上海版牛津英语四年级下册4B Module 2 Unit 1 My pet 4课时教案教学设计

Unit1MypetTeachingContents:P19—P22TeachingAims:LearnersreadapoemaboutapetdogLearnersreadthreeshortstoriesaboutanimalfriendsLearnersdoasurveyingroupsaboutwhohasapetandwhatthepetislikeLearnersdrawandwriteabouttheirpetiftheyhaveoneLearnersreadandtalkaboutthebarchartaboutpets,andtransferinformationtoatableTeachingFocus:AskingaboutanddescribingpersonalpossessionsAskingforthingsthatareneededtocompleteataskComprehendingsimplenarrativesSayingthesound‘sh’TeachingTime:4periodsPeriod1TeachingContents:P19TeachingAims:LearnersreadapoemaboutapetdogLearnersdoasurveyingroupsaboutwhohasapetandwhatthepetislikeLanguagefocus:Asking‘Wh-’questionstofindoutvariouskindsofinformationaboutananimale.g.Whatcolourisit?Asking‘yes/no’questionstofindoutaperson’spossessionse.g.Haveyougotapet?Teachingtype:newMaterials:Student’sBook4Bpage19Cassette4BandacassetteplayerWorkbook4Bpage11Photocopiablepage17Pre-taskpreparationAskingstudentstolookatthepictureinReadapoemandlistthethingsinit.Introduce:mopbydrawingamopontheboard.Invitestudentstoguesswherethedogis.While-taskprocedurePlaythecassette:Readapoem.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.Dividestudentsintothreegroups.GroupAreadsthefirstthreelines,GroupBreadsthefourthtothesixthlinesandGroupCreadsthelastthreelines.Inviteindividualstudentstoreadthepoem.Encouragestudentstolisttheanimalstheyknowontheboard.Inviteindividualstudentstocircletheanimalsthatpeoplekeepintheirhousesaspets.Introduce:apet.Askingstudentsiftheyhavegotapet.Ask:Haveyougotapet?toelicit:Yes,I’vegota_______./No,Ihaven’tgotanypets.Playthecassette:Doasurvey.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.DistributeacopyofPhotocopiablepage17toeachstudent.HavestudentsdoasimplesurveyonthepetsoftheirclassmatesusingthedialogueinDoasurvey.Allowfiveminutesforthestudentstofinishtheirsurvey.Dividestudentsintogroups.Studentstaketurnstoreporttotheirgroupmembersontheirsurvey.Post-taskactivityWorkbookpage11Studentsworkinpairstocompletethedialogueorally.Invitepairsofstudentstoreadthedialoguetotheclass.Havestudentsfillintheblankstocompletethedialogue.ConsolidationAtthisstageGrammarPracticeBook4B,page17and18couldbeusedtopracticeandconsolidatetheoralandwrittenlanguageinthissectionfurther.Summarize这堂课是关于宠物的，学生对于小动物非常感兴趣。经过学习学生对话朗读流利，还能改编小诗，总体来说，课文内容的学习对学生不造成困难。我觉得课堂时间比较充裕，可以适当补充一些介词短语的训练，学生对这几个介词掌握的不是非常扎实：behind,beside,near,outof。Period2TeachingContents:P20TeachingAims:LearnersdrawandwriteabouttheirpetiftheyhaveoneLanguagefocus:Usingimperativestogiveinstructionse.g.Foldthepaper.Usingpredicativeandattributiveadjectivestodescribeanimalse.g.It’ssmall.Ithasgotshortears.Teachingtype:newMaterials:Student’sBook4Bpage20Cassette4BandacassetteplayerPhotocopiablepage18ColourpencilsPreparationMakecopiesofPhotocopiablepage18.Remindstudentstobringcolourpencils.Pre-taskpreparationAskstudentsquestionsabouttheirpets,e.g.Haveyougotapet?Isitbig/small?Whatcolourisit?Hasitgotlong/shortears?Hasitgotatail?Hasitgotlong/shorthair?etc.While-taskprocedurePlaythecassette:Playagame.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.DistributeacopyofPhotocopiablepage18toeachstudent.Studentsdrawandcolourtheirownpetorapettheywouldlike(iftheyhaven’tgotanypets).Studentswriteafewsentencessimilartotheonesonpage19oftheStudent’sBook.Formoreablestudents,encouragethemtowriteafewmoresentencestodescribetheirpets.Forexample,Ithasgot________eyes.Itlikes________.RemindstudentstofoldthepaperinthesamewayasshownintheStudent’sBook.Dividestudentsintopairsorgroups.Studentstaketurnstoreadtheirclassmates’workandmakeguessofwhatpetstheyhavegot.Membersofagroupputtheirworktogetherandformapetsbook.Encouragestudentstodesignandmakeacoverfortheirbook.Summarize这堂课主要训练学生的动手能力，通过写写画画激发学生的学习兴趣，同时最主要的目的是训练学生写作能力。所以教师在教学过程中一定要注意控制好时间，让学生多点时间写和交流写作短文，提高学生的写作水平。在学生的写作当中我发现学生的通病单复数不分，漏s和a的很多，语句简短，句式单一。