冀教版四年级上英语全册教案

1、冀教版四年级上英语全册教案Lesson 1 Skirt and Trousers教学设计年级四学科英语主备教师复备教师课题Lesson 1 Skirt and Trousers课型新授教材分析本单元以服装为话题,引导学生完成有实际意义的对服饰的正确描述,体现语言的交际功能。学情分析学生通过三年级的英语学习，已经有了一些词汇和句子的积累，可以谈论一些简单的事物，大部分学生对英语学习比较有热情，应该继续保持好这种热情，以及多关注学困生，鼓励他们多开口说英语。教学目标语言知识：能够听、说、读有关服装的单词和相关句型：shirt, T-shirt, skirt, sweater, trousers.

2、This is a _. These are _. She/He is wearing _.语言技能：能够根据图片信息和实际情况正确使用所学单词和句子。情感态度：在活动中积极参与、乐于表达、合作互助，培养学生的记忆力和观察力，体验快乐的学习过程。教学重点难点分析重点：描述服装的5个单词和句型。难点：对他人穿着的描述。教学策略分析 课前准备教师实物（两件衣服）、多媒体课件学生教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动Step I Class Opening教师与学生互致问候，然后播放一首学过的颜色歌曲，学生一起唱，并以提问的方式复习学过的内容：Whats your fa

3、vourite colour? What colour is it?学生自由回答用歌唱的形式热身，用所学过的句型进行问答，使学生们尽快进入到英语学习的氛围中。Step II New Concepts:用ppt出示一幅图片引出本节课的新内容：Today is Monday. Kim will go to school. What will she wear? Lets help her.2. 用ppt逐一呈现新单词渗透新句型。领读时强调个别字母组合的发音：ea ir sk tr ou学习sweater: T: Whats this? This is a sweater. (板书)T: (板书：s

4、weater, 领读)T: What colour is the sweater?T: This is a yellow sweater. (领读)继续学习shirt，T-shirt，skirt，trousers学习单词过程中渗透句型She/He is wearing4. T: Who is wearing blue trousers?(ppt出示一组人物图片Jenny, Guo Yang, Li Ming，然后圈出Guo Yang) He is wearing blue trousers.(板书）T: What is she wearing? (圈出Jenny) She is wearing

5、 a purple skirt.每一个新单词教师在板书时要求学生拼读跟读S: Its yellow3. Game: Whats missing?一开始就创设一个情境，在大的情境中把学生引入到新课的学习中来。用来练习和巩固新学过的单词整个新授与操练部分力求过程简单、节奏紧凑、紧扣主题，重难点突出，面向全体学生，使学生容易掌握能够学会Step III Practise教师走到学生中间进行提问：What is she/he wearing?Team work.(ppt出示例句）He is Danny. He is wearing a white shirt。学生能够做出适当的回答小组内仿照例句对组内

6、同学的着装进行简单的介绍。最后找几组同学进行展示。Guessing game. ppt出示四组图片，每组有三到四个人物，分别穿着不同的衣服，学生观察一会儿后掩盖其中的一个人，并提问What is she/he wearing? 学生开始回答既有结合实际的小组活动，也有趣味性和挑战性的竞猜环节，让学生把本节课所学内容通过活动展示出来Step IV Class closing1. ppt出示一段话，并配上相应的图片,把整堂课的内容做一回顾和总结：This is Kim. She is a student.She is ten years old. Today is Monday. She goes

7、 to school. She is wearing a pink shirt and a yellow skirt. This is Jenny. She is wearing a white T-shirt and a purple skirt. This is GuoYang. He is wearing a shirt and blue trousers. This is Li Ming. He is wearing a shirt and red trousers. They are in the same school. They are good friends. 3. Home

8、work:介绍你的三位朋友，写下他们今天的着装。This is _. She/He is wearing _.2. 听录音跟读课文。板书设计Lesson 1 Skirt and TrousersThis is a _.These are _s.sweaterT-shirt shirt skirttrousersHe is wearing blue trousers.She is wearing purple skirt.教学反思Lesson 2 New and Old教学设计年级四年级学科英语主备教师复备教师课题Lesson 2 New and Old课型新授教材分析本单元以服装为话题,引导学

