小学英语第四册教案.docx

小学英语第四册教案Module4 Robot（二课时）一 教学目标（一）语言运用能力： 听：听懂课文，听准单词发音。说： 1.用“”谈论将来可能发生的事情。 2.运用情态动词“can”描述能力。 3谈论将来的天气状况。读：读准单词， 熟练朗读课文。写：写会6个单词，1个短语。（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。二 教学方法：教师讲授+小组合作学习三 教学重难点：1.用“will”谈论将来可能发生的事情。 2.运用情态动词“can”描述能力。四 现代化教学手段：录音机.卡片五 教学过程设计第一课时课题：Unit 1 Robots will do everything. 课型：新授一 （1）热身复习 1师生问好。 2教是带领全班一起做游戏。教师下指令， 学生根据教师的指令做出相应的动作。 T:Do as I say: Run, jump, play football,play basketball,play the flute,row a boat,make a cake, wash clothes, do homework 也可请学生发出指令做动作。 (2) 任务呈现与课文导入1教师假装很累，擦擦汗，对学生说：Im very tired.Who can help us? Can the robot help us?引出课文内容。 2导入新课。（3）课文教学。 1教师对机器人进行简单描述。2放录音。同时用笔勾出生词和词组。 3再放录音。学生认真听。并找出问题的答案。 What can Damings Robot do? Will robots do the houswork? Will robots help children learn? Will robots do homework for children? 3讲解学生疑问和问题的答案。 4学生自读课文。之后同桌交流读课文。（4）任务完成 讲解课堂活动用书。二 小结1听懂课文，听准单词发音。2写会6个单词，1个短语。三 课后作业 1读准单词。 2熟读并背诵课文。四 板书设计Module4 RobotUnit 1 Robots will do everything.What can Damings Robot do? Will robots do the houswork? Will robots help children learn? Will robots do homework for children?第二课时课题：Unit 2 Will it be in Beijing? 课型：新授一 教学过程设计 （1）热身复习 1师生问好。 2情景剧表演。 让学生分别扮演课文中的角色，借助语言和肢体动作进行表演。 (2) 任务呈现与课文导入 1复习关于天气状况的形容词。sunday,winday,cloudy,rain,snow,hot, cold,warm等。 2教师通过和学生谈论天气和机器人引出今天的教学。（3）课文教学。 1放录音。学生认真听。 2访第二遍录音时， 教师提出一个问题：“What will the weather be in Beijing?”如果学生有困难，教师可用中文提示学生。然后解答。以次形式，继续提问：What will the weather be in Guangzhou/Sanya/Yinchuan?”引导学生回答：It will be sunny in Guangzhou.It will be hot in Sanya.It will be cold in Yinchuan. 3. 再抽查学生掌握的情况。 4教师讲解问题答案和重点。板书生词并讲解。 5熟读课文。可以采用多种机械操练的方式帮助学生练习发音。（4）任务完成 讲解课堂活动用书。二 小结1听懂课文，听准单词发音。2写会6个单词，1个短语。三 课后作业 1读准单词。 2熟读并背诵课文。四 板书设计Module4 RobotUnit 2 Will it be in Beijing?Sunday What will the weather be in ?Winday It will beCloudyRainSnowHot ColdWarm第四模块教学反思：本模块重点句型：It can walk.Robots will do everything.It will be windy in Beijing.Will it be windy in Beijing.Yes,it will./No,it wont.教师通过和学生谈论天气和机器人引出今天的教学让学生分别扮演文中的角色，借助语言和肢体动作进行表演。学习了天气的表达方法Module 5 Size（二课时）一 教学目标D （一）语言运用能力： 听：听懂课文，听准单词发音。说： 比较和描述两个人的差异。读：读准单词， 熟练朗读课文。写：写会4个单词，3个短语。（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。二 教学方法：教师讲授+小组合作学习三 教学重难点：比较和描述两个人的差异。四 现代化教学手段：录音机.卡片五 教学过程设计第一课时课题：Amys taller than Lingling. 课型：新授一 （1）热身复习 1师生问好。 2英汉互答。教师和学生通过单词对答的方式复习上节课学过的形容词。(2) 任务呈现与课文导入1画图讲授单词“old”和“young”。教师通过在黑板上画图引出新的单词。T:Look at this man.He is old. Look at this man. He is young.讲授单词“old”和“young”。用同样的方法讲解“strong” 2导入新课。（3）课文教学。 1放录音。学生认真听。 2再放录音。同时用笔勾出生词和词组。 3讲解学生疑问。 4教师讲解。提问：Lingling和Amy谁的个子高？板书：Amystaller than Lingling.向学生讲解“taller”和“than”(把“er”标出来)。 5学生自读课文。之后同桌交流读课文。（4）任务完成 讲解课堂活动用书。二 小结1听懂课文，听准单词发音。2写会4个单词，3个短语。三 课后作业 1读准单词。 2熟读并背诵课文。四 板书设计Module 5 SizeUnit 1 Amys taller than Lingling.He is old.He is young.He is strong.五 自我评价第二课时课题：Unit 2 Beijing is bigger than Tianjin. 课型：新授一 教学过程设计 （1）热身复习 1师生问好。 2师生交流。主要是进行上节课单词的复习和日常语的口语交流。通过单词卡片进行训练复习巩固。 3把特殊单词的比较形式进行重点复习。fat,big,thin (2) 任务呈现与课文导入 1复习专有名词。结合课本上的图片，进行讲授。