4BUnit4教案设计

1、Unit4 Buying fruit 教材简解：本课是牛津小学英语4B Unit4 Buying fruit的A部分，围绕“认物，买水果”这一话题展开，同时给学生介绍了水果类单词的复数形式。展示了Miss Li购买水果与果农对话的情景。目标预设：知识目标： 1、能正确地听、说、读、写词汇apples, oranges, bananas, pears, grapes。2、能正确地听、说、读句型What are these? Theyre What are those? Theyre How many kilos? kilos, please.能力目标：培养学生在游戏中熟练运用单词的能力，灵活运用

2、交际用语的能力和知识迁移的能力。情感目标：学生通过合作学习能够形成一定的团队精神与协作能力。发展目标：培养学生在具体情境中以口头或书面的形式运用所学知识的能力。教学重点： 1、四会单词apples, oranges, bananas, pears, grapes与句型What are these? Theyre What are those? Theyre 2、熟练灵活地在情景中运用日常用语What are these? Theyre What are those? Theyre How many kilos? kilos, please.教学难点： 1、单词的复数形式以及词形和读音的变化。

3、2、正确使用these与those，能区分出两者的远近关系。3、学生能在真实的情境中学习、理解和运用语言。教学过程：Step1: Warming up.1. Greeting. Good morning. Nice to meet you.2. Free talk.生生对话。（2至3组，课前准备好的自由对话）师生对话。T: Hi, How are you ? S1: Fine , thank you. And you?T: Im fine , too. Thank you. Whats this? （指着手中的苹果发问） S1:Its an apple.T: Do you like apple

4、s? S1: Yes, I do.多问几个学生，复习水果类单词【设计意图】以师生间的问候导入本课，迅速营造温馨、愉悦的教学氛围，使师生均能以良好的精神状态进入课堂教学。每天的小组对话为学生提供一个开口说、自主交谈的机会，激发学生开口说的欲望，变被动为主动，让学生真正做到学以致用，体验成功。师生对话用Do you like ?既复习了三年级学过的水果单词，又为教学新内容做了铺垫，一举两得。Step2: Presentation and practice情境1：教师与学生一起去买水果，但必须先认识和学习水果的单词。 We all like apples, oranges and pears. Th

5、ey are fruit. （教读fruit）Do you like fruit?S: Yes, I do.T：Me，too. Lets go and buy some fruit . （课件呈现水果商店）S: OK, lets go.T: But before we go we shoud learn some fruit, OK?S: OK.T: Good！So today well learn “Unit 4 Buying fruit”.【设计意图】通过师生间的交流对话，设计情景，自然过渡，让学生在不知不觉中进入到跟老师去买水果的具体情景中。1. 认一认，说一说课件出示一些单个的水果T:

6、 What can you see in the screen?S1: Apple.点击苹果，课件呈现一堆苹果，applesappleapples同法呈现：orangeoranges, pearpears, bananabananas （板书复数形式）【设计意图】本节课课文学习中水果的复数形式是一个难点，教师通过课件的动态生成，自然、巧妙地为学生创设了情景，让学生直接感知，从而轻松区分单复数。而且复数形式用红色着重标明，使学生形象直观地了解了复数形式，为下文的学习做好铺垫，也为课文的学习降低了难度。2. 猜一猜，读一读T: Guess. Whats this? （师指着口袋中的水果发问）S1:

7、 Its an apple.S2: Its an orange.S3: Its a pear.T: Look, its a grape.（拿出一颗，揭晓谜底）拿出一串葡萄Theyre grapes.学习新单词grapegrapes（板书）课件出示被一层薄膜纸遮住的水果摊，依稀可见里面的水果T: Guess. What are these?（师指着近处的水果放慢语速地问）T: Theyre -grapes.（疑问的语气回答，声音扬上去。）S1: No, theyre pears.课件呈现一堆梨子以及句型What are these? Theyre pears.T: What are these?

8、（师重复发问）Ss: Theyre pears.学习句型What are these?（板书）课件再次出现模糊的水果摊T: Guess. What are those?（师指着远处的水果放慢语速地问）（请学生猜一猜，同时引出句子：What are those？Theyre ，板书）T: Look, theyre grapes.点开课件，揭晓谜底，出示一堆葡萄，句型What are those? Theyre grapes.总结：课件呈现：询问近处的一些物品是什么，可以说：What are these?询问远处的一些物品是什么，可以说：What are those?【设计意图】猜测是学生喜闻乐见

9、的课堂教学形式之一，让学生在猜的过程中无意识地大量运用语言，使语言知识再现，从而培养学生的观察力与发散性思维，锻炼了口语，有助于吸引学生的注意力，进入学习英语的状态，为接下来的学习做好准备。3. 说一说，编一编These, these . What are these? Apples ,apples. Theyre apples.Those, those. what are those? Grapes, grapes. Theyre grapes.T: Make a chant. 学生用其他水果类单词自编歌谣。【设计意图】通过chant的形式巩固所学知识是学生喜爱的学习方式，既能培养学生的学习

