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1、2021-2022年四年級英語下冊 Module1 Unit1(3)教案 滬教牛津版 Contents: Say and act & Look and say & Play a game. (P4) Basic Aims: Using the present continuous tense to describe an action taking place at the time of speaking. e.g. What are you doing? I’m drawing. Developing Aims: A: What is he/she doing?

2、 B: He’s/She’s… Education Aims: Good habit. Main points and difficult points: What are you doing? I’m… Materials: Workbook 4B page 3, a cassette player, some pictures, Photocopiable pages 1, 2and 3 Teaching procedures: 教學(xué)意圖 一、Warming-up. Liste

3、n and sing a song《Are you sleeping?》 所學(xué)唱歌曲與新 課有聯(lián)系。 二、Revision 1. Ask and answer: What can you do? 以舊引新，為新授 作鋪墊。 2. Talk about: Whose…are these/those/they? 三、New teaching. 1. Listen and act. e.g. T: Write, please. What are

4、 you doing? I’m writing. 注重口語，培養(yǎng)學(xué) Say and write: paint—painting write—writing 生聽、說能力， talk—talking draw—drawing 并注意滲透學(xué)法， read—reading sit—sitting 鼓勵學(xué)生主動求 sleep—sleeping sing—singing 知，充分體現(xiàn)以 say—saying 學(xué)生為主體的英 2. To learn how to add-ing.

5、 語課堂活動。 3. Look at the pictures, listen to the tape. 4. Talk about the pictures. e.g. What is Eddie doing? What is he saying? Is Eddie sleeping? Are you sitting? 5. Read after the tape. 四、Consolidation. 1. Please form groups of four, make some new dialogues. 舉一反三，培養(yǎng) 2. Paly a gam

6、e. 和提高學(xué)生靈活 3. Photocopiable page 1, 2 and 3. 運用知識的能力。 五、Homework. 1. Read after the tape. 2. Grammar Practice Book 4B, page 3. 附： 板書設(shè)計 課后隨筆 A: What are you doing? _________________________________ B: I’m…

7、 _________________________________ paint—painting __________________________________ write—writing __________________________________ sit—sitting __________________________________ ___________________________

8、________ 附送： 2021-2022年四年級英語下冊 Module1 Unit1(4)教案 滬教牛津版 Contents: Look and say (P5) Teaching aims: To learn the new sentences: Where’s…? He’s\She’s… What’s…doing? He’s\She’s… Where are…? They’re… What are they doing? They’re… Developing

9、aims: 1) To learn the new words. 2) Say more sentences about somebody. Education aims: 1) To take care of the things around us. 2) Asking sb. not to do sth. e.g. Don’t walk on the grass. Teaching main points and difficult points: 1) A:

10、Where’s\Where are…? B: He’s\She’s\They’re… 2) A: What’s he\she doing? B: He’s\She’s… 3) A: What are they doing? B: They’re… Teaching materials: A cassette player, some pictures\a puter, A small blackboard. Teaching procedure:

11、 教學(xué)意圖 一. Warming-up. 1. Sing a song. 2. A Children’s Rhyme. 二. Pre-task preparation 1. Read the following words. may day play playground he meet teacher speak my five bicycle library go no know home use

12、 you pupil super 2. Add-ing (Group work) e.g. jump—jumping make—making sit—sitting 3. Say and act. Where are you? I’m… What are you doing? I’m… 三. While-task procedure 1. To learn: Where’s…? He’s\She’s… What’s he\she doing? He’s\She’s… 1) Show a puter\picture.

