北师大四年级上Unit4 where is Mocky说课稿
北师大小学英语四年级上
Unit 4 Where is Mocky?(第二课时)
今天我说课的内容是北师大版小学英语五年级上册第四单元第二课时的教学内容。
接下来我就从教材与学情、教学目标、教学程序设计和教学评价四个方面来说一说我对本节课的认识和设想。
一、说教材与学情
（一）教材的内容与地位
新课标指导下的北师大版英语教材从内容上看，注重语言的功能，从听、说、读、写，四个方面培养学生的综合英语能力，并以此作为小学阶段的的终极目标，北师大版英语五年级上册的教材在内容的设计上较为分散：Unit1描述人物职业，Unit2表述动物，Unit3设置购物场景，Unit4-5位置方位的表述。
方位介绍是学生首次接触，较为复杂。
教材提供了一个主题故事，呈现主要的词汇、结构，为学生理解语言的意义提供了情境。
第二课时,通过复习第一课时内容，引入新情景，通过描述新的环境教材呈现了一个句型:Where is it?及五个方位介词:in.on.under.behind.in front of.根据北师大教材教学理念的要求结合学生的实际情况，我认为本课重点是让学生了解和掌握故事，并能掌握句型：where is the ...?和方位介词：in.on.under.behind.in front of的理解和应用.在情景教学中让学生体验,参与,合作,灵活运用所学知识.同时通过多种积极的评价方式鼓励学生,充分调动学生的积极性和主动性,让学生体会到学习中的成就感.
二、学生分析:
该班是小学四年级的学生,一直使用北师大教材,通过三年的英语学习,多数学生已具备了一定的英语的基础,积累了一定的词汇和句型,具有用简单英语交流的能力.在教学中,根据学生的个体差异,设计不同层次的练习,让不同层次的学生都能在活动中得到锻炼和提高.
三、教学设计思路和说明:
1,通过师生的问候天气情况,营造良好的学习氛围,并顺利过渡到情景Mocky去公园,我们和他一起去说看到的画面.通过描述画面的不同方位学习介词.在介词学习中通过读图和听力的方位来对方位介词进行操练,在操练过程中,运用歌谣和游戏不仅激发学生的积极性还能提高学习效率.
2.在故事教学中,通过提出问题,让学生带这问题看故事再答问题.考察学生理解故事的情况,并能培养学生养良好的学习习惯.
3.小组合作朗读故事及补充句子,为学生提供了更多的表达和展示的机会,同时也让教师对学生知识的掌握情况有了更深入的了解.
教学目标：
知识目标：1．能听懂理解运用in.on.under.behind.in front of五个方位介词.
2.能够恰当.灵活运用句型:Where is the bird?
3.能够理解故事内容,并能熟练朗读故事
能力目标：培养学生学习英语的兴趣，在实际生活中用英语进行交际的能力，发散性思维能力和知识的扩展能力。
情感目标：东西不能乱放，要学会收拾和归位。
教学重难点:
重点:1.对方位介词及句型的正确应用.
2.对故事的熟练朗读.
难点: 1.对五个方位介词的理解和应用.
教学用具:图片.CAI.录音机
教学步骤:
Step1:Warming up
师生问候,通过问天气让同学和Mocky去公园玩引出第一幅图(park)
让学生复述课文。
[设计意图]课堂开始通过教师和学生的问候,不仅拉近了教师和学生的距离, 同时在复述课文中回顾方位的情景中.
Step2:Lead in
根据复述的内容，把人物的位置贴在黑板上，小老师一边贴一边重复句子-----is-----.并出示已学方位介词behind, under, in
Step3:Presentation
教师指着图片提问:Where is Mocky?引出单词:sofa,table,kitchen,bed,wardrobe教读wardrobe.教师拿出一只小猫says:look ,it`s a cat. The cat is missing missing missing.where is the cat?引导学生说:the cat is under the box.教读under, under under under the box , :the cat is under the box..