9、生完成有实际意义的对服饰的正确描述,体现语言的交际功能。学情分析因为四年级的学生的英语知识还比较少，独立与老师展开对话还有些困难，老师应鼓励，帮助学生大胆开口说，也可以老师先示范，再让学生模仿说。教学目标1. 知识与技能目标：a. 学习new old这对反义词和this, these，并能在句子中正确运用。会使用I like your, Is it/ Are they new/ old? It is nice. / They are nice.评价别人的衣服。b. 能正确形容某物的新与旧，学会用本课句型：I like your .Its nice.来表达对人们的衣着进行评论。 2. 情感态度目

10、标：学生能正确评价他人的穿着，衣服不管是新的还是旧的，适合自己的就是最好的。 3. 学习策略目标：积极与同伴合作，能够运用所学的知识与他人讨论衣服。教学重点难点分析教学重点1. 认识新单词三会（会说、会听、会读）：new，old, this, these.2. 掌握新句子：两会（会听、会说）：This is a These are I like your, Is it/ Are they new/ old? It is nice. / They are nice.教学难点：This is. These are的区别教学策略分析 课前准备教师课件，纸制衣服，头饰，毛衣学生教学活动过程设计（第 课

11、时）教学环节教学活动设计意图教师活动学生活动创设情境 激发兴趣Class opening1 Sing a song together.歌曲是学生感兴趣的教学手段。创设Jenny的生日聚会要到了，而Danny 不知穿什么，我们帮助他的情景，让孩子们在较为真实的情景中愉快轻松的学习。以旧代新扎实操练New ConceptsandDemonstration1. This isThese are1.根据图片，用句型This is ，These are ，介绍衣服的颜色。教师示范2.播放p1录音3.师生对话学生依次描述学生边跟读边指出课本相应处复习上节课的内容，有利于本节课的新课学习2. new, ol

12、dThis is a big/small new/oldThese are trousers.T: Look, whats this? This is a sweater, what are these? These are sweaters. Are they the same?T: This is a new sweater. Its new. Is it new? No. This is an old sweater. Its old. Lets practice new and old. 相同的方法教学These are new trousers 和These are old trou

13、sers(注意trousers是复数)通过多媒体展示各种新旧衣服图片Ss: No, they are different. This is new. This is old. Ss: new, old, new, old学生用新句型来练习新授单词new, old以句带词，让学生在句子中比较并练习新词。先通过观察图画教学新旧的单词，再用学过的句型来描述衣服的新旧。由单词到句子，有效降低了学生学习的难度。拓展：big small学生观察Part2，并描述，在对应位置写出对应单词巩固，运用单词new和old拓展场景综合运用 从Part2引出新句型I likeyour shirt. Is it new

14、? T: I like your shoes. Are they new? T: Jenny and Kim are talking about their favourite clothes. Listen and answer: 1. Is Jennys skirt new? 2. What is Kims favourite clothes?S1: Yes, its new. It is my favourite. 学生跟着录音进行指读answer the questions:1. Yes, it is new.2. They are trousers.Pair work从课本中迁移到生

15、活中，说自己想说的英语，在实际生活中交际。锻炼学生在听力中获取信息的能力。Chant播放录音，学生认真听，理解韵律诗的大意；跟读；展示通过诵读韵律诗既巩固了所学知识，又激发了学生的学习兴趣，活跃了课堂气氛。总结与延伸Class ClosingT: Today we talk about the clothes. We learned the sentences: This is a big or small, new or old shirt. These are trousers. I like your Thanks. The winner is Team 2. Congratulatio

16、ns. Homework: ( You can choose)A: Read or chant P5 to your parents. Think about what they learned in this lesson.Choose the homework.帮助学生回忆新知识。板书设计 Lesson 2 New and Old This is a _ _ sweater. T1 T2 These are _trousers. A: I like your _ B: Thanks.教学反思Lesson 3 Coat and Scarf教学设计年级四学科英语主备教师复备教师课题Lesson

17、 3 Coat and Scarf课型新授教材分析本单元以服装为话题,引导学生完成有实际意义的对服饰的正确描述,体现语言的交际功能。学情分析这阶段的孩子活泼好动，有了一定的语言基础和交际能力，本节课通过游戏和小组合作学习，由旧知引新知，会使他们很容易接受并真正将学到的知识运用到实际生活中来。教学目标1知识与技能目标要求学生能够听懂、会说、认读、书写coat, scarf, cap。要求学生熟练运用句型Is this_?2. 情感态度目标通过游戏，激发学生学习英语的兴趣，通过对话表演、小组训练等活动培养学生的合作精神和参与意识。学生在学习中体验语言与生活的密切联系，最终达到将英语运用于日常生活中

