四年級(jí)上冊(cè)英語(yǔ)教案Unit 1課時(shí)1 Let’s talk ＆ Let’s play

1、.Unit 1 My classroom課時(shí)1Lets talk Lets play教學(xué)目的1.學(xué)生可以理解對(duì)話(huà)大意，用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話(huà)。2.可以在情景中恰當(dāng)運(yùn)用句型“Where is? It's in / on /under /near詢(xún)問(wèn)并答復(fù)物品的位置。3.可以在情景中恰當(dāng)運(yùn)用句型：What's in the classroom? Let's go and see。4.可以在語(yǔ)境中理解新詞classroom, really, picture, near, window的意思，并能正確發(fā)音。教學(xué)重點(diǎn)1. “What's in the classroo

2、m? 和 “Let's go and see. 的正確使用。2. “Where is?和“It's near的正確使用。3.能聽(tīng)懂，會(huì)說(shuō)并能恰當(dāng)使用表示方位的介詞“near。教學(xué)難點(diǎn)可以將本課時(shí)的重點(diǎn)句型靈敏運(yùn)用于日常生活中。教學(xué)準(zhǔn)備教學(xué)掛圖，教學(xué)課件，教學(xué)光盤(pán),人物頭飾。教學(xué)過(guò)程Step 1: Warm upFree talk:T: Welcome back to school.SS: Thank you.T: How are you?SS: Very well, thanks.T: Nice to meet you.SS: Nice to meet you, too.Ste

3、p 2: Presentation1.導(dǎo)入Let's talk，練習(xí)重點(diǎn)句型。創(chuàng)設(shè)老師歡送同學(xué)們返校的情景。T：After this summer vacation, we all have something different. Can you say something different or something new about yourselves?Ss: 老師引導(dǎo)學(xué)生用“We have a new的句式表達(dá)。2.每當(dāng)學(xué)生說(shuō)出一樣新物品的時(shí)候，老師馬上說(shuō)：“Really？“Where is it？并引導(dǎo)學(xué)生用從前學(xué)過(guò)的介詞near, under, in等進(jìn)展答復(fù)，期間老師

4、還可以讓學(xué)生根據(jù)實(shí)際情況圍繞這一物品進(jìn)展簡(jiǎn)單的交流。如：“What colour is it?，“Do you like it?等等。3.老師導(dǎo)入：In this new term, Zhang Peng and Sarah also have a new classroom. What's in the classroom? Let's go and see!4.老師利用教學(xué)掛圖展示教室，T：Look, this is their classroom.Ss: Its so big. 展示教室里的圖片：Look！This is Sarah's picture.展示窗戶(hù)的

5、圖片，并說(shuō)：This is the window.并簡(jiǎn)單教讀單詞：classroom, picture, window。5.老師指著圖片，并問(wèn)：Where is the picture? 引導(dǎo)學(xué)生用It's near來(lái)答復(fù)。再讓學(xué)生分組運(yùn)用句型“Where is it? It's來(lái)問(wèn)答教室里的物品。6.播放Let's talk光盤(pán)，學(xué)生跟讀，學(xué)習(xí)正確的語(yǔ)音語(yǔ)調(diào)。并分組進(jìn)展對(duì)話(huà)表演，找?guī)捉M上臺(tái)表演，評(píng)比出最正確表演小組。Step 3: Consolidation and extension1.完成Let's play部分的任務(wù)。1老師先利用課件展示各個(gè)字母代表的物

6、品，如：b book and bag c crayon and care eraser p picture and pencil box2同桌之間模擬Let's play的對(duì)話(huà)，練習(xí)句型“Where is it? It's in/on/under/near。3小組提問(wèn)，以小組為單位向其他小組發(fā)出提問(wèn)挑戰(zhàn)。如：S1：I see a “P.S2：Where is it?S1： It's near the window. What is it?S2： It's a picture.2.選詞填空。 We have a new . A. near is it? B. cl

7、assroom It's the door. C. so It's big! D. WhereStep 4: Homework聽(tīng)Let's talk部分錄音，將對(duì)話(huà)讀給父母聽(tīng)。板書(shū)設(shè)計(jì)Unit 1My classroomPart A: Let's talk & Let's playWe have a new classroom.單靠“死記還不行,還得“活用,姑且稱(chēng)之為“先死后活吧。讓學(xué)生把一周看到或聽(tīng)到的新穎事記下來(lái),摒棄那些假話(huà)套話(huà)空話(huà),寫(xiě)出自己的真情實(shí)感,篇幅可長(zhǎng)可短,并要求運(yùn)用積累的成語(yǔ)、名言警句等,定期檢查點(diǎn)評(píng),選擇優(yōu)秀篇目在班里朗讀或展

