四年级英语下册 Unit 8(2)教案 新世纪版
四年级下册英语教学设计-Module8 Unit 2 It's in the north of Ch
四年级下册英语教学设计-Module 8 Unit 2 It’s in the northof China一、教学目标1.能熟练运用以下短语：in the north of China, in the south of China, in the west of China, in the east of China, in the middle of China, in the northeast of China, in the northwest of China, in the southeast of China, in the southwest of China。
2.能掌握以下句型：Where is Beijing? Beijing is in the north of China. Where is Guangzhou? Guangzhou is in the south of China。
3.能说出中国主要地区的基本位置。
4.能够流利交流地点所在区域。
二、教学重难点重点1.短语的掌握；2.句型的熟悉。
难点如何让学生准确表达地点所在的方位，如东南、西北等。
三、教学内容、过程与方法（一）教学内容1.1a课文内容的复习（四个城市的介绍）。
2.1b对于城市的地理位置的学习，学习地点所在省份和方位。
（二）教学过程1、复习1a的课文内容1.教师呈现四个城市的图片，询问学生对于这些城市有何了解。
2.教师指出这些城市的名字及他们所在的位置，要求学生边听边看相应的图片，尽量记住这些城市及其位置。
3.教师带领学生回顾刚才学过的内容，询问四座城市的基本情况。
2、学习地点所在省份及方位1.教师出示一张中国地图，并放大到学生可以清晰地看到各省份的位置，要求学生认真观看。
2.教师向学生介绍各省份大致方位并简要介绍其地理位置。
3.向学生详细介绍如何表示地点所在的位置，举例说明。
例如：北京在中国的哪个位置？“北京在中国的北方。
四年级下册英语教学设计-Module 8Unit 2 It's in the north of Ch
四年级下册英语教学设计-Module 8Unit 2 It’s in the northof China一、教学目标1.能够听、说、读、写并理解本单元的地理知识词汇和语句。
2.能够掌握询问和描述所在地的问句和答句。
3.课文阅读并了解中国的地理位置和基本情况。
二、教学重难点•教学重点：学生能够理解并掌握所在地的问句和答句。
•教学难点：学生能够阅读并了解中国的地理位置和基本情况。
三、教学内容时间教学环节教学内容5分钟课堂热身导入生活常识，谈论天气和气温10分钟预习复习复习前一课内容，对比了解不同地理位置的差异25分钟新授①看课文图片，回忆前面课文的主讲地，导入本课主题；②学习表示所在地的句型；③学习并记忆本课地理位置句子和单词；④学习并练习流利朗读课文15分钟练习巩固分组练习并记录本地位置5分钟课堂布置布置课后作业：完成本地的描述并写一篇文章四、教学过程1. 课堂热身（5分钟）以天气和气温为话题，导入课堂，让学生参与讨论，并得出结论。
2. 预习复习（10分钟）让学生回忆上一课的内容，配合图片概括差异，并与本课主题做对比。
3. 新授（25分钟）1.看课文图片，回忆前面课文的主讲地，导入本课主题。
2.学习表示所在地的句型，并逐句翻译讲解。
–A: Where is Beijing?–B: It’s in the north of China.3.学习并记忆本课的地理位置句子和单词。
–in the north / south / east / west of China–Beijing / Shanghai / Guangzhou / Hong Kong4.学习并练习流利朗读课文。
–A: Where is Beijing?–B: It’s in the north of China.–A: Where is Shanghai?–B: It’s in the east of China.–A: Where is Guangzhou?–B: It’s in the south of China.–A: Where is Hong Kong?–B: It’s in the south of China.4. 练习巩固（15分钟）将学生分成小组，让他们交换位置并描述所在的位置，其他小组尝试回答。
四年级下册英语教案-Module 8 Unit 2 It’s in the north of Chi
四年级下册英语教案-Module 8 Unit 2 It’s in the north ofChina.教学内容本教学内容是第8模块第2单元：It’s in the north of China，属于四年级下册英语教学内容，旨在让学生了解中国各地的地理位置及特点，学习地理词汇。
教学目标1.能够听说认读地理词汇north, south, east, west，以及几个城市的名称。
2.能够通过描述城市的位置、特点等，增强对地理位置的认识，并通过绘制地图、制作地理训练装置等形式加深对所学知识的理解与记忆。
3.能够锻炼学生的英语听、说、读、写能力，提高思维发散、联想能力和表达能力。
教学重点1.学习地理词汇：north, south, east, west。
2.学习几个城市的名称：Beijing，Shanghai，Guangdong，Xinjiang。
3.理解所在城市的位置及特点。
教学难点1.适时引导学生一笔直结束才是正确的方向，提高学生不同景点之间的转化能力。
2.学生的发音翻译和地理意识培养等方面的提高。
教学过程导入（5分钟）老师通过展示一张中国地图及四个方向的标记，向学生讲解中文中的“东、南、西、北”以及英文中对应的表达方式。
让学生在课前复习地理课程。
新课呈现（15分钟）1.引导学生一起说模块与单元的名称，并一起阅读文本内容。
It’s in the north of China. Where is Beijing? It’s in the north of China. Where is Shanghai? It’s in the east of China. Where is Guangdong? It’s in the south of China. Where is Xinjiang? It’s in the west of China.2.首先让学生学习并练习north, south, east, west这四个地理词汇的发音，教师可通过PPT或大型字卡配合读音，适时打断学生进行发音训练。
新世纪大学英语(第二版)综合教程第4册Unit8讲解
Electronic Teaching PortfolioBook FourUnit Eight: GlobalizationPart I Get StartedSection A Discussion▇Work in pairs or groups and discuss the following questions.1. What do you know about globalization?2. What has globalization contributed to the world economy?3. What negative effects has globalization brought about?▇ Answers for reference:1. Globalization has been a commonly used term since the late twentieth century. It simply means that the world has become integrated economically, socially, politically and culturally through the advances in technology, transportation and communication. It is the collaboration of countries to boost trade, and to reduce cultural differences.2. Globalization has contributed to the world’s economy in many beneficial ways.First, the advances in science and technology have allowed businesses to cross over frontiers easily. Consequently, companies tend to become more productive and competitive, thus raising the quality of goods, services and living standards. Second, globalization provides companies with more and larger markets. They can sell more goods and make more money. Meanwhile, they can create more jobs. Last but not least, consumers can also benefit from globalization. As products become cheaper, they can get new goods more quickly and easily.3. Though globalization has a lot of advantages, it also produces some negative effects. First, globalization results in more unemployment in industrialized countries because many factories have moved to developing countries where they can get cheap labour. Second, it causes some environmental problems. As companies in the developed countries open their factories in developing countries, serious environmental problems have occurred in some developing countries. Last, the natural resources of some of the developing countries are being robbed of by some developed countries in the process of globalization.Section B Quotes▇Study the following quotes about globalization and discuss in pairs what you can learn from them.Jeffrey Sachs⊙Globalization was a deep trend pushed by technology and right ideas, as much as anything else.—Jeffrey SachsInterpretation:Everything has its law of development. The same is true of globalization. Driven by technology and right ideas, it has progressed rapidly and will develop in depth.About Jeffrey David Sachs (1954- ): an American economist and Director of the Earth Institute at Columbia University. He is one of the youngest economics professors in the history of Harvard University. He is known for his work on the challenges of economic development, environmental sustainability, poverty alleviation, debt cancellation, and globalization.Robert Reich⊙Globalization and free trade do spur economic growth, and they lead to lower prices on many goods.—Robert ReichInterpretation:Stimulated by globalization and free trade, the world economy grows rapidly. At the same time, globalization and free trade have brought in fierce competition, and affordable prices have benefited consumers in a great way.About Robert Bernard Reich (1946- ): an American political economist, professor, author, and political commentator. He served in the administrations of Presidents Gerald Ford and Jimmy Carter and was Secretary of Labor under President Bill Clinton from 1993 to 1997.Jimmy Carter⊙If you are totally illiterate and living on $1 a day, the benefits of globalization never come to you.