18、的目的。教学重点难点分析1. 重点要求学生能够听懂、会说、认读、书写关于服装的单词coat、scarf、cap，并运用词汇描述穿着。要求学生熟练运用句型Is this_?2. 难点要求学生能够听懂、会说、认读gloves，句型Are these_?教学策略分析 课前准备教师服装卡片、服装实物、多媒体课件、投影学生教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动Step 1Class Opening教师通过Free Talk的形式描述自己穿着，询问学生穿着，通过“Whats Missing?”的游戏，复习旧知。T: What are you wearing? What is

19、she/he wearing? Whats this? What colour is it? Whats Missing?1. 学生回答I am wearing She/He is wearing 2. 学生在游戏中复习已学单词。通过Free talk，从实际生活出发谈论自己的穿着，通过游戏，复习已学单词，以旧知带新知，为第一部分的内容做铺垫。Step 2PresentationandPractice1. coat, scarf, cap, gloves(1) Show coat and discuss. 利用bag，从袋子中取出大衣，引出新授单词coat。由浅入深的引导学生从单词到句子的输出

20、。T: What is it? This is a coat. What colour is it? Its orange. This is an orange coat. Whats she wearing?1学生回答老师问题。2学生陈述大衣颜色和同学穿着。做出评价并表达喜好She is wearing an orange coat. Its nice. I like it.以实物新授单词coat。从袋子里拿出外套，吸引学生的注意力，更加直观的呈现给学生coat，学生更容易掌握新授内容。(2) Show scarf and discuss. 利用大衣，将围巾提前放在大衣兜里，请学生先猜再触摸

21、，最后拿出来呈现给全体学生。老师请学生戴上围巾再请学生进行描述：She is wearing a pink scarf. Its nice. I like it.T: Whats this? Scarf. This is a pink scarf. Say it please.1. 学生猜并触摸，最后拿出来呈现围巾。2. 学生戴围巾，描述She is wearing a pink scarf. She/He is wearing Its nice. I like it.通过从大衣兜里拿出围巾实物教授新单词，在猜到触摸再到拿出来这一过程，吸引学生的注意力，教授单词scarf和描述他人穿着的句子。

22、(3) Show cap and discuss. 多媒体呈现不完整的帽子图片，引出新单词cap。利用全班同学的帽子，学生继续巩固练习She/He is wearing a red cap. Its nice. I like it.1. 学生对不完整的图进行提问.2. 学生利用实物描述他人穿着学生在猜图活动中认知cap。学生带上自己的帽子，小组内练习描述他人穿着(4) Show gloves and discuss. 利用袋子呈现出手套的实物，多媒体呈现另外一双手套，练习These are pink/blue gloves. T: Are these gloves? Yes. 出示戴手套的图片

23、进行描述She/He is wearing red gloves. They are nice.1. 学生帮老师从袋子里拿出手套。2. 学生描述She/He is wearing red gloves. They are nice.通过实物和多媒体的结合，对These are pink gloves.的复数句型认知和练习。通过图片陈述图片上人物穿着2. Read and Draw(1) 出示第一部分女孩图片谈论穿着。T: What is she wearing?(2) 出示稻草人，请学生先读文本，请一名同学帮老师画。T: Can you help them put on the clothes

24、? Read this passage. T: Choose one strawman and dress the clothes. Please open your book. Point and say it. 学生描述女孩穿着。学生读文本，根据描述给稻草人画衣服。通过描述女孩的穿着，强调语音语调。为第二部分做好铺垫。学生能根据文本描述给稻草人画上美丽的衣服。通过读和画，让学生对初学的四个服装词汇和颜色单词再次得到巩固。3. Is this your cap?(1) 教师继续用cap实物引导学生学习Is this your cap? 回答Yes, it is./ No, it isnt.

