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小学译林英语四年级上第四单元教案全

来源:个人技术集锦


Unit4 I can play basketball

第一课时

教学目标:

1.能初步听懂、会读、会拼写basketball, football, jump, skate, swim

2.能初步听懂、会读、会说very well和have a try

3.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

4.培养学生运动的意识,明白:生命在于运动 5.培养学生自信并且勇于尝试的精神 教学重难点:

1.能初步听懂、会读、会拼写basketball, football, jump, skate, swim

2.能初步听懂、会读、会说very well和have a try

3.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

4.培养学生运动的意识,明白:生命在于运动 5.培养学生自信并且勇于尝试的精神 教学准备:

挂图,卡片,多媒体(PPT) 教学过程:

Step 1 Greeting and free talk Greeting

T: Good morning/afternoon, boys and girls. S: Good morning/afternoon, Miss Wu. Step 2 Presentation

Play a game----Fast respond

T:I have some pictures here. Try to tell me. T:I like„What do you like? Do you like„? S:„

T: I can„ What can you do? Can you „?

板书并且出示中文意思Can you /××ׄ? S:„

板书并且出示中文意思:Yes, I/ he/she can. No, I/he/she can’t.

教授单词:swim, skate, play football ,jump„ 教授单词basketball,并且板书 组句读:I can play basketball. It’s my basketball„

导题:Today we’ll learn Unit 4 I can play basketball 出示课题,全班读课题。

学生活动设计 (或修改反思)

提问完后,即时向全班学生提问,引导学生第三人称回答。

Make dialogues

T:Hello,×××.Can you„? S: Yes, I can. No, I can’t. T:Can you ask your partner? S: Yes, I can. T: OK, ready go.

对话模式:T-S S-S S-T

T:Wow, you can do so many things. Step 3 Story time

T: What about our friends?

出示人物图片:Liu Tao, Mike, Wang Bing. T: Look, they are coming. 1.Watch and choose

(1)What are they playing? A football B basketball (2)Who can play it?

A Liu Tao B Mike C Wang Bing

T:Now, let’s watch the cartoon and find the answers.

Check the answers

2. Read and try to answer

在这个环节,学生将在阅读前,会有几个问题,让学生在阅读的时候带着问题。

T:Please read Story time by yourself. I will give you some questions.

让学生在阅读的时候可以试着做好记号,例如划线,画圈等。 图1:Can Wang Bing play basketball? Yes, he can.

图2:Can Mike play basketball very well? Yes, he can. Tips: well 好

造句 I can „very well.

在这个部分,学生可以把之前学过的动作词再一次复习,做到词不离句。

图4:Liu Tao can’t play basketball at last. True or false. 3.Read Story time

(1)注意语音语调,播放动画,学生看词跟读

例如:让学生注意一般疑问句与特殊疑问句的读法。 个别单词在不同的句子中的读法:basketball出现了三种语调的读法。

T:Let’s read after the tape. (2)学生齐读

T:Let’s read it together.

学生活动设计 当学生提到相应动作的时候,教授单词并且通过拼读的方法巩固单词记忆。在出示单词的时候并且板书

出示两个选择,通过这两个选择让学生对对话有个大概的理解,帮助学生更好地学习。

重点在于at last,让学生在这个题目中学习have a try的同时从Liu Tao这个人物的身上学到自信并且勇于尝试的精神,从而传递人生态度的正能量。

学生齐读的时候,教师也要对语调不到位的地方及时纠正。培养学学生活动设计 生的语感。 (或修改反思) 学生自读 选择自己喜欢的方式读书: 自己读,和伙伴分角色朗读,齐读 练习中需要用到的(4)角色扮演 句子 利用光盘,学生进行角色扮演。注意语音语调,比比谁读的好 Can you/ 利用光盘资源让学生培养朗读的好习惯。 he/she„? Step 4 Do a survey Yes, I/ he/she 小组活动,四个人一组,相互询问:dance, sing, jump, skate, can. I/ He/She swim, play football, play basketball can „ very well. Checkout time No, I/ he/she 小组的同学一起站起来,其他同学举手提手,小组中的其他同学回can’t. 答提问。 Have a try. Step 4 Homework

T: You did very well.

