小学四年级英语《牛津小学英语》4BUnit4Buyingfruit
牛津小学英语《4B Unit 4 Buying fruit》教学设计
牛津小学英语《4B Unit 4 Buying fruit》教学设计牛津学校英语《4B Unit 4 Buying fruit》教学设计课题：《牛津学校英语》4B Unit 4 Buying fruit教学内容：A部分课文教学教学目标：1.复习水果类单词：pears, apples, oranges, bananas，学习新单词：these, those, grapes, buy, kilo, some, kilo2.能听懂、会说、会读、会写句型：What are these? Theyre ... What are those? Theyre... Ho many kilos? kilos.3.在购物情境中敏捷运用所学交际用语。
教学重点：把握所学单词及四个句型。
教学难点：能在购物情境中运用所学句子进行相互沟通。
设计理念：通过创设生动、真实的语言环境，培育同学运用语言的力量。
让每个同学都能主动主动参预教学活动，激发同学的主观能动性，从而激发学习英语的兴趣。
通过言语鼓舞和物质嘉奖，鼓舞同学大胆实践，体验胜利，体会与他人用英语进行沟通相互沟通的乐趣。
主讲老师现场老师同学活动Step 1 RevisionT:Look, this is a fruit. Whats this? Guess!Step 2 Presentation1.T:What are these? Theyre pears.刚才有一个梨子，老师用什么句子提问大家的呢？Whats this? 可是这一次，近处有三个梨子，老师又是怎么提问的呢？What are these? these是"这些'的意思。
当我们想知道近处有一些东西的时候，我们可以这样问：What are these? 回答用的是Theyre ...它们是......2. T: Whats that? Its a grape.朗读grape。
No, a grape? Yes or no? No, theyre grapes.由于那儿不止一颗葡萄，我们该怎么提问呢？跟我一起说：What are those?当我们想知道远处有一些东西时，就可以用这个句子提问，回答时，依旧可以说：Theyre ...T:现在来复习一下两组句型。
4B Unit4 《Buying fruit》 A部分教学设计
4B Unit4 《Buying fruit》 A部分教学设计一、教学背景：1、面向学生：小学2、学科：英语3、课时：1课时4、学生课前准备：预习本课内容，并准备一些水果。
二、教学课题：牛津小学英语四年级4B Unit4 《Buying fruit》 A部分三、教材分析：一）教学内容分析：本课从购买水果这一话题展开，学习了“What are these/those? They are…”这一重点句型，从而达到“认物”的效果。
本课中有关水果的单词在三年级时有7个已经学过，在这一节课中水果的生单词只有“grapes”，而句型“What are these/those? They are…”也可由学过的句型What’s this/ that? It’s…来导出，并可通过新旧对比来强调单复数的关系。
此外，本课还紧密围绕购物的话题呈现了“How many kilos?....kilos, please”.这两个句型。
二）教学目标分析：1.知识目标：1）能听懂、会说、会读、会写单词buy, pears, grapes, some。
2）能听懂、会说、会读句型What are these/those? They’re … How many kilos? … kilos, please. 并能运用所学语言进行交际。
要求读音正确，语调自然。
2.能力目标：1）初步运用购物的日常交际用语开展模拟情景购物活动,将英语学习活动融于真实的生活中。
3.情感目标：1）激发学生的学习兴趣，提高学习的积极性。
2）激发学生的参与意识，综合运用语言知识的意识，团结合作以及创新意识。
四、教学方法爱因斯坦曾说过：“兴趣是最好的老师”。
所以，在这一节课的一开始就要抓住学生的心理和眼球，让学生愿意往下深入并和老师密切配合。
在这一节课上我会使用情景法、多媒体辅助教学法、交际法等进行教学。
创设符合学生现实生活的购物情境，在图文并茂的课堂上，学生更容易融入课堂教学。
牛津四年级小学4B英语Unit4Buyingfruit说课稿
牛津四年级小学4B英语Unit4Buyingfruit说课稿四年级英语教案说课的内容分五部分：一、说教材；二、说教法；三、说学法；四、说教学程序；五、说板书设计。
一、说教材(一) 教材地位、作用本课内容是《牛津小学英语》4b 中的unit 4 《buying fruit》.本单元的核心教学内容是“认物”，主要学习句子what are these /those ？they are … .本单元出现了八个单词，除了一个“grapes” 这个水果单词是第一次出现，其余七个单词在3a 中均已出现过。
今天这一课是第二课时。
在第一课时中，我们已学习并进行句型what are these/those ? they are ….的操练。
所以今天的内容主要是呈现并操练八种水果单词，顺便结合第一课时的句型what are these /those ? they are … .以及商场里的常用购物用语can i help you ? i’d like some … . how many kilos ?等语言进行交际活动。
(二) 教学目标教学目标是教学活动的出发点和归宿，根据新课标以及大纲要求，结合以上分析，我确定本课的教学目标如下：1、认知目标：（1）能正确听、说、读、写词汇apples、bananas、peaches 、grapes、oranges 、pears.（2）进一步正确听、说、读、词汇 pineapples mangos watermelons（3）正确听、说、读、句型what are these /those ? they are ….how many kilos ? … kilos ,please .2、能力目标：（1）培养学生的观察力，分析能力。
（2）培养学生的创造能力、发展学生个性。
3、情感目标：（1）激发学生的学习兴趣，提高学习的积极性。
（2）激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。
Unit4_Buying_fruit教案
牛津小学英语4BUnit4 Buying fruit泰师附小沈珺一、教学内容牛津小学英语4B Unit4 A C D二、教学目标1、学生能听得懂、会说、会读和会写句型What are these/those? They’re…How many kilos?...kilos, please.2、学生能根据情景说出单词和句子。
3、学生能在图文和场景下进行简单的英语交流和表演。
