4a教案(M1U1.2).doc

四年英语（牛津4A） 耿丽丽2012.8 四年英语教学进度表 2012.8周日 期内 容节数备注18.20-8.24Module1 Unit 1 (1-4)428.27-8.31Module1 Unit 1(5) Unit 2 (1-3)439.3-9.7Module1 Unit 2(4-5) Unit 3(1-2)449.11-9.14Module1 Unit 3(3-5) Test459.17-9.21Module2 Unit 1 (1-4)469.24-9.29Module2 Unit 1(5) Unit 2 (1-3)579.30-10.6假期机动810.7-10.12Module2 Unit 2(4-5) Unit 3(1-2)4910.15-10.19Module2 Unit 3(3-5) Test41010.22-10.26Module3 Unit 1 (1-4)41110.29-11.2Module3 Unit 1(5) Unit 2 (1-3)41211.5-11.9Module3 Unit 2(4-5) Unit 3(1-2)41311.12-11.16Module3 Unit 3(3-5) Test41411.19-11.23Module4 Unit 1 (1-4)41511.26-11.30Module4 Unit 1(5) Unit 2 (1-3)41612.3-12.7Module4 Unit2(4-5) Unit 3(1-2)41712.10-12.14Module4 Unit 3(3-5) Test41812.17-12.21Revision注：教师可灵活把握每周的课时（四年级英语）集体备课安排表（2012年2013年上学期） 一零八学校 小学部时 间地 点中心发言人内 容2012.08.14英语教研室耿丽丽Module1 Unit1,22012.08.28英语教研室耿丽丽Module1 Unit3,2012.09.11英语教研室李红晶Module2，Unit 1，22012.09.25英语教研室李红晶Module2 Unit 3期中测试分析2012.10.09英语教研室Module3 Unit 1，22012.10.23英语教研室Module3 Unit3，2012.11.06英语教研室刘畅Module4 Unit1，22012.11.20英语教研室刘畅Module4 Unit3期末复习资料准备课 程 表 星期节星期一星期二星期三星期四星期五第一节第二节第三节第四节第五节第六节大课间第七节基础教育阶段英语课程总体目标和任务 基础教育阶段英语课程的总体目标是培养学生初步的综合语言运用能力，并通过英语学习促进学生的心智发展，提高学生的综合人文素养。 基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。基础教育阶段英语课程一级目标对英语有好奇心，喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。能做简单的角色扮演。能唱简单的英文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息，表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。语言技能一级目标听做： 1. 能根据听到的词语识别或指认图片或实物；2. 能听懂课堂简短的指令并做出相应的反应；3. 能根据指令做事情，如：指图片、涂颜色、画图、做动作等；4. 能在图片和动作的提示下听懂简单的小故事并做出反应。说唱：1. 能根据录音模仿说英语；2. 能相互致以简单的问候；3. 能相互交流简单的个人信息，如：姓名、年龄等；4. 能表达简单的情感和感觉，如：喜欢和不喜欢；5. 能够根据表演猜测意思、说词语；6. 能唱英语儿童歌曲和歌谣15首左右；7. 能根据图、文说出单词或短句。玩演：1. 能在教师的指导下用英语做游戏并在游戏中进行简单的交际；2. 能做简单的角色表演；3. 能表演简单的英语短剧。读写:1. 能正确书写字母和单词； 2. 能看图识字； 3. 能在指认物体的前提下认读所学词语； 4. 能在图片的帮助下读懂简单的小故事；5. 能模仿范例写句子。视听：1. 能看懂语言简单的英语动画片或程度相当的教学节目；2. 视听时间每学年不少于10小时（平均每周20-25分钟）。牛津英语4A全册教材分析本册教材共有4个Module组成，每个Module一个主题，包含3个unit ，每个unit的内容都围绕这个主题展开。这4个主题在3A中已经接触过，4A教材在3A教材上进一步深入和延续。每一个主题又与学生的日常学习、生活密切相关，因此学生乐于学，便于使用所学语言。 一、年级段教学目标1.语音：掌握辅音字母组合和辅音连缀的发音规律，并能辨别读音相近单词 的发音。2.词汇：能把单词进行分类并识记单词，正确理解词义并运用。能列举与所学单词有相同性质，写出相近意思或相反意思的单词（即同类词、近义词、反义词）。3.句型：掌握各类句型的基本结构及不同句式变化（肯定、否定、一般疑问和特殊疑问）。理解句子所表达的含义并能在不同的情景中灵活使用。4.语段：要求通过词汇、句型的积累，培养学生的阅读和写作的能力，掌握一定的阅读技巧和正确的写作方法。根据所给主题，用6至8句句子完成短文，要有开头和结尾，逻辑正确，用词准确。二、总体目标分析1.语音：掌握辅音字母组合ch , sh , ph , wh , th 的发音规律（其中wh有2种不同的发音：what， who；th也有2种不同的发音：this，thin），以及辅音连缀cl , gl , pl , bl , fl , sl , dr , pr , cr , br , gr , fr , tr ,sc , sk , sm , sp , st , sn , sl , sw的发音规律，并能加以区分。为五年级学习音标打下基础。2.