同样方法拿出教具snake,frog.squirrel,Mocky.引出方位介词及句子:
the ..... is under the .....
the ..... is in the ....
the .... is behind the ....
.... is in front of the .....
运用拳击操练方位单词(on, behind, in front of)：
Behind behind behind the tree ,the sqirrel is behind the tree
In front of,in front of.Mocky is in front of the tree.
[设计意图]通过出示教具很直观立体的让学生了解了所出的方位,也更容易理解五个方位介词的意思..其中介词behind和in front of发音比较难,所以运用歌TPR加以操练.让学生在在愉快的氛围中操练,避免了机械操练,提高学习兴趣.
通过小猫和盒子的不同方位操练句型where is the cat?及under,in.behind,in front of：
Eg:The cat is jumping ,jumping jumping jumping
Where is the cat?
The cat is on the box……..
[设计意图]通过小猫跳在盒子的不同地方,让学生在理解方位介词的意思基础上,灵活运用方位介词..
1.Guessing game:Where is the ....?
[设计意图]根据小学儿童好奇的心理特点,运用猜一猜的游戏,不仅提高了孩子的学习兴趣,而且巩固运用了方位介词,课堂效率高.
2.教师借助身体语言和教具讲故事:Mocky的车脏了，请同学自主提问看到了什
么，题:Who helps Mocky? Where is Ann?学生带着问题看图片，最后教师和学生一起回答问题．
3.给出问题:Where is ...?让学生带着问题看图片，两人一组，小组活动，回答问
题
[设计意图]通过主要问题的提出，培养学生有目的进行学习的习惯．并能通过问题的解决，培养学生自主练习．
4.听录音，跟读．全班读。
5.Do exersice（read and write）
[设计意图]通过学生读听力的练习,让老师了解了这节课学生对本课知识的掌握情况,也做了很好的反馈信息,了解学生学情,为下节课的教学打好基础.
课后反思：
1．多媒体教学引导学生自主解决问题，最大化的为教学服务。
在本节课中，通过课件给学生提出问题，在让学生带着问题有目的去观看多媒体动画。
不仅吸引了学生的注意力，而且培养学生有效捕捉信息的方法。
2．这节课容量很大，不仅要求学生能对五个介词灵活应用，还要求学生能熟练朗读故事。
在教学中侧重了介词的练习。
介词一直就是教学的一个难点。
所以我通过展示小狗和盒子的不同位置来进行学习，操练。
但在教学中没有注重学生的自主学习，应该利用学生身边的东西，和学生间所处的不同位置，来进行对话操练，效果会更好。
北师大【一起】小学英语四上册《unit 4 where is it》word教案 (1)
（北师大版）四年级英语上册Unit 4 Where is it?Lesson One教学目标：（一）知识目标：1.能够听懂、认读表示方位的单词：in, on, under, behind, in front of2.能够掌握运用句型：Where is it？It’s on/in/under…. Is it (on) the ground? Yes, it is. /No, it isn’t.3.理解故事大意。
（二）能力目标：1.能够正确用表示方位的单词表述物品的位置。
2.在讲故事的过程中，能够听清、听懂课文的大意，培养学生的听说的能力。
（三）情感态度目标：1.在多种活动中，学生积极参与，乐于表达，激发学生学习英语的兴趣。
2.理解松鼠送还nut的事件，引导学生学习其拾金不昧的精神。
教学重点：运用所学的句型、单词正确表述物品的位置。
教学难点：正确区分、运用表示方位的单词，尤其是in front of和behind教学准备：教学卡片、单词卡、小图片、小贴画、课件教学过程：一、Lead in：1.Guessing game。
猜词活动：Hello, children. Look at me. I will act some animal, you guess.教师做动作，让学生猜：monkey, frog, snake, bird, squirrel, rabbit.设计意图：作为课堂的准备活动，Act and game有助于帮助学生集中注意力，做好上课的准备。
同时在活动中渗透本节课将要使用的有关动物的词汇，从而为后面的活动做好准备。
