牛津小学英语4AUnit1~10表格教案.doc

清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授50年研究成果牛津小学英语4AUnit110表格教案清华大学英语系测试：为中小学生英语量身定做.官方网站：/ 清华大学英语教授研究组提供单元内容：Unit1 May I have?单元教学目标：1.能听懂、会说、会读和会拼写单词a pen, a ruler a rubber, a ball pen,a pencil case ,a book.2.能听得懂、会说和会读日常交际用语May I come in ?come in ,please.Yes /Sure .Here you are .Thank you .All right. Good morning . Goodbye. Heres a for you . Happy teachersday.3.能听的懂、会说、会读和会写句型May I have ? This is for 4.了解辅音字母b和c 在单词中的读音。5.训练学生运用所学英语知识做简单的统计。6.能诵读歌谣A little book。单元教学重难点：1.能听懂、会说、会读和会拼写单词a pen, a ruler a rubber, a ball pen,a pencil case ,a book.2.能听得懂、会说和会读日常交际用语May I come in ?come in ,please.Yes /Sure .Here you are .Thank you .All right. Good morning . Goodbye. Heres a for you . Happy teachersday.3.能听的懂、会说、会读和会写句型May I have ? This is for 4.了解辅音字母b和c 在单词中的读音。单元课时划分：Period1：A Read and say B Look ,read and learnPeriod2：A Read and say B Look ,read and learnC Look and sayPeriod3：D Work in pairs E Read and actPeriod4：F Listen and repeat G Fun house牛津小学英语4A导学案课题Unit 1 May I have（第一教时)上课时间一、教学目标1.能听懂、会说、会读和会拼写单词a book, a pen, a ball pen, a pencil.2.能听懂、会说和会读日常交际用语May I come in? Come in , please. Yes ./ Sure .Here you are. Thank you .Goodbye.3. 能听懂、会说、会读May I have a copybook? Yes. This copybook is for you. May I have a copybook for Su Yang?二、制定依据（教材、学情分析）1.教材分析本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。安排了“新学期向老师要新抄写本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。2.学生分析对于四年级的学生来说，通过三年级一年的学习已有一定的英语基础，对英语学习有着浓厚的兴趣，渴望通过新学期的学习获得更多的知识，以丰富自己的交际内容，提高交际能力。因此，教师要充分利用这些有利因素，认真备课，在课堂教学中做到各个环节紧紧相扣。对于个别学习上有困难的学生，教师要耐心帮助，采取积极鼓励的方法，创设生动活泼的课堂气氛，以调动他们的学习积极性。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累1.T: Welcome back to school, boys and girls. Nice to meet you.Nice to meet you, Miss Chen.开放式导入1.安排一名学生晚点进教室，复习May I come in?这个句型。T: Come in ,please.T: May I come in?我可以进来吗？一名学生在教室门口说May I come in?Ss:Come in ,please.请进。核心过程推进一、新授内容1.T拿出一只文具盒，说：Look, what a nice pencil-box! Guess! Whats in it ?根据学生所说，拿出文具用品并进行教学。2.Teach: a pen, a ball pen, a pencil, a ruler, a rubber.T: Lets play a game. Listen and do. Show me your pen/ pencil/ ruler/ rubber/ ball pen/ book.Teach: book3.T: Id like a copybook. Do you have a copybook?May I have a copybook?Teach: May I have a copybook?我可以拿一本抄写本吗？4.让学生用这句话来提问老师。T: Yes. This copybook is for you.Teach: Yes. This copybook is for you.5.T: May I have a copybook?T: May I have a ruler?T: Practice in pairs.1. T: May I have a copybook?T: May I have a copybook for Su Yang?Thank you.Teach: May I have a copybook for Su Yang? Sure. Here you are.猜文具盒里的物品。跟读，齐读，拼读，书空。