四年级英语下册第一单元
课题Lesson1 How Are You?课时 1
教学目标1、能听懂、会说、认读并书写词汇:you,teacher,hello,hi,your,name,friend,
pupil,his,her
2、能认读、理解并运用句式:What’s your/his/her name?
My/His/Her name is;;;
3、认识到You can call me;;;和My name is;;;是向别人介绍自己的两种不同表达方法。
重点同目标1-2
难点同目标3
教学
准备
录音机、磁带
教学过程二次备课一、Greeting
Hello!Nice to see you!
What did you do on your holiday?
《因为是开学后的第一节课,询问学生的假期情况,可用汉语回答或英汉混
用,这样可以活跃课堂气氛,拉近距离,让学生以愉悦的心情进入下面的学
习》
二、New Concept
《一》学习本课单词
《一》Hello与Hi意思相同《喂;你好》;但Hi是非正式用语。
《二》人称代词《形容词性》物主代词
You your
He his
She her
补 I my
《三》teacher教师,name名字;名称,friend朋友
《四》pupil小学生《student泛指学生,还可特指大学生》
(二)Part1:A new teacher
1、试读课文并注意Jenny的班里开学后有什么变化?
1)—What’s the new teacher’s name?
—《Mr; Wood》
2)—How does he introduce himself?
—《You can call me Mr; Wood;》
2、介绍自己
当别人询问怎么称呼你时,应说:
1》My name is;;;
2》I’m;;;
3》You can call me;;;
3、初次见面问候,说:—Nice to meet you!
—Nice to meet you,too;
3、Part2:A new friend
1、试读并理解课文
2、学习介绍朋友的句型:
1》介绍单个朋友:This is;;;
2》介绍多个朋友:These are;;;
3、How are you?的答语有:
Fine,thanks/I’m fine,thank you/Very well;
三、总结:1、如何介绍自己和朋友;
2、怎样打招呼;
3、注意人称代词与物主代词的区别
四、Practice:
1、选词填空
《he she his her》
1、____ is my brother;______name is Wang Ming;
2、____ is my sister;______ name is Kim;
2、选择正确答案
1)Is this ____ pencil? 《B》
A; you B; your C; Yours
2》
3、介绍你的朋友《Part3:Let’s do it》
五、Homework:熟读课文,背单词《组长检查》
板书设计课后反思与重建Lesson1 How Are You?
1、自我介绍
1》My name is;;;
2》You can call me;;;
2、介绍朋友
This is my friend;He is a boy
His name is;;;
或 She is a girl;Her name is;;;
3、打招呼
1)—hello!/Hi!
—hello!/Hi!
2)—Nice to meet you!
—Nice to meet you,too!
3》—How are you?
—Fine,thanks;/Very well;
课题Lesson2 Is This Your Pencil?课时 1
教学目标1、学生能听懂、会说、认读并书写词汇:pencil,pencil box,what,pen,ruler, crayon,whose
2、能理解并运用句式:Whose;;;is this? It’s my/his/her;;;
重点同目标1-2
难点运用所学知识进行交际交流。
教学
准备
录音机、磁带
教学过程二次备课一、Review
1》检验学生单词熟识度:you,teacher,hello,hi,your,name,friend,
pupil,his,her
2》使用上节课学过的句式介绍自己
1、Hello!My name is ;;;;
2、Hi!You can call me ;;;
3》介绍同学朋友或家人
一、This is my friend/family;
二、He/She is a boy/girl;
三、His/Her name is ;;;
二、New Concept
(一)学习本课单词
《一》pencil,pencil box,pen,ruler,crayon《彩色蜡笔、粉笔、铅笔》
《二》What,whose谁的《who谁》
(二)Part1:My pencil box
1、导入:—What is it?
—It’s a ;;;
2、观察Part1并说一说,What’s in my pencil box?
《It’s a pen/pencil/ruler/crayon in my pencil box;》
(三)Part2:Whose pencil is this?
1、复习whose:含义“谁的;;;”,后接名词
例如:whose pencil/pencil box/pen/ruler/crayon
《谁的铅笔/铅笔盒/钢笔/尺子/蜡笔》
2、当你捡到别人丢失的物品时,你应问:
—Whose ____ is this?这是谁的《物品》?
—It’s my/his/her ____;
或 It’s 人名’s _____;
注意:人名+’s 表示“此人的;;;”
例如:《课文Part2的picture4》
—Whose pencil is this?
—It’s Danny’s pencil!
3、当寻找失主时,除上述广泛的询问方式,还有一种逐一寻找的询问方式。
例如:《课文Part2的picture1-3》
1》—Is this your pencil,Jenny?
—No,it isn’t;
2)—Is this Steven’s pencil?
—No;It’s not his pencil;
3)—Is it Kim’s pencil?
—No;It’s not her pencil;
增加问题:—Is it Danny’s pencil?
—Yes,it is;
三、Practice:
完成Part3《Let’s do it!》
四、总结:
1、描述“这是什么”What is it?
2、捡到东西,寻找失主的两种不同表达方法
广泛询问:Whose ____ is this?