三、教学重难点学生能听得懂、会说、会读和会写句型What are these/those? They’re…How many kilos?...kilos, please.四、教具准备多媒体、电子称、一包水果五、教学过程Step1 Warm up1、Free talkT: Time for our class, how are you ?S: Fine, thank you.T: Do you like fruits?S: Yes, I do.2、Sing a song< They sing happily >Step2 Presentation and practice1、T: (出示一个农民的图片)Look at this picture, who’s he?S: He’s a farmer.T: Look, this is the farmer’s fruit garden. Let’s go and have a look. OK?S:OK.2、Learn PartCT: (出示一个苹果图)Look, what’s this?S: It’s an apple.T:(出示几个桃子图)They’re apples.T:(出示几个桃子图)They’re peaches.T:(出示几个菠萝图)What are these?S:(师引导)They are pineapples.T:如果想要认识近处的某一些事物，我们用What are these?句型来问回答用They’re…（Students read the sentences）Students ask and answer in pairs.(学生拿出自己制作的图片操练句型)T:(师请几位学生操练，当第五组学生说完时，接过她手中的图片，贴到黑板上)What are those?S: They’re watermelons.T: 如果想要认识远处的某一些事物，我们用What are those?句型来问回答用They’re…（Students read the sentences）T:出示几幅远处水果图片，让学生自编对话T: Look at the 4 pictures of part C, ask and answer with your partner.3、Play a guessing gameT:(出示一袋水果)Look，the farmer give me a bag of fruit, can you guess how manyKilos is it? (teach the sentence)T: Let’s play a guessing game.(师适当讲解答句)4、Learn PartAT:(出示课文图片)Who’s she？(Miss Li)Who’s he?（a farmer）What is Miss Li doing?T:(听录音，出示两个问题) What would Miss Li like? How many kilos？Students listen and answer the questions. Students practice in pairs and act out the dialogue. Step3 ConsolidationSay a rhymeWhat are these? What are these?They’re bananas. They’re peaches.What are those? What are those？They’re grapes. They’re pears.I’d like some grapes. How many kilos?Two kilos, please. Here you are.Step4Homework1、Listen to the tape.2、Make a dialogue.Step5板书设计Unit4 Buying fruitWhat are these? kiloThey’re …How many kilos?They’re …What are those?They’re …。
牛津英语4B Unit 4 Buying fruit 第一课时教学设计
年级：四学科：英语牛津英语4B Unit 4 Buying fruit洪泽湖实验小学邱琪223100一、教材简解本节课的教学内容是《牛津小学英语》4B Unit 4 Buying fruit 中的A板块Read and Say。
它通过情景对话，着重训练听说技能，提高会话能力；同时呈现新的词汇、功能项目和句型。
其主要内容是Miss Li去农场询问并买水果的情景对话。
本节课主要熟悉句型What are these/those? They＇re...，让学生初步掌握单、复数的用法，并能注意位置远近。
本课出现的词汇是学生感兴趣的水果类的单词，但除了grape,其他的单词都已经在三年级时学过。
二、教学目标⑴能听得懂，会说、会读单词：grapes,pears，some。
⑵能听得懂，会说、会读句型：What are these/those? They＇re ... How many kilos? …kilos, please. 并获得运用所学语言进行交际的能力。
要求读音正确，语调自然。
三、教学重难点1.重点：⑴听得懂，会说、会读单词：grapes,pears，some。
⑵能正确理解运用句型：What are these/those? They're ... How many kilos? …kilos, please.难点：these 和those的发音。
四、设计理念根据小学英语教学的交际性原则和情景教学原则，本节课的教学设计充分利用学生已有的知识积累，创设情景，刺激学生的交际动机，使学习活动因富有生活气息而洋溢着生机和活力。
教学时遵循温故知新，趣味性教学原则，运用多种形式进行操练，促进学生的有效记忆。
我在教学过程中关注每一位学生的情感，激发学生的学习兴趣，并随时调整自己的语言表达。
课堂中就能让学生实际体验生活，合作交流，激发兴趣，树立信心，勇于创新。
设计思路在本节课我首先通过游戏复习水果单词，再给出一定的例词让学生操练新句型。
津小学英语4B Unit4Buying fruit
津小学英语4B Unit4 Buying fruit教学内容：《牛津小学英语》Unit 4 Buying fruit Part A教学背景：1.面向学生：小学四年级2.学科、年级、课题：苏教版牛津小学英语Unit 4 Buying fruit3.设计思路：本单元主要围绕的是如何购买东西展开的，让学生掌握最基本的日常购买用语，即激发学生的学习兴趣，又让学生真真实实的掌握。
所以，根据以上教材分析，本课的重点是让学生能听懂、会说、会读，会拼写单词grapes,pears,some;能听懂，会说，会读，会写句型“What’s are these/those?They’re…I’d likesome…,please.How many kilos?…kilos,please.教学难点是these/those的正确发音，并能灵活运用到本单元的句型中。
