小学英语 Book4 Module6 Unit1教学设计 人教版
小学英语_Module6Unit1ItwasDaming'sbirthdayyesterday教学设计学情分析教材分析课后反思
新标准英语Module 6 Unit 1 It was Daming’s birthday yesterday.教学设计教学内容：本课围绕“谈论生日礼物”展开教学。
以一般过去时态为主，借助重点句型展开教学，使学生在情景中掌握教学内容，运用含有动词过去形式的陈述句和谈论过去发生的事，培养学生的综合语言运用能力。
教材分析：1.本课的故事是讲述Daming生日礼物的故事，主要学习一般过去时态。
2.运用一般过去时态陈述过去发生的活动，重点是用陈述句叙述和谈论过去发生的事。
教学目标：基础知识：1. 掌握本课中的“四会”单词：home got(get的过去式）等，能听懂，会说，会读“三会”单词：space interested fininshdecide.2. 掌握短语：be interested in space travel3.掌握句型：It was Daming’s birthday yesterday.Simon’smum bought him a present.It was a book aboutspace travel. Simon was interested in the booktoo.基本技能：1. 熟练掌握本节课的单词，短语和句型，能够利用本节课所学词句和语法谈论自己或他人过去发生的事。
2.能将所学语言运用到现实生活中，提高学生的语言运用能力，培养学生自主学习的能力。
教学重难点：重点 1.能够掌握“四会”单词和短语。
2.能够掌握一般过去时态的“四会”句子：It was Daming’s birthday yesterday.Simon’s mum bought him a present.It was a book about space travel.Simon was interested in the book too.3.能够运用新语句陈述自己或他人过去发生的事。
难点：运用新语句陈述自己或他人过去发生的事。
NSE Book4 Module6 Unit1This girl is better
NSE Book4 Module6 Unit1 This girl is better.教学设计Teaching aims:1.Master the using adjectives with irregular comparatives. And master the patternirregular comparative+ than.2.Guide the pupils to enjoy the happiness of success of using English and train themthe ability of listening and speaking.Teaching important points: the usage of better and worse.Teaching difficult points: irregular comparative + than.Teaching aids: CAI, a tape recorder.Teaching steps:Step1 Warming upGreetings.Step2 RevisionRevise some regular comparatives: tall- taller, short- shorter, fat- fatterthin- thinner, old- older, young- younger, cute- cuter, nice- nicer, shy- shier,etc.Step3 Presentation1.Sing songs and have a competition to learn the new words and expressions.T: N ow let’s sing the song Who’s taller? OK? Girls first.( Design “ first”, but no explain)Girls sing the song.T: Now boys sing.Boys sing the song.T: Who are better? ( Design “ better” and explain) Yes, girls are better. Girls are better than boys.Get a boy and a girl to the front to sing the song.T: Lady is first.After their singing the song, the teacher asks: Who’s better, boy or girl? I think the girl is better.And the boy is worse than the girl.Do you agree?( Design “ worse”, “ I think….” and “ Do yo u agree?”)Help the Ss to answer Yes, I agree./ No, I don’t agree.More practice with the new words and expressions.2.Teaching the text1)Tell the students to close their books. Say that they are going to listen to the tape andtell you which comparatives they hear.2)Play the passage once and let the Ss listen. They should hear both “ better” and“ worse”.3)Now get the Ss to open their books. Ask questions about the story.4)Play the tape again. The Ss must listen carefully and repeat the sentences.Step4 Play timeT: Now let’s play a game. London Bridge is falling down.Step5 Make a surveyShow the chart to the Ss.T: Let’s make a survey. Which subject is good/ bad/ better/ worse?Work in groups to complete the chart.Step6 Homework1.Read the text twice and listen to the tape twice.2.Copy the new words and expressions three times.。
关于标准英语第四册Module6教学设计
关于标准英语第四册Module6教学设计unit 1 this girl is good.一、教学目标能力目标：能够口头运用this girl is good. this boy is better than the girls. 这类的语句对他人或者自己的行为表现发表评论。
词汇目标：识别单词voice, think, better, agree, worse, quiet, bad. 书写单词good，better。
德育目标：学会正确、适当地评价他人的表现。
学会照顾考虑他人的心情，学会相处之道。