2.Set the scene：Now I tell you a story. This story happened in a forest. In the forest, there are some animals. Look at the big screen.教师手指大屏幕，将学生的注意力集中到上面，而屏幕上还是实物投影透出来的影像，教师寻找遥控器，却找不到：Oh，where is the controller？Can you help me？找到后，教师说：Oh，it’s on the desk. Thank you.设计意图：这是一个真实的情境，教师让学生看大屏幕，却找不到遥控器，通过教师来寻找遥控器，并反复呈现Where is the controller？地句型，很快就能够帮助学生理解这句话的含义，理解了该句型在什么情况下来使用，为后面的句型单词教学做好了铺垫。
北师大版小学四年级英语上册《Mockythejuggler》说课稿
北师大版小学四年级英语上册《Mockythejuggler》说课稿一、教材分析1. 教材背景本说课稿针对北师大版小学四年级英语上册中的《Mockythejuggler》一课进行讲解。
该课是第八单元的第一课，是以教授学生一些关于昆明动物园的英语词汇和句型为主要内容。
2. 教学目标•能听懂、会说并能正确书写本课的生词：“monkey”、“elephant”、“lion”、“tiger”。
•能听懂、会说并能正确书写本课的句型：“What animal do you like? I like…”•能较流利、准确地读课文，理解并正确运用其中的词汇和句型。
3. 教学重点•学习和掌握本课的生词和句型，包括“monkey”、“elephant”、“lion”、“tiger”；“What animal do you like? I like…”。
•能够正确地朗读和表述课文。
4. 教学难点•听懂、理解并掌握课文中的句型和生词。
•能够正确地朗读课文内容。
二、教学内容1. 教学步骤步骤一：导入新课•利用图片或实物引入主题：“Animals”。
通过展示一些动物的图片，让学生了解并回答问题：“What ani mal do you like?”步骤二：呈现新课文•呈现课文标题：“Mocky the juggler”。
向学生介绍并解释“juggler”一词的意思，让学生猜测故事内容。
步骤三：听课文并回答问题•播放课文录音，要求学生集中注意力，仔细倾听，并回答问题：“What animals are there in the zoo? What can they do?”步骤四：分角色朗读•将课文分为几个小段落，让学生分角色朗读课文，重点训练学生的语音、语调和语音语调配合。
步骤五：理解课文•通过问答、填空和连线等方式，帮助学生理解课文的具体内容。
例如：“What can a monkey do? What cana lion do?”2. 教学重点和难点解析•重点：通过朗读和理解课文，掌握新的生词和句型，包括“monkey”、“elephant”、“lion”、“tiger”；“What animal do you like? I like…”。
北师大版小学四年级英语上册《Mockythe…》教案及教学反思
北师大版小学四年级英语上册《Mockythe…》教案及教学反思一、教案设计1. 教学目标1.听说读写单词potato、carrot，掌握复数形式；2.了解、读、写what，掌握阅读策略；3.完成阅读任务，掌握书信的基本格式；4.了解英国的传统文化London Eyes、London Bridge，了解“旅游”的概念。
5.提高学生的听说读写能力，培养学生的表达和口语能力。
2. 教学重难点1.重点：阅读理解、单词拼写、阅读策略；2.难点：复数形式的掌握、学生口语表达的培养。
3. 教学过程•Step 1：Introduction（2分钟）–Greet the students and introduce the topic of the lesson.–明确课程目标，唤醒学生的学习兴趣，让学生了解课程内容和学习收获。
