2019-2020年四年级英语下册 unit1教案 湘少版.doc

2019-2020年四年级英语下册 unit1教案 湘少版一、教学目标1、 能听懂、会说新单词shirt ,coat,bed,cap；2、 能掌握课文大意；3、 能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is on …”做出回应二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is on …”做出回应难点：灵活地运用“in、on、under、”等词语表达物体的具体方位一、 教学准备 两个动物指偶、教学挂图、教学磁带等二、 教学步骤Step 1 Warming up1、 师生问候2、唱英语歌曲“The more we’re together.”Step 2 Presentation 1、 情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了White cat:Good morning,Mum . Mum:Good morning,daughter.White cat :Wher’s my new cap? Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils? Mum:They are on the desk.板书并教授对话2、 用动物指偶与若干学生进行对话练习游戏——chain game3、 听课文A部分录音，跟读。

4、 戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候看看谁在最短时间找到最多的朋友Step 4 Consolidation1、 创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看情景2：同桌之间表演对话让学生们大胆发挥想象，创设其他情景进行对话练习师生共同表演学生同桌互相表演学生代表上台表演2、 评价对学生在活动中的表现给予肯定和鼓励，培养学生的英语交际能力Period 2一、教学目标1、 能掌握本单元新单词及词组; 2、能熟练使用句型“Where is/are my …”“It’s /they are…”询问物体的位置，并回答； 3、能阅读理解课文C、D部分二、教学重点难点重点：复习单词和句型； 难点：理解课文C、D部分三、教学准备 一个抽屉、一条新领带、一双棕色皮鞋、学生自己的画、教学磁带等四、教学步骤Step 1 Warming up1、师生问候2、唱英语歌曲“colour song”Step 2 Presentation 1、出示一条领带 T:What’s this? S:It’s a tie. T:Is it old or new? S:It’s new. T:Yes,it’s a new tie. Where is the tie? S:It’s in the drawer. 2、出示一双棕色皮鞋T:What are these? S:They are shoes. T:Where are my brown shoes? S:Your brown shoes are in the cupboard.3、拿出一副眼镜戴在头上 T：Where are my glasses? S:They are on your head.Step 3 Practice 游戏——Ask and answer 将全班学生分成两组，就上一课时布置的画画作业进行问答比赛。

一组学生提问，另一组学生根据画作答课文D部分 1、让学生们自己阅读一遍，标出不懂的单词或句子 2、听录音，小声跟读 3、回答问题Step 4 Consolidation1、创设情景，自由对话情景：Lingling和Chen Dong想穿上自己最喜欢的衣服去参加Mary的生日晚会，可他们不知道妈妈把衣服放哪儿了，于是询问妈妈2、 评价 3、练习 4、家庭作业 听磁带、读课文、记单词Period 3一、教学目标1、 能掌握字母组合all在单词中的发音，并理解词汇 wall，fall，ball,tall，small，stall2、 能理解并读出由含有字母组合all的单词组成的句子 3、巩固复习本单元单词和句型二、教学重点难点 重点：字母组合all在单词中的发音； 难点：情景对话三、教学准备 字母卡片b、f、s、m、t、w及all，教学磁带等四、教学步骤Step 1 Warming up1、 师生问候2、 唱英语歌曲“colour song” 3、 自由对话（就学生文具提问， 可让学生充当小老师提问）Step 2 Presentation and drill 课文E部分 1、 出示字母卡片b、f、t、w，让学生读出该字母在单词中的发音。

2、 出示卡片all，教学all的读音3、组合成单词，请学生拼读 4、听录音，跟读单词 5、听录音，跟读句子Step 3 Practice 游戏——Matching game 在黑板两侧分别写上字母 b、f、t、w及字母组合all，将学生分成两组，每组轮流选出一名学生看卡片念单词，两组在各派一名学生听音连线，看谁连得又快又准Step 4Consolidation1、 课文F部分请一名学生扮演Linging寻物，其余学生根据图片帮助Lingling找东西Lingling:Where is my dress? S:It’s under the bed.2、创设情景，自由会话 3、评价 4、家庭作业 ！）听磁带，朗读课文 2）抄单词和句型附送：2019-2020年四年级英语下册 Unit2 At a party教案 苏教牛津版一、单元分析： 本单元的主要教学内容是“根据特征认人”认人”是在第一单元所学句Whos that…？Hes/Shes...基础上进行的拓展学习本单元的教学重点是让学生根据人的外貌特征及穿着打扮来认识人，从而学习掌握Whos the ... with...? Is that…your...? The one in the...等句型，及相关的家庭成员、身体部位、颜色、服装等类单词。