让学生调查所喜欢的水果，使学生做到“做中学，玩中学”。
教材分析：本单元主要围绕的是如何购买东西展开的，让学生掌握最基本的日常购买用语，即激发学生的学习兴趣，又让学生真真实实的掌握。
教学目标：１、知识目标：a、能听懂，会说，会读，会写单词grapes,pears, ,some.b、能听懂，会说，会读，会写句型what are these/those? They’re．．．I’d like some…,please. How many kilos?．．．．kilos, please.2、技能目标：初步运用购物的日常交际用语开展实践性购物活动,将英语学习活动融于真实的生活中。
3、情感态度目标：让学生根据生活体验表达自己的感受，使学习活动因富有生活气息而洋溢生机和活力。
通过多种形式的活动激发学生的学习兴趣。
教学重点：a、能听懂，会说，会读，会写单词grapes,pears, ,some.b、能听懂，会说，会读，会写句型what are these/those? T hey’re．．．I’d like some…,please. How many kilos?．．．．kil os, please.教学难点：1、能正确理解掌握对话内容，能朗读并初步表演对话。
4B Unit4 Buying fruit教案
4B Unit4 Buying fruit一、学情分析：牛津小学英语4B第四单元Buying Fruit 核心内容是“认物”，是个能激发学生积极性的单元。
本单元含有大量的水果名称，孩子大都对吃的东西比较感兴趣，因此能够用多种成功激励的手段来激发学生学习英语的兴趣，促使学生自主地、积极地、探索性地参与到学习中去，在学好知识的同时，掌握有效的学习方法，形成良好的学习品质，获得成功的体验。
二、教学目标1.了解：水果单数变为复数时，词尾要加上s或者es；在what开头的特殊疑问句中，随着名词由单变为复，be动词和指示代词也要发生相应的改变。
2.识记：单词：these, those, pears，grapes.句型：What are these/ those? They’re …3.理解：能听懂、会读、会运用对话中的日常交际用语：What are these? What are those?They’re……。
强调复数概念，突破难点；正确使用新授指示代词these/those。
4.积累与运用：复习已学的八种水果类单词；能正确运用所学句型完成一系列对话；读准并区别运用these/those5. 过程与方法：运用板书和课件突出重点；以“买水果”这一情境贯穿整节课堂；结合课堂练习纸完成知识的总结与反馈。
6. 情感态度与价值观：在英语课堂教学中提高学生学习英语的兴趣和积极性，将所学的语言与生活相结合，设置情境，自编对话。
并能培养学生自主学习英语的能力和运用英语分析、解决问题的能力以及交流和合作的能力。
三、教材分析牛津小学英语4B第四单元Buying Fruit以Miss Li和farmer 的购物对话展开，引出新词“grapes”和一系列购物用语的教学。
“grapes”这种水果第一次出现，可采取游戏的方式的方式来复习4A时所学的水果，自然引出“grapes”的教学。
本课中，单复数的转换是教学重点，所以可以在教学中可采用以旧带新的方法，从单数词，句引出复数词，句。
小学牛津英语4B《Unit 4 Buying fruit》教学设计范文
小学牛津英语4B《Unit 4 Buying fruit》教学设计兴化市实验小学殷菁教材简析：本节课是小学牛津英语4B《Unit 4 Buying fruit》第一课时，核心教学内容是“认物”。
本节课主要是通过为学生提供“Miss Li在果园里买水果”的情景来学习What are these/those ? They’re …句型。
教学目标：1.知识目标：a.能听懂、会说单词buy, pears, grapes, some。
b.能听懂、会说、会读句型What are these/those? They’re … How many kilos? … kilos, please. 并获得运用所学语言进行交际的能力。
要求读音正确，语调自然。
2.能力目标：初步将购物的日常交际用语用于实际性地购物活动中，将英语学习溶于生活中。
3.情感目标：a.激发学生的学习兴趣，提高学习的积极性。
b.激发学生的参与意识，提高学生综合运用语言的能力。
教学重点：a.能听懂、会说单词buy, pears, grapes, some。
b.能听懂、会说、会读句型What are these/those? The y’re … How many kilos? … kilos, please. 并获得运用所学语言进行交际的能力。
要求读音正确，语调自然。
教学难点：a.能听懂、会说、会读句型What are these/those? They’re … How many kilos? … kilos, please. 并获得运用所学语言进行交际的能力。
要求读音正确，语调自然。
b. 初步将购物的日常交际用语用于实际性地购物活动中，将英语学习溶于生活中。
设计理念：新课程标准要求教师应该是学生的培养者，引路人。
教师应努力为学生营造良好的学习氛围，创设真实的语言情景，增强趣味性，让学生们学会运用所学语言，勇于开口，敢于开口，乐于开口，从而达到教学的目的。
牛津苏教版-英语-四下-4B Unit 4 Buying fruit说课教案
Buying Fruits说课稿Ladies and gentlemen,Today I’m very glad to give my teaching ideas. I think the aims of English teaching are to develop the pupils’ interest in English and cultivate their abilities of listening, speaking, reading and writing.The content of my lesson is Part A of Unit 4, Oxford Primary English, Book 4,Buying Fruits. This lesson includes read and say.Part 1 Teaching material.This lesson is about the recognition.the conversation part gives the situation of Miss.Li`s buying fruits in orc hard. It shows us the new sentence patterns:”What are these/ those? They’re…/How many kilos?