—Jimmy CarterInterpretation:Though globalization brings advantages to the world, it also brings about a great gap between the rich and the poor. There are still many people living below the poverty line, who cannot enjoy the fruits of globalization.About Jimmy Carter (1924- ): an American politician who served as the 39th President of the United States (1977–1981). He was awarded the 2002 Nobel Peace Prize.Larry Summers⊙In the developing world, far more people are poor because of too little globalization rather than too much.—Larry Summers Interpretation:People in many developing countries are still poor because they have not benefited from globalization. Globalization decreases poverty in developing countries.About Larry Summers (1954- ): an American economist. He served as the 71st United States Secretary of the Treasury from 1999 to 2001 under President Bill Clinton. He was Director of the White House United States National Economic Council for President Barack Obama until November 2010.Section C Watching and Discussion▇ Watch the following video clip “What Is Globalization” and do the tasks that follow:1.Please decide whether each of the following statements is true (T) or false (F) based on theinformation in the video clip.( F ) Globalization is a process through which the financial markets, societies and cultures have become independent and tend to demerge.( T ) Globalization can also be viewed as the freedom of movement for goods, services, and people across borders.( F ) There seems to be an agreement on that economic globalization is an irreversible current.( F ) Global competition keeps prices low so inflation has no chance to occur.( F ) In a globalized world, when having a economy crush, a country can ask for help from other countries.( T ) Our economy is increasingly global as a result of mass communication and mass transportation.2.Do you think that globalization is an irreversible current? Why or why not? Is there anychance for small businesses to survive? How?Answers for reference:Open.Script：What Is GlobalizationHello, I’m Milo from , and here we’ll talk about globalization.Globalization is a word that we hear constantly nowadays. It can be defined as the trend in the financial markets and businesses to expand beyond national and territorial borders and boundaries. It is a process through which the financial markets, societies and cultures have become interdependent and tend to merge, blurring the boundaries between the local, national,and international.It is a dynamic process primarily led by multi-national businesses and organizations. It can also be viewed as the freedom of movement for goods, services, and people across borders. It is a phenomenon caused by the latest developments in mass communication and the technologies that have been developed and continue to be developed to support this new and instant way of communicating between people and organizations.The increased ease of mobility has also greatly contributed to this unstoppable trend. There seems to be a disagreement on whether economic globalization is or not an irreversible current. What is certain is that this trend has substantial effects on the world’s economies.The Pros of globalization include:∙Global competition keeps prices low so inflation is less likely to occur.∙An open economy can encourage innovation as people can exchange ideas freely and instantaneously.∙There are more varied and international goods available for consumption everywhere.On the negative side:∙Small businesses have difficulty surviving in an unregulated market and usually get eaten up by larger competitors.∙As economies become interdependent, a crush in a country’s economy will affect other countries in a negative way.To sum up we must understand that there are some basic aspects to globalization:∙Internet allows us to be global in the way we exchange information.∙We are more mobile than ever, travel has become less expensive and people move all over the place and get to see and experience different cultures.∙Environmental problems affect us all, issues such as air pollution, acid rain, and climate go beyond national borders.∙Our economy is increasingly global as a result of mass communication and mass transportation.Part II Listen and RespondSection B Task One: Focusing on the Main Ideas▇Choose the best answer to each of the following questions according to the information contained in the listening passage.1) What does globalization mean according to the speaker?A) It means that the world is becoming more and more integrated.B) It means that the world’s living standards are greatly improved.C) It means that more opportunities are given to the developing countries.D) It means that the world is developing more and more rapidly.2) What benefits do companies get from globalization according to the speaker?A) They are allowed to do business in the developing countries.B) They become more productive and competitive by doing business overseas.C) Their products can reach any place they want through modern means of transportation.D) They can communicate with other companies more easily.3) How do people in developing countries benefit most from globalization?A) They can meet various people online.B) They can get better education by studying overseas.C) They can learn from people from other countries.D) They can study in their home universities.4) What new threats does globalization bring?A) The quick spread of perishable items.B) The quick spread of wildfire.C) The quick spread of disease.D) The quick spread of the labor-force.5) What is the speaker’s attitude towards globalization?A) Prejudiced.B) Negative.C) Subjective.D) Objective.