前几册我们已学了部分相关类别的单词，教师可以用以旧带新的方法来教本单元的新单词，还可以结合以前所学的内容，系统整理这些单词二、学情分析：经过上学期的教学实践，我发现四年级学生掌握英语的情况良好大部分学生在课堂上就已经能掌握新授内容，学生兴趣浓厚，积极活跃；但是仍有一些学生的学习习惯比较差，但四年级毕竟还是一个学英语的起始阶段，总体来说，学生对英语的兴趣还是很浓厚的因此，四年级这个打基础的阶段至关重要这学期我预备在基础知识上多下功夫，实行一个一个过关制，帮助部分差生打好基础三、教学要求：知识目标：　　1. 能听得懂、会说、会读和会拼写单词grandfather, grandmother, father, mother, brother, sister, white , a friend　　2. 能听得懂、会说和会读日常交际用语Nice to meet you. Were late for the party. Lets hurry!　　3. 能听得、会说、会读和会写句Whos the…? Hes/Shes... Is that... your ...? Which one? The one in the...。

　　4. 了解辅音字母组合ck在单词中的读音5. 能有表情、有节奏地朗读歌谣My brother能力目标：通过听、说、读、演的训练，学会用英语介绍人物及其特征情感目标：在交际过程中，培养学生自主学习的能力和合作的能力四、教学重点及难点：　　1. 能听得懂、会说、会读和会拼写单词grandfather, grandmother, father, mother, brother , sister, white, a friend　　2. 能听得懂、会说、会读和会写句型Whos the…with? Hes /Shes … Is that …your…? Which one? The one in the …五、课时安排：第一课时：B. Look read and learn C. Ask and answer.　　第二课时：A. Read and say. D. Look and say.　　第三课时：E. Read and act. F. Listen and repeat.　　第四课时：G . Fun house　　第一课时一、 教学内容：B. Look read and learn C. Ask and answer. 二、 教学目标：1. 能听得懂、会说、会读和会拼写单词grandfather, grandmother, father, mother, brother, sister.2. 能正确运用nose, mouth, head, ear等词汇，描述人的外貌特征, 培养学生实际运用英语进行交流的能力和乐于与人交流、合作的个性。

3. 能结合已学词汇,正确地听、说、读、写和运用句型 He’s/She’s my…4. 能正确地听、说和读日常交际用语Who’s the…with…?三、教学重点：1. 能正确地听、说、读、写单词grandfather, grandmother, father, mother, brother, sister.2. 能正确地听、说、读、写句型 He’s/She’s my…3. 能正确地听、说和读日常交际用语Who’s the…with…?四、教学难点：1. 能听得懂、会说、会读和会拼写单词 grandfather, grandmother, father, mother, sister.2. 能根据人物的外貌特征，学会用介词with和句型 Who’s the…with…? He’s/She’s my…来表达五、课前准备：1. 每位学生带一张自己的全家福照片2. 本课所学的单词卡片及句型3. 录音机、磁带六、教学过程：（一）Warming-upT: Boys and girls, are you ready for English class? First let’s sing a song.《Who’s that girl？（二） Presentation1. 教授生词：mouth, nose, head, ear及句型Who’s the … with…? He’s/She’s…复习已学单词：hair, eyeT: Boys and girls, look! That’s a girl. She has long hair. This is a boy.引导学生说：He has short hair.师对比教单词hair及词组long hair, short hair.T: Who’s the boy? Who’s the girl? Let’s guess. Here’s some information for you. The girl has a small mouth and a big nose. 师教授单词mouth和nose，并要求学生拼读这两个单词。

师做手势教短语：big mouth, small mouth, big nose, small nose.T: OK. The girl has a small mouth and a big nose. Who’s she?T: Who’s the boy? Oh, he has a big head and two small ears.师教授单词head和ear，并要求学生拼读师做手势教短语：big head, small head, big ear, small ear, two big ears, two small ears.T: Who’s the boy? Guess, please. (出示图片)S: He is Tom.T: Yes, he’s Tom. Look, there are five boys here. They’re Tom, David,…（出示人物图片）T：Who’s the boy with small eyes?S: He’s David/Ben.T: Who’s right? Let’s have a look. Oh, he’s Ben.师教授句型：Who’s the ... with …? He’s/ She’s … 并将with重点教，用学生做模特，作一些替换练习，如：the boy with big eyes, the girl with long hair, … 操练句型：Who’s the ... with …? He’s/ She’s …T: Now, look at your classmates. Who’s the girl with big eyes?S: She’s …T: Who can ask me?S: Who’s the boy with small eyes?T: He’s …Now you ask and answer in pairs .2. 复习巩固以前学过的家庭称谓类的单词：grandfather, grandmother, father, mother, brother, sister. 并进一步运用句型：Who’s the ... with …? He’s/ She’s …T：OK. The lovely girl is Ann. The lovely boy is Tom. They’re brother and sister.出示brother和sister这两个单词，师要求学生拼读这两个单词。