逐一询问:Is this your/his/her/Danny’s pencil?
五、Homework:
1、单词一篇,并背过;
2、熟读全文,背诵课文Part2:Whose pencil is this?
3、完成基本功训练Lesson2
板书设计课后反思与重建Lesson2 Is This Your Pencil?
1、描述“这是什么”
—What is it?
—It’s a ;;;
2、捡到东西,寻找失主的两种表达方法
广泛询问:—Whose ____ is this?
—It’s my/his/her/Danny’s __;
逐一询问:
—Is this your/his/her/Danny’s pencil?
—Yes,it is;
或 No,it is not;
No,it’s not my/his/her/Danny’s pencil;
课题Lesson3 Where Are They?课时 1
教学目标1、能听懂、会说、认读并书写词汇:blackboard,desk,chair,schoolbag,between,
beside
2、能听懂、会说下列句子:Danny is between the desk and the chair;
Jenny is beside Kim;
重点同目标1-2
难点同目标2
教学
准备
录音机、磁带
教学过程二次备课
一、Review《我问你答》
Lesson1:《打招呼》—Hello!How are you?
—Fine,thanks;/Very well;
Lesson2:《捡到东西,面向集体》—Whose crayon is this?
—It’s ____’s crayon;
《捡到东西,面向个人》—Is this your pencil box?
—Yes,it is; /No,it is not;
二、New Concept
(一)Part1:My classroom
1、观察图片,This is Danny’s classroom;What can you see?
2、学习本课单词
1》教师指着黑板、书桌、椅子、书包,向学生提问:What is it?
老师书写单词blackboard,desk,chair,schoolbag;
2》学会后再次提问:—What is it?
—It’s a blackboard/desk/chair/schoolbag;
(二)Part2:Where are they?
1、观察Picture1,Where is Danny?
学习介词:between “在;;;中间”,指的是两者之间
则 Danny is between the desk and the chair;
2、观察Picture2,Where is Jenny?And where is Kim?
学习介词:beside “在;;;旁边”
则 Jenny is beside Kim;
Kim is beside Jenny;
3、观察Picture3,Where is the schoolbag?Where is the book?
Where are the crayons?
复习介词:in “在;;;里面”;on “在;;;上面”;under “在;;;下面”
则 The schoolbag is on the desk; The book is in the schoolbag;
The crayons are under the desk;
《三》Practice:
完成Part3《Let’s do it!》
三、总结:描述物体的位置
《单数》—Where is he/she/it?
—He/She/It is 《in/on/under/between/beside》《其他物体》;
《复数》—Where are they/the crayons?
—They are 《in/on/under/between/beside》《其他物体》;
四、Homework:
1、单词一篇,并背过;
2、背诵课文Part2:Where are they?
3、完成基本功训练Lesson3
板书设计课后反思与重建Lesson3 Where Are They?
1、学习新单词
—What is it?
—It’s a blackboard/desk/chair/schoolbag;
2、描述物体的位置
介词:
in “在;;;里面”;on “在;;;上
面”;
under “在;;;下面”;between
“在;;;中间”beside“在;;;旁边”
课题Lesson4 How Many Books Are There?课时 1
教学目标1、能听懂、会说、认读并书写词汇:forty,fifty,sixty,seventy,eighty,ninety
2、能听懂、会说下列句型:How many;;;are there? There are;;;
重点同目标1-2
难点同目标2
教学
准备
录音机、磁带
教学过程二次备课一、Review
数字Numbers《1-20》,学生快速抢答。
《调动学生紧张情绪,使其精神高度集中,在紧张刺激中,愉快地进入下面的
学习》
二、New Concept
《一》Part2:Numbers
1、听录音,注意区分数字十几与几十的发音差别。
2、观察数字《11-100》,有什么规律?
十几:除eleven,twelve外,13-19均以teen结尾。
几十:除one hundred外,20-90均以ty结尾。
3、Can you say the numbers from thirty to forty?
Thirty-one,thirty-two,thirty-three,;;;
注意:连接符“-”不能丢。
《二》Part1:Danny’s game
1、How many?《多少?》——回答:Numbers
Review:How many books do you have?
引出:How many books are there?
《there are表示“有”》
答语:There are 《numbers》books;
例如:—How many pens are there?
—There are two pens 或直接回答Two
2、读课文,解决问题:
1》Why only one book in the last?
2》Is Danny funny?
三、Practice:
1、完成Part3
2、分角色朗读课文第一部分
四、总结:1、数字《1-100》,及其发音、书写规律;
2、问数量多少的表达方式:How many ____s are there?
五、Homework:
1、熟读课文Part1,背过Part2:numbers《1-100》;
2、写Numbers五遍;
3、完成基本功训练Lesson4;
板书设计课后反思与重建Lesson4 How Many Books Are There?
1、numbers《1-100》
2、—How many ____s are there?
