is this?26.Asking “wh” questions to find out various kind of specific information about a thing. E.g. What is it?27.Using predicative adjectives to describe things.e.g. Its smooth.28.Asking “wh” questions to find out the positions. e.g. Wheres my rabbit?29.Ask

10、ing yes / no questions to obtain simple responses.e.g. Is it under your desk? 30.Using predicative adjectives to describe people. E.g. He is blind.31.Using modals to talk about ability. e.g. I can smell kiscuits.32.Asking yes / no questions to obtain simple responses. e.g. Is this a fruit shop?33.Us

11、ing predicative adjectives to describe things. E.g. Its rough.34.Using imperatives to five instructions. E.g. Close your eyes.35.Asking “wh”-question to find out various kind of information about a person. Teaching Time:17 periodsUnit 1 Look!Teaching Contents: P2P5Teaching Aims: 1. Learners develop

12、their range of stationary vocabulary 2. Learners collect objects and talk about what belongs to whom 3. Learners in groups play a miming game to guess what others are doing 4. Learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office 5. Learne

13、rs prepare a slide show and write about where people are in school and what people are doing Teaching Focus:1. Using predictive adjectives to describe objects and nouns to identify object2. Asking wh questions to find out specific information about a person 3. Using demonstratives to refer to object

14、s4. Asking wh questions too find out which person sth belongs toe.g. Whose pens are these?5. Using the present continuous tense to describe an action taking place at the time of speaking. e.g. What are you doing? Im drawing.6. Asking wh questions to find out the place. e.g. Where are Peter and Betty

15、?7. Using the present continuous tense to describe an action taking place at the time of speaking.e.g. Whats he doing?Teaching Time: 4 periods1st lessonTeaching Contents:P2Teaching Aims:Learners develop their range of stationary vocabularyLanguage focus: 1. Using predictive adjectives to describe ob

16、jects and nouns to identify object2. Ask wh questions: What have you got?Teaching Type: NewMaterials: Cassette， cassette player word and picture cardsProcedures:1. Pre-task preparation Warming up: Review the sounds. Have students works in pairs and list out the things in their school key on a sheet

17、of paper. Invite students to tell the class what they have got. You may introduce new vocabulary or you may take this to encourage pair learning. 2. While-task procedures:1) Words: What do you need for a class? Paint顏料 brush刷子 felt pens水彩筆 thin薄 thick厚 Look at the book, which one is thick. Which one

18、 is thin?2）Say and act. At the bookshopa. Look. These crayons are thin. Those crayons are thin.b. Which felt pens are new？ Which ones are old？ new-old新-舊c. Show the brush to the pupils. Ask which one is long, which one is short. These brushes are long. Those brushes are short.d. What have you got? I

19、ve got these crayons. Theyre thick.3. Post-task activities1) Listen to the cassette and read after it.2) Look at the objects and say sth about it.e.g. These crayons are new.Those _ old.What have you got?Ive got _.They are_. Blackboard design brush ( es) new-old paint thin-thick felt pens these-those

20、 long-short 4. Assignment:1) Oral: Recite the words and sentences.2) Written work: Copy it.Summarize: 這一課主要教學幾個有關(guān)文具的名詞和修飾他們的形容詞，大部分學生掌握較好，極個別學生paint發(fā)音不準確，稍加糾正就沒問題了，只是在作業(yè)中發(fā)現(xiàn)these, those作為形容詞性指示代詞使用的英語習慣掌握不扎實，需加強練習。2nd lessonTeaching Contents: P3Teaching Aims:Learners collect objects and talk about wh

21、at belongs to whomLanguage focus:1. Using demonstratives to refer to objects 2. Asking wh questions too find out which person sth belongs toe.g. Whose pens are these?Teaching Type: NewMaterials: Cassette， cassette player big plastic bags( in dark colours)Procedures:Warming up1. Read Unit 1 Look then

22、 have a dictation.2. Fill in the blanks.1) Those crayons are_（厚）. _（那些） felt pens are _.2) What _ you _ got? Ive got some _（薄） books.3) What have you got? Ive got some _（舊） cars.4) This pencil is _（長）. That pencil is _ （短） While-task procedure Teacher ask : whose. are these/those? Learn the text.Who

23、se pens are these? They are Bettys pens.Whose pencils are those? They are Eddies pencils. Post-task activity:1)Ask and Answer.P3 Answer the questionsWhose paints are these? (我的)Whose crayons are those? (你的)Whose pencils are these? (他的)Whose ruler is this? (她的)Whose book is that? 我的）Whose chairs are

24、these? （他們的） 2) listen to the cassette then read after it.3) Learn the sound “OK”Blackboard DesignWhose . are these? TheyreWhoseare those? TheyreAssignment:1. Oral work: Recite “ Say and act”2. Written Work: Answer the above questionsSummarize : 這堂課的重點是whose句型，這個語法知識上學期已經(jīng)教學過，而且學生掌握較好，所以這堂課學生學得很輕松，掌握

25、得更扎實，練習正確率很高。 3rd lessonTeaching Contents:P4Teaching Aims:1. Learners in groups play a miming game to guess what others are doing 2. Learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office Language focus:Using the present continuous tense to