T：Tom and Ann have a big family. This is their family photo. Let’s have a look. 出现一张全家福照片T: The girl with small mouth is Ann. The boy with big head is Tom. But Who’s the woman with long hair? Perhaps she’s Ann’s mother.（出现单词mother) I’m right. Who’s the man with small ears?S: Perhaps he’s Ann’s father. (出现单词father)T: Yes, you’re right.用同样的方式呈现单词grandfather and grandmother, 要求学生说出家庭称谓名称，并拼读单词三）Practice 1、 Listen to the tape.T: You know these words, now open your books and turn to page 16. Please read after the tape.2、Talk about the teacher’s family photo.T: Ann has a big family. And I have a big family, too. 出示教师准备好的全家福照片。

T: Look, who’s the girl with long hair? It’s me. Who are they? Do you know? Ask me, please.（四）Consolidation1. Talk about some family photos.T: Boys and girls, you have many family photos. （让学生拿出准备好的照片）Show us your family photo please. T: Who’s the girl/boy with long/short hair?S: She/He’s my sister/brother.T: Children, you may ask her/him something about her/his family.S: Who’s the boy with big ears?(He’s my brother.) …T: Please take out your family photos. Talk about your family in groups. (学生四人组成一个小组，互相询问照片上的人物。

然后请一小组学生到前面展示照片，回答大家的问题)S: Who’s the woman with red mouth?S : She’s my mother. …2. Do the exercise of Part C.T: OK, we talked about our family photos just now. But what are Helen and her friend talking about? Let’s look at picture 1.（五）Homework1. Listen to part B three times.2. Copy and recite the words of part B three times.七、板书设计Unit2 At a partyWho’s the man with big ears? He’s my father.Who’s thewoman with long hair? She’s my mother.Who’s the boy with big mouth? He’s my brother.Who’s the girl with small nose? She’s my sister.教后反思：第二课时一、教学内容：A. Read and say. D. Look and say.二、教学目标：1. 能听、说、读、写单词： friend, white.2. 能正确地听、说、读和写句型Is that …your …? The one in the…3. 能正确理解、掌握对话内容，能用正确的语音、语调朗读并表演对话。

4. 能正确地听、说和读日常交际用语：Nice to meet you. Which one?5. 能运用所学句型编演对话，通过合作表演培养团结协作的精神，增进师生间的情感交流三、教学重点：1. 能听、说、读、写单词： friend, white.2. 能正确地听、说、读和写句型Is that …your …? The one in the…;3. 能正确理解、掌握对话内容，能用正确的语音、语调朗读并表演对话四、教学难点：1. 能正确朗读和拼写单词： friend, white.2. 能正确表达和书写句型： Is that… your…? The one in the…3. 能比较流畅地朗读对话，并能在掌握对话的基础上进一步表演对话五、课前准备：1． 教具准备2．准备好friend, white, skirt单词卡片3．准备录音机，磁带六、教学过程（一）Free talk（二）Presentation T: Oh, Who’s that boy with yellow hair? 呈现人物Ben的图片S: He’s Ben.T: Yes, he’s my friend. (出示friend单词卡) Follow me, please. “Friend f-r-i-e-n-d friend”.（请一小组学生拼读单词friend）T: Ben is my good friend. （预先设置好，这时手机铃响）T: Hello, this is Miss …(课件：出现Ben在打电话)Ben: Hello, Miss …T: Oh, you’re Ben!Ben: There’s a party at home. Would you like to e here?T: Great! I’ll be there. Bye-bye. (老师挂掉手机)T: Boys and girls, there’s a party. Would you like to go with me?S: Great!T: Let’s go. But how? S: By bus.T: Good idea! Let’s go there by bus.（三）Practice.1. Listen to the tape.T：You know that old woman isn’t Helen’s grandmother. Helen’s grandmother is at the party. Helen’s brother, Mike is at the party too. He’s talking with Ben. Let’s listen.S: Listen to the tape.T: Now open your books and turn to page14. Unit 2 A. Read and Say. Follow the tape, please.2. Read in roles.T: Now let’s read in roles.(师引导学生参与不同角色朗读,使学生更加熟悉课文的句型)（四）Consolidation.1. Perform the dialogue.T: Boys and girls, look! This is Ben’s family. I’m Ben’s friend, Mike. Hello Ben!S: Hello! Mike.T: Who’s the boy with small eyes? S:He’s my brother.T: Is that your sister?S: Which one?T: The one in the red jacket. S: Yes! She is. Mum, this is my friend, Mike.S: Nice to meet you, Mike.T: Nice to meet you, too.(教师要求学生发挥创造力，扮演Ben一家来表演对话。