词汇：动词: run , jump ,swim ,dive ,fly ,cook ,sing ,paint ,write ,drawread, cut ,ride ,have(eat) ,bring ,feed ,walk ,pick ,climb,leave ,throw,chase ,answer ,win，名词：职业：fireman ,policeman ,policewoman ,ambulanceman ,teacher,doctor dentist, nurse, shop assistant, waiter ,waitress, cook bus-driver, postman身体部位：shoulder ,knee ,toe ,finger ,arm ,face ,foot ,tooth食物：juice ,water ,crisps ,bread ,butter ,sugar ,milk ,chocolatecoffee ,flour, fruit, jam 形状:rectangle ,triangle ,square ,circle ,star动物：cow ,horse ,sheep ,hen ,frog ,moth地点:supermarket, bookshop, farm, plant house, pond, fountain，block ,aviary植物部位:branch, trunk, stalk器具用品:exercise book, sketch-book, rope, hoop形容词： tired, full ,afraid ,angry, strong, brave ,sharp ,large量词： a bottle of, a packet of, a pair of基数词： eleven-twenty连词： but ,and冠词和不定代词: a, an, the, some, any介词:in, on, to, under, into物主代词:my ,your ,his ,her ,its ,our ,their人称代词（宾格):me ,you ,him ,her ,it ,us ,them其他: classmate ,birthday ,dear ,fire ,telephone ,toilet ,bellsunglasses ,grass ,everywhere ,hay ,corn ,rubbish ,stone ,loggame ,mask ,question3.句型：基本句型*拓展句型Can句型的否定及一般疑问句What can you do?表示允许：Can I go out?To be句型的否定、一般疑问句及特殊疑问句(what, what colour, whose, where, how, how much, how old)Whose are they?How much are they?To have句型的否定、一般疑问句及特殊疑问句(what)How many have/has?There be句型的否定及一般疑问句How manyare there?Whats on/in the ?To do（一般现在时）句型的否定、一般疑问句特殊疑问句(what, where, how)祈使句及否定形式Please dont open the door.4. 语段:听：能听懂一段对话或短文，并做出判断或应答。说：能进行基本的日常会话。 能围绕一个主题说8至10句，语法正确。读：能大声、正确地朗读与课文难度相当的短文。写：人物外貌的整体描写及细节描写。 动、植物外形的细节描写，能运用物主代词描写各个部分。 物体的细节描写及喜欢的理由。Module 1 Getting to know you Unit 1 Hello again单元分析1. 课题说明(Topic): 4A Module 1 Getting to know you Unit 1 Hello again2. 课时说明(Period): 共五课时 第一课时：Look and say & Look and talk(Page 2) 第二课时：Read a story & Learn the sound(Page 3) 第三课时：Look and say & Ask and answer(Page4) 第四课时：Review(Page 2-4) 第五课时：Workbook & Test3. 学情分析(Background study and material analyse) 四年级的大部分学生对英语有着较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。通过学生对3A和3B的教材呈现内容的学习，能够识认、拼背出现过的单词；能够在口头上结合不同人称单数形式运用can的句式简单阐明行为能力；同时学生能够识认、朗读This is myHis name isShe canHe cant有关句子。4. 目标陈述(Objectives):知识目标：A.语音：掌握ch- 辅音字母组合的发音规律及单词chair, chocolate.（补充ch-在单词Christmas, chemistry中的不同发音。）B.词汇：a.认识并说出表示称谓关系的词（friend,classmate）,理解词义，列举有相同性质的单词。b.能准确地运用my, his, her, our, their等物主代词及Kittys/Her names 的缩写形式，灵活掌握它们的用法。c.能用确切词描述人物的动作dive, cook, paint等及动词词组(sing a song, swim in the pool, paint a picture, read English, dive into the water, jump high, run fast)。C.句型：a.掌握告别语“Goodbye”的另一种回答“See you.”b.学习 “Can you? Yes, I can. /No, I cant. (Can she.? Yes, she can./ No, she cant.)的句型结构，理解句子所表达的含义，并能灵活运用。能力目标：a.能运用已学的一些表达方式，和别人进行问候和作自我介绍，并介绍他人的身份。b.巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。情感目标：让学生运用问候语及一些介绍能力的句型，来认识周围的朋友，使学生增进相互间的情谊。5. 重点难点说明(Focal points and difficulties):a.能运用已学的一些表达方式，和别人进行问候和作自我介绍，并介绍他人的身份。b.巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。 Unit 1 Hello again【第一课时】 Look and say & Look and talk( Page 2 )教学任务简述(Task):通过简单的交流和对话练习使学生能够用英语围绕所给词汇friend， classmate， our等对熟悉的人物进行介绍，并能进行一定的拓展和延伸。目标陈述(Objectives): 知识目标：a. Using nouns to identify people. e.g. Kittys my classmate.b. Using demonstratives to refer to people. e.g. This is my c. Using possessive adjectives. e.g. This is our dog. . 词汇：（1）认识并说出表示称谓关系的词（friend, classmate）,理解词义，列举有相同性质的单词。