▇ Key:1) A 2) B 3) B 4) C 5) DSection C Task Two: Zooming In on the Details▇Listen to the recording again and fill in each of the blanks according to what you have heard.Globalization has been a commonly used term since the late twentieth century. It simply means that the world has become integrated economically, socially, politically and culturally through the advances in technology, transportation and communication. It is undeniable that globalization has resulted in both positive and negative effects which must be addressed accordingly.To begin with, globalization has contributed to the world’s economies in many beneficial ways. Advances in science and technology have allowed businesses to easily cross over frontiers. Consequently, companies tend to become more productive and competitive thereby raising the quality of goods, services and the world’s living standard.Secondly, a very critical advantage is the spread of education. With numerous educational institutions around the globe, one can move out from the home country for better opportunities elsewhere. Thus, integrating with different cultures, meeting and learning from various people through the medium of education is all due to globalization. Developing countries or labour-intensive countries have benefited the most.Script:The Advantages and Disadvantages of GlobalizationGlobalization has been a commonly used term since the late twentieth century. It simply means that the world has become integrated economically, socially, politically and culturally through the advances in technology, transportation and communication. It is undeniable that globalization has resulted in both positive and negative effects which must be addressed accordingly.To begin with, globalization has contributed to the world’s economies in many beneficial ways. Advances in science and technology have allowed businesses to easily cross over frontiers. Consequently, companies tend to become more productive and competitive thereby raising the quality of goods, services and the world’s living standards.Secondly, a very critical advantage is the spread of education. With numerous educational institutions around the globe, one can move out from the home country for better opportunities elsewhere. Thus, integrating with different cultures, meeting and learning from various people through the medium of education is all due to globalization. Developing countries or labour-intensive countries have benefited the most.However, one cannot deny the negative effects resulting from globalization. Globalization has given rise to more health risks and threats of epidemics. A customary example is the dawn of HIV/AIDS. Having its origin in remote regions of Africa, the virus has spread like wildfire throughout the globe. Furthermore, food items are also transported to various countries, and this is a matter of concern, especially in the case of perishable items. The safety regulations and the standards of food preparation are different in different countries, which may pose a risk of potential health hazards.In conclusion, while globalization is inevitable, we must nevertheless urge individuals, companies and governments to use a more balanced approach by taking appropriate steps to deal with matters relating to the financial or economic gains versus the social, political and ecological concerns of the world.Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1: Answer the following questions with the information contained in Text A.1. What is the speaker’s definition of an inclusive globalization?2. What does an inclusive globalization demand of us?3. In what ways can an inclusive globalization be promoted?4. What is the impact of the 11 September attacks on the process of globalization?5. What message does the speaker mean to convey?▇Answers for reference:1. According to the speaker, an inclusive globalization recognizes and exploits the potential of globalization as a truly integrating and inclusive force. Its purpose lies not only in opening markets but also in expanding opportunity and promoting cooperation. Its ultimate goal is to ensure that globalization benefits the whole of humanity economically, politically and socially.2. An inclusive globalization demands that we tear down the walls in our minds so as to treat each other equally and to recognize the interdependence between nations and peoples. It alsodemands that we open our minds to a new, more integrated idea of community.3. There are many different ways to promote an inclusive globalization: opening markets for the products of developing countries; increasing development assistance; promoting good and transparent governance; addressing diseases and environmental problems that have not reached our shores; recognizing obligations to provide asylum; fostering a more orderly process of integrating migrants; and valuing pluralism as a top priority for every state.4. The 11 September attacks make it very clear that humanity is indivisible and terrorism is a threat to everyone, and that the fight against terrorism can be successful only if people of different races, nations or regions get united as one. For this purpose, globalization must be made to benefit all — those at the margins and those at the centre, the poor and the privileged, the shackled and the free.5. The speaker urges us to deal with the negative, unattended social and political consequences of globalization, and the solution lies in promoting an inclusive globalization to ensure that globalization benefits the whole of humanity.Exercise 2: Text A can be divided into five parts with the paragraph number(s) of each part provided as follows. Write down the main idea of each part.Section B In-depth StudySome people benefit from globalization, while others simply see it as one more manifestation of the inequity of the world. Kofi Annan, former Secretary-General of the United Nations, suggests that one way to address this issue is the pursuit of an inclusive globalization.A Plea for an “Inclusive” GlobalizationKofi Annan1 It has often been said that globalization is what distinguishes our era from all its predecessors. Globalization, we are told, is redefining not only the way we engage the world, but how we communicate with each other. Globalization is commonly understood to describe the increasing flow of goods, service, capital, technology, information, ideas and labour at the global level, driven by liberalization policies and technological changes. For a time, this logic was borne outby reality. Indeed, it worked so well that in many cases underlying schisms were ignored in the belief that the rising tide of material growth would eliminate the importance of political differences and social grievances.However, over the