…kilo(s), please.”Teachers should study the teaching material seriously,and excavate teaching material resources to the full extent, and create the scene actively,melt words teaching in situations as to improve the students' comprehensive ability of using language.1,Objects:Teaching goal is the starting point and end-result of teaching activities, according to the new standard and outline requirements, combining the above analysis, the teaching goal is as follows:a)the Ss can understand and read the conversation.b)then Ss can understand,read,and use the new word grape and the sentence patterns as i mentioned above.c)the Ss can increase their interest ,set up the confidence and improve their abilities of reading, speaking and communication.2,Next the key point of this lesson: The new words and sentence patterns3,Difficult point:Ss can apply the learned patterns flexibly in their real communication in the basic of mastering the conversation.Part2 Teaching methods:Einstein once said: "interest is the best teacher". Therefore, the English teaching should pay attention to cultivating students' interest in this subject, maintain strong curiosity and strong thirst for knowledge Especially to the primary student.This requires that we should use varied teaching methods to stimulate students' interest in learning, to fully mobilize the enthusiasm of their study. So, I use Situational Teaching Method, Multimedia Computer-assisted Teaching Method and Communicative Teaching Method, etc.Part3 teaching aids:A blackboard, PPT, some pictures and some objects,blackboard drawing. Part3 teaching process:In order to realize the teaching process systematically,properly and efficiently,i divided the teaching process into 5 steps.Step1 warm up1,Greetings and free talkT: What’s your/ his/her name?S: I’m/ He’s/ She’s …T: How old are you? / is he? /is she?S: I’m/ He’s/ She’s …T: What day is it today?S: It’s …T: Wh at’s the weather like today?S:It’s …The greetings take the Ss into the atmosphere of learning English and concentrate their attention on the class.2,afterwards i will show some pictures of fruits on the PPT(apples pears oranges),then i will ask the Ss: what are they? Which fruit do you like? (write down the word “fruit”on the blackboard.)I lead the fruits out and then show the first two sentences.Step 2 presentation and practice1,I will take out some fruits which were covered by a cloth.T:since you are all like fruits, let`s go to the fruit shop, guess,what is that?(what are these?)S1:it`s.../they are...(S2,S3...)then i will show the fruits on the blackboard.T:what is that?(what are those?)S1:it`s.../they are...(S2,S3...)Let’s chant:These, these, what are these?Apples, apples, they are apples.Those, those, what are those?Grapes, grapes, they are grapes.