•Step 2：Presentation（25分钟）–Introduce new words：potato、carrot–Present plural form：potatoes、carrots–Practice how to spell these words and use them in sentences.–Pay attention to the pronunciation and help students to solve the problem.•Step 3：Reading comprehension（20分钟）–First, give an introduction to the text.–Next, introduce “what” and the reading strategy.–Read the text together, and expln the parts or vocabulary words that are notunderstood.–Ask questions and check understanding after reading.•Step 4：Writing（15分钟）–Introduce the basic format of a letter.–Ask students to write a letter to a friend, describing their experiences of a tripto London in simple English.•Step 5：Conclusion（5分钟）–Summarize what we’ve learned in the lesson.–Ask students to share what they’ve learned or found challenging in the lesson.二、教学反思在这节课的教学实践中，有以下几点值得反思和总结。
北师大版四年级英语上册教案设计《where is it》
北师大版四年级英语上册教案设计《where is it》一、指导思想与理论依据小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。
二、教学背景分析教材分析：本课是北师大版《小学英语》第五册Unit 4第一课时的教学内容。
本单元的教学内容是 Where is it？，在本课时主要学习本单元的故事，以及表示方位的介词。
故事表现的是Mocky爬到树上去摘坚果，不小心坚果从手中滑落，Mocky从树上跳下来找，却怎么也找不到，最后在LuLu的帮助下发现原来是被小松鼠捡到了。
本课内容贴近学生的生活和学习实际，有利于培养学生运用英语交际的能力。
设计内容强调学生在学习过程中的感悟、体验、实践。
学生分析：我所教的这个班级是四年级二班，学生经过三年的英语学习，积累了一定的词汇和句型，虽然有一定的英语基础，但对英语学习缺乏兴趣。
学生喜欢参与课堂活动，但表演能力较差。
班里学生合作表演的意识正在逐步培养。
三、教学目标设置及达成途径教学目标：1．知识与技能目标能够认读、理解所学的新词汇和句型。
认读单词：in， on， under， behind， in front of认读句型：Where is the？ Its on（in， under， behind， in front of）能够理解课文大意，会认读课文。
通过本课的学习，学生能够描述或表达物品的位置。
2.过程与方法在故事教学中让学生带着问题学习课文、理解课文。
通过创设情境、利用合作和自主的学习方式练习重点。
通过模仿、体验引发学生自主学习的欲望，发挥学生的想象力和创造力，从而培养学生的语言表达能力。
3.情感态度和价值观通过学习本单元的故事，教育学生做个诚实的孩子，培养学生捡到物品应主动归还失主的意识和习惯。
在活动中培养学生的协作能力，培养学生学习英语的积极情感态度。
北师大版(一起)-英语-四年级上册-Unit 4 Where is Mocky 精品教案(第一课时)
6. Have the students take roles and act out the story.
Step 4: Retell the story
1. Have students look at the text that in the bottom of the page and read by themselves.
Picture8\9: Is Mocky in the wardrobe?
Picture10: Where is he?
3. Listen to the tape and read the story.
4. Learn the story picture by picture: Translate the sentences.
Step1: Warmቤተ መጻሕፍቲ ባይዱup
Greetings
Free talk
Step 2: The words.
1.Show the pictures: This is a cat. This is a rock.
The cat is on the rock. (Listen again)
2.Show the word: on. Read the words.
课题
Unit4 Where is Mocky?