past few years, I and others have urged greater consideration for the potential political backlash if the social—as well as the economic—consequences of globalization are left unattended.2 Today, I would like to share some thoughts on an equally important aspect of globalization—namely its potential to be a truly integrating and inclusive force and the very real dangers if it fails to live up to that potential. In other words, just as we worry about the gap between haves and have-nots, we need to be equally concerned about the gulf between insiders and outsiders in a globalized world where no border is impermeable, and where the privileges—economic as well as political and social—of the few are painfully apparent to those multitudes who still yearn for liberty and opportunity. We need, in short, to direct our energies towards realizing the aspiration inherent in the awkward, but revealing Arabic translation of the word “globalization” —which means literally“world inclusivity”.3 Today, I wish to suggest that one way to address this new division—between those who benefit from globalization, and those who simply see it as one more manifestation of the inequity of the world—is to pursue an inclusive globalization whose purpose lies not only in opening markets but in expanding opportunity and promoting cooperation. By this I mean the need to ensure that the globalization of economies and societies is supported and sustained by a “globalization of community”—to create a wider, more expansive definition of our duties to our fellow men and women in the global village, and to ensure that globalization benefits them all—economically, politically and socially.4 Such a world demands that we tear down the walls in our own minds as well—those separating us from them, rich from poor, white from black, Christian from Muslim—so that we are able to recognize the untold ways in which we can all benefit from cooperation and solidarity across lines of nationality, race or economic development. Whether it is the area of crime, health, the environment, or the fight against terrorism, interdependence has ceased to be an abstract concept, and become a reality in our own lives. This poses a real challenge not only to political leaders, but to civil society, NGOs, business, labour unions, thinkers, and citizens of every nation. We need to rethink what belonging means, and what community means, in order to be able to embrace the fate of distant people and realize that globalization’s glass house must be open to all if it is to remain secure. This will require leaders in every sector to present the choices facing the public in a different light. They need to make the difficult but necessary case that we cannot continue to exclude the poor, the disenfranchised or those who are denied the basic right to liberty and self-determination. Or that if we do, we cannot at the same time hope to secure lasting peace and prosperity.5 There are myriad ways in which nations can act on this imperative—by opening markets for the products of developing countries; by increased development assistance; by promoting good and transparent governance; by addressing diseases and environmental problems that have not reached our shores, or at least not yet; by recognizing obligations to provide asylum; by fostering a more orderly process of integrating migrants; and by valuing pluralism as a top priority for every state.6 The United Nations itself was created in the belief that dialogue can triumph over discord, that diversity is a universal virtue, and that the peoples of the world are far more united by their common fate than they are divided by their separate identities. This dialogue must take place every day among all nations—within and between civilizations, cultures and groups. But it mustbe based on genuinely shared values. Without these values—values rooted in the Charter of the United Nations and the Universal Declaration of Human Rights—no peace can be lasting and no prosperity secure. That is the lesson of the United Nations’ first half-century. It is a lesson that we ignored at our peril. While it may seem somewhat vague to speak of globalization based on shared values, the vision of the world it seeks to create is quite clear and quite specific.7 This vision is based on an understanding that we are the products of many cultures, that our strengths lie in combining the familiar with the foreign. This is not to say that we cannot rightly take pride in our particular faith or heritage. We can and we should. But the notion that what is ours is necessarily in conflict with what is theirs is both false and dangerous. It has resulted in endless hostilities and conflicts, leading men and women to commit the greatest of crimes in the name of a higher power.8 Friends, if today, after the horror of 11 September, we see better, and we see further—we will realize that humanity is indivisible. New threats make no distinction between races, nations or regions. A new insecurity has entered every mind, regardless of wealth or status. A deeper awareness of the bonds that bind us all—in pain as in prosperity—has gripped young and old. The process of globalization cannot remain unchanged in the face of this recognition. It must be made to benefit those at the margins as well as those at the center, the poor as well as the privileged, the shackled as well as the free.9 The global reaction to the 11 September attacks should give us courage and hope that we can succeed in this fight. The sight of people gathering in cities in every part of the world from every religion to mourn—and to express solidarity with the people of the United States—proved more eloquently than any words that terrorism is not an issue that divides humanity, but one that unites it.10 The victims of the attacks on 11 September were, first and foremost, the innocent civilians who lost their lives, and families who now grieve for them. But peace, tolerance, mutual respect, human rights, the role of law and the global economy are all among the casualties of the terrorists’acts. Repairing the damage done to the fabric of the international community—restoring trust among peoples and cultures—will not be easy. But just as a concerted international response can make the work of terrorists much harder to accomplish, so should the unity born of this tragedy bring all nations together in defense of the most basic right—the right of all peoples to live in peace and security.11 An inclusive globalization will be central to achieving this fundamental goal.▇课文参考译文呼吁推行“包容性”全球化科菲·安南1 人们常说，全球化是一个不同于以往任何时代的全新时代。