26、 describe an action taking place at the time ofspeaking. e.g. What are you doing? Im drawing.Teaching Type: NewMaterials: cassette cassette player picturesProcedures:Warming up1. Answer the questions:1) Whose book is this? (Dannys)2) Whose felt pen is that? （他的）3) Whose crayons are these? (我的)4) Who

27、se brushes are those? (他的) While-task procedure:1) Look at the pictures. What are the children doing? Child children 2) T: What are you doing? Im writing, drawing, painting, reading.3) Are you talking? No, Im4) Practise in two:What are you doing? Im5) Look at the picture.Whats he /she doing? Hes/ Sh

28、es6) Are you painting? No, Im drawing.3. 1) Listen to the cassette and read after it.2) Answer the question:What are you doing?Whats he doing?What are the children doing?Are you running.?Are you jumping?Blackboard design:write writing read-reading talk-talkingsleep-sleeping paint-painting draw-drawi

29、ngWhats he/she doing? Hes /Shesing. 4. Assignment. Oral work: Recite “ Say and act” “ Look and say” Written work: Copy it.Summarize :這堂課主要教學現(xiàn)在進行時態(tài)，學生能理解老師的意思，但進行時的結(jié)構(gòu)是學生初次接觸，所以有點難，在練習中出現(xiàn)的最多的錯誤是句中漏掉be動詞或ing。大部分學生掌握不好，但這是正常的。 4th lessonTeaching Contents:P5Teaching Aims:Learners prepare a slide show and

30、 write about where people are in school and what people are doing Language focus:i. Asking wh questions to find out the place . e.g. Where are Peter and Betty?ii. Using the present continuous tense to describe an action taking place at the time of speaking.e.g. Whats he doing?Teaching Type: NewMater

31、ials: Cassette. Cassette player. Photocopiable page 4.Procedure: Warming up1) Have a diction2) Answer the question.Whose chair is this? (我的)Whose ruler is that? (Peter的)Whose bags are these? (我們的)Whose books are these? (她的)What are you doing? (讀書)What are the children doing? (跳舞)Whats Danny doing? (

32、寫字)Whats Miss Tang doing? (說話)Are you cooking? (是的)Are you jumping? (不在教室里) While-task procedure: Look at the pictures and answer the questions:Wheres Danny? He is in the playground.Whats he doing? He is playing.Wheres kitty? She is in the hall.Whats she doing? She is saying.Where are Peter and Bett

33、y?They are in the library.What are they doing? They are reading. Post-task Activity1. Listen to the cassette and practise it in two.2. Ask and Answer ( P5 ) First oral then written. Blackboard design Wheres ? /Where are.? Hes/Shes /Its/Theyre.Assignment1. Oral: Recite “Look and Say.2. Written: Copy

34、it.Summarize: 這堂課一是鞏固where句型的用法，學生都已掌握；二是繼續(xù)進行時的學習，強化進行時的結(jié)構(gòu)，通過這堂課的進一步學習，大部分學生對以習慣了進行時結(jié)構(gòu)，也基本能熟練的使用進行時進行英語表達。Unit 2 What can you hear ?Teaching Contents: P6-P9Teaching Aims: 1. Learners identify different musical instruments 2. Learners sing a song about the music man 3. Learners work in pairs to find

35、out where their partners has put the various objects provided , on the task sheet 4. Learners read a story about a cat and a mouse 5. Learners write the dialogues between the cat and the mouse Teaching Focus 1. Using nouns to identify things.e.g. a piano.2. Sing and Say. 3. Asking yes/no questions t

36、o obtain simple responses. e.g. Is it year violin, Kitty?4. Asking “wh” questions to find out which person something belong to. e.g. whose guitar is this? 5. Using pronouns to indicate possessions. e.g. No, it isnt my violin.6. Using possessive forms of nouns to show possessions.e.g. Its Eddies.7. U

37、sing prepositions to indicate positions. e.g. Its behind her chair. 8. Ask “wh” questions to find out the position.e.g. Wheres Kattys drum? 9. Using the present continuous tense to describe an action taking place at the time of speaking.e.g. It is sleeping.Using predicative adjectives to describe fe

38、elings. e.g. The cat is angry and tired.Using prepositions to indicate positions. e.g. The mouse is under the chair.Teaching Time: 4 periodsFirstTeaching Contents:P6Teaching Aims:Learners identify different musical instruments Learners sing a song about the music manLanguage focus:1.Using nouns to i

39、dentify things.e.g. a piano.2. Sing and Say.Teaching Type: NewMaterials:Cassette. Cassette player.Word and Picture card.Procedure: Warming up 1. Recite “Look and Say” and have a dictation. 2. Look at the picture and write something about it. While-task procedure 1. Learn the new words piano 鋼琴. reco

40、rder 笛子violin 小提琴 guitar 吉它 triangle 三角鈴 drum 鼓 2. Who can play the piano?樂器前一定要加 “the”球類前不加 “the”e.g. play football. learn the song Sing and Say. The music man.Blackboard design: piano 鋼琴. recorder 笛子violin 小提琴 guitar 吉它 triangle 三角鈴 drum 鼓Assignment 1. Recite these new words. 2. Copy them.Summariz