二、教学程序1、 warming-up老师和学生热情地打招呼。
之后老师带领学生复习上一单元学过的内容。
老师可以将全班分成两组，一组一句合作朗诵诗歌“molly’s ha ir is shor ter.”2、 leading朗诵过后，老师可以很自然地根据两组的表现进行评价，例如：“i think group 2 is good. but group 1 is better than group 2.” 老师把“good” 、“better”写在黑板上，让学生进行跟读。
并且向学生说明：“图中的孩子正在进行一次歌咏比赛，让我们一起来看一看他们的表现如何。
学习过后，我们可以试着用学到的语言评价一下别人或自己的表现。
”3、 teachinga、老师把本课的挂图贴在黑板上，播放课文录音。
再放录音，请学生边听边看书，用笔勾出课文中的生词，并根据上下文和插图猜测它们的意思。
老师请个别学生说出他们找到的生词，由教师进行讲解，并通过播放录音请学生练习发音和拼读。
b、老师为学生讲解课文中的生词。
在学习“better”时，教师向全班提问：“whose english is good in our class?” 把该学生的姓名写在黑板上并在姓名下方写出“good”，然后伸出大拇指说：“yes, his english is good.” 老师继续把一个学生比较熟悉的英语国家的名人的姓名写在黑板上，然后问全班；“her english is better than his english.”板书单词“better”.c、讲解“voice”时，老师可以先夸张地张开嘴向全班发声，然后重复单词“voice”。
Module 6 Unit 1《Can you run fast》教学设计及反思
Module 6 Unit 1《Can you run fast?》教学设计及反思Teaching aims and demands:1. Knowledge aims:1.1 Learn the sentences:--Can you run fast?--Yes, I can. \ No, I can’t.1.2 Vocabularies: run, jump, ride, high, far, fast, can1.3 Enable the Ss to read and act the conversation.2. Ability aims:2.1 Enable the Ss to use the knowledge in our life.2.2 Develop the Ss’ abilities of listening speaking and listening.3. Emotion aims:3.1 Foster the Ss’ interest of learning English and their self-confidence.3.2 Cul tivate the Ss’ attitude for English by the chant、games and song…3.3Let the Ss like to do some sports.Main points and difficult points:1. Master and use the vocabularies: run fast, jump high, jump far and ride fast2.Learn and use :Can you…？Yes, I can. No, I can’t.3. Identify: can and can’t, run fast and ride fast, jump high and jump farTeaching aids: tape, recorder, pictures, ward cards, chart…Teaching steps:1. Warming up1.1Greetings:T: Are you ready?Ss: Yes.T: Hello, boys and girls. How are you?Ss: I’m fine, thank you. And you?T: I’m fine, too. Thank you. Are you feeling happy?Ss: Yes.1.2Song and game(1) Sing: Looking for a friend(2) Revision: Game ：Teacher says ,the Ss act.( Then “watch TV” “play football” “play basketball” “sing” “read a book” “take a picture” “swim” “write a letter” “drink soybean milk” “do taijiquan”…)T: OK. You’re very good.(Purpose: Well begun, half done. In the way of greetings, song and game, we can form a relaxed and happy English learning surrounding for the Ss. They can review in a excited mood.)2. Leading in(1) Chant and do the actions:Row, row, row, I can row.Swim, swim, swim, I can swim.Run, run, run, I can run.Jump, jump, jump, I can jump.Ride, ride, ride, I can ride.(2)Teacher pretends to run and says “run”. Repeat it for several times. Then get the students to listen and say “run”.T: Can you row /swim / run / jump /ride?Ss: Yes, I can. \ No, I can’t.(Write them on the blackboard.)(3)Ask someone and show the smile face and the fry face. Then act.(Purpose: This step is easier to form a better situation, stimulate the Ss’ interest and present the new knowledge. They all like joining.)3. Learning the new phrases and sentences(1)Then teacher runs fast and says “I can run fast. Can you run fast?”(Show the card.) Have the students listen and repeat. Then let the Ss say twice: Can you run fast? Two Ss compete.S1 (Winner): Yes, I can. I’m the winner.S2: No, I can’t.Ss: You are the winner.(2)Teach “jump far” “jump high” “ride fast” as the same way.(3)Point to the words and teach to read.