13、 循序漸進，從所學(xué) T: Look. Who’s he? 知識入手以多媒體 S1: He’s Danny. 教學(xué)為主線，鼓勵 T: Where’s he? 學(xué)生用英語直接思 S1: He’s on the grass. 維，同時維護和諧 T: Can you say something about Danny? 的師生關(guān)系，體現(xiàn)

14、 S: He’s Danny. He’s a boy. He’s a pupil. Today is 師生之間的互動教Sunday. 學(xué)。 He has no classes. He’s in the park. Look. He’s on the Grass…. 2) T: Now look. What is he doing? 由直觀教學(xué)及談話 S: Try to say: He’s walking on the grass 法引出思想品德教

15、 T: Can you walk on the grass? 育，讓學(xué)生在學(xué)習 S: No, we can’t. 知識的同時，接受 T: What will you say to Danny? 情感體驗。 S1: Danny, please don’t walk on the grass…. 3) T: Look. Where’s Danny? S: He’s in the playground. T: Can you s

16、ay something about him now? S: This is Danny. He’s in the playground. He is not walking. He’s playing…Now he’s playing in the street. T: Can he play in the street? 通過play in the S: No, he can’t. playground引出 T: What will you say to him?

17、 play in the street等 S: Don’t play in the street. 增加語言的攝入 量，并為學(xué)生的后 續(xù)學(xué)習打基礎(chǔ)， 又通過不該做某 事對學(xué)生進行思 想教育。 4) Please talk about Danny, using the following sentences with your partners. Show: Where’s …? He’s\She’s… What’s he doing? He’s\She’s… Please look at the s

18、cream. Who’s she? Is she 激發(fā)學(xué)生用語言 dancing? Where’s she? Please talk about her, 組織來引出本課 do pair work. 學(xué)習重點，并讓其 接受思維訓(xùn)練。 5) Show many pictures, ask each group to choose 2 pictures to Talk about with the partners. To learn: A: Where are

19、…? B: They’re… A: What are you doing? B: They’re… 1) Show a picture. T: Where are Danny and Kitty? S1: They’re in the playground. T: What are they doing? S2: They’re playing. 2) Show a library. T: Can you talk about the library? 充分發(fā)揮學(xué)生的 S: This is a library. We can borr

20、ow books from 主體作用，強調(diào) the library. We can read books in it. 主體意識，讓學(xué) But we must be quiet in it. Show: Peter and 生從生活實際悟 Betty are in the library. 出真理。 T: Can you talk about Peter and Betty? Please form groups of four. 3) T: Very Good. Would you please using

21、 the 并懂得為人，從 following sentences to talk about them? 小學(xué)好真本領(lǐng)。 Show: Where are …? They’re… 發(fā)揮合作探究精 What are they doing? They’re… 神，使學(xué)生在相 互合作探究中尋 求答案。 4) Show another pictures, th

22、en talk about them. 概括性操練，幫 one person→some people 學(xué)生理清學(xué)習思 路，同時進一步 突破本課難點， 反饋新授情況。 四. Post-task activity 1. Ask and answer. (Group work)

23、 鞏固新知的同 Show some pictures on P5, talk about with your 時，增加語言量， deskmates. 同時提高輸出 e.g. A: Who’s she? B: She’s Alice. 量。 A: Where’s she? B: She’s in the classroom. A: What’s she doing? B: She’s writing in the classroom.

24、2. Listen and colour, then talk about the pictures. 這部分體現(xiàn)本課 e.g. Kally is singing\dancing\sweeping the floor\ 高潮，讓學(xué)生通 drawing a picture\ doing some washing\playing 過復(fù)習再求得本 piano…in the classroom. 課升華，達到“學(xué) Listen and choose one, then colour it and talk a

25、bout 以致用”的目的， it with your good friend. 同時通過動手涂 色，剪剪，說說 等形式，使Homework. 師生情緒始終飽滿，提高教學(xué)效果。 3. Sing a song. Read after the tape & Say something about your friends\ partners After class. 附： 板書設(shè)計 教

26、學(xué)隨筆 Look and say 1. A: Where’s…? ______________________________ B: He’s/She’s… ______________________________ A: What’s…doing? _____________________________ B: He’s/She’s… _____________________________ 2. A: Where are…? _____________________________ B: They’re… _____________________________ A: What are they doing? ____________________________ B: They’re…