（2）能准确地运用my, his, her, our, their等物主代词及Kittys/Her names 的缩写形式，灵活掌握它们的用法。能力目标：a. Using possessive adjectives to show possession.b. Using formulaic expressions to greet people and respond to greetings, introduce others and take leave.c. Free talk.能运用已学的一些表达方式，和别人进行问候和作自我介绍，并介绍他人的身份。情感目标：Greet people and introduce oneself politely.让学生运用问候语及一些介绍能力的句型，来认识周围的朋友，使学生增进相互间的情谊。重点难点说明(Focal points and difficulties): 重点：a. Using nouns to identify people. e.g. Kittys my classmate.b. Using demonstratives to refer to people. e.g. This is my c. Using possessive adjectives. e.g. This is our dog.能准确地运用my, his, her, our, their等物主代词及Kittys/Her names 的缩写形式，灵活掌握它们的用法。难点：a. Introducing someone to someone else. b. Possessive adjectives.能准确地运用my, his, her, our, their等物主代词及Kittys/Her names 的缩写形式，灵活掌握它们的用法。教辅用品说明(Aids): pictures, word cards, cassette player, and soft toy animals教学过程：ProceduresContentsMethodsPurpose二次备课Pre-task preparation1.Warming-up1. Song (Good morning)2. Rhyme (Two fat boys in the rain)欢快的歌曲动感的歌谣调动学生的激情。2.RevisionGood morning.How are you?1.Using two soft toy animals to review the greetings and response. Cat: Good morning. How are you? Dog: Im fine, thanks.2. Move round the class and greet individual students using Good morning. How are you?3. Ask students to greet each other in pairs.口语的问答练习为新知识的引出做好热身。3.Presentation1.Use glove puppets to identify people. Introduce: Ben, Kitty, Eddie, and Wendy.2. Guess: Who is Wendy? to elicit: Shes Eddies sister.神秘的引出新朋友。While-task procedure1.Introduce: classmate1. Invite one student to stand up. Say: He/She is your classmate. Youre classmates.2. Imitation (Show the word card) Ask students to read the word several times.3. Invite a different student to stand up. Ask: Whats his/her name? Prompt the students to say: This is my classmate. His/Her names _.4. Substitution: In groups of four, have students introduce their classmates.玩偶 有效的将生词与情景衔接，在师生，生生互动中学习词汇。 2.Introduce:our1. Show the toy dog. Ask: Whose dog is this? to elicit: Its Kitty and Bens dog.2. Play the cassette: This is our dog. His names Sam.3. Imitation: a. Show the word card. Ask students to read the word.b. Play the cassette again. The students listen and repeat.4. Sentence making: e.g. This is our friend/classmate/teacher. His/Her names _.将生词与情景衔接，在录音和真实的情景帮助下中学习词汇 3.Listen and answer1. Play the cassette: Look and say. The students listen carefully.2. Answer the questions: Whos Eddies classmate? Whos Wendy? Whose cat is this? Whats the cats name?3.Play the cassette again. The students listen and repeat.操练新知,听力练习任务型活动的组织有效帮助学生进行问题的探究Post-task activityProduction1. In groups of four, have the students practice the dialogue.2. Play a game (Look and talk)a.Write the numbers on the back of the word card. b.Students choose the different numbers.c.Then ask students to complete the dialogue according to their cards.3. Free talkEncourage students to introduce their pets, their classmates using their own name and their toy animals.