听口令出示物品，复习巩固单词。跟读拼读单词book.Yes, I do.Yes./Sure.跟读句子。请三四位学生用May I have a copybook?提问。跟读句子。Yes.This copybook is for you.Yes. This ruler is for you.Practice in pairs.指名问答。Yes.This copybook is for you.Sure.Here you are.跟读句子，同桌练习。指名。二、练习巩固1.用所给句型练习对话。May I come in?Come in, please.May I have a copybook ?Yes. This copybook is for you.Thank you.May I have a copybook for Su Yang?Sure. Here you are.2.出示课文挂图，播放课文录音。3.放录音。4.范读。5.指导朗读。学生用所给句型进行对话。听录音。跟读。跟教师读。齐读，分角色朗读。开放式延伸总结延伸请你利用身边的文具用老师给的句子编一组对话。Please work in pairs.A: May I have ?B: Yes, this is for 学生利用身边的文具用老师给的句子编一组对话。作业设计1.Copy the new words.2.Read the sentences.3.Recite the new words板书设计Unit 1 May I have?May I have a copybook? Yes. This copybook is for you.May I have a copybook for Su Yang?Sure. Here you are.Thank you.反思重建课题Unit 1 May I have（第二教时)一、教学目标1.能听懂、会说和会读单词a pencil case, a bookmark, a notebook.2.能听懂、会说、会读和会写句型May I have? Yes./ Sure. Here you are.3.会使用日常交际用语进行对话。二、制定依据（教材、学情分析）1.教材分析:本节课是在学生掌握单词a book, a pen, a ball pen, a pencil.和日常交际用语May I come in? Come in , please. Yes ./ Sure .Here you are. Thank you .Goodbye.以及句型May I have a copybook? Yes. This copybook is for you. May I have a copybook for Su Yang?的基础上让学生掌握单词a pencil case, a bookmark, a notebook.和句型May I have? Yes./ Sure. Here you are.，并且会使用日常交际用语进行对话。教师引导学生用英语完成交际任务，让他们在练习和表演的过程中巩固句式，学生通过互相合作，最终达到预期的学习目标。2.学生分析由于在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have ? This is for .,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累1.T: Whats this?May I have a ball pen?Thank you.May I have a ball pen for Yang Ling?Thank you.2.用其它物品替代ball pen，和学生进行对话，然后让学生用自己的物品分组进行练习。Its a ball pen.Yes. This ball pen is for you.Sure. Here you are.与教师进行对话，然后分组进行练习。开放式导入1. 复习Read and say，让学生用图片或自己带来的实物表演对话。2. 复习单词。T: Whats this in English? Show me your pencil. Can you spell it?同法让学生拼pen, ball pen, book。表演课文中的对话，然后用图片或自带物品表演。Its a pencil.OK.Yes.（拼pencil）核心过程推进一、新授内容1. T: Look, this is a pencil-box, and whats this in English? Oh, its a pencil case. Its purple. Its a nice pencil case. Do you like it?T: Now read after me“pencil case”.领读。2. T: Look, whats this in English? Its a bookmark.领读单词。T: Now lets spell it.3. 同法教单词notebook.注意note的读音。4. Play a game: Whats missing?让学生背对黑板，教师抽掉notebook, bookmark, pencil case, ball pen这几张单词图片中的一张，让学生猜缺少的那张，并拼写出单词。Ss: Yes.跟读，齐读，拼读，书空。跟读单词。拼读单词，并书空。拼读、书空单词notebook.教师抽掉图片，学生转身看黑板，进行对话。二、练习巩固1. T: Look, this is a shop. Im a seller. Can I help you?T: Yes. Here you are.T: Sure. Here you are.2. 出示句型May I have?Yes./Sure. Here you are.3. T:Now, lets practice.(让学生用身边的物品来问答)May I have a ruler?Thank you. May I have a bookmark?