表现棒的小组可以每人得一个奖品)2. Have a party.T: Boys and girls, we will have a party here. Your family members and some famous stars are here, too.(出示周杰伦照片)T: Look, who’s the man with small eyes?S: He’s Zhou Jielun.T: Do you like him?S: Yes.T: Now, I’m Zhou Jielun. (师戴上周杰伦的头饰，指着第一组学生) 师和第一组学生做如下示范:T: Hello! I’m Zhou Jielun. What’s your name?S: My name’s…. Nice to meet you.T: Nice to meet you, too. Who’s the girl with big eyes?S: She’s…. She likes your songs.T: Thank you. Who’s the woman in the red dress?S: She’s my aunt. She likes dancing. Do you like dancing?T: Yes, I do.T：Now you may choose the star you like best. Please work in groups. Ready? Go.学生以小组为单位，综合运用已学知识进行一次情景对话。

最后，师请一至两组学生表演他们的对话五）Homework 1. Listen, read and perform the dialogue of Part A. 2. Copy and recite the words: friend and white.3. Copy and use the sentences: Is that… your…? The one in the… 七、板书设计Unit2 At a partyA:Is that …your…?B:Which one ?A:The one with /in the …B:Yes,he/she is./No,he/she isn’t教后反思：第三课时一、 教学内容：E. Read and act. F. Listen and repeat.二 、教学目标：1、 复习本单元所学习的家庭成员和身体部位单词及相关句型2、 能听得懂、会说和会读日常交际用语：We’re late for the party. Let’s hurry!3、 了解辅音字母组合ck的发音三、 教学重点：1、能听得懂、会说和会读日常交际用语：We’re late for the party. Let’s hurry!2、了解辅音字母组合ck的发音。

四、教学难点：1、能正确表达日常交际用语：We’re late for the party. 2、能比较流利地朗读对话，并自编对话五、教学准备：1、black, clock, jacket, sock等词卡2、磁带，录音机3、学生带一些家庭成员的生活照片六、教学过程：（一）Listen and do.T: Boys and girls, let’s listen and do, OK?S: OK.T: Touch your nose, touch your mouth, touch your eyes, touch your ears, touch your hair…S: Do the actions.(二)Play a game.…Game : Look and sayT: Now please take out your photos. （出示一些学生的家庭生活照片Excuse me, who’s the woman with short hair? S: She’s my aunt.T: Where’s your aunt?（师指着照片）S: She’s a teacher. She’s at school.T: Is that woman your mother?S: Which one?T: The one in the blue skirt.S: Yes, she is.T: Where’s she?S: She’s at home.T: Now you talk about your photos with your friends.师给学生三到四分钟讨论他们的照片, 展示一至两组。

三)Presentation and Practice.T：Look, this girl is my friend. She’s a teacher. Where’s she now? Guess, please.S: She’s at school.T: No, she isn’t.S: She’s at home.T: No, she’s at the party.（出示朋友在聚会上的图片）T:We will go to the party, too. What’s the time now?S: It’s eight thirty-four. T: Oh, we’re late for the party. Let’s hurry.师教授这两个句子，请学生两两站起来朗读，可用低、中、高音练习，增加趣味性同时，引导他们做替换练习： We’re late for school. Let’s hurry./We’re late for class. Let’s hurry.等T: My friend is at the party. But where’s your friend, David? Let’s have a look.(出示David的图)S: He’s in the car.T: Where is he going? Oh, he’s going to the party with his mother and sister.T: What time is it? Let’s listen!播放书中E部分对话，出示书中的对话。