the Changjiang Riverthe Yellow RiverMount Taithe Great wallthe Summer PalaceTianjin,Beijing（3）课文教学。1放录音。学生认真听。 2再放录音。同时用笔勾出生词和词组，根据插图猜猜生词和词组的意思。并根据提出的问题进行预习。Which is longer,the Changjiang River or the Yellow River?Which is higher,Mount Tai or the Summer Palace?Which is bigger,Beijing or Tianjin? 3. 再放录音。找出问题的答案。 4教师讲解问题答案和重点。板书生词并讲解。 5熟读课文。可以采用多种机械操练的方式帮助学生练习发音。（4）任务完成 讲解课堂活动用书。二 小结1听懂课文，听准单词发音。2写会16个单词。三 课后作业 1读准单词。 2熟读并背诵课文。四 板书设计Module 5 SizeUnit 2 Beijing is bigger than Tianjin. the Changjiang River the Yellow River Mount Tai the Great wall the Summer Palace Tianjin,BeijingWhich is longer,the Changjiang River or the Yellow River?Which is high?Mount Tai or the Summer Palace?Which is bigger,Beijing or Tianjin?第五模块教学反思： 本模块重点学习句型：1、Amys taller than Lingling.2、Beijing is bigger than Tianjin. 本模块运用组教学法，编排对话，尽可能多的使用“old,young,fat,thin,tall,long,short,strong,big, small,等形容词的比较级。 Module 6 MusicUnite One一Learning tasks:This is good.This boy is better than the girls.This picture is bad.This picture is worse.二Function:Using uation and comparation三Teaching process:1listen and point.Before doing Activity 1, write the following comparatives on the boardBetter louder worse smaller biggerTell the students to close their books. Say that they are going to listen to the tape and tell you which comparatives they hear.Play the passage once and let the students listen.They should hear both better and worse.2.point and say.Tell the students to try and bring the following magazine pictures to class: a holiday place, a car, a house, a stereo, a room. If they cant find magazine pictures, they can draw these places and objects.In the next lesson, invite two students to the front and get them to hold up their pictures of houses. Then students have to say which one is better and which one is worse.Now have another pair come to the front. They should hold their pictures of cars and the rest of the class says which one is better and which one is worse.Now have the students continue the activity in pairs.1.Now listen again and complete the sentences. Have the students bring photos of two of their relatives of friends to class. If they cant bring photos, have them draw pictures.Now write these structures on the board:This is my. and this is myHis/her name isand his/her name isis taller thanis older thanthey can run/swim/jump/play the pianois better thanNow have the students complete the passage using information about their friends or relatives.Unite Two一Learning tasks:Lingling is better than Daming.Amy is worse than Sam.二Function:Using uation and comparation.Teaching process:1. ask and answeryou may want to remind the students of the different kinds of music, e.g. pop music, jazz, dance music, rap music. You can extend this by teaching rock music ( modern popular music with a strong beat; often played loudly) and folk music (traditional style).Put the students into groups of three and get them to look at the book. Have them read the example dialogue in their