(Purpose: The Ss like to win at any time. Proper competition can arouse the Ss’ interest and foster the class atmosphere. It will foster not only their sense of cooperation and competition, but also set up their self-confidence.)4. Practices(1) Teacher says the phrases, have the students do the actions.(2) Teacher shows the cards, students say: Can you…? Then teacher nods head, shows the smiles face and says, “Yes, I can.” If teacher shakes head, shows a sad face and answers, “No, I can’t.”(3)Ask someone(4)Girls ask, boys answer. Then change.(5)Have the students find their good friend and ask, “Can you …?”(Purpose: While playing, the Ss are learning. While learning, they are enjoying)5. Learning the text(1)Look at the chart and answer: What are they doing?(Run fast, jump high, jump far, ride fast)(2)Listen, point and underline the senten ce patterns: Can you…?(3)Answer: Who is the winner?(4)Have the students listen and point to the pictures.(5) Then listen again and repeat.(6)Play roles.(Purpose: Let the Ss understand the text and pay attention to their pronunciation and intonation. This step can develop their abilities of listening speaking and reading.)6. Consolidation(1) Show the cards: play football, play basketball, play table tennis, swim, run fast, jump high, jump far, ride fast(2)Game: ChooseThe Ss ask, “Can you …?”When te acher walk and stop the front of S1, S1 should choose one card and ask S1’s desk mate: Can you…? The student answers, “Yes, I can.” Or “No, I can’t. They can use the phrases we have learnt before.(2) Have the students ask from one to another, and then ask the teachers or their parents.(3) Sing an English song “Can you run fast?” with the melody of “Two tigers”.(Purpose: They can create the conditions of a relaxed and natural atmosphere for the Ss’ drills. On the other hand, they can arouse their performa nce desire and participation desire and lead the Ss into a thick English learning atmosphere. Let them consolidate and use the knowledge.)7. Summary by the blackboard notes8. Homework(1)Copy the new words. One word 3 times.(2)Read the text for 20 minutes.(3) Be a reporter. Have the students ask their family members, “Can you …?” and write down the result. Report it in the next class.(Purpose: All of them will help the Ss consolidate the knowledge points of this lesson, and will also improve their abilities of listening, speaking, reading and writing.)Blackboard design:Module 6 AbilitiesUnit 1 Can you run fast?G1 G2 G3 G4Run fast?-- Can you ride fast? --Yes, I can.Jump high? No, I can’t.Jump far?(Purpose: It is simple and clear.)Saying the class and rethinking:本着在英语教学活动中面向全体学生的原则，激发每位学生的学习兴趣和参与活动的意识和能力，培养学生的综合语言运用能力。
Book4 Module6 Unit1教学设计教案
IV.Further development
1. Listen and say .
2. Play the cassette .
3. Game .
4. Action .
5. Exercise .
(1). Copy words
eg: play-----playing
Prepare next lesson.
Ss: Say“Hello”to teacher .
Ss:“We’re play in the playground”.Clap hand and do the actions ,
Ss: I’m reading a book .
What are you doing ?
The students have to say if it is from picture 1 or picture 2.
Lookat the two pictures and write all the objects that go with each word.
Play the game.
Feedback
三.Listening and reading activities
Activity1.Listenand repeat
Showthepictureabout thetext. Playthetape.
Playthetape, again.
Write the words on the board.
Playthetape,sentence by sentence.
Ss: Do the actions and say .“I play football…”.
