小学英语4B 教案

1、小学英语4B 教案牛津小学英语4BUnit 4教案第一教时一、教学内容：义务教育课程标准实验教科书·牛津小学英语4BUnit 4 Buying fruit第一教时 (part B, C)。二、教材内容分析:本单元的核心教学内容是“认物”，主要学习句子What are these/ those? Theyre。Book4A中已经出现Whats this/ that? Its句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以

2、外,其余八种均在Book3A第三单元中出现过。教师可通过句型Do you like ? Yes, I do./ No, I dont.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词,如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点，教师可以对名词复数的词形和读音进行归类。三、教学目标：1、认知目标：（1）能听懂、会说、会读和会写句型What are these/those?They are并能用所学的句型进行简单的对话和表演。（2）通过游戏、对话表演的形式，结合生活实际提高学生运用语言的能力，增强学生

3、视、听、说的能力。（3）掌握名词复数形式及其读音的变化。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、情感和策略目标：1）激发学生的学习兴趣，提高学习的积极性,培养语感和初步用英语进行简单的日常交流的能力。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,帮助学生养成良好的学习习惯。四、教学重点和难点1、重点：能正确听、说、读、写词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some. 和句型What are these/those?  Th

4、ey are2、难点：掌握名词复数的词形和读音，并在较熟练掌握对话内容的基础上进行表演。五、教具准备  多媒体课件、实物、图片、卡片、录音机。六、教法采用情景法、多媒体辅助教学法、交际法等进行教学。Period 1Teaching aims and difficulties:*1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。* 2.能听得懂、会说、会读和

5、会写句型What are these/those? Theyre. * 3.初步掌握名词复数的词形和读音的变化。4.能有表情地流利的诵读歌谣I like fruit。（ p.s.  *为教学难点，为教学重点。）Step 1. Warming-up - Greetings.- Daily practise.-Lead in .1. Listen to the rhyme , learn to chant I like fruit.Most of the students can sing with the tone . By this way students can contact

6、with the new words with a direct interest. Try their best to sing ,and get the pronunciation and meaning of the new words by themselves.2. T: (show picture)Today, I bring you a new friend. Hes Mr. Zhang. Look, do you know whats his job?Ss: Hes a farmer.T: Yes. Mr. Zhang has a big farm. Therere many

7、fruit trees in it. Lets go to the farm together,OK?Ss: OK.Step 2. Presentation 1.Theres a picture of fruit shapes. The cards of fruit all pasted opposite side.T: (Point to the blackboard) Mr. Zhang has some fruirt for you. He says:”Boys and girls, theyre all for you.”Ss: Thank you, Mr. Zhang.T: (Pic

8、k up a card) Guess, whats this?Ss: A pear.T: Good.I like pears. Do you like pears?S1: Yes,I do. (No, I dont.)T: (teach,both read and write) pear, p-e-a-r, pear. (paste the card on the blackboard and write down the word “pear” while the Ss spell out，check in group) What do you like?S1: I like bananas

9、.T: Oh, wheres the banana? I cant find it. Can you find it for me, please?S1: OK. (come to the blackboard and pick it up) Its a banana.T: Great! Can you spell it?S1: Yes, I can. Banana, b-a-n-a-n-a, banana.T: Well done! (read and spell all together, paste the card and write down)Teach “apple, grape,

10、 watermelon” in the same way.2. Play a game climb poleSs speak out the words with low voice or high voice when teacher put her hands low or high.Step 3 New words, grammar and structures learning1. T: Whats this? (pick up the fruit card)S1: Its an orange. Orange, o-r-a-n-g-e, orange.(both read and wr

11、ite)T: (slide show) How many oranges can you see? Lets count.Ss: One, two, five oranges.T: All right. Five oranges. (compare with one orange) teach “oranges”, distinguish the singular form and th plural form. Lets Ss find out how to change the form by themselves: orange oranges, just add letter “s”

12、to the end of the word. Pay attention to the pronunciation “s”/z/. (show pictures) an orangefive orangessome oranges. Some, s-o-m-e, some. When we couldnt know the number at once, we can say “some”. (slide show ：pictures，teacher ask with “What are these?” repeatly ) some rulers /students/sugar canes

13、 /lichees/grapes /strawberries.2. T: What are these? “these” means ?S1: 这些是什么？”these” means 这些.T: Well done. Theyre strawberries.(slide show: Whats this? Its a strawberry. What are these? Theyre strawberries.) Lets Ss summarize the regularity: if the word is end with consonant letter +“y”, “y” ”i,+

14、es”.pay attention: if the word is composes of “vowel letter + y ”, just add “s” for example: boy boys, because “o” is a vowel letter.（vowel letter: a, e, i, o, u）3. T: (show a puzzle) Guess! Whats that?S1: Its a peach. peach, p-e-a-c-h, peach. (read and write)T: What are those over there?S: Theyre p

15、eaches.T: Good. “Those” means ?S1: 那些.T: Well done!(slide show: Whats that? Its a peach. What are those? Theyre peaches.) But the plural form of peach is something special. When the word is end with “s, x, sh, ch, consonat letter +o”, we should add “es”, pronounce /iz/.Do you know any other words li

16、ke that?Ss: 4. Play a gamemagic hands: practice singular form and plural form. For example: Ss should speak out “apple” when they see the front of teachers hands, they should speak out “apples” when they see the back of teachers hands. 5. drills : (slide show)（1）名词的复数形式一般是在名词的末尾加上“s”。（2）以s，x，sh，ch，辅