多样的活动使学生在趣味学习中掌握新知Homework基础：1. Introduce your parents using This is His/Her names提高：2.Write about one of your classmatesfriendteacherparentspetOn Board Unit 1 Hello again Good morning. This is my His/Her names Goodbye! See you!Looking backUnit 1 Hello again【第二课时】 Read a story & Learn the sound( Page 3 )教学任务简述(Task):通过复习已会动词与新授动词dive cook相结合，在带领学生进行练、演、表达的过程中使学生掌握第三人称的表达方法，四会掌握run jump swim dive fly cook和字母ch 的发音规律。目标陈述(Objectives): 知识目标：a.Using verbs to describe actions. e.g. run, swim, jump b.Using modals to talk about ability. e.g. She can run.c.Using connectives to link contrasting ideas e.g. But she cant cook.d.Saying the sound ch-语音：掌握ch- 辅音字母组合的发音规律及单词chair, chocolate.能力目标：a. Read and act the story b. Talking about ability.c. Write a simple story. 巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。情感目标：Give the evaluation and description to others.能够喜欢并乐于表述自己能做某事，询问朋友增进感情。重点难点说明(Focal points and difficulties): 重点：a.Using verbs to describe actions. e.g. run, swim, jump b.Using modals to talk about ability. e.g. She can run.c.Saying the sound ch-掌握ch- 辅音字母组合的发音规律及单词chair, chocolate.巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。难点：a.Using connectives to link contrasting ideas e.g. But she cant cook.b. Give the evaluation and description to others.巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。教辅用品说明(Aids): pictures, word cards, cassette player, and mask教学过程：ProceduresContentsMethodsPurpose二次备课Pre-task preparation1. Revision 1. Say and act: sing, draw, write2. Sentence making:e.g. I can draw a dog. I can sing a song.以旧带新。2. PresentationSuper man/ star/market1. Put on the mask. Ask: Do you know him? to elicit: She is a Super girl. 2. Encourage students to describe Super girl.e.g. Shes strong. Shes brave/super.What is super?What else is super?口语的问答练习为新知识的引出做好热身。通过对super的讲解使学生很好的理解并可以自己组成喜欢的词。While-task procedure1.Introduce:run, jump, swim, dive, fly1. Ask students to guess what Super girl can do.2. Put the word and picture cards on the board in random order. Using mime, introduce: run, swim, jump, dive, and fly.3. Read the words with actions.4. Invite individual students to come out and match the words and pictures.5. Invite students to say what Supergirl can do.e.g. She can run. She can dive.带领学生带着问题来学习，激发学生的求知欲。沿着了解领会练习展示的路线符合学生的认知能力。 2.Introduce: cook,1. Ask students what they think Supergirl cant do.2. Using mime, introduce: cook3. Introduce: Supergirl can fly. But she cant cook.4. Sentence making: e.g. I can sing. But I cant fly.玩偶 有效的将生词与句子衔接，句子与情景衔接，在师生，生生互动中学习词汇s 3.Read the story1. Ask: Do you like Supergirl? To elicit: Alice likes Supergirl. Shes reading a story about Supergirl. 2. Ask students what they think Supergirl can or cannot do.3. Play the cassette. The students listen and check their guesses.Play the cassette again. The students listen and repeat. 