25、当学生作否定回答引导学生说出Its Dannys cap.T: Is this your cap?(2) 多媒体再出示三副手套，带领学生猜出一副手套的主人，请学生小组活动寻找手套主人。T: What are these? Are these your gloves?(3) Listen and answer T: (多媒体出示Danny) What is Danny wearing? Is this Dannys cap? Are these Dannys gloves? (4) Read and act the dialogue. 1. 学生回答问题。2. 学生做对话活动：Is this y

26、our cap? Yes, it is.No, it isnt. Its Dannys cap.学生做小组活动练习Are these your gloves?Yes /No.寻找帽子主人。1. 学生听音找答案2. 读文本并表演文本通过帽子实物练习句型Is this your cap? 回答Yes, it is./ No, it isnt. Its Dannys cap. 突破重点学生通过问答寻找手套主人的活动充分练习句型Are these your gloves? Yes/No.突破难点。从稻草人穿着过渡到多媒体呈现Danny的图片进行提问，通过听力、跟读和表演练习，教会学生如何捕捉文本信息，

27、了解文本内容。再以表演的形式，将所学知识运用在实际生活当中。Step 3ProductionStep 4 Class Closing4. Group work利用卡片进行小组游戏活动。操练Is this your_? Yes, it is./ No, it isnt. Its Dannys cap.句型。Are these your gloves? Yes/ No.Homework: Talk about the clothes with your friends. 学生进行小组活动。学生课下和朋友谈论服装穿着。通过游戏，巩固练习主要句型，学生在学中玩，玩中学，体会英语学习的乐趣。板书设计Le

28、sson 3 Coat and Scarf coat? Is this your scarf ? cap? Yes, it is.No, it isnt.教学反思Lesson 4 Shoes and Socks教学设计年级四学科英语主备教师复备教师课题Lesson 4 Shoes and Socks课型新授教材分析本单元的主题为The Clothes We Wear, 主要学习常见的服装名称以及如何运用相关句型对人物穿着进行描述，本课重点是运用 “Are these _?”句型对服装是否合体进行问答。学情分析四年级的学生已经掌握了简单的英语语言知识，教师可以借助旧知呈现新知，培养学生学习英语的

29、兴趣和方法。教学目标1. 知识与技能学生能够听懂、会说、认读和书写关于服装的单词dress, shoes, socks, shorts, 并能够运用“Are these his/her _? Yes, they are. /No, they arent.”对人物穿着进行描述。2. 情感与态度通过对服装的谈论，感悟着装的得体与美观。教学重点难点分析1. 教学重点：学生能够听懂、会说、认读和书写dress, shoes, socks, shorts，并运用句型“Are these his/her _? Yes, they are. /No, they arent.”对服装是否合体进行问答。2. 教

30、学难点：this、these句型与服装词汇的正确使用及肯定、否定的完整回答。教学策略分析课前准备教师服装实物、多媒体学生教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动Class OpeningGreetings and Revision教师为学生在课件中呈现图片，并将人物的服装进行遮挡，请学生来猜。T: What are they wearing? Can you guess?学生观看图片，并利用一般疑问句进行猜测。S: Is he/she wearing _?猜图的游戏能够迅速集中学生注意力,激发学生参与课堂的兴趣，同时完成旧知的复习，并为新知的呈现埋下伏笔。Prese

31、ntation and Practice1. Watch and Answer教师利用课件呈现文本第一部分的图片讲授新知。T: What is she wearing?2. Watch and Compare教师继续呈现图片，通过裤子与短裤的对比讲解shorts。T: What is he wearing?3. Watch and Express教师出示shoes和socks实物讲解新知。T: Whats in the box? Whats in the shoes?4. Look and Write教师利用课件呈现第2部分服装，并教授如何写句子。T: Whats this? What col

32、our is it? What are these? What colour are they?5. Listen and Answer教师播放音频，教授一般疑问句的完整回答形式。T: These are new shorts. Are these her shorts? Are these his shorts?6. Read and Answer教师组织学生进行文本朗读，并板书。T: This is a new dress.Is this his dress? Is this her dress?7. Listen and Read教师播放音频。T: Lets read after the

33、 tape.8. Remember and Talk教师利用动画形式交替呈现Kim和Li Lin的服装，引导学生进行问答。T: Kim and Li Lin have many clothes. Lets try to remember them.学生通过猜图来学习新知dress。S: She is wearing a dress.学生学习shorts, 并猜测其颜色。S: He is wearing shorts.学生学习运用this和these对服装进行描述。S: These are shoes / socks. They are yellow / white.学生模仿书写句型。S: Th