—There are _____ ______;
课题Lesson5 Where Is Danny?课时 1
教学目标1、能听懂、会说、认读并书写词汇:he,she
2、能认读、理解并运用下列句型:Where is he/she? He/She is;;;
3、了解字母组合ea和oo在单词中的发音及规则。
重点同目标1-2
难点同目标2-3
教学
准备
录音机、磁带
教学过程二次备课1、Review
—Where is it?
—It’s in/on/under/beside/between ______;
2、New Concept:
1、复习beside,between介词,引出behind和in front of
《behind 在;;;后面;in front of 在;;;前面》
观察Part1图片,描述其位置:
1、Li Ming is in front of the tree;
2、Li Ming is behind the tree;
2、观察Part2图片
1)描述位置 Where is Danny/Jenny?
按范围从大到小顺序描述
He’s in the classroom; / He’s in front of Steven;
She’s on the playground; / She’s behind Danny;
2)正在进行时What’s he doing? / What are they doing?
He is reading a book;
They are playing a game;
注意:主语+be动词+v;ing+n;表示正在进行时态
主语及be动词的变化,含义也不同。
He/She is 指一个人
They are 指一些人
三:Practice:
观察Part3,小组内讨论,练习运用所学知识进行交流。
—Where is Danny?
—He is ____ _____;
四、试读所给单词,体会ea及oo在单词中的发音规则。
五、Homework:1、读课文,背课文Part2
2、完成基本功训练Lesson5
3、背单词
板书设计课后反思与重建Lesson5 Where Is Danny?
1、—Where is it?
—It’s behind/in front of ____;
2、—What is he/she doing?
—He/She is ____ing;
或—What are they doing?
—They are _____ing;
课题Lesson6 Little Zeke 课时 1
教学目标1、能听懂和理解这个简单的故事。
2、能就故事进行提问和回答。
3、能够用自己的语言分角色表演这个故事。
重点同目标1-2
难点同目标3
教学
准备
录音机、磁带
教学过程二次备课
1、Greeting and review
一、How are you?
二、Who is your good friend?
三、He/She is behind/in front of _____;
二、Re-reading
1》导入:Emma has a special friend; Who is he?
2》讨论书中的图画。看图,能说出关于故事的哪些情况?在故事中会发生什
么事情?鼓励学生推测故事的发展。
1、Who is the little boy?
2、Are they good friends?
三、While-reading
1、听录音,思考问题:
1》Who is Little Zeke?
2》How many friends does he have?
2、分段落阅读故事,四人小组读;
阅读时,让学生带着任务去阅读,以体现阅读策略及阅读理解情况,同时可以
出示一些检测题,检查了解学生的阅读理解情况。
1)Is Little Zeke very little?
2)Where is Little Zeke?What does he do in picture 3-4?
3)Whose apple is it?A;Emma’s B;Little Zeke’s
4)The new girl is ____;How does she feel in picture 6?
5)What does Little Zeke do in picture 7?
A;He hides in the desk;
B;He hides behind the books;
C;He writes a letter to Tess;
3、再听录音,感悟故事内涵,同时尽量小声模仿录音的语音语调读故事。
四、After reading
1、讨论故事:Do you like the story?Why?
《We should help each other;Then,we will have more friends;》
2、表演故事
五、Homework:1、读故事
2、小组分角色演绎故事。
板书设计课后反思与重建
Lesson6 Little Zeke
本单元涉及句型:
1)—Where is my pencil?
—Here it is;
2)—Is this your apple?
—No;It’s not my apple;
3)—Hello!My name is ____;
What’s your name?
—Hello!You can call me _____;
课题Again,Please!课时 1
教学目标1、学生将完成四项活动来证明他们各自的听、说、读、写技能。
2、学生将要完成一个表明在此单元他们进步程度的自我评价表。
重点同目标1-2
难点同目标1-2
教学
准备
录音机、磁带
教学过程二次备课
一、Listen and talk
1、听录音,讨论故事中发生了什么?
《指着一些重点词汇:in the classroom,under the desk,pencil box,crayon》
2、再听一遍,模仿录音的语音语调读故事。
3、由不同的学生扮演故事中的人物,面对全班学生表演故事,注意声音洪
亮。
二、Listen and circle
播放录音。让学生认真听,在正确的答案下圈圆,完成练习。录音内容如下:1、—How many books are there?
—There are 40 books;
2、—Can you say the number?
—Yes!It’s 23;
3、—Where is Jenny?
—She’s in the library;
4、—Where is the pencil box?
—It’s under the desk;
三、Look and write
这项写的练习需要学生看图,决定如何正确填空。指着右侧的介词表,读且提
醒其意思,然后正确填空。
四、Read and match
读一读,看图。找到最恰当的答语或问句,必须从下面四个选项中选择。
五、How am I doing?
以学生平时参与各种学习活动的表现为主要依据,以学生的自我评价和同学间的互相评价为主要评价方式,评价学生在学校以及家里的听、说、读、写情况。
板书设计课后反思与重建Again,Please!
1、—Where is Danny?
—He is in the classroom;
2、—Is this your toy bus?
—No;It’s my new pencil box;
3、—Whose crayon is that?
—It’s my crayon;