10、兴趣，又能提高学习效率。而本节课these和those的理解和运用,水果单词的复数形式是难点，chant能进一步帮助学生理解新知识，也使学生对新句型有了更深刻的印象。情境2：在情景一的基础上，已经学习和认识了水果，课件出现水果摊但不见售货员，旁边有一招聘售货员通知，有四个任务需完成。T: We have learned some fruit and we all like fruit very much .Lets go and buy some fruit. OK?Ss: OK. T: Who wants to be a shop assistant? But you should comp

11、lete the tasks.Task1: 会读功能句课件呈现：Can I help you? What would you like? How many kilos? Here you are.T: I want to be a shop assistant.（教师首先领读） Do you want to be? Lets read together.小组内读，推选出读得最好的。【设计意图】在实际生活中运用，通过实例的呈现，创设尽可能真实的情境，让学生有说话的题材和依据，给孩子亲切感、真实感。在表演的过程中，学生们小组合作，培养了学生的自主学习、探究学习的能力，又使他们在相互评价中更充分的认

12、识自我。Task2: 认识水果，会买水果课件呈现一些水果和句型：What are these? What are those? What would you like?Id like some T: What are these?（师先指着水果发问）S1: Theyre bananas What would you like?T: Id like some bananas.S1: OK, Here you are T: Thank you. （操练Id like some ）师和学生一起有节奏的击掌，并异口同声的说出：“What would you like?”当老师的双手放在一生胸前时，此生

13、起立并回答：“Id like some ”可重复多做几次。当一学生回答S: Id like some grapes T: How many kilos?(课件呈现磅称称葡萄)One kilo? Two kilos? Three kilos? S: Five kilos, please课件依次出示一堆水果。T: Lets play a guessing game.(1) 同桌之间操练。S1: How many kilos? S2: kilo(s).(2)出示正确重量，师生对话。T: How many kilos? Ss: kilo(s).重复做几次，巩固”How many kilos？ kilo

14、（s）”【设计意图】学习英语的目的就是交流。句型的学习一定要放在语言环境中进行，这样才能体现出语言的交际性。为此设计了这个招聘售货员的环节，在交流过程中，充分练习了本课的重点句型，同时提出交流时的要求，为培养学生形成良好的语音面貌打下坚实的基础。Task3: 观摩Miss Li买水果，回答问题课件呈现A部分动态图画T: Miss Li is buying fruit. Lets go with her. OK?S：OK.T: After listening , please judge the three sentences.1 Miss Li wants to buy some orange

15、s and grapes. ( )2 Miss Li wants three kilos of pears. ( )3 The man in the picture is a worker. ( )T: Lets listen to tape again. What does she buy?Q1:What are these/those? Q2:What does Miss Li want to buy? Q3:How many kilos pears/grapes does want to buy?【设计意图】在这一阶段的任务中，教师没有把课文直接呈现给学生，而是通过问题，让学生带着问题去

16、听，去思考，通过回答问题的方式去反馈听的结果，学生始终在自己探索、在习得，他们在扎实的学习过程中体会到了发现的乐趣。Task4: 表演课文，创编对话T: Read in groups and act the dialogue. Make a dialogue.小组内表演对话，推选出优胜者，在全班表演。【设计意图】学生在进行任务的过程中，完成了对课文的由浅入深、由点到面循序渐进的学习。课文学习主要分为分段理解，朗读操练，巩固提高这三个部分。首先以招聘售货员为契机，从而初步掌握了课文中的一些重要句型，初步感知课文内容；接着通过认识水果和买水果两个部分进行学习，进一步巩固了课文对话；接着通过参与Mi

17、ss Li买水果，听录音，判断正误，回答问题的形式来正确理解课文，以此培养学生的自主学习意识；最后以小组内分角色朗读的方式来巩固课文，充分进行读的训练，创编对话则是对课文的完美提升，充分体现了语言习得由输入到输出的过程。Step3: Consolidation.1、课件呈现水果摊，教师对经过层层筛选，脱颖而出的八名售货员，带上证件和帽子。T: Now we have eight shop assistants. Lets buy some fruit. OK?Ss: OK.教师与一名学生示范对话T: Can I help you?S1: Id like some grapes.T: How m

18、any kilos?S1: Three kilos.What are those?T: Thayre peaches.S1: Id like some peaches, too.T: How many kilos?S1: Four kilos.T: Here you are.课件呈现一些句子：What are these/those?Can I help you?Id like some How many kilos? kilos. Here you are.T: Now take out your fruit. Lets play a game.小组内学生拿出带来的水果放在桌上，教师把选出的售货员分到各组，进行买卖水果游戏2、 展示练习成果：教师与学生对话，了解练习情况。T: What did you buy?S1: Some T: How many kilos?S1: kilos.【设计意图】让学生把课堂上的模拟情境与实际生活中的真实情境紧密结合起来，把课堂所学语言运用到实际生活中去，充分调动学生的学习兴趣，激发学生说英语的欲望，学生们主动参与，全员参与，以达到语言交际的目的。并且要做到有始有终，学生练习完，必须要反馈检查，学生操练才有目的性。3、 课件呈现：What fruit do your father and mother like? Lets go and buy