2021-2022年四年級英語上冊 Module5 Unit14教案 廣州版

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1、2021-2022年四年級英語上冊 Module5 Unit14教案 廣州版 Objectives(教學(xué)目標(biāo)) 1.Language knowledge語言知識： Vocabulary詞匯: classmate, different from, finish, less, floor (四會), timetable (三會) Sentences句型: How did you get home ? I went home by bus. Which floor do you liv

2、e on ? I live on the eighth floor. Daily Express習(xí)慣用語：Anything else ? That’s good. Grammar語法：一般過去時、一般現(xiàn)在時、一般將來時 Phonetic語音 2.Language skill語言技能：如何運用所學(xué)的知識來描述現(xiàn)在與過去的學(xué)習(xí)和生活 3.Affect 情感態(tài)度：熱愛生活 4.Learning Strategies學(xué)習(xí)策略：教學(xué)中運用多媒體輔助教學(xué)，讓學(xué)生更加形象得理解課文內(nèi)容，深化學(xué)生對詞匯和語言的掌握，在日常生活中更好的運用所學(xué)的內(nèi)容。 5.Cultural Conscious

3、ness文化意識：英美國家對樓層的不同表達(dá)方法 Difficulties Analysis（教學(xué)難點分析） 1．本課的第三段描述作息時間的不同，也是實義動詞過去時式出現(xiàn)較多的部分，句子較長，較難上口。 如：We started school later and finished earlier. We worked for a shorter time in the morning before lunch break and we had sports every afternoon. And we had less homework. 2

4、．正確使用過去、現(xiàn)在和將來的句子來談?wù)搶W(xué)習(xí)和生活。如: How did you get home from school before? How will you get home? Teaching Aids/Media主要教學(xué)媒體 教學(xué)圖片、自制課件、呈現(xiàn)和鞏固操練環(huán)節(jié)。 Teaching Procedures 教學(xué)過程 Teaching activity & Steps of the activity Learning strategies Purpose 1.Warm up 1.播放本單元的英語歌曲： Remember yesterday

5、? 2.Chant: am, is- was are, are-were go, go-went see, see-saw have, have-had say, say-said 3.Free talk: 1.Listen and sing 2. Chant 3.T-P talk & P-P talk What did you do yesterday? Were you at home last night? Where were you yesterday?等 1.熱身，激發(fā)學(xué)生的學(xué)習(xí)熱情 2.通過歌曲和游戲，復(fù)習(xí)已學(xué)過的過去時句子及動

6、詞過去式，為學(xué)習(xí)課文句子做好鋪墊。 Presentation and Practice 1.Well done, boys and girls. But did all of you hand in your homework? 引導(dǎo)學(xué)生回答Yes.及時表揚學(xué)生:Excellent! All of you finished your homework. Yesterday we had less homework, too. 拿出一些粉筆或水作比較This glass has less homework. 2.導(dǎo)出新知識： 電腦出現(xiàn)我一個同學(xué)的相片，介紹：This

7、 is my classmate, Rose. classmate 利用班上同學(xué)介紹you are his classmate. 并讓同學(xué)們互相說彼此是classmate. yeah, she is my classmate. She worked in Shenzhen last year. 教學(xué)新單詞classmate. 3. Yeah, Rose is my classmate. She worked in Shenzhen last year. But I worked in Guangzhou last year. 詢問學(xué)生：Did my classmate and I wor

8、k in the same city last year ? 學(xué)生回答：No.老師總結(jié)：Yes, we didn’t work in the same city. We worked in different cities. Guangzhou is different from Shenzhen. 教學(xué)新短語 be different from… 4.出示一張時間表教學(xué)新單詞timetable. 電腦出現(xiàn)兩張不同的時間表，引導(dǎo)學(xué)生講出:This timetable is different from that one. 然后讓學(xué)生小組討論自己與別人的不同之處或不同之物。 5. 表揚

9、同學(xué)們的談?wù)摻Y(jié)果：Excellent. They are so many differences. For example, we studied on the third floor last term. Now we live on the fourth floor. 教學(xué)新單詞floor及句子I live on the ….floor. (用簡筆畫畫出一幢樓)并講解英美國家對樓層的不同表達(dá)法。 學(xué)生理解并學(xué)習(xí)新單詞finish 和less 2. 學(xué)生理解并運用新單詞classmate. 同學(xué)們互相說彼此是classmate. 3. 學(xué)生學(xué)習(xí)

10、新短語 be different from 4. 學(xué)生學(xué)習(xí)新詞timetable，并根據(jù)老師的引導(dǎo)，使用be different from 進(jìn)行表達(dá)自己和別人的不同。如：My pen is black. Your pen is white. It’s different from yours.等。然后小組匯報談?wù)摻Y(jié)果。 5. 學(xué)生操練句型，根據(jù)實際情況問答： Which floor do you live on? I live on the … floor. 1.初步感知新單詞。 2.學(xué)習(xí)新單詞cl