人教版BOOK 4 Unit 1Why not carry on her good work教案
一、整体设计思路Idea of lesson design:This reading is the second reading of this unit. So this lesson is an integration of reading and writing. The reading serves for the writing, and thus more emphasis should be put on the development of students’writing ability. And eventually, they will be able to produce a descriptive writing of a great person independently. In addition to developing students’reading and writing abilities, this lesson will alsointroduce students to choices they will have to make about their own future careers. Also, the students will be guided to discover an effective way of doing research----by asking questions.The analysis of teaching materials:This reading is about the life and career of a famous Chinese doctor---Lin Qiaozhi,who was important for women in China because she made great achievements on women’s diseases and the problem of having babies. She inspired many people to carry on her good work. Instead of introducing Lin Qiaozhi directly, the passage introduces her from the perspective of a middle school student. Like the writer of the passage, my students may have no clear idea what they would like to do in the future. Therefore, the learning of this lesson may make my students begin to think about their future career choices seriously and at the same time learn from the author how to make the important decision. So in the process of designing this lesson, emphasis shouldn’t be put only on information about Lin Qiaozhi. Besides, in this reading, the author asks herself quite a few questions when researching on Lin Qiaozhi. The students should be guided to discover the author’s method of doing research, that is, asking questions. Actually, this is how scientists and other researchers find out more about their chosen subject.Senior One students are always curious and willing to learn new knowledge. And the topic of this unit is similar to what they have learned in the sister unit NELSON MANDELA---A MODERN HERO (Unit 5, Module 1). So the students have already had some knowledge about great people. With the prior knowledge, it is not difficult for students to learn this lesson,for example, talking about the good qualities that a great person should have. Hopefully, this passage can stimulate students’passion in learning and providea role model for them to learn from.二、教学目标Teaching objectives:1.Knowledge objectives:1)To learn about Lin Qiaozhi and her achievements.2)To learn the words used to describe the qualities of a great person.3)To learn one effective way of doing research---by asking questions.2. Ability objectives:1) Be able to think actively and independently.2) To learn how to write a description of a great person.3. Emotional objectives1) Students can be inspired by Lin Qiaozhi’s hard work and devotion to her career.2) The students can give a thought to their future career choices.2) Students’questioning spirit can be developed to some extent.三、教学重难点Teaching important points:Let students use what they have learnt through reading to describe the great woman---Lin Qiaozhi.Teaching difficult points:Guide the students to discover one way of doing research---by asking questions.四、教学方法Teaching methods:Situational teaching method, task-based teaching method五、教具Teaching aidsBlackboard, computer六、教学过程Step I: Lead-inT: College Entrance Examination is drawing near. After the exam, Senior3 students will have to face a choice---which subject to choose at university. Have you ever thought about this question?T: Is it too early to consider it?Ss:…T: Not at all.The earlier, the be tter. If you have a clear goal, you can work for it.XXX, what career will you choose in the future?Sa: Lawyer.T: Good! You are interested in politics? Then you should work hard on politics.XXX, what career will you choose in the future?Sb: ……(no idea)T: Which subject do you like best?Sb: Chinese.T: Do you want to be a Chinese teacher?Sb: Yes. Maybe.T: Ok. Today let’s read a passage to see how another middle school girl chose her future subject at university. [设计意图]:导入环节。