总结:The life depends on sports.生命在于运动。 Now, I’ll show you your homework. 1.Copy the new words four times. 2.Recite Story Time after class. 作业设计:

1.Copy the new words four times. 2.Recite Story Time after class. 板书设计:

Unit 4 I can play basketball

Can you/ he/she„? play football basketball Yes, I/ he/she can. I/ He/She can „ very well. jump skate swim

No, I/ he/she can’t. sing dance Have a try.

Unit4 I can play basketball

第二课时

教学目标:

1.能熟练听懂、会读、会拼写basketball, football, jump, skate, swim,table tennis

2.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

3.能初步掌握can句型的否定句的用法。

4.能够读懂Cartoon time 部分内容,体会其中的趣味性。 教学重难点:

1.能熟练听懂、会读、会拼写basketball, football, jump, skate, swim,table tennis

2.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

3.能初步掌握can句型的否定句的用法。 教学准备:

挂图,卡片,多媒体(PPT) 教学过程:

Step 1 Greeting and warm up

T: Good morning/afternoon, boys and girls. S: Good morning/afternoon, Miss Wu. T: Hello, ... How are you? S: I’m....

T: How old are you?

S: I’m.../I’m...years old. T:I can „ What can you do? S: I can„

T: Can you„well?

S: Yes, I can .I can„ very well./No, I can’t. T:Can xxx „?

S: Yes, he/she can. No, he/she can’t. Step 2 Guessing game 根据动作猜会做什么 S1: Can you „? S2: Yes, I can. No, I can’t. 例如:

Can xxx „?

Yes, he/she can. No, he/she can’t. Step 3 Review Story time 1.跟读

2.自读(任选一种方式读) 3.自己单独读

学生活动设计 (或修改反思)

教师可以根据学生的动作做第三人称的问答

(教师注意语音和语调的指导与纠正)

4.跟伙伴扮演角色读 学生活动设计 5.跟伙伴齐读 (或修改反思) 比一比,赛一赛,谁读得好,模仿得像。 学生尝试用第三人Step 4 Fun time 称的方式学着介绍出示Fun time中的图片,让学生明白接下来要学习Fun time中的三个人物,例如: 内容。 This boy is Tom. Step 5 Cartoon time He is 11 (years 1.Cartoon time 导入 old).He can play 2.Watch the cartoon and find the answers. football. He 3.趣味连线----动物、叫声连线 can’t play

Oink cow basketball. Quack pig This girl is Lucy. Moo duck She’s Tom’s Tweet cat sister. She can„ Meow dog Woof bird Check the answers. T: The duck can swim. What can you say? The can . 4.理解个别句子意思

Don’t be sad. 不要伤心。 I can’t fly either. 我也不会飞。 讲解too与either的区别: 5.Read Cartoon time (1)Read after the tape (2)Read by yourself (3)比一比,赛一赛,谁读得好,模仿得像。 Step 6 Homework 作业设计: 1.准备默写单词表单词和划线句子 2.Recite Cartoon Time after class. 3.要求学生写一段自我介绍,不少于五句。 板书设计:

Unit 4 I can play basketball

Can you/ he/she„? play football basketball Yes, I/ he/she can. I/ He/She can „ very well. jump skate

swim

No, I/ he/she can’t. sing dance

Unit4 I can play basketball

第三课时

教学目标:

1.能熟练听懂、会读、会拼写本单元的四会单词

2.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

3.能初步掌握字母Ff在单词中的发音

4.学生能初步会唱本单元歌曲I can skate and I can jump 5.能明白中西方的差异(Sound time中出现的five boys) 教学重难点:

1.能熟练听懂、会读、会拼写本单元的四会单词

2.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

3.能初步掌握字母Ff在单词中的发音

4.学生能初步会唱本单元歌曲I can skate and I can jump 教学准备:

挂图,卡片,光盘 教学过程:

Step 1 Greeting and warm up 1. Greeting and free talk

T: Good morning/afternoon, boys and girls. S: Good morning/afternoon, Miss Wu. T: Hello, ... How are you? S: I’m....