2019-2020年四年级英语下册 Unit 8(2)教案 新世纪版
2019-2020年四年级英语下册 Unit 8(2)教案新世纪版一、教学目标：认知：掌握有关一日三餐的单词及句型。
技能：让学生就一日三餐进行说话练习，培养学生大胆表达的良好习惯。
情感：了解中西方餐饮文化的不同。
二、教学重点与难点：重点：能正确认读有关一日三餐的单词及句型。
难点：综合运用所学句型，就一日三餐进行说话练习。
三、教学准备：多媒体课件，练习纸等。
四、教学过程：附送：2019-2020年四年级英语下册 Unit 8(3)教案新世纪版第一课时:Wonderland & Pair work学情分析本课Wonderland中的十个单词，其中四个是表示一日三餐的词语: breakfast, lunch, supper, dinner, 这些词语在以前的教材中接触过，能认读并知道其意思，但由于出现不多且没有作四会要求，因此学生掌握不是很熟练，教师应从谈论“一日三餐”着手，创设情景，运用“When/Where/what”等疑问词引导的句型，把训练重点放在操练、运用上。
本课的Pair work 是本主题的实际运用，可以穿插在本教时进行教学。
另外六个是名词性的物主代词：mine, yours, his, hers, ours, theirs。
学生初次接触，结合Farmland内容，作为第二课时的教学内容。
本单元的Wonderland部分，与Pair work 和Farmland 进行整合，按主题，分2教时完成。
课时目标：基础目标：1. 学习breakfast, lunch, supper, dinner四个单词, 掌握拼读规则。
2. 学习理解四句句子。
3. 学习Pair work。
4. 训练学生朗读句子的语音语调。
能力目标：用英语展开有关饮食的话题。
情感目标：教育学生注意饮食健康; 初步了解东西方用餐文化的差异。
课时重点：1. 读准单词音。
2. 结合新学单词进行造句和应答训练。
预习：课前要求学生听Unit 7 wonderland 的录音，初步感知语音、语调和句意。
四年级下册英语教案-Module 8 Unit 2 It's in the north of Chi
四年级下册英语教案-Module 8 Unit 2 It’s in the north ofChina|外研社（一起）教学目标1.学生能够熟练掌握地理位置的表达方式。
2.学生掌握更多的地理知识，了解中国的各个地方。
3.学生能够自信地在英语教学中表达自己的想法和观点。
教学重点1.阅读课文，理解课文内容。
2.熟练掌握地理位置的表达方式。
教学难点1.学生能够在英语教学中表达自己的想法和观点。
教学过程1. 导入新课通过观看图片，教师先让学生猜一下图片拍摄的地点，然后引出新课。
教师需要与学生互动，让学生自然地进入课堂。
2. 学生朗读课文让学生朗读这篇课文，以使他们在口语方面获得更多的练习。
同时，教师要注意发音和语调，让学生能够清晰明了地表达自己。
3. 听力、口语练习教师通过向学生提问的方式，以及让学生自己发表意见的方式，引领学生参与有关课文的讨论。
同时，教师还可以安排一些听力、口语练习，让学生在英语听力和口语方面获得更多的练习机会。
4. 文字、阅读练习教师可以通过分组，让学生在小组内互相阅读课文，同时，教师还可以安排一些文字练习，以帮助学生可以更好地掌握英语的语法和语言结构。
在阅读之后，教师可以采取回答问题的方式，以评估学生对课文的理解。
5. 情境模拟教师可以通过情境模拟的方式，让学生尽可能地融入英语教学环境。
在情境模拟中，学生需要用英语表达自己的观点和想法，同时，教师还可以针对学生的发音、语音、语法等方面提供领导和帮助。
课后作业1.通过点名的方式检查学生对今天的课程的掌握情况。
2.预习下一节课的课文内容，以确保学生可以顺利跟进学习进度。
教学评价通过听力、口语、阅读、写作等方面的综合考察，评估学生对英语教学的掌握情况，以及对今天新课教学的学习效果。
对于学习效果不佳的学生，要及时安排复习和补充学习计划，保证每个学生都能够尽可能地掌握课程要点，不断提高自己的英语水平。
英语：Unit8《Magazine》教案(上海新世纪版S1B)
Module 4 Unit8 Magazine单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本课是一篇故事性文章，通过电视广告来介绍杂志的特点。
教师可围绕“杂志”这一主题，设计活动让学生参与口语讨论，使学生了解信息化社会中各种媒体对人们生活的作用。
2．围绕本课主题“杂志”，使学生分组针对不同人群他们所喜爱的杂志进行调查，归纳并总结出各种人群喜爱的杂志特点。
3．本课语法主要复习 -ing分词的各种用法。
如，-ing分词短语作状语，做定语，做表语或宾补，做宾语或主语。
对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练。
4．设计练习，让学生在任务型教学模拟情境中反复操练本单元出现的-ing分词语法现象。
（二）单元目标（Unit Target）1 了解关于杂志的发展史。
2 能对谈论一些报纸和杂志的话题。
3学会写总结句。
（三）单元重点（Unit Points）1关键词：◆语言知识类add, argue over, at one’s fingertips, imagine doing, be sure to, ridiculous,be proud of/to do, bargain, subscribe, enclose, in disbelief◆交际功能类weekly, fortnightly, bi-monthly, quarterly, subscriber, back number, periodical,exclusive, current issue, pictorial2 功能：1） Talking about newspapers and magazine 参考课本第 185页 Useful Language●This is the latest/ a back issue●They’ve added a new column.●You just have to glance at eh headlines.●All the newspapers carried articles about that accident.●The latest issue has a picture of the singer on its cover.●This magazine caters for teenagers.●By readi ng the daily I’m informed of the current news at home and abroad.●I enjoy reading the feature articles/ news report.●The majority of the readers are young people.●This column offers opinions on major news items.3 语法点：本课出现的-ing分词用法的复习，作为本课的教学重点，在口语和写作练习中鼓励学生多使用。
(湘少版)四年级英语下册《unit 8》教案设计
（湘少版）四年级英语下册《unit 8》教案设计教学目标1.知识目标：学生能够理解并正确使用动词短语“get dressed”和“put on”；2.技能目标：学生能够用正确的动词短语描述人们穿衣服的动作；3.情感目标：通过课堂活动和练习，培养学生的团队合作能力和积极参与的态度。
教学重点及难点1.教学重点：让学生正确理解和运用“get dressed”和“put on”；2.教学难点：让学生能够独立完成口语和书写练习。
教学准备1.教学课件；2.单词卡片、图片等教学辅助工具。
教学过程1. Warm-up1.通过游戏帮助学生回忆本单元的词汇和短语，比如用金属字母卡拼出单词，并让学生读出单词意思；2.播放动画片“ocean king”进行英语口语练习。
2. Presentation1.呈现图画：“What do you do in the morning?”；2.步骤分解： 1）穿衣服；2）吃早饭；3）刷牙洗脸，引出“get dressed”和“put on”这两个动词短语；3.对比解释：get dressed和put on的用法差异，例如：I get dressed in the morning，I put on my shoes before I leave the house.3. Practice1.通过组队游戏等方式，让学生对话描述穿衣流程，进行口语实践；2.班级集体朗读，加深学生的记忆，保证口语流畅；3.通过练习题，巩固学生对get dressed和put on的掌握。
4. Production1.设计活动“设计穿衣秀”，让学生在小组内设计并表演一次穿衣流程；2.让学生互相评价，并做出评估总结。
教学反思1.教学过程中，游戏环节反响很好，明显增强了学生对课堂的参与度；2.需要加强学生的记忆和书写能力，多设练习题；3.需要让学生更多参与自主学习。
(外研版 三起)四年级英语下册Module 8《Changes》Unit 2 教案
外研版三起）四年级英语下册Module 8《Changes》Unit 2 教案课程概述这一课程主要讨论季节的变化以及美丽的春天应该如何享受。
课程目标1.学生能够简单地描述春季的特点和变化。
2.学生能够利用所学语言交流如何享受春天的美丽。
3.学生能够通过听力理解和口语表达获得有效的英语沟通能力。
课程重点1.学习春季的各种植物和动物。
2.学习春天的不同天气和气温。
3.学习如何利用所学语言描述或询问春天的美丽。
4.学习表达自己最喜欢的春节时刻。
课程准备1.教师准备包含春季各种信息的图片或卡片，并准备简短的问答游戏。
2.教师将“春天好玩”视频或相关视频素材。
(可选)课程步骤步骤一：引入教师播放视频，“春天好玩”，让学生体验到和表达自己对春季的感觉。
“春天好玩”中可以选用一些句子去描述视频中出现的场景。
步骤二：春季特点和变化让学生看几张春季的图片或卡片，问学生：“春天有哪些特点？”学生可回答：“花儿开了，草长了，树叶又长出来了。
”教师可帮忙总结并添加其他特点。
让学生对这些特点依次进行描述。
步骤三：关于春季的不同天气和气温的讨论通过简单的互动问答游戏，让学生了解春季中的不同天气和气温。
例如：“春天的气温高吗？”学生可回答：“有时候高，有时候低，但总体来说会比冬天温暖些。
”步骤四：了解春季动物和植物让学生看一些春季的植物和动物的图片或卡片，进一步让学生了解春季中的不同生物特点，帮助学生提高英语词汇和认知水平。
步骤五：关于春天的美丽的讨论向学生呈现一些春天的美丽照片，问学生：“春天哪里最美丽？”学生可以说出方方面面，例如“小鸟在飞，只在空中画出美丽的弧线。
”。
步骤六：总结通过问答和互动活动，帮助学生们形成对春季的整体了解，强调英语表达和沟通的重要性，并鼓励学生用所学的知识描述自己最喜欢的春季时刻。
教学延伸教师可要求学生了解其他国家春季的情况，进一步培养学生时事感和英语阅读、听力和口语表达能力。
四年级下册英语说课稿-Unit 8 How are you Period 2-译林版三起
四年级下册英语说课稿-Unit 8 How are you Period 2-译林版三起一、教学目标1. 知识目标1.能够听、说、认读单词：apple, banana, orange, pear, strawberry。
2.能够听、说、认读句型：How are you? I’m fine, thank you. Whatfruit do you like? I like…。
3.能够使用所学单词和句型进行口语交际。
2. 能力目标1.提高学生的听、说能力。
2.培养学生积极参与课堂活动的能力。
3.培养学生的合作意识和交流能力。
二、教学重点与难点1. 教学重点1.五个水果的英语单词：apple, banana, orange, pear, strawberry。
2.句型的运用：How are you? I’m fine, thank you. What fruit do you like? I like…。
2. 教学难点1.英语口语表达能力的提升。
2.学生合作意识的培养。
三、教学准备1.教材：译林版小学英语（三起）四年级下册第八单元。
2.运用图片来让学生感受英语单词和句型的真实情境，准备五个水果的图片。
3.准备五个口味不同的水果，如：苹果、香蕉、橙子、梨子和草莓，便于学生尝试描述和询问他人口味喜好。
四、教学过程1. Warming-up自我介绍（5分钟）1.老师首先进行英文自我介绍，学生模仿跟读；2.掌握How are you? I’m fine, thank you. 的句型。
跟读表演（5分钟）1.准备带图的五个水果或用手X出水果形状；2.老师展示图片或手示形状，学生跟读单词。
2. Practice学生之间的交流（20分钟）1.将五种水果摆放在一张桌子或地上，要求学生分组站在五个果品旁，并选择一个代表举手，并介绍口味；2.学生之间进行口语交流，用How are you? I’m fine, thank you. What fruit do you like? I like… 三个句型展开对话。
四年级英语下册 Unit 8(2)教案 新世纪版
While-taskProcedure
1.Free talk
2.To elicit the word: breakfast
3.To teach the word: lunch
4. To teach the words:
supper dinner
What do you do every morning?