Period3TeachingContents:P21TeachingAims:Learnersreadandtalkaboutthebarchartaboutpets,andtransferinformationtoatableLanguagefocus:Asking‘How’questionstofindoutquantitye.g.HowmanychildreninClass4Ahavegot?Usingnumeralstoshowquantitye.g.Threechildrenhavedogs.Teachingtype:newMaterials:Student’sBook4Bpage21Cassette4BandacassetteplayerWorkbook4Bpage12Photocopiablepage19Preparation:MakecopiesofPhotocopiablepage19foreachstudents.Pre-taskpreparationTellstudentshowtoreadthebarchartinAskandanswer.Forlessablestudents,havethemwrite4A,4Bor4Conthetopofeachbar.Checkanswerswithstudents.Encouragestudentstousearulertohelpthemreadthechart.While-taskprocedurePlaythecassette:Askandanswer.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.Gothroughthenounsatthebottomofthechartwiththestudents.Remindstudentstousethepluralformofthenounswhenthequantityismorethanone.AskallthequestionsaboutthepetsofClass4A.Inviteindividualstudentstogiveyouanswersasexamples.Havestudentsfillinthecolumnof4Aonthetableonpage21oftheStudent’sBook.StudentsworkinpairstoaskandanswerthequestionsaboutthepetsofClass4BandClass4C.StudentAasksquestionsaboutClass4BandanswersquestionsaboutClass4C.StudentsBasksquestionsaboutClass4CandanswersquestionsaboutClass4B.Encouragestudentstorefertothechartandcheckiftheanswersgivenbytheirclassmatesarecorrect.LearnthesoundPlaythecassette.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.Inviteindividualstudentstoreadthesentences.Post-taskactivitiesWorkbookpage12Studentsworkinpairstoaskandanswerthequestions.Invitepairsofstudentstoreadandanswerthequestions.Havestudentsfillintheanswerstocompletethedialogues.AsurveyDistributecopiesofphotocopiablepage19.Giveeverytwostudentsatasksheet.Studentscutalongthedottedlines.Eachstudenthashalfofthebarchart.TheyworkinpairstoaskandanswerandfilloutthenumberofstudentsinClass4Dwhohavetheotherfourkindsofpets.StudentsputtheirtasksheetstogetherandchecktheiranswersConsolidationAtthisstageGrammarPracticeBook4B,page19couldbeusedtopracticeandconsolidatetheoralandwrittenlanguageinthissectionfurther.Summarize今天我们学习了一个新的句型：Howmany…have…?…have…大部分学生能掌握，但有一小部分学生没有例句的话就不能独立完成练习。Period4TeachingContents:P22TeachingAims:LearnersreadthreeshortstoriesaboutanimalfriendsLanguagefocus:Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeakinge.g.Superdogisdiggingahole.Asking‘Wh’questionstofindoutspecificinformationaboutananimale.g.WhoisMin’sfriend?Teachingtype:newMaterials:Student’sBook4Bpage22Cassette4BandacassetteplayerWordandPictureCards:dig,hole,boneLargepiecesofdrawingpaper(postersize)ColourpencilsPreparation:Bringlargepiecesofdrawingpaper.Remindstudentstobringcolourpencils.Per-taskpreparationAskstudentstoglanceatthepicturesonpage22onthestudent’sbook.Encouragestudentstoguesswhethertheanimalsarefriendsornot.Encourageindividualstudentstotelltheclasswhatanimalsthethreestoriesaretalkingabout.While-taskprocedurePlaythecassetteforthefirststoryinLookandread.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.AskingthefirstquestioninAskandanswer:WhoisMin’sfriend?toelicit:MogAsk:What’sthenameofthewhitecat?toelicit:Min.Ask:What’sthenameoftheblackcat?toelicit:MogPlaythecassetteforthesecondstoryinLookandread.Studentslistenandfollowintheirbooks.SticktheWordandPictureCards:dig,hole,boneontheboardtointroducethesewords.Playthecassetteagain.Studentslistenandrepeat.AskthesecondquestioninAskandanswer:WhoisSuperdog’sfriend?toelicit:Peppy.Ask:WhatcolourisSuperdog?toelicit:It’sblackandwhite.Ask:WhatcolourisPeppy?toelicit:It’sbrown.PlaythecassetteforthethirdstoryinLookandread.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.AskthethirdquestioninAskandanswer:WhoisMin’sfriend?toelicit:Ella.Ask:What’sthenameofthemouse?toelicit:Milly.Ask:What’sthenameofelephant?toelicit:Ella.Dividestudentsintogroupsandaskthemtopreparetoactthestorytheylikedbest.Groupstaketurnstoactinfrontoftheclass.Post-taskactivityAposterforthestoryStudentsworkingroupstodesignaposterforeachofthestoriesonpage22ofthestudent’sbook.Havestudentsdiscussanddecideonanameforeachofthestoriesandhavethenameswrittenontheposters.Displaythestudents’workonthedisplayboardintheclassroom.Havestudentsvoteforthebestnameandthebestpostersforeachofthest