T: How old are you?

S: I’m.../I’m...years old. T:I can „ What can you do? S: I can„

T: Can you„well?

S: Yes, I can .I can„ very well./No, I can’t. T:Can xxx „?

S: Yes, he/she can. No, he/she can’t. 2.Revision----Story time &Cartoon time 3.Introduce yourself Step Sound time

T: You can do written work very well. Now, I would like to know your hearing. 播放之前学过的Sound time的开头,让学生听听是那一段并且大声说出来。 Big books„

Bird, bird, don’t fly away„

Six seven six seven Turn round and round„ Nick is nine, Nancy is ten„

学生活动设计 (或修改反思)

跟读(教师注意语音和语调的指导与纠正)

齐读,也可以要求会背的齐背诵

„ A ruler a rubber„ 学生活动设计 Look at the lion in the library„ (或修改反思) 出示funny T: Can you read it? Look at these words,找出单词中拥有的相同字母Ff/f/ 出示单词并且读一读: afternoon, breakfast, family, father, football 还有那些单词有Ff,而且发音是/f/ fly fine five find Father has five T: Good. Now, let’s try to read it. footballs for his 出示Sound time five funny boys. Step 3 Song time 这里的for等同于Enjoy the song 之前学过的This 听歌曲,让学生先熟悉歌词和曲调。 is for you.中for跟唱 的意思。 比一比,哪一组唱得好 编一首自己的歌曲,能让别人在你的歌曲里知道你会做什么。 Step 4 Consolidation 完成课课练上的练习,注意听力题。 注意笔试题的完成质量 完成笔头小练习 Step 5 Homework 1.准备默写单词和翻译句子 2.Finish the exercises 3.课后完成过关 板书设计:

Unit 4 I can play basketball Ff funny afternoon father breakfast football family

Unit4 I can play basketball

第四课时

教学目标:

1.能熟练听懂、会读、会拼写basketball, football, jump, skate, swim,table tennis

2.能熟练地听懂、会说、会读、会运用本单元句型: Can you/…?并且会用Yes,…can./No,…can’t来回答。

3.完成Checkout time

4.完成Ticking time的评价 5.完成补充习题和课课练的练习 教学重难点:

1.完成Checkout time

2.完成Ticking time的评价 3.完成补充习题和课课练的练习 教学准备: 挂图,卡片 教学过程:

Step 1 Greeting and warm up

T: Good morning/afternoon, boys and girls. S: Good morning/afternoon, Miss Wu. T: Hello, ... How are you? S: I’m....

T: How old are you?

S: I’m.../I’m...years old. T:I can „ What can you do? S: I can„

T: Can you„well?

S: Yes, I can .I can„ very well./No, I can’t. T:Can xxx „?

S: Yes, he/she can. No, he/she can’t.

T: Please make dialogues with your partner. Step 2 Checkout time Listen and judge 1.读一读每一个小题目 Helen cannot skate.

听一听,完成练习,并且最后能够重复所听内容。 (1) you swim ,Helen?

No, I can’t. But I can skate.

(2) you play table tennis, Su Yang?

Yes, I can. I can play table tennis very well. (3)Look, Liu Tao can play basketball. Wow, he’s cool.

(4)Can Yang Ling play football?

学生活动设计 (或修改反思)

学生之间进行对话练习,进一步掌握本单元的重

点句型 让学生用另一个词来代替,从而让学生能明白cannot=can’t 让学生来读一读句子,解释每个小题目,让部分后进生

No, she can’t. But she can play table tennis. Step 3 Ticking time 加强学生的自我评价 Step 4 Consolidation 1.补充习题

在听录音之前先让学生说说在图上能看到哪些内容,让学生学会观察题目。

部分题目也可以要求学生作听写任务,提高学生听说读写的语言综合运用能力。 2.同步探究

翻译词组,选择题 Step 5 Homework

1.完成部分同步探究练习 2.完成补充习题练习

也能看懂题目,为接下来的“听”做好准备。

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