34、is is a dress. It is green. These are trousers. They are blue.学生听音回答问题。S: No, they arent. Yes, they are.学生自由朗读课文，回答问题。S: No, it isnt.Yes, it is.学生跟读。学生记忆Kim和Li Lin的服装，并进行师生、生生之间的问答练习。S1: Is this his/her _?S2: Yes, it is./No, it isnt.S3: Are these his/her _?S4: Yes, they are./No, they arent.利用导入中的游戏自

35、然过渡到新授环节，学生自然接受。trousers与shorts的对比加深学生对新知的理解，颜色的猜测为下一个环节打下基础。呈现shoes与socks的实物，符合学生的身心发展水平，将新知具体形象化。通过模仿书写句型，提高学生写的能力。通过课件创设情境，听音回答问题的形式直接介入文本，将新知生活化。朗读的过程学生第二次接触文本，重难点知识在学生脑海中二次输入。跟读环节纠正了学生的语音、语调和语速。游戏可以将学生的注意力再次集中到课堂上，对新知进行巩固的基础上通过合作完成操练，实现语言的真正语用Production Watch and DescribeKim 和Li Lin的照片出现在课件上，并利

36、用学生的服装和教师带来的鞋子进行对话示范。T: What is Kim/Li Lin wearing now?Are these her/his _?Choose and Talk教师出示照片，引导学生进行拓展练习。T: Work in pairs. Choose one picture to talk about. You can talk about your classmates, too.学生模仿，进行对话。S1: Kim is wearing _. Li Lin is wearing _.S2: Yes, they are. /No, they arent.学生小组合作，自主选择讨论

37、对象。S1: What is she wearing?S2: She is wearing _.S1: Are these her _?S2: Yes, they are. /No, they arent.通过对Kim和Li Lin的服装进行整体描述，将新旧知识进行整合，实现拓展。为学生提供广阔的交际空间，学生自主选择讨论的对象，可以是教师提供的照片，也可以是班级同学，实现语言的生活化。Homework1. Draw your favorite clothes, colour them and describe them.2. Talk about one of your picture wi

38、th your friends.学生理解并记忆作业将作业与学生喜欢的形式相结合，并以口头和笔头两种形式进行布置，再次巩固所学。板书设计Lesson 4 Shoes and SocksIs this his/her dress? Yes, it is. （No, it isnt.）shorts?Are these his/her shoes? socks?Yes, they are. （No, they arent.）教学反思Lesson 5 Days of the Week教学设计年级四学科英语主备教师复备教师课题Lesson 5 Days of the Week 课型新授教材分析本课主要教授

39、星期的英语单词以及如何用英语描述一周七天的穿着。经过前几节课的学习，学生已经掌握了一些描述服装的基本词汇和句型，这为本课学习打下了基础。学情分析学生已经掌握了一定的英语基础，在实际授课中重点培养学生各方面的能力。教学目标知识目标1. 听懂、会说、认读单词：Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.2. 听懂、会说、认读并口头运用句型：What day is today / it? Its _.3. 了解元音字母a、e、i、o、u在单词中的发音及规则。能力目标1. 熟练运用星期单词和句型谈论日期及每日的穿着。2.

40、 根据元音字母的发音规则，正确拼读单词。情感态度目标在真实情境中描述日常穿着，把所学语言与生活实际结合起来，激发英语学习兴趣。学习策略目标注意发现和归纳语音规律，并能运用规律认读单词教学重点难点分析重点：1. 听懂、会说、认读单词：Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday 2. 熟练运用句型What day is today / it? Its _.难点：灵活运用所学知识“What day is today/it?”“What is she/he wearing?”在真实的语言环境中进行交流,谈论一周七天的穿着

41、。教学策略分析 课前准备教师星期的单词卡片、多媒体课件学生教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动Step 1Class OpeninGreeting and free talk:I am wearing What are you wearing？What is she/he wearing?What is Li Ming wearing?Ss: Im wearingHeShe is wearing通过师生问候和自由谈话，使学生自然进入学习状态，同时复习了相关服装词汇和描述穿着的句型, 为下一步的学习做好铺垫。Step 2Lead in and PresentationPart 1What day is it?（23 mins）Part