人教版六年级下册英语全册教学设计--邱燕
Module 5 DecisionsUnit 1 It’s big and light.学习目标:1 ）语言知识目标：学会heavy,lightd，broken，pocket等单词，并会使用。
学会用英语描述事物的特征。
让学生学会比较事物之间的不同，能够根据描述指出说的是哪一个东西。
2）.语言技能目标;能用It’s big and light. It’ll be easy for you.进行对话交流3）情感态度目标;有兴趣听说英语，做游戏，乐于开口，敢于模仿重难点分析：1.新授单词：light broken heavy pocket2.新授句型：It’s big and light. It’s got two pockets.3 难点：学会用英语描述事物的特征。
Teaching aids:图片，学习用品，录音机,单词卡，多媒体Teaching Procedure:Step 1:Greetings and warming up.Good morning ,boys and girls.How are you today?I’mfine ,too,thank you,In this class,we’re going to learn Module 5 Unit 1It’s big and light.Before our new lesson,let’s have our oral practise.Look,what’s this?Yes,it’s an elephant,it’s big.(设计意图：教师提前准备好课件，在课件中出示不同的动物或事物，让学生说出他们的特征，进而复习以前所学的形容词，同时通过这个简单的活动，让学生们都张开嘴说英语，通过看图调动起他们的兴趣，时间2分钟)You did a good job,I’m very happy.But yesterday,I felt sad,because my bag is broken.(设计意图：通过向学生讲述我昨天不开心，因为书包破了，进而引出broken这个单词，同时通过选书包，复习颜色单词和一些简单的形容词)So I went shopping,and there are so many bags ,but I don’t know to choose which one,can you helpme?Let’s see them together.What colour is it?I like red,and look at the bag,it’s got two pockets.(引出重点句型)(设计意图：通过这个环节复习以前所学颜色，同时引出重点It’s got…句型和单词pocket，通过师生对话，情感交流，进而解决了我的难题，I’ll take the …同时教师借着这个话题引出本课课文)Step 2:New lessonThank you for your help.And I know our friend Lingling has the same problem as me,she will buy a new bag ,too.Why does Ms Smart want to buy a new bag for her?let’s listen to the tape(1听，找出为什么玲玲需要买新书包)How many bags did the text mention? What colour are they?What’s the black bag like?what’s the green bag like? What’s the blue bag like?(设计意图：在听的环节上，我分为听三次，第一次听，整体听，第二次，分段听，这两次都是带着问题的，第三次听，听音，模仿，注意学生的语音语调问题)It’s time for reading,please read the text in your groups ,then show.(设计意图：在读的环节上，我先是让学生在小组内由组长带领，自主读课文，然后班内齐读，小组读，最后分角色读，南排读Lingling,北排读Ms Smart,教师读售货员，层层递进，检查学生读课文)Step 3:Practise1、Talking timeTalk about the things you take in your groups,then show,let’s see who can describe more. (设计意图：组内介绍自己的事物，小组长起到帮助后进生的作用，同时采取加分方式，让学生多说，多想，激发他们的创新与合作意识，一个句子0.5分，充分调动学生的积极性)2、Role playWe ofen go shopping in our daily life,this class I prepared some things for you.look,you can choose anyone you like,please make adialogue in your group,one is a sales assisment,the others are customers,let’s see who is the best actor.(设计意图：通过进行角色扮演，让学生感受用英语购物，学以致用，同时，也激发了学生的创造能力，交流能力，以及口语表的能力和表演能力，很有趣的活动)Step 4:Summary and homework1、Read the text.2. Try to describe some things.3. Do the exercises in Activity Book..教学设计：教学反思：Unit 2 It’s too big for you.教学目标:1. Words and phrase: hard has got have got2. Sentences: It’s …for…; It’s too big for you.3. Grammar: Describe objectives.