2019-2020年四年級英語下冊 Module1 Unit2 第一課教案 滬教牛津版.doc

《2019-2020年四年級英語下冊 Module1 Unit2 第一課教案 滬教牛津版.doc》由會員分享，可在線閱讀，更多相關《2019-2020年四年級英語下冊 Module1 Unit2 第一課教案 滬教牛津版.doc（12頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年四年級英語下冊 Module1 Unit2 第一課教案 滬教牛津版 一、主要新授內(nèi)容(new contents) Look and learn: Piano, recorder, violin, guitar, triangle, drum Sing a song: The music man 二、學習目標（Objectives） 1、新授課文樂器單詞：piano, recorder, violin, guitar, triangle, drum；詞組：play the piano. 2、在學習樂器的單詞的同時對樂器的聲音進行描述，表達自己對某種樂器的喜好及原因。 3、通過音樂發(fā)展學生的多元智能，陶冶學生的情操，增強學生的創(chuàng)造力，語言組織能力以及交際能力。 三、教學建議 （一），任務前期準備階段 (Pre – task preparation section) While-task Procedure，這是指語言技能的習得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學生準確地模仿、復說新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。 Activity 1 (Warming – up ) 教學輔助 (Aids) 錄音機，單詞卡片，圖片 活動過程 (Process) Step contents Methods Purpose 1 Warming – up Listen to the song Stick the Wallpicture Cards of the musical instruments on the board. Play the cassette with the sounds of different kinds of musical instruments. Encourage students to match the sound with the musical instrument. a. Listen and match. b. Try to sing the song. 讓學生一邊聽歌一邊蔣樂器的圖片和它們的聲音連在一起。既引出了單詞，又活躍了氣氛。 （二），任務中期實施階段（While-task procedure section） While-task Procedure，這是指語言技能的習得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學生準確地模仿、復說新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。 Activity 1 (Introduction) 教學輔助(Aids) 單詞卡片,多媒體 活動(Process) Step contents Methods Purpose 1 Introduction: the new words of the musical instruments Stick the word cards beside the picture cards to make pairs. Introduce: a piano, a recorder, a guitar, a triangle and a drum. a. Follow the teacher. b. Read one by one. c. Play some games to consolidate. 通過圖片向學生直觀生動地展示單詞，在每新授一個單詞后放一段這個樂器的音樂，讓學生對這個樂器有個更深層次的認識。 Activity2(Consolidation1: Read & clap) 1、 教學輔助(Aids) 圖片 2、活動(Process) Step contents Methods Purpose 1 Read & clap Students read the word and clap hands twice. 通過單詞的拼讀鞏固單詞。 Activity 3 (Consolidation2: Yes or No) 1、 活動過程(Process) Step contents Methods Purpose 1 Yes or No If the teacher read the word correctly, students read after the teacher, if the teacher read the word wrong, students clap their hands. 通過快速反應的游戲，讓學生對單詞的音、形、義有一個更深的掌握。 Activity 4 (Consolidation3: Guess which is missing) 1、 活動過程(Process) Step contents Methods Purpose 1 Guess which is missing There are seven words in all, but students only see six words, guess which is missing. 通過多種活潑的游戲，使學生牢固地掌握單詞，降低學生地學習難度。 Activity 5 (Introduction: the phrases) 1、 活動過程(Process) Step contents Methods Purpose 1 Introduction: the phrases: play the piano T: Who can play the triangle? Ps: I can play the violin. a. Teacher introduce the phrase. b. Pay attention to ‘the’ in the phrase. c. Students follow the teacher. 通過問答引出詞組play the triangle,強調詞組中的the，讓學生能夠正確地使用樂器單詞。 （三），任務后期完成階段（Post-task activity section） Post-task Activity，這是指經(jīng)過機械性操練和意義性操練，引導學生運用他們所獲得的知識與技能來完成一個交際性的任務“task”，也就是語言的輸出：output。學生通過前兩個階段的學習，在知識和能力上已具備綜合新舊知識進行交際的能力，教師可以根據(jù)學生的實際水平設計或選用提供的活動，使學生在相應的盡可能貼近生活的語境中，正確有效使用習得語言，完成交際性的任務。 Activity1 (Workbook P4) 1、 教學輔助(Aids) 練習冊 2、活動過程(Process) Step contents Methods Purpose 1 Workbook P4 a. Review the lexical items in the tint box using word and picture cards. b. plete the exercises and invite pairs of student to ask and answer. c. Ask individual students what musical instrument they can play. 通過書面練習使學生更好地掌握單詞、詞組和句型。為學生能夠運用語言知識打下基礎。 Activity 2(Learn the song) 1、教學輔助(Aids) 2、錄音 3、活動過程(Process) Step contents Methods Purpose 1 Learn the song Teacher plays the cassette, students listen and follow in their books, all the class sing along. 在課文一開始，學生通過聽歌對這首歌有了一個初步地映像，在完全掌握單詞后，再學唱這首歌，可以活躍課堂氣氛，同時復習樂器單詞和樂器的聲音。 Activity 3 (Our new song) 1、活動過程(Process) Step contents Methods Purpose 1 Our new song Divide students into groups. Ask each group to think of a melody and play it for the class with musical instruments they have in their group. Teacher can make this into a petition. 這首歌的歌詞十分簡單，所以可以請學生自行配上歌詞，這樣能更好地激發(fā)學生學習地興趣，同時能力較強的學生還可以將自己知道的另一些樂器單詞補充進來，這樣可以擴展學生的知識面。 附送： 2019-2020年四年級英語下冊 Module1 Unit2 第三課教案 滬教牛津版 一、 主要新授內(nèi)容(new contents) 1、 Look and read : Words- in ,.on, under behind, beside. 2、 Ask and answer:Where’s … ? It’s …sb’s. 二、學習目標 1. 