②Ask: What do you have for lunch? （Wecห้องสมุดไป่ตู้n also say, What’s for lunch?）
3.Ask the pupils to ask and answer in pairs.
4.①What do you do after supper /dinner?
（新世纪版）四年级英语下册教案
Unit8What About Yours?
一、教学目标：
认知：掌握有关一日三餐的单词及句型。
技能：让学生就一日三餐进行说话练习，培养学生大胆表达的良好习惯。
情感：了解中西方餐饮文化的不同。
二、教学重点与难点：
重点：能正确认读有关一日三餐的单词及句型。
难点：综合运用所学句型，就一日三餐进行说话练习。
What does your father do after supper /dinner?
②Do a survey:
Your Supper/Dinner
通过自由谈话引出所学单词。
通过问答既考查学生对内容的理解程度,又在问答中学习新的句型。
让学生在运用中得以提高。
借钟巧妙地从早饭引入到中饭的教学。
让学生了解不同的表达方式。
Ask the pupils to imitate the passage, then do Activity 2
四年级英语下册Unit8How are you第2课时教学设计
四年级英语下册Unit8How are you?第2课时教学设计主备人：二次修改人：教学内容Unit8 How areyou? 教学板块Fun time , Cartoontime执教者教学课时第（ 2 ）课时教学目标1.Enable students to make a telephone call in English.2.Enable students to understand the dialogue .3.Enable students to read the dialogue with correct pronunciation and intonation .4.Develop students’ interest in English study .教学重点 1.Enable students to make a telephone call in English.2.Enable students to read the dialogue with correctpronunciation and intonation .教学难点 1.Enable students to read the dialogue with correct pronunciation and intonation .2.Develop students’ interest in English study .教学准备Smart notebook ,paper cup.教学过程二次备课Step1: Enjoy a cartoon1.Free talk.T: What day is it today ?Good morning./afternoon..How are you ? And you ? What about you ?2. RevisionT: Hello, this is Miss/Mr…speaking. May I speakto …?S1: Hello ,… This is …T：How are you ?S1: I’m fine , thank you.S1：Hello, this is Miss/Mr…speaking. May I speak to …?S2：Hello ,… This is …S1：How are you ?S2：Not so good . I have a cough .（师首先与学生示范用自制的电话通进行对话，激起学生英语学习兴趣，再生生间进行对话。
四年级英语下册 unit2 Lesson8教案 人教新版
It’s time to go to school.
T: It’s eight o’clock. S: It’s time for class.
2. The teacher ask the class to take out their school timetable. And talk about it in pairs.
For example:
T: What time is it?
S: It’s seven o’clock.
T: It’s time to get up.
Make sentences with the model.
Step 2 The new lesson
1.The teacher say a timetable. Ask the class : What should we do at this time?
课题
Lesson 8
需用时间
1 class hour
教学
目的
1. To learn the new words and phrases.
2. To learn the new dialogue.
3. Let’s play.
教学重点
The new words
教学难点
The new dialogue
教学关键
Step 3 Practice
1. Listen to the tape and repeat. Then act it out in class.
2. Ask and talk about their timetable.
四年级英语下册《Module 8 Unit 2》教案设计
外研版（一起）四年级英语下册教案Module8 Unit 2 The capital of America is Washington .Teaching Aims :Theme : The capital of America is Washington .Language : Canada is to the north of America.Mexico is to the south.Words : east, west, country, America, cousin, capital, Canada, north, south.Teaching steps ::Good morning/afternoon boys and girls .Nice to see you again . How are you?Would you like to talk about your winter vacations? Then give Ss several minutes to talk about it. And I will praise the boys or girls that they give us a good speech in English.2. Warmer: 1) Game: Say the words and get the Ss to repeat them.3. Teaching Presentations: Activity 1. Listen and repeat.1) Tell the Ss that I am going to call out the name of a city. They have to say which country it is the capital.2) Write these questions on the board and have the Ss work in pairs and answer them.. 1) Where’s Beijing?Answer: Beijing is to the north of Zhengzhou.2) Now play the cassette and ask children to listen carefully.3) Repeat. This time pause for children to repeat the sentences a number of times and ask them to repeat the passage.4) Do a lot of examples with the class. Then have them continue the activities in pairs. They should take turns to make the statements.Activity 2 Listen and say. Then say the poem.1) Before saying the poem. Have the Ss look at the two pictures and tell me the weather in each one. (snow and rain)2) Ask the Ss if they like snowy or rainy weather. Ask them about their favorite type of weather.3) While saying the poem. Play the first version of the poem and get the Ss to repeat the words.4) Now play the second version and let the Ss listen or they can say the poem as they listen. Activity , remember and say.1) Look at the picture and use the patterns to describe the picture.4. Homework:BbModule8 Unite 2The capital of America is Washington . Let’s fly our kites! Where’s Beijing?Beijing is to the north of Zhengzhou.。
四年级英语下册 Unit 8(1)教案 新世纪版
Unit 8 What About Yours?一、Teaching Aims:1. Wonderland （New words teaching）: breakfast; lunch; supper; dinner; mine; yours; his; hers; ours; theirs2. Farmland: What’s his like?（Sentence structure）What’s …like?3. Grand Theatre: What Abut Yours?4. Disneyland （Rhyme）: Five Fat Sausages5. Kid’s Palace （Story）: Martin’s Toys二、Main Points:1. Wonderland （New words teaching）: breakfast; lunch; supper; dinner; mine; yours; his; hers; ours; theirs2. Farmland （Sentence structure）: What’s his like?What’s … like?三、Difficult Points:1. Wonderland （New words） teaching2. Grand Theatre: What About Yours?3. Farmland （sentence structure）: What’s his like?What’s … like?四、Teaching Times:5 Periods五、Teaching Tools:Tapes; Cassette Player; PicturesThe First Period （Wonderland）一、Warming up:1. Chant: It’s Like Spring Today2. Daily Talk:1） Do you like Chinese food?2） Which do you like best, sweet food, sour food or hot food?3）What’s you r favourite fruit? Why?