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2019-2020年四年級英語下冊 4B unit2(2)教案 蘇教牛津版 教學目標：通過學習，能結合人的外貌特征、穿著打扮運用Who’s the…with…? Is that…your…? Which one? The one in the…等句型。 能正確理解、掌握對話內容，并能朗讀、初步表演對話。 教具準備：1）具有明顯外貌特征的人物圖片6-7張，其中2-3張給出姓名； 2）對話背景圖； 3）錄音機和磁帶。 教學過程： Free talk T: Good morning / afternoon, boys and girls. This is… Who’s this / that boy / girl? Nice to meet you. Presentation and practice 將一些外貌特征明顯的人物圖片出示在黑板上（其中幾個下面寫有姓名），邊出示邊介紹其特征the boy with big eyes, the girl with long hair, …讓學生理解單詞 with并模仿說。 教師用完整的句型問學生帶有姓名的圖片。 T: Who’s the boy with big eyes? / Who’s the girl with long hair? … S: He’s / She’s… 學生練習用此句型問不知姓名的人物圖片，教師告知姓名。 繼續(xù)以黑板上的人物圖片為例，教師同時扮演A、B兩角色表演一對話。 A: Is that girl Nancy? B: Which one? A: The one in the orange skirt. / The one with brown hair. … B: Yes, she is. 模仿練習以上對話，由師生練習到學生小組練習。 Read and say 1）出示對話背景圖，讓學生邊看圖邊聽對話錄音，整體理解對話內容，并組織學生進行朗讀操練。 2）自由練習，表演對話。 3）請2—3組學生上臺表演對話。 附送： 2019-2020年四年級英語下冊 4B unit2(3)教案 廣東版開心 I、Objectives and Requirements： 1、 Let’s check聽力練習檢查學生對unit 1 所學內容的掌握情況。 2、 Let’s chant, 通過說有節(jié)奏、有韻律的歌謠學習與鞏固本課所學的單詞。 3、 Let’s sing. 通過歌曲的學習，激發(fā)的興趣，鞏固所學的單詞。 4、 Let’s think. 通過聯(lián)想，培養(yǎng)學生運用新單詞的能力。 II、Teaching aims： 1、 能學會本課的八個新單詞。（ exercising, working, shouting, thinking, practicing, talking, cutting, coloring.） 2、 能在一定的情景中運用本課的新單詞。 3、 培養(yǎng)學生的注意力，激發(fā)學生的積極思維，挖掘學生運用語言的創(chuàng)造能力。 III、Teaching aids： 本課的單詞圖片；錄音機；磁帶。 IV、Teaching procedure Step 1 Revision 1. Let’s sing and chant. 2. Use the cards, say and do. Step 2 Presentation Activity Getting ready Have Ss look at the pictures on the page. T: ( Point to the first picture.) Repeat. Gogo’s dancing. Ss: Gogo’s dancing. T: ( Point to the second picture.) She’s… ( Gesture for Ss to plete the sentence.) Ss: She’s sleeping. Have Ss fill in the blanks. ( Answers: sleeping, waving, coloring, drawing, talking, thinking, cutting, working and exercising.) Point to the pictures and have individual Ss read their sentences. Using the book Put Ss into use the page as game board. Give Ss coins and paper tokens to play the game. Have Ss take turns flipping the coin ( heads= move one space; tails= move two space ). When S1 lands on a space with a sentence, he / she reads the sentence aloud.lS1 moves one space ahead when he /she reads the sentence correctly. When S1 lands on a space with a question, have pairs try a Q&A exchange. ( S1: Is he drawing? S2: Yes, He’s drawing.) Both S1 and S2 move one space ahead when they say the correct Q&A exchange. Continue the game until both Ss reach the last space. Sounds and words Getting ready Write jog and dig on the board and underline the ending-g. T: ( Point to –g) Let’s practice this sound. T: / g / Ss: / g / . Write jogging and digging on the board and underline the ending-ing to differentiate the two sounds / g / and / / . ( This is optional, depending upon your class. Using the book Have Ss look at the pictures on the page. T: Let’s listen to the tape. Play the tape and have Ss point to each word as the page says it. T: Let’s listen again and this time, repeat. Have Ss repeat after the tape. After enough practice, point to the pictures randomly and have Ss say the words. Look, write and say Getting ready Have Ss look at the pictures. T: ( Point to the first picture.) Look at A. What’s this? Ss: It’s a dog. T: What’ he doing? ( point to the word jog at the top of the page.) Ss: He’s jogging. Continue with the other pictures. Using the book T: Now let’s fill in the blanks to make sentences with the new words. T: A. The huge dog likes to …( Gesture for Ss to fill in the blanks.) Give Ss time to finish writing. Continue with the other three sentences. T: Let’s check the answers together. Have Ss read the sentences together several time to practice the sound with natural speed. Step 3 Summary Step 4 Homework 1. Finish the WB. 2.cope the new words. 教后記：通過采用活動教學法教學，較好地調動了學生學習的積極性。通過設計各種類型的練習活動鞏固舊知識，效果良好，課堂氣氛活躍。學生對舊知識遺忘率較高，上學期大部分知識基本都忘記了。通過系統(tǒng)的復習，學生能較好的重新掌握。本課學習現在進行時的一般疑問句及回答，學生掌握較好。但出現肯定回答和否定回答，在書寫方面易錯。看圖回答問題，部分學生不夠熟悉，單詞方面，差生還不過關。待后加強輔導。