齐读，在作业本上抄写两遍。S1:May I have a ?S2:Yes.Here you are.S1:May I have a for?S2:Sure.Here you are.同桌互相问答。开放式延伸总结延伸我们来看一段图片资料(PPT21)下面这些图片是老师在网上看到一些失学儿童的照片，他们很想上学，但是由于贫困就快要辍学了，同学们，你们愿意为他们做点什么呢？S1: Zhang Ming, this ruler is for you.S2: Li Ping, this notebook is for you.S3: Zhou Ting, this schoolbag is for you.作业设计1.听录音，朗读和表演对话。2.根据所学对话内容试自编小对话。板书设计a pen Unit 1 May I have ?a ruler May I come in ? Comein ,please . 对话挂图a rubber May I have ? Yes/Sure .a copybook This is for Here you are反思重建课题Unit 1 May I have（第三教时)一、教学目标1.能听懂、会说和会读日常交际用语Good morning. Heres a for you. Happy Teachers Day!2. 通过复习，能熟练掌握本单元所学单词和句型。3. 进一步掌握句型Thisis for及其回答Thank you./All right.二、制定依据（教材、学情分析）1.教材分析本节课主要操练This is for you. Thank you. 和 This is for All right的不同用法。操练时要注意情景。如可设计一个发作业本的情景。也可让学生自己创设情景并进行连锁操练。2.学生分析学生学习语言的目的是为了操练与运用。所以在教学单词的时候一定要注意单词教学与句型操练融为一体，让学生在说中学习新词，在说中巩固新词，从而使学生达到学以致用的目的。对于要求四会单词，学生当堂掌握有难度，需要学生回家及时巩固与复习，以及在课堂上加强对单词的复现，以帮助学生掌握。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累Good morning, boys and girls.How are you?Good morning, Miss Chen.Fine,thank you./Not bad, thank you./Not so good.开放式导入1. 复习单词和句子。T: May I have a bookmark?T: Thank you. May I have a bookmark for Su Yang?T: Thank you.用其它单词替换bookmark和人物进行练习。Yes.This bookmark is for you.Sure. Here you are.学生练习对话。核心过程推进一、新授内容1. T(手拿两本抄写本)This copybook is for you.引导学生甲边接本子边说Thank you.然后把学生乙的本子给学生甲，说This copybook is for,引导他说All right,并把本子给学生乙。2. 让学生自己创设情景进行表演对话。3. 完成书上练习。S1:Thank you.S1:All right.S1:This copy is for you.S2:Thank you.学生自创情景进行对话表演。让学生练习对话并会正确书写句子。二、练习巩固1. T在黑板上书写九月十日Teachers Day,让学生了解教师节的英语表达方式。2. T：Happy Teachers Day!教师节快乐！3. T: Heres a book for you.让学生说Heresfor,了解与Thisis for意思是一样的。4. 放录音。5. 放录音，让学生跟读。6. 指导朗读和表演。7.用This card is for Miss Gao. All right.来扩充对话。了解Teachers Day的写法。学生说Happy Teachers Day!Thank you.练习Heres for听录音，观察图画。跟读对话。表演对话。师生表演，然后让学生表演。扩充对话。开放式延伸总结延伸教师节就要到了，你想不想送一张亲手制作的贺卡给老师呢，做好了能不能用英语和老师对话呢？Try to make a dialogue.Ss try to make a dialogue.作业设计1.默写本单元的单词。2.看图写对话。3.背诵并表演Read and act。板书设计Unit 1 May I have? This is for you. Thank you.Thisis for All right.Heres a card for you.Happy Teachers Day!反思课题Unit 1 May I have（第四教时)一、教学目标1. 通过复习，能熟练掌握本单元所学的单词和句型。2. 能够熟练地在情景中运用本单元所学地句型和日常交际用语。3. 能初步了解辅音字母b和c在单词中地读音。4. 进一步掌握句型May I have this/that?Sure./Yes. Here you are.能有节奏地诵读歌谣A little book。二、制定依据（教材、学情分析）1.教材分析本节课主要是一个综合版块的训练和语音版块的训练。通过语音版块的训练让学生掌握福音字母b,c的发音。综合板块中为学生提供了一个趣味故事，目的是激发学生的学习兴趣，并对学生进行初步的阅读训练，逐步培养他们的阅读能力。一般不要求学生表演。2.学生分析在上节课中学生对Heres a for you. 和This is for you会混淆。有同学将This is for you.这句中的is的位置混淆，在本节课中引导加强对这两个句子的辨别。