11、assmate 3.感知新短語 be different from 4.小組談?wù)摚M(jìn)行意義性操練，達(dá)到使用句型進(jìn)行交際的目的。 5.有利于學(xué)生間的互相了解, 運用句型。 Presentation and Practice 1.播放課文對話的錄音（兩次），讓學(xué)生理解課文并看電腦屏幕出現(xiàn)的第三段的對話補全對話的內(nèi)容。如: Was the timetable__ __ ours? Yes, We __ school later and __ earlier. Anything __? We __ for a __ time

12、in the morning before lunch break and we __ sports every afternoon. And we had __ homework. 2.指導(dǎo)學(xué)生朗讀課文。 3. Chant: Which floor do you live on? I live on the seventh floor. How did you get home before? I went home by bus. How will you get home today? On foot. 啟發(fā)學(xué)生chant中三個句了用了不同的時態(tài)，運用了不同的助

13、動詞，do, did , will. 并替換中的斜體部分的內(nèi)容。 4.讓學(xué)生完成Part2的問題。 1.學(xué)生聽對話，并根據(jù)對話完成所缺的單詞。及時較對答案，更好得理解本段的內(nèi)容。 2.全班讀，小組讀，分角色讀。 3.Chant 并替換中的斜體部分的內(nèi)容 4.完成Part2 的問題并較對答案 1.學(xué)生通過聽錄音和補全對話所缺漏的單詞，及時鞏固了本課主要句型和新詞匯。 2.感知并理解對話 3.進(jìn)一步鞏固和運用本課所學(xué)的重點句型 4.鞏固課文的內(nèi)容

14、 附送： 2021-2022年四年級英語上冊 Module6 unit1(1)教案 外研版 Ⅰ.設(shè)計理念：1.采用“任務(wù)型教學(xué)法”，使學(xué)生帶著明確的任務(wù)目標(biāo)，在做事情的過程中發(fā)展語言能力、思維能力以及交流合作能力。 2.運用TPR教學(xué)法，既符合小學(xué)生活潑好動的生理特點，又能讓學(xué)生在快樂有趣的課堂氛圍中學(xué)習(xí)語言。 Ⅱ.Teaching Aims: 1. 知識目標(biāo)：（1）學(xué)習(xí)掌握本課的詞匯 Can,run,fast,jump,high,far,ride. (2) 學(xué)習(xí)掌握本課的句型Can you run fast/jump high/ride fast？ Ye

15、s，I can./No，I can’t. 2. 技能目標(biāo)：(1)能使用“can”談?wù)撃芰?。?）能看圖朗讀本課文。 3. 情感目標(biāo)：培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣，樂于模仿，敢于開口，主動參與課堂實踐活動，培養(yǎng)良好的協(xié)作精神。 Ⅲ.Main points: 1. 學(xué)習(xí)掌握本課新詞匯：can,run,fast,jump,high,far,ride. 2. 學(xué)習(xí)掌握本課的句型：Can you run fast/jump high/ride fast？ Yes，I can./No，I can’t. Ⅳ Difficult points: 1.Be able to ask and answer

16、：Can you run fast/jump high/ride fast？ Yes，I can./No，I can’t. 2.能在真實任務(wù)中靈活運用本課的句型。 Ⅴ.Teaching Aids: tape, recorder, powerpoint,flash. Ⅵ Teaching steps and purposes: Ⅰ.Warming up 1.Chants 2.Songs 3.Greetings Ⅱ.Revison and presentation 一 (課件1) 師生根據(jù)課件內(nèi)容問答 Tt: What is she/he doing? S

17、s: She/He is swimming. T: Can you swim? Ss: Yes / No. T: Yes, I can. No, I can’t. 二(課件) 師生根據(jù)課件內(nèi)容問答。 T: What is she/he doing? Ss: She/He is swimming. T: Can you swim? Ss: Yes / No. T: Yes, I can. No, I can’t Ⅲ.Teach the new lesson 三（課件flash） Learn the new words--- run,fast,jump,h

18、igh,far,ride. Play the flash, let student know the sentences and new words Ss: listen and look. 四（課件）認(rèn)讀單詞 Play the powerpoint, show the picturs ,let student know the words. Then teach these words. Play the flash, let the students listen to the text again. Ⅳ.Practise（課件flash） Ha

19、ve students read after the CAI. Let students answer the questions according to text . Practise in pairs (All the demand are in the flash.) Ⅴ.Play a game and do the exercises. If time is enough, we will do these tasks. Ⅵ. Sing a song Let students listen . Then finish the class. VII. Homework Finish the exercise book . Read the text Can you . . . ? Can you run fast/jump high/ride fast？ Yes，I can. No，I can’t. On the blackboard: