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2019-2020年四年級(jí)英語(yǔ)上冊(cè) Module 5 Unit 2 I wore warm clothes教案 外研版 一、 教材分析： 本課是《英語(yǔ)》（新標(biāo)準(zhǔn)）（一年級(jí)起點(diǎn)第7冊(cè)）第5模塊的第2課時(shí)，主要談?wù)揕ucy學(xué)校旅行的故事。本課以“講故事、編故事”為任務(wù)，在復(fù)習(xí)不規(guī)則動(dòng)詞過(guò)去式的基礎(chǔ)上，讓學(xué)生懂得用過(guò)去式來(lái)描述過(guò)去發(fā)生的事情，同時(shí)也培養(yǎng)學(xué)生熱愛(ài)運(yùn)動(dòng)，熱愛(ài)生活，不怕困難挫折的樂(lè)觀情緒。 二、學(xué)情分析。 本課的教學(xué)對(duì)象是五年級(jí)學(xué)生，他們學(xué)習(xí)英語(yǔ)已有三年時(shí)間，具備了一定的英語(yǔ)學(xué)習(xí)能力，并掌握了部分不規(guī)則動(dòng)詞的過(guò)去式。學(xué)生在五年級(jí)上學(xué)期有接觸到過(guò)去式，對(duì)動(dòng)詞的變化規(guī)則也有一定的了解，本課學(xué)習(xí)講故事、編故事是學(xué)生喜聞樂(lè)見(jiàn)的內(nèi)容，在這種基礎(chǔ)上讓學(xué)生理解過(guò)去式的表達(dá)難度并不大。 三. 教學(xué)目標(biāo) 1．語(yǔ)言知識(shí)與技能目標(biāo) 1）能聽懂，會(huì)說(shuō)，能認(rèn)讀單詞ice-skating/ wore/ fall over - fell over/ hurt / learnt這是本課教學(xué)的重點(diǎn)。 2) 能聽懂，會(huì)說(shuō)，能認(rèn)讀She goes ice-skating. She worm warm clothes. She fell over. But it didn’t hurt. She learnt to skate.能比較準(zhǔn)確地描述過(guò)去發(fā)生的事情。這也是本課教學(xué)的重點(diǎn)。 3）能借助圖片和文字聽懂、讀懂和朗讀課文。這是本課教學(xué)的難點(diǎn)。 4) 能借助文字創(chuàng)編故事，這也是本課的難點(diǎn)。 2．學(xué)習(xí)策略 積極合作，共同完成任務(wù)；積極運(yùn)用所學(xué)英語(yǔ)進(jìn)行表達(dá)與交流； 3．情感態(tài)度 1）培養(yǎng)學(xué)生喜歡開口主動(dòng)學(xué)習(xí)英語(yǔ)的積極性。 2）培養(yǎng)學(xué)生樂(lè)于與他人合作的精神。 3）熱愛(ài)運(yùn)動(dòng)，熱愛(ài)生活，不怕困難挫折的樂(lè)觀情緒。 四、教學(xué)準(zhǔn)備 課文和聽力練習(xí)復(fù)印50份，幻燈片，生詞詞卡，故事模板及封面，夾子，掛鉤，磁鐵等。 五、教學(xué)課時(shí) 1課時(shí) 六、教學(xué)流程圖 七、教學(xué)過(guò)程 Steps Teacher and children’s activities Purpose Warmer 1. Greetings. T: Good morning, boys and girls. My name is Sunny. Nice to see you. 2. Clap-and-stamp game. T: Children, do you like games? Now let’s play clap and stamp game, read the words quickly, clap your hands or stamp your feet 3. Free talk. T: Oh, good job. （第一次評(píng)價(jià)，三組都得分） Yesterday, I went to Zhongshan park, and I saw beautiful flowers and trees, I was very happy. And would you please tell me what you did yesterday? What did you do yesterday? (問(wèn)3人) Presentation 1. Task-setting. T: Oh, you all had a good time. And today, let’s continue to talk about things happened before, tell some funny stories and make a class story book. OK? And we will have a petition in groups. 2. Lead in. T: See, our good friend, Lucy is ing. She sends us a letter. Because yesterday, she went on a school trip. And was she happy in her trip? What did she do(課件顯示)? Now let’s listen and watch. 3. Answer questions and learn new words. 1) Was Lucy happy? Yes. What did Lucy do in her trip? Did she go ice-skating in her trip? Yes, she went ice-skating. （老師做動(dòng)作） ● Teach “ice-skating” 1. 老師帶讀2遍， 2. a /ei/ ice-skating, lake, cake, skate 3. 大聲小聲讀。 4. 個(gè)別讀 5. 齊讀句子Lucy went ice-skating. T：The ice was very cold. So can Lucy wear a T-shirt? No, she can’t. And 2）Did she wear warm clothes ? Yes, she wore(強(qiáng)調(diào)，大聲) warm clothes - trousers and a sweater. ● Teach “wear-wore” 1. 老師帶讀2遍。(加動(dòng)作) 2. wear 讀1遍。Today, I wear a dress. 3. wore 讀2遍。Yesterday, I wore trousers. 4. ore / /, can you read them more, sore , before, 3) Lucy wore warm clothes, And then what happened to Lucy? Did she fall over? Yes, she fell over. ●Teach “fall over-fell over” (做動(dòng)作) 1. 先讀fall over，2遍 老師用“跳舞”、“喝水”的動(dòng)作提問(wèn)Is it fall over? No. So, children, what’s “fall over”? Can you do? Have 2 kids do, and ask, just now what did the 2 boys do? They fell over. 2. 帶讀fell over 2遍, fell, tell, sell, bell 3. 男生讀，女生讀 4) Lucy fell over, did it hurt? No, it didn’t hurt. ●Teach “hurt-hurt” 1. 讀2遍。ur / / 2. 分組讀詞。 3. Yesterday I fell over and I hurt my knee.(動(dòng)作夸張) Yesterday I cut my finger. I hurt my finger. and what else? Invite kids to do action of hurt. (2個(gè)) 5) Then did Lucy learn to skate? Yes. She didn’t give up. She’s got a strong will. We should learn from her. (滲透德育教育) ●Teach ”learn-learnt” 1. 全班讀2遍 強(qiáng)調(diào)learnt 2. ear / / 3. Two by two read the word. 4. Read new words on Bb. T: Can you read them? 5. Who’s the lucky dog? (誰(shuí)是幸運(yùn)兒) T: All the words are in the turntable. What’s this? It’s fell over, ice-skating, ice, wore, learnt, school trip. Look, it’s going round and round. which word will be pointed? Who can guess? Who’s the lucky dog? 每次請(qǐng)5-6個(gè)學(xué)生猜詞. （第二次評(píng)價(jià)，看哪組的幸運(yùn)兒多就得分） 6. Teacher leads children to read sentences with pictures. T: You are all lucky dogs. You can say the words so well, now let’s describe the pictures老師帶學(xué)生看圖讀句子。 Lucy went ice-skating. Lucy wore warm clothes. Lucy fell over, but it didn’t hurt. Lucy learnt to skate. 7. Find friends of the pictures and talk about them in pairs.. T: Now you’ve got some pictures and slips of paper on your desk, now let’s find the friends of the pictures and talk about them. Who’ll be my partner? You, please. Choose one picture. Oh, where is its friend, I can find it. Together, Lucy went on ice-skating. T: Can you find other friends, work in pairs. Begin! 8. Scan line by line. T：Excellent, you can describe the pictures so well. （第三次評(píng)價(jià)，三組都得分）And Sunny wants to see who has got golden eyes. Look, it’s a picture about Lucy. Which picture? We will scan line by line. Look, what’s that? Can you guess? （第四次評(píng)價(jià)，猜對(duì)的小組成分） 9. Talk about Lucy’s story with 6 pictures. (1) Children talk about pictures with the help of teacher. T: You have got golden eyes. Will you be the king of story? Maybe, can you talk about Lucy’s story? Now, let’s have a try. (2) Children talk about Lucy’s story in pairs. (3) Invite 6 kids of 3 groups to tell Lucy’s story. 10. Listen and imitate. T: Well done. Now let’s e back to Lucy’s letter. Let’s listen and imitate. Please pay attention to the pronunciation and intonation. (1) Read together. T: Your speaking is really nice. （第五次評(píng)價(jià)，三組都得分） 詞卡只貼wore 詞卡只貼fell over 詞卡只貼learnt 板書 （留空位給Lucy） （留空位給school trip） ice-skating （留空位給ice） wear-wore fall over-fell over hurt-hurt learn – learnt Practice 1. Talk about Lucy’s story with key words. (1)Teacher shows an example. T: Look, Sunny can talk about Lucy’s story. (貼詞卡)。 老師邊說(shuō)邊表演。邊添加關(guān)鍵詞。 Yesterday Lucy went on a school trip, she went ice-skating, she wore trousers and a sweater, The ice was very cold. First，(板書)she fell over, but it didn’t hurt. Then (板書)，she learnt to skate. It was really fun. (板書) (2) Children tell Lucy’s story by themselves. T: I can tell Lucy’s story, can you tell the story like me? Yes. Let’s have a try.（要求孩子們一起做動(dòng)作，講故事） （第八次評(píng)價(jià)，三組都得分） 2. Read the write the missing words. (1)T: Oh, you can read Lucy’s story well, can you write well? I trust you can. Now please read and write down the words. See who will be the best and quickly (2) Check answers. （第六次評(píng)價(jià)，給發(fā)言的小組加分） T: They have got right answers, they are wonderful, are you wonderful? Good job. Consolidation and extension 1. Sunny’s story. T: Excellent! We have known Lucy’s story, And now it’s time for us to tell our story. Sunny has got a story, too. Do you want to listen? Look, this is my baby and I. We had an interesting story. I will tell you, who wants to be my actors? 誰(shuí)來(lái)當(dāng)當(dāng)我的演員呢？(邀請(qǐng)6個(gè)) Sunny’s story Yesterday, we went to the zoo. we wore a T-shirt. We saw lots of monkeys. then we saw Yaoming. And we ate a big hamburger. The baby fell over. Sunny helped him. We had a good time. T: You are good actors. Thank you very much. (老師發(fā)獎(jiǎng)品) 2. Children make an interesting story. (1) Prepare in groups. T: This is my story. Do you want to make a story with your friends? Yes, now, discuss and write down your story first. Then stand up, talk and perform your story in your groups. See which group can be the best one? (2) Tell children’s story. T: Now who wants to share your story with us? (Invite 2 groups to the front.) Our story Yesterday, we went to the _______. we wore __________. We saw lots of ____________. We ate some ____________. ____________ fell over. __________ helped him. We had a good time. T. Your stories are so interesting, and other groups, please hand me your stories. Look, this is our story book of class __, grade 5. Oh, how beautiful it is. Do you like it? I will hang it here. You can e here to read the stories after class. Summary T: Today, we all had a lovely day. Because we told many interesting stories and made a super story book. And who’s the winner today? That is Happy Goat! Congratulations! Clap for them You can take your presents after class. Assignment 1. Listen and read the text. 2. Finish off activity book, Ex 2. 3. A: Talk about your story to your friends. (選作) B: Write down your story. (選作) 板書設(shè)計(jì) Module 5 Unit 2 I wore warm clothes. Who’s the winner? Yesterday, Lucy school trip ice-skating wore ice First, fell over But hurt-hurt Then, learnt fun (上臺(tái)前事先劃好橫線) 附送： 2019-2020年四年級(jí)英語(yǔ)上冊(cè) Module 6 Unit 1 Can I have some sweets教案 外研版 【教學(xué)目標(biāo)】 1. 能聽說(shuō)認(rèn)讀單詞:soup,sweets,bread并能在情景中理解sorry,dark,turn on及l(fā)ight的含義。 2. 能夠理解--Can I have some …? 及答語(yǔ)-- Yes, you can./Sorry ,you can’t. 的語(yǔ)用功能并能在相應(yīng)的情景下運(yùn)用語(yǔ)句。 【教學(xué)重難點(diǎn)】 重點(diǎn)句型-Can I have some …? 及答語(yǔ)-- Yes, you can./Sorry ,you can’t. 的靈活運(yùn)用。 【教學(xué)過(guò)程】 Step1: Warming-up 熱身活動(dòng),前置復(fù)習(xí) 師生做動(dòng)作來(lái)sing the chant “Noodles and rice”,以此來(lái)活躍課堂氣氛，調(diào)動(dòng)學(xué)生積極性。 Step2: Presentation 激情導(dǎo)入,學(xué)習(xí)新知 1. 以noodles 和rice為話題,讓學(xué)習(xí)列舉其他食物。 2. 借助單詞卡片來(lái)學(xué)習(xí)bread,soup,sweets。利用點(diǎn)讀筆領(lǐng)讀,齊讀,小組讀,男女生讀,指讀等多種形式來(lái)學(xué)習(xí)新單詞。 3. 教師出示sweets, bread,實(shí)物,讓生快速說(shuō)單詞;隨后play a guessing game, which picture is missing多媒體閃現(xiàn)相應(yīng)單詞的圖片讓生快速說(shuō)單詞,來(lái)訓(xùn)練學(xué)生的反應(yīng)能力和對(duì)單詞的掌握情況。 4. 課文的學(xué)習(xí)(聽錄音,回答問(wèn)題) T: There are so many foods, and they are very nice, do you want some? But how to ask food politely? So today we’re going to learn Module 9 Unit 1 聽第一遍錄音,回答問(wèn)題: 1. Who is hungry? 2. What food does Amy ask for? 聽第二遍錄音,回答問(wèn)題: 3. How does Amy ask for food? 4. What does her mother say? 師創(chuàng)設(shè)情景來(lái)學(xué)習(xí)dark ,light 和turn on。 Step3： Drill 合作學(xué)習(xí)，交流展示 1. 小組合作,在點(diǎn)讀筆的幫助下跟讀課文。 2. 在圖片的幫組下,對(duì)子兩人創(chuàng)設(shè)情景來(lái)練習(xí)對(duì)話,一人問(wèn),一人答: ---Can I have some sweets? --- Yes, you can. / Sorry ,you can’t. Step4：Play the text in roles. 拓展延伸,升華運(yùn)用 時(shí)間允許的情況下,找同學(xué)帶頭飾來(lái)分角色表演課文。 Step5: Summary 對(duì)知識(shí)點(diǎn)及學(xué)生表現(xiàn)的小結(jié)。 Step5: Homework 作業(yè) 1. 聽點(diǎn)讀筆并跟讀課文,看誰(shuí)模仿的像! 2. 在家和爸媽要東西吃時(shí),練習(xí)說(shuō)句型“Can I have some …?”,并教他們說(shuō)出正確的答語(yǔ)。