备课人
教
学
目
标
1.能在插图的帮助下理解故事主要内容，理清故事基本情节；
2.能模仿录音，朗读人物对话；
3.能在图片的帮助下理解方位词的意义；
4.能在故事中指认、说出人物的处所或位置。
小学英语新北师版(一起)四年级上册Unit4 Where is it？ 教案 第二课时
小学英语新北师版（一起）四年级上册Unit 4《Where is it?》教案——第二课时教学目标1.使学生掌握重点单词：bed, desk, sofa, chair, floor。
2.使学生熟练运用重点句型：Where is it? It’s in/on/under/behind/in front of/next to..教学重点使学生熟练运用句型Where is it?/ It’s in/on/under/behind/in front of/next to.. 等句型谈论物体的位置。
教学难点使学生准确运用介词及词组描述人与物体的位置。
教学方法情景交际教学法,合作学习教学法。
教学媒体准备教学卡片cards、tape-recorder、多媒体课件ppt.课时安排1课时教学过程Step 1 热身(Warm-up)1.与学生热情地问候。
2.与学生一起复习上节课所学的方位介词，检查学生是否能正确说出这些重点词。
3.鼓励学生站起来大声读一读自己用方位介词编写的句子。
（使用‘学乐师生’APP拍照，收集学生典型成果，再“授课”系统中展示。
）Step 2 呈现新课(Presentation)1.教师出示一张卧室的图片，指着图片问学生：“What can you see in the picture?”,鼓励学生大胆说出自己看到的物品，不知道英文的说汉语。
2.教师总结并板书图片中出现的事物：bed, desk, chair, floor, pencil case, lamp, picture。
3.教师拿出事先准备好的词汇卡和学生一起学习这些新单词，教师采用高低声，男女生PK等不同方式让学生练习朗读单词。
4.2人一组，编写对话，描述图片中物品的位置。
A: Where is the...?B:It’s in/on/under/behind/in front of/next to...Step 3 课文学习（Text learning）1.告诉学生Mocky非常伤心，他的车子太脏了，需要洗一洗。
北师大小学英语四年级上册英语4单元说课稿
Unit 4 Where is it?Good afternoon, ladies and gentlemen. I’m Li Yuting, from Chengdu Guilin Primary School. I’m so honored to share my teaching design here.The teaching content is Lesson 1 of Unit 4 Where is it?from Primary English, Grade 4, volume 1, published by Beijing Normal University Press. This unit is mainly about asking and answering questions about position and place.Now, I will explain the lesson from the following aspects.Firstly, let’s focus on the analysis of teaching content.This lesson is a story, which presents the key words and structures of this unit and enables Ss to understand language knowledge in story scenes. In the story, Mocky climbs up a tree to pick nuts but the nut falls off and Mocky comes down to look for it. However, he couldn’t find it. In the end, with the help of Lulu, Mocky finds out that the squirrel has the nut. The sentence pattern and position prepositions are directly presented when Mocky is looking for the nut in the water, under the rock and on the ground.Secondly, it is about the Ss.Our Ss are in Grade four. They are active and curious, interested in all new things. After learning English for three years, they have some basic English background knowledge, so the teacher should pay more attention to the communication with them; provide them with chances of using language as much as possible.They have learnt English for 3 years, and have already learned words “bird”“snake”“frog”“squirrel”. It is not difficult for them to understand structures of asking and answering questions about position and place by the end of the class.So, I set the following aims.nguage KnowledgeBy the end of the lesson, Ss will be able to read, recognize and understand the meaning of these words: where, ground, on, under, in, behind, in front of, rock. And these sentences: “Where is it?”,“the bird is on the rock.” Ss should know what “I don’t know.”, “sad.”, “looking”, “now” and “happy” mean in the story.nguage SkillBy the end of the lesson, Ss can understand the story and get useful information from character dialogues through activities of watching, observing, predicting, listening and reading etc.3.Emotional AimSs should learn to return the things they find to the owner.Next is teaching aids. In this class, I’ll use PPT and tape recorder.Fourthly, I’ll talk about teaching method. In this lesson, I will mainly use “Task-based teaching method”, “situational approach” and “TPR teaching method” and so on.Now, let’s focus on the teaching procedures. I will finish the lesson in 4 steps.Step 1. Warming-upI will start the lesson with a guessing game. Parts of the animal pictures are showed. Ss must guess what the animal is. The purpose of this is to review the vocabulary of animals that the Ss have already learned including “bird”, “frog”, “snake” and “squirrel” that are characters in the story.Step 2 Lead-inIn this step, I’ll show picture 1 without characters to elicit “nut”and “rock”. And photos of real nuts and rocks are played to show the word meaning.Step 3 PresentationHaving reviewed the vocabulary of animals and clarified the word meaning of “nut”and “rock”, Ss are directed to watch the whole story and then say the animals they see in the story. Then, Ss are required to locate the animals’ positions in picture 1. They can finish the task through information they get either from the video or picture 1. By playing the tape recorder, the animals’ positions are revealed through texts and PPT. Key words “on”, “under”, “in”, “behind” and “in front of” are highlighted. From picture 2 to picture 4, the story begins and I’ll guide Ss with questions and draw their attention to key parts in each picture, so that they can predict what the characters are saying in the story. Ss are required to read after the tape when the texts are revealed.From picture 5 to 8, I will give Ss a free space to show their abilities. Iwill ask them to read these pictures by themselves. While the Ss are reading from picture 5 to picture 8. I’ll walk around the classroom to check how they are doin g with the task. When time’s up, I’ll check Ss self-learning result by playing PPT. This time, I’ll ask Ss to read the sentences directly before playing the tape. Ss are required to read the whole story after the tape when all the pictures are presented, so that they can further understand the story as a whole.Step 4 ExerciseIn this step, I will ask Ss to do “Listen and Point”. Ss must point to the corresponding picture and tell me which picture it is that match the dialogues or sentences they hear. By doing this, I can check whether Ss can recognize the languages or not and help Ss get more familiar with the story.And this is the layout design.That’s all for my teaching design of this lesson. Thank you so much for listening!。
重大版-英语-四年级上册-Unit 4 Where is Mocky 同步课件
Is it a…. ?