将生词与情景衔接，在录音和真实的情景帮助下中学习词汇.Post-task activity1. Production1.True or FalseAsk students to read the statements in Read and answer. Do number 1 and number 2 with the students to help them understand the words True and False. Then ask them to finish the rest of the exercise.2. Invite students to retell the story. 3. Draw and writeDivide students into groups of four. Have them draw a picture of their favourite cartoon character and write the caption underneath. Then talk about each drawing.操练新知,听力练习,任务型活动的组织有效帮助学生进行问题的探究复述和展示画画成果的的过程是学生巩固新知，教学检查学生新知掌握，检查自己教学效果的很好的环节2.Learn the soundCh1. Have students repeat the sound and words after you.2. Play the cassette. Students listen and repeat.3.Invite individual students to read aloud the sentences.大声说和模仿是学习语音的最好方法，教师在学生的反馈中寻找问题和不足Homework1.基础：Retell the story.2.提高：Write a story about your favourite cartoon character.On Board Unit 1 Hello again Supergirl ch tf chocolate She is super. chair She can run. jump swim divefly But she cant cook. Looking back Unit 1 Hello again 【第三课时】 Look and say & Ask and answer ( Page 4 )教学任务简述(Task):通过复习已会动词与新授动词在带领学生进行练、演、表达的过程中使学生掌握情态动词can 的一般疑问句中使用不同人称的问法及标准的回答语。Yes，Ishe can. No, I she cant.目标陈述(Objectives): 知识目标：a. Using verbs to describe actions. e.g. paint, read b. Using interrogatives to ask yes/no -questions to obtain simple responses. e.g. Can you swim?c. Using modals to talk about ability. e.g. Yes, I can. / No, I cant.能够根据已知内容操练句型Can you?进行问答。单词cook, draw, write, run, read, paint, jump, sing的复习及灵活运用。能力目标：a. Asking about ability.b. Do a survey in class.能够根据已知内容操练句型Can you?进行问答。情感目标：Talking about ability to establish friendly relations with your classmates.喜欢并乐于表述自己的想法。通过问答增进同学之间的感情。重点难点说明(Focal points and difficulties): 重点：a. Using verbs to describe actions. e.g. paint, read b. Using interrogatives to ask yes/no -questions to obtain simple responses. e.g. Can you swim?操练句型Can you?进行问答。难点：a. Using modals to talk about ability. e.g. Yes, I can. / No, I cant.b. 情态动词can肯定及否定的回答。教辅用品说明(Aids): pictures, word cards, cassette player.教学过程：ProceduresContentsMethodsPurpose二次备课Pre-task preparation1.Warming-up1.Song2.Responding to simple instructions e.g. Sing a song. Draw a circle.欢快的歌曲动感的歌谣调动学生的激情。2.RevisionInvite individual students to come to the board and choose a Picture Card and mime whether they can do or cant do a particular action. The rest of the class say: He/She can/cant口语的问答练习为新知识的引出做好热身。3.PresentationInvite individual students to stand up. Point to the pictures and ask: Can you ? And prompt them to use: Yes, I can. /No, I cant. to answer your questions.教师控制答语，及时纠正汉化的英文的脱口而出。While-task procedure1.Introduce: paint1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.2. Read the word with action.3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I cant,4. Ask and answer in pairs.玩偶 有效的将生词与情景衔接，在师生，生生互动中学习词汇。 2.Introduce:read1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.2. Read the word in different voices.3. Ask individual studen