教学过程：Step1.Warmer and leading(Look at the screen) Can you use it? Review the words and make sentences with them.I you we she he they itme you us her him them itStep2. WordsTake out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too smallfor me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy? Step3.Test. Play the tape. Listen and answer the questions (Show ppt)1. What does Lingling want to buy?2. What can you see on it?3. What color does Lingling buy at last?4. What color does Lingling like?5. Why does she change her mind to buy another color? Step4. Practice1. Show the pictures. Have the students look, say and write.Make sentences with: It’s …for…. Draw it on the board.Then the students write the sentences on their exercisebook.2. Show the ppt. Play the tape. Have the students listen andunderline the same pronounce, and then do the AB.Step5.Game: Show many cards of fruitStudents guess it. Is it …(color or shape)?Step6. Learn to sing.Listen to the tape for several times. Try to sing and do the actions.Step7.Homework：Describe your bag.教学设计：教学反思：M6 U1 I went there last year.教学设计一、教学目标《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神是小学英语教学的基本任务。
Book4 Module1 Unit1 Work with Language 教学设计
5全班齐读动词及短语，同伴之间操练
6 利用班中同学的活动相片，引出教师与优生的问答Whats he/She doing? He s/ Shes doing Is he/she doing?及回答
7板书 Whats he/She doing? He s/ Shes doing 进行机械操练和替换练习
/Topic
模块及话题
Module 1Age
Unit
单元
Type of lesson
课型
Work With Language
Objectives：
Unit1Dims Age
Title
题目
教学资源
同学的活动相片，动词及短语图片，电脑课件
ห้องสมุดไป่ตู้
Preparation For Lessons
Emphasis, Difficulties Analysis And Teaching Preview
重难点分析与教学预设：
二．Presentation and practice
1. Listen and sing along Im having a happy time（学生唱着问Whatre you doing?，教师边做动作边回答Im V-ing，然后教师与学生的角色对换）review singing,having a happy time Whatre you doing? Im doing 板书Whatre you doing? Im doing 利用图进行机械操练和替换练习
8 A guessing game 看课件教师与学生之间，（四人组学生之间）问答Whats he/She doing? He s/ Shes doing Is he/she doing?（看谁能猜准动作）
新起点人教版英语四年级上册4--6单元教案
Unit4 单元分析【内容来源】人民教育出版社（一起点）四年级上册Unit4 Asking for Help一、语言技能目标第一层次：1. 能够听懂、会说pen, knife, eraser, crayon, scissors, glue stick, paper, use, please等词汇；能够根据语境恰当使用它们，并能借助拼读规律认读和识记单词。
2. 能够听懂、会说借东西时常用的功能句：Can I use your ...?及答句：Sure. Here you are. / Sorry, I’m using it. / I don’t have one. 能够初步在情境中进行口头运用，并能根据问句写出答句。
3. 能够读懂有关寻求帮助的小文段，并能从文段中找出功能句补全对话。
4. 能够比较流利地朗读小文段。
5. 能够借助熟悉的旧单词感知字母组合ir的发音规律，借助图片理解新单词的词义，并利用该规律拼读新单词，进而基本能做到“听词能写，见词能读”。
第二层次：1. 能够借助图片读懂紧急求助的基本信息，并能仿照范例进行小制作。
2. 学唱与本单元话题相关的歌曲。
3. 能够借助图片和其他阅读策略读懂Story Time的故事，完成故事后的句子排序活动，并在教师的指导下复述故事。
二、其他目标1. 能够积极参与课堂上的各种活动或游戏，并能与同伴合作完成活动或游戏。
2. 能够在活动中认真倾听同伴发言，并大胆表达自己的观点。
3. 加强乐于助人的品质培养，在他人有需要时，能够为他人提供帮助。
Unit4 第1课时教学设计【内容来源】人民教育出版社（一起点）四年级上册Unit4 Asking for Help【课时】第1课时一、教学目标1. 能够听懂、会说pen, knife, eraser, crayon, scissors, glue stick, paper等表示文具的词汇；能够根据语境恰当使用它们，并能借助拼读规律认读和识记单词。
小学英语_Module6Unit1You’vegotaletterfromNewYork教学设计学情分析教材分析课后反思
外研版三年级起点六年级上册Module6 Unit1 You’ve got a letter from New York.教学设计一、教材分析Module6 Unit1 You’ve got a letter from New York.是新标准英语六年级上册第六模块第一单元的内容。
课文围绕Sam 和Amy 收到了Laura 的来信，她希望与他们成为笔友。
要求学生掌握have got ,but和and 的用法。
本模块主要谈论自己和他人拥有的物品，激发学生学运用已学语言谈论自己和他人拥有的物品。
培养学生热爱学英语的兴趣,以及综合运用语言的能力，善于与人交往，与他人做朋友。
提高学生对生活的热爱。
教学目标：1.语言知识目标：（1）能听会说会用单词：diffcult、world、often（2）学习语句Have you got...?Yes,I have got a an…No,I haven’t.(3 )能听懂录音内容，听说结合，体会书信内容及语音语调，流利自如。
(4)学生能够对英语书信的书写以及格式形成初步的认识2.语言技能目标：学生灵活运用所学知识You’ve got a letter from New York,butit’s not from Daming. Daming has got a Chinese kite and we fly it in the par ura has got a book about the US.运用已学语言类谈论自己和他人拥有的物品。
3.思想情感目标：培养学生热爱学英语的兴趣,以及综合运用语言的能力，善于与人交往，与他人做朋友。
提高学生对生活的热爱。
二、教学重难点：1、利用“and”、“but”将短句连成长句；复习have got/ has got的用法2、谈论自己和他人拥有的物品。
教具学具准备：点读笔、单词卡片、课件教学方法：情景教学法、任务型教学法教学过程设计：Step1Warming up and leading in.T:Hello, boys and girls.What’s the weather like today?Ss:It’s sunny.T:Today I am very happy.Are you Happy?Ss:Yes.T:Let’s enjoy a song.Please clap your hands and sing.师生合唱。
Book4 Module6 Unit1教案
Read the text in group ,then act it out .