Y It’ s an animal. It has four legs.
Y It can catch other animals.
Y It likes fish very much!
forest
The cat is in the forest.
Where is the cat?
The cat is ____ the goldfish bowl.
1. a. on b. next to c. behind 2. a. in b. on c. under 3. a. behind b. under c. in 4. a. under b. next to c. on 5. a. behind b. in c. under
Where is the cat?
The cat is ____ the goldfish bowl.
1. a. on b. next to c. behind 2. a. in b. on c. under 3. a. behind b. under c. in 4. a. under b. next to c. on 5. a. behind b. in c. under
It is under the table . It is behind the door .
Where is the cat?
The cat is ____ the goldfish bowl.
1. a. on b. next to c. behind 2. a. in b. on c. under 3. a. behind b. under c. in 4. a. under b. next to c. on 5. a. behind b. in c. under
北师大【一起】小学英语四上册《unit 4 where is it》word教案 (7)
北师大版四年级英语上册教案Unit4 where is it?The 3rd periodTeaching aims:1. can sing the song2. can understand and use “is it on your desk?”and answer “no, it isn’t/yes, it is”Teaching difficulty:1 .can sing the song with the radio, then sing yourself2 .can ask “where is your book? Is it on your desk?”and answer “no, it isn’t /yes, it is”Teaching emphasis:Can ask “where is your book? Is it on your desk?”and answer “no, it isn’t /yes, it is”Teaching process:T: turn page 41 and point to the picture to ask “what’s this?”S: it’s a catT: where is itS: it’s under the tableLike this to do others “duck bird”T: to read the first lineS: to point the matching wordsLike this to do othersT: play the tape againS: by listening by actingT: listen againS: sing after the radioT: divide into three groups to sing the songS: sing the songT: turn page 42 and do “listen and number”Look at the picture and ask “where is the rabbit?”S: it is in the waterT: listen to the radio and write the numbersS: do itT: take a book on the desk and ask “where are your book? Is it on your desk?”S: no, it isn’t (yes, it isn’t)Like this to do othersHW: to sing the song to their parents课后反思：学生能够较熟练的说出自己物品的位置，并能询问别人作出相应的回答。
北师大版(一起)-英语-四年级上册-Unit 4 Where is Mocky 精品教案(第五课时)
作业
Review the page38----47.
2.Read the words one by one.
3.Which word is this? How to spell the word?
Step 2: Let’s chant.
1. Read the words first and pay attention to the new sentences.
4.Point to the first sentence and read it aloud, touching each word as you do so. Try to elicit the missing words. Have the children write the words in the space provided.
2.Repeat the procedure for snake, monkey, fish, rock and tree.
3.Drew the children’s attention to the bottom of the page. Explain that in each sentence something is missing. They need to write out the missing part.
Hale Waihona Puke 课题Unit4 Where is Mocky?
备课人
教
学
目
标
1.能询问和说明人或物品的位置；
2.能根据图片仿照范例写句子；