8、出。這樣,即穩(wěn)固了所學(xué)的材料,又鍛煉了學(xué)生的寫(xiě)作才能,同時(shí)還培養(yǎng)了學(xué)生的觀(guān)察才能、思維才能等等,到達(dá)“一石多鳥(niǎo)的效果。What's in the classroom? Let's go and see！Where is it?It's near the window.要練說(shuō)，得練聽(tīng)。聽(tīng)是說(shuō)的前提，聽(tīng)得準(zhǔn)確，才有條件正確模擬，才能不斷地掌握高一級(jí)程度的語(yǔ)言。我在教學(xué)中，注意聽(tīng)說(shuō)結(jié)合，訓(xùn)練幼兒聽(tīng)的才能，課堂上，我特別重視老師的語(yǔ)言，我對(duì)幼兒說(shuō)話(huà)，注意聲音清楚，上下起伏，抑揚(yáng)有致，富有吸引力，這樣能引起幼兒的注意。當(dāng)我發(fā)現(xiàn)有的幼兒不專(zhuān)心聽(tīng)別人發(fā)言時(shí)，就隨時(shí)表?yè)P(yáng)那些靜聽(tīng)的幼兒，

9、或是讓他重復(fù)別人說(shuō)過(guò)的內(nèi)容，抓住教育時(shí)機(jī)，要求他們專(zhuān)心聽(tīng)，用心記。平時(shí)我還通過(guò)各種興趣活動(dòng)，培養(yǎng)幼兒邊聽(tīng)邊記，邊聽(tīng)邊想，邊聽(tīng)邊說(shuō)的才能，如聽(tīng)詞對(duì)詞，聽(tīng)詞句說(shuō)意思，聽(tīng)句子辯正誤，聽(tīng)故事講述故事，聽(tīng)謎語(yǔ)猜謎底，聽(tīng)智力故事，動(dòng)腦筋，出主意，聽(tīng)兒歌上句，接兒歌下句等，這樣幼兒學(xué)得生動(dòng)活潑，輕松愉快，既訓(xùn)練了聽(tīng)的才能，強(qiáng)化了記憶，又開(kāi)展了思維，為說(shuō)打下了根底。教學(xué)反思本課時(shí)以口語(yǔ)交際為主要形式展開(kāi)教學(xué)。老師為了讓學(xué)生可以在短時(shí)間內(nèi)進(jìn)入學(xué)習(xí)狀態(tài)和對(duì)話(huà)的情境中，創(chuàng)造真實(shí)的語(yǔ)言環(huán)境，讓學(xué)生身臨其境。并采用分解對(duì)話(huà)的方法，循序漸進(jìn)，由簡(jiǎn)單到繁雜，并對(duì)重點(diǎn)句型進(jìn)展強(qiáng)化訓(xùn)練，很好地穩(wěn)固了重點(diǎn)句型，讓學(xué)生對(duì)句型的靈敏

10、運(yùn)用有了一定的掌握。我國(guó)古代的讀書(shū)人,從上學(xué)之日起,就日誦不輟,一般在幾年內(nèi)就能識(shí)記幾千個(gè)漢字,熟記幾百篇文章,寫(xiě)出的詩(shī)文也是字斟句酌,瑯瑯上口,成為滿(mǎn)腹經(jīng)綸的文人。為什么在現(xiàn)代化教學(xué)的今天,我們念了十幾年書(shū)的高中畢業(yè)生甚至大學(xué)生,竟提起作文就頭疼,寫(xiě)不出像樣的文章呢?呂叔湘先生早在1978年就鋒利地提出:“中小學(xué)語(yǔ)文教學(xué)效果差,中學(xué)語(yǔ)文畢業(yè)生語(yǔ)文程度低,十幾年上課總時(shí)數(shù)是9160課時(shí),語(yǔ)文是2749課時(shí),恰好是30%,十年的時(shí)間,二千七百多課時(shí),用來(lái)學(xué)本國(guó)語(yǔ)文,卻是大多數(shù)不過(guò)關(guān),豈非咄咄怪事!尋根究底,其主要原因就是腹中無(wú)物。特別是寫(xiě)議論文,初中程度以上的學(xué)生都知道議論文的“三要素是論點(diǎn)、論據(jù)、論證,也通曉議論文的根本構(gòu)造:提出問(wèn)題分析問(wèn)題解決問(wèn)題,但真正動(dòng)起筆來(lái)就犯難了。知道“是這