此外，在本节课中出现了一个调查，学生一般对此类活动比较感兴趣，教师可设计生活用品、衣物等调查表，让学生课后用英语向家人或朋友做调查。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累1. 让学生有节奏地诵读歌谣。2. T: May I have a notebook?T: May I have a notebook for Yang Ling?T: This card is for you.T: This card is for Wang Bing.3. 小组操练对话。4. 请几对学生表演。诵读歌谣。S1:Yes.This notebook is for you.S1:Sure. Here you are.S2: Thank you.S2: All right.操练对话。表演对话。开放式导入1. 请学生表演E部分的对话。2. 请学生表演改编后的对话。表演对话。表演改编后的对话。核心过程推进一、新授内容1.T: Now, look at this picture.出示插图及四个单词big, boy, cap, cat.1. 放录音。2.出示一些含有字母b和c的单词，让学生更好地体会这两个字母在单词中的发音。如：book, ball pen, bus3.让学生仔细观察图画，自己朗读故事，了解故事大意，体会其中的幽默含义。4. T: Now open your books. Look at Part G: Fun house. Lets say a rhyme: A little book.放录音。介绍歌谣大意，再放录音。学生听录音，并跟说四个单词，体会b和c在单词中的发音。跟录音说：The cat and the big cap are for the boy.读这些单词，并记住。仔细观察图画，结合全文了解故事大意，体会幽默含义。齐读故事，分角色朗读表演。听录音。跟读。齐读。二、练习巩固1.T: Whats this?T: Its my pencil case. In my pencil case, Ive got two ball pens.领读Ive gotT: Whats in your pencil case?2.小组统计。3.T:How many students have got pens? Who are they?Its a pencil case.跟读Ive gotS1:Ive gotS2: Ive got小组统计，由组长汇报调查结果。小组长根据小组内的情况回答教师的提问。开放式延伸总结延伸儿诗里面的小书真漂亮。老师相信你们的书包里面一定还有许多漂亮的文具吧。Now, please do a survey. Work in groups, OK?请同学来来表演一下吧。A: Whats in your pencil case?B: Ive got 学生表演作业设计1.抄写本单元的单词和句型并能默写。2.创设情景自编对话。板书设计Unit 1 May I have? Whats in your pencil case?Ive got反思重建单元内容：Unit 2 In a toy shop单元教学目标：1.能听懂、会说、会读和会拼写单词a dog ,a cat ,a tiger ,a panda ,a desk和a shop .2.能听懂、会说和会读日常交际用语How lovely /Nice! I see .Can I have a look? Id like please . Hello ,In which ? Guess .3.能听懂、会说、会读和会写句型This is /Thats my /your /his /her Whats this /that ? Its 4.解辅音字母d和f在单词中的读音。5.能有表情地演唱歌曲We are happy bees 。单元教学重难点：1.能听懂、会说、会读和会拼写单词a dog ,a cat ,a tiger ,a panda ,a desk和a shop .2.能听懂、会说和会读日常交际用语How lovely /Nice! I see .Can I have a look? Id like please . Hello ,In which ? Guess .3.能听懂、会说、会读和会写句型This is /Thats my /your /his /her Whats this /that ? Its 4.解辅音字母d和f在单词中的读音。单元课时划分：Period1：A Read and say B Look ,read and learnPeriod2：A Read and say B Look ,read and learnC Look and sayPeriod3：D Work in pairs E Read and actPeriod4：F Listen and repeat G Fun house课题Unit2 In a toy shop（第一教时)上课时间一、教学目标1.四会单词a cat, a dog, a tiger, a lion, that, it, no.2.三会单词a panda, a monkey, a bear, a rabbit.3.四会句型Whats this/that? Its a 二、制定依据（教材、学情分析）1.教材分析本单元的核心教学内容是“认物”。“认物”的最基本表达方法是Whats this/that? Its a。本单元的语言难点是对认物的回答，答语用代词it，同时在指示远近关系上能区分和运用this 或that。 2.学生分析在实际操练中，要避免“明知故问”的倾向，可以采用遮盖物品、显露局部、听音辨物、图形辨认等方法练习Whats this/that? Its a的句型。