Now
swimming
riding my bike
watching TV
doing my homework
Feedback
教学反馈
Ss: I’m reading a book .
What are you doing ?
Do the actions and say . “I play football …”.
Read the title together .
Understand the meaning of the text .
Make sentences according do the actions .
Listen and repeat. In each picture , ask and answer .
Listen and say .
Do and say .
--- I usually … , But I’m not …ing .
5. Exercise .
(1). Copy words
eg: play-----playing
help-----( )
do------ ( )
watch---( )
ride-----( )
(2). Listen and match .
Usually
Play football
Read book
Fly kites
help my father
Vxt .
Prepare next lesson.
Say“Hello”to teacher .
人教版小学英语四年级上册4-6单元教案
课题：Unit 4 My home第一课时教案示例教学重点：听、说、认读单词：study, bathroom, living room, bedroom, kitchen。
学习表示指令的词组。
教学难点：单词study, bathroom, bedroom的发音。
教具准备：1. 教材相配套的教学课件［Unit 4 Let’s learn/A］2. 教材相配套的教学录音带3. 教师自制的单词卡4. 教师使用的study, bathroom, bedroom, living room, kitchen图片。
5. 教师使用的课文挂图P46页Let’s learn部分。
教学过程：一、热身、复习（Warm-up / Revision）A. Learn these sentencesWhere is the doll? It is in the box.Where is the doll? It is on the box.Where is the doll? It is under the box.Where is the box? It is on the table.B. Ask and answerWhere is the farmer? He is in the van.Where is the monkey? It is under the taxi.Where is the elephant? It is in the car.Where is the boy? He is on the train.Where is the nurse? She is on the bus.Where is the girl? She is in the truck.Where is the bird? It is on the bridge.二、呈现新课（Presentation）1. 教师出示study的图片，手指着书房里的书问学生：What are they? 学生回答：They are books. 教师接着自问自答：Where are the books? They are in the study. 教读单词study, 并板书，让学生认读。
小学英语 Book4 Module6 Unit1教案 人教版
Writer the title .
III.Listen and reading activities .
1. Look at Page 22 .
2. Play the cassette .
3. Teach the new words .
Usually , help , ride .
Learn the main drills.I usually help my father . But , I’m not help him today .
Make sentences according do the actions .
Listen and repeat.In each picture , ask and answer .
Now , I’m doing something .
Aids
教学准备
Recorder . Cards.
Teaching process
教
学
过
程
Teacher’s activity
Student’s activity
Re-preparation
I.Warming-up and revision .
1.Greeting :