41、e :這堂課中樂器的名稱很多，發(fā)音也較難，所以發(fā)音是這堂課的難點，但通過樂器發(fā)出的來聲音斑竹教學及幫助學生記憶樂器的名稱又提高了學習的積極性。SecondTeaching Contents:P7Teaching Aims:Learners work in pairs to ask and answer whose sth it is .Language focus:1.Asking yes/no questions to obtain simple responses. e.g. Is it year violin, Kitty?2.Asking “wh” questions to find

42、out which person something belong to. e.g. whose guitar is this? 3.Using pronouns to indicate possessions. e.g. No, it isnt my violin.4.Using possessive forms of nouns to show possessions.e.g. Its Eddies.Teaching Type: NewMaterials:Cassette. Cassette palyerThe musical instruments.Procedure: Warming

43、upRecite the new words and have a dictation. While-task procedure: In the music room. What can you hear? Can you have a noise? Is it your violin, Kitty? No, It isnt my violin. Is it your _, .? No, it isnt my _. Im sorry. 對不起 Thats all right. 沒關(guān)系 Post-task activeities1. Listen to the cassette and rea

44、d after it2. Ask and answer.What guitar is this? Its Eddies.Look at the pictures, practise in two.First Oral then Written.Blackboard designnoise Can you hear a noise?Is this your? Whose guitar is this ?Its Eddies .Assignment 1. Oral: Recite “ in the music room”2. Written: copy it.Summarize: 這堂課的知識點很

45、簡單，學生都掌握很好。ThirdTeaching Contents:P8Teaching Aims:Learners identify different musical instruments Learners sing a song about the music manLanguage focus:1.Using prepositions to indicate positions. e.g. Its behind her chair.2.Ask “wh” questions to find out the position.e.g. Wheres Kattys drum?Teachin

46、g Type: NewMaterials:Cassette. Cassette player.Five boxes. Some objects.Procedure: Warming up1. Recite “ in the music room” and have a dictation2. Answer the question.While-task procedure1. Show the box and pencil to the pupils.Ask some questions.Wheres the pen?Its in the box. 在里Its on the box. 在上It

47、s under the box. 在下面Its behind the box. 在后面Its beside the box. 在旁邊2. Practise in two. (using box and pencil)3. Translate the expressions.在椅子上 在書包里 在書桌下 在 Kitty后 在Eddie旁4. Point and Say.Wheres Kallys drum? Its behind her chair.Look at the pictures and practise in two.Wheres _ ? Its _ .Post-task activ

48、ity Learn the sound. The small ball is on the wall.Blackboard design in on under behind beside Assignment 1. Copy the new words and recite it.2. Answer the question.Wheres the drum? 在Danny后Where are the violins? 在Kitty旁Wheres the bag? 在書桌里Where are the pencils? 在鉛筆盒上Where is the triangle? 在椅子下Summar

49、ize:小部分學生對behind, beside的拼寫和詞義理解有些困難，四（3）的學困生連介詞詞組也不會說，以后要加強這方面的訓練。兩個班級在練習中都有一個共同錯誤：物主代詞和定冠詞連用。FourthTeaching Contents:P9Teaching Aims:Learners read a story about a cat and a mouse Learners write the dialogues between the cat and the mouseLanguage focus:1.Using the present continuous tense to descri

50、be an action taking place at the time of speaking.e.g. It is sleeping.2.Using predicative adjectives to describe feelings. e.g. The cat is angry and tired.3.Using prepositions to indicate positions. e.g. The mouse is under the chair.Teaching Type: NewMaterials:Cassette. Cassette player.Word and pict

51、ure cards.Procedure: Warming up 1. Recite the new words and translate the expressions在黑板上 在教師里 在Danny后在操場上 在大廳旁 在方桌下 While-task procedureRead a story.The cat and the mouse.1. Where is the cat? In the basket. 籃子What is it doing?2. Who is beside the cat? How is it? What is it doing?3. Wheres the cat?

52、Behind the mouse. Mouse. 老鼠Mouse. 單數(shù)， 復(fù)數(shù) Whats the cat doing? Chase the mouse. 追逐4. How is the mouse? Wheres the mouse?5. Where is the mouse? Is it running?6. Wheres the mouse?In the hale.在洞里 Is it happy?How is the cat? (angry and tired) Post-task activity1. Listen to the cassette and read after it.

53、2. Practise in two and look at the picture. Retell the story.63. Blackboard design:Sleeping eating chasing jumping running in the basket beside the cat behind the mouse on the doorunder the chair in the hole Assignmnet 1. Recite “The cat and the mouse”2. Written. Answer the above questions.Summarize :個別學生basket的讀音有困難，大部分學生能朗讀和表演這個故事，有一些學生特別優(yōu)秀，能改編故事并表演出來，非常棒。 Unit 3 What can you feel ?Teaching Contents: P10-P13Teaching Aims: 1. Learners make and match cards for the Touch and feel game 2. Learners play the game in gro