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累How are you?May I come in?May I have a copybook?May I have a copybook for Su Yang?This ruler is for you.This ball pen is for Gao Shan.Fine, thank you.Come in, please.Yes.This copybook is for you.Sure. Here you are.Thank you.All right.开放式导入1. Guessing game2. T：Look at this photo. Whats this ?T: Yes, its a cat. How lovely!Its a cat.核心过程推进一、新授内容1. T: Do you like toys?2. T: Lets go to a toy shop. There are lots of toys in the shop.3. T: Look, whats this?T show a picture of the dog.领读dog,指名读，拼读。4. T: Whats this?T show a picture of the tiger.领读tiger,指名读，拼读。5. T: Whats that? Its a lion.T show a picture of the lion.领读lion，指名读，开火车读。6. 请一名学生进行对话。T: Its a bear.领读bear，指名读，开火车读。同法授：panda, monkey, rabbit.7. Play a game: Whats this?8.T指着物品，让学生用Whats this? Whats that?来提问，其他同学回答。Yes, we do.Its a dog.跟读dog，拼读，书空。Its a tiger.跟读tiger,拼读，书空。跟读lion，拼读，书空。Whats that ?跟读，拼读，书空。跟读，拼读，书空.让学生看图片的一角，猜是什么动物。一名学生用Whats this? Whats that?来提问，其他同学回答。二、练习巩固T: Lets ask and answer. Turn to Page 17.1. 创设购物情境，让两名学生分别扮演顾客和营业员，用Whats this/that? Its a的句型进行问答。2. 用书上的图片的进行对话，提醒学生注意物品摆放的远近。在情境中用所给句型进行对话。用所给图片进行问答，并写下来。开放式延伸总结延伸本节课我们一起学习了许多动物类单词，你们在课后可以先把它们牢固地掌握，然后再去找一找其他的动物类单词。Ss搜集其它动物类的单词。作业设计1.抄写新单词和新句型。2.背诵新单词。板书设计Unit 2 In a toy shopWhats this? Its a Whats that? Its a 反思重建课题Unit2 In a toy shop（第二教时)上课时间一、教学目标1.四会单词my, your, his, her.2.三会单词toy, shop, nice, see, think, too, can, like.3.能听懂、会说和会读日常交际用语How lovely/nice! I see. This is a bear, I think. Thats a nice monkey. Can I have a look? Id like , please. I like 二、制定依据（教材、学情分析）1.教材分析本节课学习课文，为学生提供了一个“在商店购物”的情景。学生通过认识几个动物类单词，然后与教师相互交流喜欢那一种玩具动物，想要什么样的动物。用英语说分别是I like& Id like 2.学生分析基于四年级学生的特点，在教学时要分散课文学习的难点，易于学生掌握课文。在听课文录音，整体了解课文，然后分步学习课文中句子，最后表演课文。这样的设计层层递进，学生学起来感觉不到太大的难度，有利于更好地掌握课文。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累Good morning.How are you?May I have a rubber ?This notebook is for Nancy.Good morning.Fine, thank you.Yes. This rubber is for you.All right.开放式导入1.T: Whats this?Whats that?2.T: Lets ask and answer in pairs.Its a panda.Its a monkey.Ask and answer in pairs.核心过程推进一、新授内容1. T: Whats this?How lovely!(边说边加上表情)2. 让学生表演对话。3. T: Whats this?T:I see.4. T: This is a bear, I think.T:I see.Teach: This is a bear, I think.注意think的发音。5. T: This is a cat, I think.T:I see.6. T: This is his cat, I think.7. T: This is her rabbit, I think.8. T: Thats a nice monkey.Teach: Thats a nice monkey.9. T: The lion is nice , too.Teach: tooThe lion is nice , too.10. T: The lion is nice. Can I have a look?Teach: Can I have a look?11. T: The panda is nice. Id like this panda, please.Teach: Id like12. T:I like my panda .Do you like my panda? 