T: What time is it?S: It’s six o’clock.T: They’re late for the party. Now open your books, let’s listen and repeat.S: Read the dialogue after the tape.(四)Consolidation1. Work in pairs. 2. Work in groups.T: (指两名学生)What time do you go to school every day?S: Seven fifteen.T: Suppose it’s seven thirty now. You’re late for school. Can you make a new dialogue? (师在学生能较流利地朗读对话的基础上，以“上学要迟到”为内容，小组讨论，自编对话)两名学生做示范如下：S1: Hello, …S2: Hello, …S1: Excuse me, what’s the time?S2（看表）: It’s seven thirty.S1: Oh, we’re late for school.S2: Yes, let’s hurry.师给学生一定的练习时间，然后进行对话表演比赛。

在课件上出示聚会用的彩色气球以示对表演好的学生的奖励五)Listen and repeat.S: Black, clock, jacket, sock.(请学生朗读 )T: Can you find the same among them?S: They all have “ ck ”.T: Yes. We pronounce it [k]. Here’s a sentence for you. Tape: His socks, jacket and clock are black.S: Repeat the sentence.为增加趣味性，师要求学生用不同的声调和语气来朗读该句子六)Homework. 1. Listen to the tape of part E and part F. 2. Write a short passage about your family. 七、板书设计Unit2 At a partybe late for Let’s hurry.教后反思：第四课时一、教学内容：G . Fun house二、教学目标：1、 复习本单元所学的家庭称谓和人体部位的单词。

2、 进一步掌握句型 Who’s he/she? He’s/she’s my… Is this/that…your…?Yes, he/she is. No, he/she isn’t.3、 学习A rhyme.4、三、教学重点：1、 复习本单元所学的家庭称谓和人体部位的单词2、 较熟练地运用句型Who’s he/she? He’s/she’s my… Is this/that…your…? Yes, he/she is. No, he/she isn’t.3、 能熟练地在情景中运用本单元所学的句型和日常交际用语，并能围绕“认人”这一主题编演对话4、 四、教学难点：1、 较熟练地诵读儿歌: My brother.2、 进一步掌握和运用本单元的句型，并能围绕“认人”这一主题编演对话五、教学准备：1、关于家庭称谓和人体部位的单词卡片 2、录音机、磁带六、教学过程：（一）Free talk.T: Hello!What’s your name?S: My name is …T: Who’s the boy with a big nose? S: He’s …T: …，Nice to meet you!S: Nice to meet you too!…(二) Revision.T: I have some word cards here. You choose one from them, then you’ll read and recite the word, OK?S: OK!T: xxx, you choose one please!S: Grandfather, g-r-a-n-d-f-a-t-h-e-r, grandfather.T: You are right! Here is a card for you.S: Thank you.同样的方法将本单元的生词复习一遍。

T: Good! Now let’s play a game: What’s missing?（师每次呈现五张词卡，从中抽出一张，请学生拼写被抽去的这张词卡的单词 S: Ear e-a-r ear.T: Yes, you ’re right. Here’s a card for you.S: Thank you. （用同样的游戏复习其他的单词）（三）Look, read and answer.T: Boys and girls, you’ve done a good job. Now let’s listen and answer. There are four questions for you. Please listen carefully. You’ll answer the questions one by one.Questions: 1. Your father’s father. Who’s he? 2. Your father’s mother. Who’s she? 3. Your father’s brother. Who’s he? 4. Your father’s sister. Who’s she?师要求学生听问题。

回答正确时，师引导全体学生说：Yes, you’re right. 回答错误时，师引导全体学生说：Sorry, you’re wrong. 利用这样的问题，一可以增加学生的学习兴趣， 又可以将本课单词再复习一遍问题结束后，要求学生听、读Part G第2部分的对话根据此内容，学生两两对话如：A: He’s Li Ping’s father’s brother. Who’s he?B: He’s Wu Yan.A: Sorry, you’re wrong.B: He’s Wu Fan.A: Yes, you’re right.(四) Say a rhymeT: Children, look! This is John’s brother, Joe. Where’s Joe?S: He’s sitting on the chair.T: A rhyme for you. The first time, you just listen. The second time, you may read after it.播放rhyme的录音. (五)Look and readT：First you just listen. Then you should read after it.学生跟读结束后，屏幕上句型中的一些单词消失如下。

要求学生根据图示内容将其补充完整A：Who’s ______?B：She’s my ________.A：Is this ______ ______?B：_____, _____ is.A：_____ _____ your _____ ?B：No, _____ ______.A：_____ he?B：______ my ________.学生将所缺的单词填好后，再一起朗读一遍给学生一定的时间练习表演该对话对话表演时，学生可根据自己的想法创新六）Homework.1. Listen to the tape of Part G.2. Practice the sentences and the dialogue of Part G.3. Say a new rhyme according to the rhyme: My brother.七、板书设计Unit2 At a party教后反思：。