二、Revision:How does it smell/taste/feel?三、New Teaching:1. Ask some questions to clue out the new words.I often eat something in the morning at half past six. What do we called it? Answer: we call it breakfast.2. Spell the word: b-r-e-a-k-f-a-s-t.3. Use the same way to teach the following new words.四、Reinforcement:Read and try to remember the sentence with the new words:1. breakfast I often have my breakfast at half past six.2. lunch Do you usually have your lunch at home?3. supper My father usually reads newspapers after supper.4. dinner Where do you usually have your dinner on Saturday evenings?5. mine This teddy bear is mine.6. yours What a nice picture! Is it yours?7. his - Is that his umbrella?- No, his is black.8. hers - What are Sue’s dresses like?- Hers are beautiful.五、Assignment:Copy the words and the sentences.六、On Blackboard:Unit 8Breakfast lunch supper dinner mineYours his hers ours theirsThe Second Period（Farmland）一、Warming up:1. New words revision: breakfast; lunch; supper; dinner; mine; yours; his; hers; ours; theirs2. Daily Talk:1）What day is today? How many days are there in a week?What’s the weather like today?2）Use the new words to make some sentences3）Go over the new sentences that had learnt yesterday.二、Revision:Spell the new words and go over the new sentences三、New Teaching:1. In the ClassroomA）T: Look, this is my ball pen, it is red. Who else has got a ball pen?P: I have.T: What’s yours like?P: Mine is bull.Teaching 1）: mine; yours; his; hers; its; ours; theirsI – my – mine you – your – yours he – his – his she – her – hersIt – its – its we – our – ours they – their – theirsTeaching 2）: What’s yours like?What’s … like?B）Ask the students to change something.2. In the playgroundA）T: Look, this is my basketball, it is old. Who else has got a basketball?P: ……B）Ask the pupils to make the dialogue as many as possible.四、Reinforcement:Ask the pupils to read the test of unit 8（Grand theatre）, try to understand the test. Assignment:Copy the sentences and the Mini-dialogueThe Third Period（Disneyland）一、Warming up:New words and the new words sentencesDaily Talk: This is my coat, it’s black. What about yours?二、Revision:1. Spell the new words.2. Try to use these new words to make some sentences.3. Do some revision about the Mini DialogueA: My ball is new. Who else has got a ball?B: Yang Mingming has.A: What’s his like?B: His is bigger than yours.三、New Teaching:1. Pair works1）A: What’s for supper, Mum?B: Fish and pork.A: May I have a bowl of noodles?B: Of course.2）A: Norman, we’ll have dinner out.B: That’s great! Can I have roast du ck?A: Certainly.2. Music Boxch /t∫/ child China chocolatech /k/ school chemistry Christmas3. Teach the RhymeFive Fat SausagesFive fat sausages frying in a pan.All of a sudden one went “BANG!”Four fat sausages,Three fat sausages,Two fat sausages,One fat sausage frying in a pan.All of a sudden it went “BANG”And there were NO sausages left!4. Practices in Pairs:The Fourth Period（Grand Theatre）一、Warming up:1. Rhyme: Five Fat Sausages2. Daily Talk:1）Do you take your lunchbox to school every day?2）Where do you have your lunch?3）When do you have your lunch?4）Do you like noodles or rice?5）What do you usually have for your lunch?6）Do you like Chinese food or western food?3. Go over the Mini--Dialogue二、Revision:1. Read the dialogue.2. Act the dialogue.三、New Teaching:1. Questions and Answer:1）Are Sandy and Sue in the same school?2）Where so they have their lunch?3）What does Sandy have for his lunch?4）What does Sue have for her lunch?5）Does Sandy like chicken sandwiches?6）Who likes roast lamb sandwiches?2. Read the dialogue and translate the text in to Chinese3. Try to ask the students to remember the test.4. Remember the test and try to translate the test into Chinese.Sandy and Sue are in the same school. They take lunchboxes to school every day. Now it’s half past eleven. It’s their lunch time.A: What do you have for your lunch, Sue?B: Two sandwiches and some chocolate cookies.A: What’s in your sandwiches?B: Chicken. What about yours?A: Three roast lamb sandwiches and two apples.B Wow, what a big eater you are!A: Can I have one of your sandwiches?B: O.KA: Try mine, then.B: Thank you.四、Assignment:Revision Unit 11.The Fifth Period（Story）一、Warming up:1. Rhyme: Five Fat Sausages2. Daily Talk:1）Do you take your lunchbox to school every day?2）Where do you have your lunch?3）When do you have your lunch4）Do you like noodles or rice?5）What do you usually have for your lunch?6）Do you like Chinese food or western food?3. Act the dialogue: What about yours?二、Revision:1. New words: breakfast; lunch; supper; inner; mine; yours; his; hers; ours; theirs2. Sentence structure: What’s his like?What’s … like?3. Read the dialogue and try to recite the test.三、New Teaching:Story: Martin’s ToysMartin has a big cupboard. It is full of toys. Some are new, but most of them ate old. He likes all of them.He likes his clockwork train best. His oldest toy is a teddy bear. His mother bought it for his third birthday.Martin also has a big toy crane and a toy truck. These are almost mew. The crane can lift the truck from the floor.1. Try to understand the meaning of the story.2. Ask the students to translate the story into Chinese.3. Try to retell the story by owner words.4. Finish the Choices after reading the story四、Assignment:Revision Unit 8.The Sixth PeriodDo Exercises.。