能夠熟練地運用方位介詞表述物品的位置：in, on, under, behind, beside。 2. 以學生為主體，激發(fā)學生創(chuàng)新思維，讓學生活用知識，更好地組織運用語言。 三、教學建議 （一）、任務前期準備階段(Pre – task preparation section) Activity 1 (Warm – up) 1、 教學輔助(Aids) 錄音 2、 活動過程(Process) Step contents Methods Purpose 1 Sing a song Sing a song 活躍氣氛，復習樂器的單詞。 Activity 2 (Questions and answers) 1、 教學輔助(Aids) 盒子，鉛筆盒 2、 活動過程(Process) Step contents Methods Purpose 1 Review the location prepositions Put five boxes on your desk. Number the boxes. Invite a student to e out and put his/her pencil case anywhere near one of the boxes. Ask five students in total. T: Where is your pencil case? Sa: It’s in the box 1. T: Where is your pencil case? Sb: It’s under the box 3. 通過游戲的方式復習方位介詞，并為下面的新授做準備。 （二）、任務中期實施階段(While – task procedure section) Activity 1(Introduce the new words: behind , in front of , beside) 1、 教學輔助(Aids) 盒子，豎笛 2、 活動過程(Process) Step contents Methods Purpose 1 Introduce the new word: beside Teacher put the recorder beside the box, and introduce the new word: beside a. Follow the teacher b. Students say the phrase: beside the box 通過形象地展示使學生很快地了解單詞地意義，并能很好運用單詞組成詞組，培養(yǎng)學生快速、靈活運用語言的能力。 2 Introduce the new word: behind Teacher put the recorder behind the box, and introduce the new word: behind a. Follow the teacher b. Students say the phrase: behind the box 3 Introduce the new phrase: in front of Teacher put the recorder in front of the box, and introduce the new phrase: in front of a. Follow the teacher b. Students say the phrase: in front of the box c. Know the antonyms: behind & in front of Activity 2(Make some phrases & sentences) 1、 教學輔助(Aids) 教室里的任何物品 2、 活動過程(Process) Step contents Methods Purpose 1 Make some phrases　＆ sentences Teacher asks students to make some phrases & sentences using the location prepositions freely. My bag is behind me. My English book is on the desk. … 請學生自由運用教室里物品用方位介詞組成詞組或句子，培養(yǎng)學生在實際情況中靈活運用語言的能力。 Activity 3(Look and Learn) 1、 教學輔助(Aids) 教材 2、 活動過程(Process) Step contents Methods Purpose 1 Listen and imitation Play the cassette: Look and learn. Students listen and follow in their books. 通過模仿錄音形成良好的語音語調。 2 Match Play the cassette again, pause after each preposition. Encourage students to give the number of the box which has got the pencil case in a position that matches the description on the tape. 通過聽力訓練幫助學生鞏固介詞。培養(yǎng)良好的聽力。 Activity 4(Point and say) 1、 教學輔助(Aids) 教科書 2、 活動過程(Process) Step contents Methods Purpose 1 Point and say Ask students to look at the picture in Point and say. Say the words in this section at random, students are required to point at what the teacher says. 通過快速反應的游戲使學生對課文內(nèi)容有一個初步的認識，為下一個活動做鋪墊。 Activity 5(Ask and answer) 1、 教學輔助(Aids) 教科書 2、 活動過程(Process) Step contents Methods Purpose 1 Ask and answer Divide the students into pairs, practice the dialogue in ask and answer. Where’s Kally’s drum? It’s behind her chair. 通過互相問答，讓學生多一些口頭操練的機會. Activity 6(Learn the sounds) 1、 教學輔助(Aids) 教科書,錄音 2、 活動過程(Process) Step contents Methods Purpose 1 Learn the sound Teacher plays the cassette, students listen and follow in their books. 學習的字母組合的發(fā)音，有助于培養(yǎng)學生良好的語音，提高學生的聽力水平。 2 Read the sentence Teacher invites individual students to read the sentence. 3 Give more examples Students give more examples: tall. （三）、任務后期完成階段 (Post – task activity section) Activity 1 (Play a game) 1、 教學輔助(Aids) 學習用品 2、 活動過程(Process) Step contents Methods Purpose 1 Play a game Collect some classroom realia from the students. Put the objects on your desk. Invite five students to e out each time. Have them face the board with their eyes closed for twenty seconds. Invite a different student to choose an object on your desk and put it somewhere else in the classroom. Prompt the class to ask: Where’s ________? The five students respond by walking around the classroom to find out where that particular object is. The one who finds it tells the other four students: It’s ________ 通過游戲學生可以復習單詞、詞組和句型。同時也可以活躍課堂氣氛。培養(yǎng)學生用英語交流的能力。 Activity 2 (Do some exercises) 1、 教學輔助(Aids) Workbook P5 2、 活動過程(Process) Step contents Methods Purpose 1 Workbook P5 Have students work in pairs to plete the dialogues orally, then fill in the blanks. 通過書面練習幫助學生鞏固知識。 2 Invite pairs of students to read the dialogues. The rest of the class check the answers.