17、音字母+o，等结尾的名词，后加“es”。（3）以辅音字母+y结尾的词，先变y为i，再加“es”。Show some other words and let Ss change the singular form into the plural form. (ask one student come to the front) check and read (pay attention to the pronunciation of “ s 清辅音后读 /s/ ，浊辅音后读 /z/ ，es读作 /iz/ ”)teacher_ grape_ pineapple_mango_ toy_ family

18、_dog_ bus_ box_dish(盘)_ class_ lemon_Step 4. Practice1. Apperance of the sentences : A) Two groups of objects , here an there, both in single and plural. Use the words we have learned this class . By compare , help the student understand the meaning and usage of the sentences:Whats this/that? Its a/

19、an What are these /those ?They're B) look and fill in the blanks:T: Lets do some exercises. (look at the pictures and do)What are these? They are_ .What are those? They are_ .What are_? They_ .What_? _.C) Open the book to Page 33 . Do pair work of Part C. Ask four groups of students making dialo

20、gues for us .And then read after the teacher together or do it by themselves.Sum up: (slide show )  近指远指单数thisthat复数thesethose2. Role play :T: Now, please use the fruit you brought here to make a dialogue with your deskmates. Pay attention to use the new drills in your dialogues. Now, Id like t

21、o give you an example. Please listen carefully. Excuse me, what are these?S1: Theyre apples?T: Do you like apples？S1: Yes, I do.T: What are those over there?S1:Theyre lemons.T: Do you like lemons?S1: No, I dont.T: Oh, I see. I like lemons. May I have one?S1: Sure, here you are.T: Thank you.S1: Not a

22、t all.Ss: （Work in pairs.）T: (Ask some pairs to act their dialogues out.)T: Take out your books and turn to page 30, lets read after the tape.S: (Read after the tape, and then read in groups/ pairs.)HomeworkOral work: 1)Read the content on page 30 and 32 . 2) Practice the chant on page 37 and try to

23、 make a similar one.Written work:1) Copy and recite the words .2) Make groups of dialogue with the sentences , write down.3) Finish the table below:Fruitsfathermothergrandfathergrandmotherlike    dont like    师生交流，既复习旧知，又很好地拉近了师生间的距离。水果歌的韵律能够激发孩子们的兴趣，并直接与本课新单词

24、产生关系，为下面单词的学习作了铺垫。呈现贴有各种水果反面轮廓的挂图，请学生根据形状猜猜看是哪一种水果，从而促使他们在轻松自如的情况下，主动地学习，保持强烈的好奇心和旺盛的求知欲由于大部分水果学生都已接触，所以操练时不需花太多时间。爬竿游戏操练单词，巩固并纠正学生发音，既活跃了课堂气氛，又缓解了学生紧张的情绪。多媒体同展示图片与单词，演示数量与词形的变化，并由学生来总结名词复数变化规律，培养学生的观察能力，充分运用以“学生为主体，教师为指导”的教学理念，同时真正实现了信息技术与英语学科的有机整合。由单词“some”组成的词组引出新水果“草莓”，并由此自然过渡到近指复数句型的教学。学生总结名词复数

25、的第二种规律,区分元音和辅音字母，并强调词尾“s”的发音。用谜语形式引出单词“peach”，并过渡到远指复数句型的教学。教师总结名词复数的第三种变化规律，强调发音并让学生举例。反正手游戏练习名词单、复数，重点纠正名词变复数后的读音变化。把枯燥的语法学习与游戏相结合可以迅速有效的抓住孩子的注意力，迎合儿童的心理需求，激发学生的学习兴致，使其在轻松、愉快的氛围中消化新的知识。巩固、应用名词复数的构成方法和读音规则。这一环节让学生不仅在听、说、读方面得到练习、巩固，在写的方面也得到了训练。根据多媒体音、形、色、像图文并茂的优势，提供不同的时间，给学生创设了学习练说的机会，这样的练习，既保持了学生的学

26、习积极性，又使学生体验到了知识收获后的满足。交际练习，可以给学生提供一个model，让学生明白该怎样进行语言训练。同时，小组活动通过讨论，提高学生的参与热情，使学生积极地投入到学习中去，主动地参与教学活动。维护学生的学习热情，巩固学生的语言训练，并把语言训练与学生的实际相结合，体现在“学中用”，在“用中学”的教学思想与理念这一活动的设计，是对本课教学的有利巩固，人人参与调查，体现了教学应面向全体，关注个体的教学理念，学生之间、学生与家长之间的合作意识和合作能力都获得了锻炼。 教后反思:本节课是牛津小学英语4B第四单元Buying fruit的第一课时，主要是Part B部分水果单词单、复数词形

27、变化、读音规则和Part C部分句型的教学：使学生能够运用“What are these?”、“What are those?”询问复数物品的名称。在本节课的教学中，我以兴趣激发为目标，情景操练为主线，任务活动为抓手，着重语法操练，切实提高学生的学习效果。一、以兴趣激发为目的：“有趣味、有吸引力的东西使识记的可能性几乎增加一倍半。”英语学习中有大量的记忆工作，一种既无乐趣又看不见成效的学习，即使反复刺激仍不易记牢。若学习伴有乐趣或成就，学习的效果就好。因此，在教学过程中，我始终注意运用多种手段和方法，激发学生的学习兴趣。如在新课导入时设计了诵读小韵文环节，这样不仅帮助学生复习了一些水果的表达法，为本课的学习作知识铺垫，而且抑扬顿挫的节奏极大地调动了学生的学习情绪，使他们精神亢奋地投入到课堂教学中，为本课的学习作了心理铺