(Boys read the former parts and girls the later parts.)Chant trips off the tongue mobilizes the classroom atmosphere, and consolidate the new sentence patterns,the boy and girl students read in consociation exercise their cooperation ability. )2,T:what would you like?Ss:i like apples.T: i like apples too, i`d like some apples,how many would you like?(write down the sentence patterns)Ss:one/two/three(S1,S2...)Say a chant:How many, how many, how many kilos?One kilo, two kilos, three kilos;Four kilos, five kilos, six kilos;Seven kilos, eight kilos, nine kilos;I’d like nine kilosSupposed that we are in the shop, the Ss will be wanted to play a role game. Situational Teaching Method stimulate the students' interest in learning and cultivate their English communication skills,and oral communication ability3,let`s open the book,look!who is she?what is she doing now?the Ss answer she is Miss Li,she is buying fruits,i will repeat: Miss Li is buying fruits, let`s go with her.OK?listen to the tape and answer the question(taped on the PPT)What fruit does Miss Li buy? They are some_grapes_and _pears_. I will ask the Ss to draw the answeras a picture on blackboard.then read the conversation after me,then answer me:how many kilos of pear/grape would Miss.Li like?Read it in roles. (Boys act as the farmer and girls act as Miss Li.)Read the dialogue in roles with your partners.Step 3 productionHelen is your friend,she is ill,you are going to visit her with some fruits,act it out. It can help the T and Ss to know how the Ss master the contest and how the Ss apply it to real situation.Step4 assignmentSummarize the whole lesson,and arrange the homework.Do the correlative exercises in the activity book.Step5 blackboard designShow on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you!。
牛津英语4B Unit4《Buying fruit》 优质课件
Let’s do
这些
那些
What are these?
They’re…
What are those? They’re…
A: What are these? B: They’re …s. A: What are those? B: They’re …s.
A: These, these, what are these? B: Oranges, oranges, they’re oranges. A: Those, those, what are those? B: Peaches, peaches, they’re peaches.
A: These, these, what are these? B: …, …, they’re … A: Those, those, what are those? B: …, …, they’re …
Know more
cherry （樱桃） cherries
当名词以辅音+y结尾时，把y变成ies。
Thank you!
seven kilos
one kilo
I’d like =I would like 我想要
A: I’d like some ···, please. B: How many kilos? A: · · ·kilos, please. B: Here you are. 3 2
1
2 kg 4 kg
Let’s do
Apple tree
Summary
1.如何询问近处的物品是什么：
这是什么？ What is this? What are these? 这些是什么？
2.如何询问远处的物品是什么： 那是什么？ What is that? What are those? 那些是什么？ 3.想知道有多少千克，可以问： How many kilos?
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《牛津小学英语》4BUnit4Buyingfruit
四年级英语教案
●一、教学目标
1. 能听懂、会说、会读和会写句型what are these/those?
they’re ….how many kilos? …kilos, please.2. 能听懂、会说、会读和会写
单词grapes.
●二、教具准备
1、课前在教室四周贴上水果图片，将全班分成6个小组。
2、超市小货架，
营业员佩带的胸卡、单词、句型卡片、喇叭、帽子、各种水果实物。
●三、设计思路
围绕“听说读写能力的培养”这一主题，通过深入浅出的句型操练，让学生
在掌握句型的基础上主动参与购物、自主训练，最终达到把所学知识转化为实际
应用能力的目的。
●三、教学过程
step 1 say a rhyme《they are all play》 pears, bananas and
pineapple. oranges, peaches and apples. big fruit and small fruit, they are all very good.（设计意图。