13. T:I like my lion.Its a panda,学说How lovely!S1: Whats this?S2:Its a panda.S1: How lovely!Its a rabbit.学说I see.No, it isnt. Its a dog.学说这句话，并会回答。No, it isnt. Its a lion.同桌练习对话。Yes, it is.No, it isnt.同桌操练I think的句型。Yes.学说这句话，注意thats 的读音。学习句子。Sure.练说句子。Here you are.学习句子。同桌操练对话。Yes, I like your panda,too.I like your lion, too.Practice in pairs.二、练习巩固T: Look, David and his Mum are in a toy shop. Lets listen to the tape.1. 放录音。2. 让学生跟读。3. 领读。4. 让学生齐读，四人小组练读。分角色朗读。Listen to the tape.Read after the tape.跟读。齐读，四人小组练读。分角色朗读。开放式延伸总结延伸Yang Ling and his Mum are in a clothes shop.Please make a dialogue.Ss make a dialogue.作业设计1.背诵Read and say.2.能分角色表演对话。3.抄写词组和句子。板书设计Unit 2 In a toy shopThis is a bear, I think. No, it isnt. Its a dog.Thats a nice monkey. The lion is nice, too,Can I have a look? Sure.Id like this panda, please. Here you are.I like my panda. I like your panda, too.反思重建课题Unit2 In a toy shop（第三教时)上课时间一、教学目标1.四会句型This is/ Thats your/his/her, I think.及其回答Yes, it is./ No, it isnt.2.熟练句型Whats this/that?及其回答Its a 二、制定依据（教材、学情分析）1.教材分析本节课的教学重点是能正确区别，运用物主代词my ,your ,his ,her . my ,your ,his ,her .虽然在三年级时曾经学过，学生不会感到陌生，但结合句型This is/ Thats your/his/her, I think. Yes, it is./ No, it isnt.来运用，学生仍然可能感到很吃力。2.学生分析学生对于物主代词my ,your ,his ,her可能会混淆不清，在教学中要注意实物在教学，在演示实物的时候一定要注意物体的距离远近，提醒学生注意this,that的区别。Teaching ProcedureProcedureTeachers activityLearners activityPurpose常规积累Good morning.How are you today?Whats ten plus eight?May I have a notebook?This rubber is for you.Good morning.Not bad, thank you.Its eighteen.Sure. Here you are.Thank you.开放式导入1. 复习课文，让学生用图片或自带的玩具来表演对话2.分组表演对话。Its a panda.核心过程推进一、新授内容1. 教师与两位同学配合进行练习。T: This is my book.(拿着学生甲的书对他说)This is your book.（对着学生甲指着男女同学的书说）Thats his book. Thats her book.反复演示后让学生练习。提醒学生this ,that的区别。2. Play a game：快速取物。将学生的物品放在讲台上，各组派一名代表上来取出自己感兴趣的物品，边拿边说This is my/his/her其余学生核对，符合实际的用Yes, it is. Thats your/his/her不符合的用No, it isnt. Thats my/his/her的句型表示物品所有者。3. 用书上的图画进行句型的练习。T: This is your lion ,I think.让学生四人小组进行练习。指名出来练习。两位同学与教师配合练习This is/Thats my/your/his/her四人小组练习。各组派代表上来玩游戏。S1:Yes,it is.四人小组练习。S1:Thats your lion, I think.S2:No,it isnt.S1:This is his rabbit, I think.S2:Yes,it is.S1:Thats her tiger, I think.S2:No,it isnt.二、练习巩固1. 让学生观察图画，自由地朗读短文，体会图意。2. 指导学生朗读。3. 请学生读。分角色读。自由朗读短文。跟老师读。个别读。分角色读。开放式延伸总结延伸仿照G部分的图片，Make a dialogue.作业设计1. 将D部分的内容写在练习本上。预习歌曲We are happy bees.板书设计Unit 2 In a toy shopThis is your/his/her, I think. Yes, it isThats your/his/her, I think. No, it isnt.反思重建课题Unit2 In a toy shop（第四教时)一、教学目标1. 能听懂、会说和会读日常交际用语Can I have a look? Id like,please. In which box? Guess.2. 能熟练掌握本单元所学句型和单词。3. 了解辅音字母d和f在单词中的读音。4. 能有表情地演唱歌曲We are happy