四年级英语下册 MODULE8 unit2教案 外研版
(外研版)四年级英语下册教案Module8Unit 2 They were young.Teaching aims:They weren't old then.They were youngTeaching importance: Talk about 'now' and 'then'.Teaching difficulities:Talk about the pastTeaching Tools:RecorderTeaching Steps:Step one : Warm upsing a song.On the board write out the following incomplete adjectives:-aughty -oung -hort -at -ld -ute -allTell the students that you are going to call out the adjectives and they have to say the missing letters.On completion,have the students sontinue the acivity in pairs.Note that the words on the board are: naughty, young, short fat,old,cute,tall.Step two:Let's chantPlay the spoken version of the chant and get the students to repeat the words.Play the second version and let the students listen or they can say the chant along with the music.Divide the class into two groups.One group says the first verse of the chant and the other group says the second verse of the chant.Get the students to do mimes as they say the chant. For the small chick,the students can use their hands to make a small shape.The students can show how fat the hens are by using their hands to make a big shape,and by putting out their stomachs.For the words'cheep,cheep,cheep',the students should say them in a small,baby voice.The students should use a deep, grown-up voice when they say 'bock,bock,bock'.Get the students to say the chant and do the mimes at the same time.Step three:point and sayHave the students look at the two pictures and find the things that are the same. Step four: Homework。
四年级下册英语教案Unit 8 Lesson 2 He‘s thin but he‘s strong
Unit 8 Talent ShowLesson 2 He's thin, but he's strong教案教学目的1.能指认、说出形容词big，small，tall，short，fast，slow，old，young，thin，heavy；2.能用“He/She is big and tall.〞说明人或事物的外部特征；3.能理解故事的主要内容并正确朗读故事人物对话。
教学重点1.理解并正确朗读故事；2.理解故事的主要情节。
教学难点能运用“He/She is big and tall.〞说明人或事物的外部特征。
教具准备配套教学光盘，自制课件，教学卡片。
教学过程Get Ready猜国旗游戏（1）老师拿出所学国家的国旗，遮住一局部，让学生猜是哪个国家。
（2）拿出姚明、陈一冰等的图片，让学生看图说一说每个人的体型特点。
S:He is tall He is from China.Listen and Read〔1〕利用插图复习故事〔I〕的主要内容。
让学生会议故事中有哪些动物选手，分别叫什么名字、来自哪里以及年龄大小。
〔2〕出示大象、袋鼠和熊猫的图片，让学生说一说这三种动物的外形特点。
出示thin和heavy 的单词卡，带着学生学习。
〔3〕引导学生预测这三位选手接下来将要表演什么。
2.学习故事〔1〕让学生完好看一遍连环画，说一说这三位选手分别表演了什么内容。
T: Look at the animals. What do they do?Ss：I like fruit.〔2〕让学生看图7、图8、图9，说一说Ken和Ann是如何评价这些选手的表演的。
（3）让学生回忆Mocky如何评价三位选手的表演，引导学生注意Mocky的表情和语言。
（4）带着学生观察图10、图11，让学生说一说Mocky闹出了什么笑话。
播放故事动画，让学生认真看。
最后说一说为什么Mocky会闹出笑话。
（5）师生一起回忆课文内容，将主要情节的插图贴在黑板上，让学生说以上故事中观众对每位选手的评价。
英语四年级下册第二单元《Lesson8》教案
课题内容
第（二）单元《Lesson8First,Second,Third》
共（1）课时
教学目标
1.学生能够听懂、会说、认读和书写下列词汇：first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth
2.学生能识别、理解并能根据正确的顺序排列第一到第十二月份。
能力目标
1.在学习时集中注意力。
2能在日常情景中观察到简单的英语对话。
3.养成听录音并跟读的习惯。
学情分析
经过本节课的学习后学生会听、会说、会读、会写1—12序数词。但有少数学生由于受语言环境、学习兴趣、学习态度、学习习惯等因素的影响，对单词的掌握较好，对句型的掌握相对欠缺。本节课会说12个序数词后，适当降低难度，分层次教学，只要求他们掌握12月份的名称及顺序。
Байду номын сангаас教学重难点
重点同知识目标1—2难点12个序数词的单词记忆
教学准备
教学课件
【K12学习】XX四年级英语下册Module8Unit2教案(新版外研版)
XX四年级英语下册Module8Unit2教案(新版外研版)课题Unit2Itoosoepictures教学目标掌握重点词汇词组：too,tell,great,delicious,ade,poster学习重点句型：主语+动词的过去式+其他.重点难点教学重难点：特殊动词过去式的发音以及书写。
教法预设讲授法、讨论法、练习巩固法、讲演结合法教学设计教学内容教师活动学生活动时间分配Step1：GreetingsStep2RevieStep3:NelessonneordsandnesentencesStep4:PracticeStep5：SuarStep6:HoeorT:classbeginsT:Goodorning,boysandgirlsRevietheainnoledgeoflastlessonNolet’sreviesoeordsandlearnit’snestely.taeeansLet’saeasentenceith“tae”?如果你想表达上个周日我们照了一些照片。
首先要知道tae的过去式，tae是特殊动词所以它的过去式是too.Soecansay...Looatthispicture.Thereissoefoodinthepicture.Hodelic ioustheyare!呈现一些图片，让学生小组内合作练习。
一般过去时的构成：主语+动词过去式+其他.特殊动词的过去式.如：tae-tooae-ade习题。
S:standupGoodorningVivi.AnserthequestionsSs:拍摄S1:etaesoepictures.SsetoosoepictureslastSunday.(引导学生说出答案）Ss:delicious小组内作练习。
学生在练习本上做题。
inin in。
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检验学生对本课内容的掌握情况。
从机械操练过渡到有意义的操练，达到学用结合的目的。
让学生在运用中得以提高。
借钟巧妙地从早饭引入到中饭的教学。
让学生了解不同的表达方式。
在操练中注意第三人称动词的用法。
综合训练学生的语用能力。
Post-task
Activities
1. Read and fill in the blanks
2. Try
3. Assignment
Let the pupils read the passage first then fill in the blanks.
2.①Point toຫໍສະໝຸດ the clock and ask: Is Tom having breakfast?
②Ask: What do you have for lunch?（We can also say, What’s for lunch?）
3. Ask the pupils to ask and answer in pairs.
（新世纪版）四年级英语下册教案
Unit 8 What About Yours?
一、教学目标：
认知：掌握有关一日三餐的单词及句型。
技能：让学生就一日三餐进行说话练习，培养学生大胆表达的良好习惯。
情感：了解中西方餐饮文化的不同。
二、教学重点与难点：
重点：能正确认读有关一日三餐的单词及句型。
难点：综合运用所学句型，就一日三餐进行说话练习。
三、教学准备：多媒体课件，练习纸等。
四、教学过程：
Procedures
Contents
Methods
Purpose
Pre-task Preparation
Warming-up
1. Sing a song.
2. Ask and answer.
What does he do every morning?
What do you do every morning?
1.①Ask the pupils:
When do you have breakfast?
Where do you have breakfast?
What do you usually have for breakfast?
②Talk about the breakfast in pairs
4.①What do you do after supper /dinner?
What does your father do after supper /dinner?
②Do a survey:
Your Supper/Dinner
通过自由谈话引出所学单词。
通过问答既考查学生对内容的理解程度,又在问答中学习新的句型。
富有动感的歌曲能营造轻松愉悦的学习氛围。
利用歌曲自然引入主题。
While-task Procedure
1.Free talk
2.To elicit the word: breakfast
3.To teach the word: lunch
4. To teach the words:
supper dinner