4. Play thecassette again .
5. Play the tape again .
IV.Further development
1. Listen and say .
2. Play the cassette .
3. Game .
4. Action .
5. Exercise .
(1). Copy words
【英语教案】四年级英语上册第四 六单元教案(2021年新版人教版)
【英语教案】四年级英语上册第四六单元教案（2021年新版人教版）【英语教案】四年级英语上册第四--六单元教案（2021年新版人教版）新版本的四年级英语教案内容：recycle11单元教学设计（36）第一课时(37)第二类（39）第三课时（41）第四单元我家unit4myhome单元教学目标(43）第一类（44）第二课时（46）第三次会议（49）第四课时（51）第五3场会议第六课时（55）第5单元就餐单位教学目标（56）unit5dinner’ready第一类（57）第二课时（58）第三次会议（58）第四课时（59）第五次会议（60）第六课时（61）6单元MeetmyFamily单元教学目标（6）unit6meetmyfamily第一类（62）第二课时（63）第三次会议（65）第四课时（69）会议五（71）recycle2单元教学设计（73）回收利用2第一课时(74)第二类（76）第三课时（78）循环单元的教学设计一、教学目标1.认知目标(1)能听懂、会说unit1－3中的特殊疑问句，并能熟练运用。
（2）能够听、说和识别单元1-3中的单词和短语。
2.能力目标（1）能够用本课学到的形容词来形容你的朋友。
(2)能结合新旧知识完成描述外貌猜测身份的游戏,提高综合运用语言的能力。
3.情感态度目标(1)培养学生乐于学习，敢于表达、交流自己的看法和想法的能力。
（2）注意培养与人沟通的能力。
4.化意识目标增加朋友之间的友谊,建立正确的互爱互助的朋友关系。
二、教学重点1.单词及词组的正确听、说、认、读。
2.用上述形容词来形容你的朋友。
三、教学难点1.用适当的形容词描述你的朋友：出于礼貌，提醒学生应该用重的而不是胖的。
2.ihave...与hehas...中的have,has的用法。
3.让学生理解shespeaksenglishwell的意思。
四、教学课时：三课时1类回收教学重点：让学生将1－3单元的中心语言融为一体，在具体情景中能自然运用。
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五.Homework
Make a dialogue with your partners.
Sing the song“I am listening to music.
The student suggests activities and writes them around the circles. Then they can pick one activity from each circle and make sentences.
Look at the picture, talk about it. Teach the sentence: I usually…but now I am…
Activity 3.listen and say then say the poem.
Before saying the poem:
1.Have the students describe the picture
三.Listening and reading activities
Activity1. Listen and repeat
Show the picture about the text. Play the tape.
Play the tape, again.
Write the words on the board.
Feedback
教学反馈
Title
Module 7 Unit1It’s children’s Day today.
Aims
Talk about something what is happening.
Focus
1、Daming is doing a play with some children.
2、Lingling is singing a song.
Ss: Do the actions and say .“I play football…”.
Ss: Read the title together .
Ss: Understand the meaning of the text .
Ss: Circle the new words .
Ss: Spell and read the words . Say it out correctly .
Each student should perform two mimes. The first mime is what usually happens. The second mime is what is happening now. Other students answer what are they doing.
Look at the picture. Guess what happen in this girl’s home?
Listen and find the words don’t understand.
Read after the tape.
And do some mime.
Look at the table then ask and answer.
Teaching plan
Title
题目
Module 6 unit 1
I usually play basketball
Aims
教学目的
Comparing routines with correct actions .
Focus
教学重难点
I usually do something .
Now , I’m doing something .
help-----( )
do------ ( )
watch---( )
ride-----( )
(2). Listen and match .
Usually
Play football
Read book
Fly kites
help my father
V. Homework .
Recite the text .
The students have to say if it is from picture 1 or picture 2.
Look at the two pictures and write all the objects that go with each word.
Play the game.
2.play the tape. Teach the poem sentence by sentence.
3.choose eight students to come to the front. Write out the eight parts of the poem and give one to each person at the front in a jumbled up order.
Before doing activity4
Tell the students that I am going to describe things from the pictures.
Now one the board writes these verbs.
wearing eating
holding reading
Ss: Look at the picture and talk it .
Ss: Listen and say .
Ss: Do and say .
--- I usually…, But I’m not…ing .
--- You ‘re…ing .
Ss: Read the text in group ,then act it out .
Focus
教学重难点
Language: Today is gandma’s birthday and we are helping her.
Function: Comparing routines with current actions
Aids
教学准备
Word-cards
Teaching process
Now
swimming
riding my bike
watching TV
doing my homework
Feedback
教学反馈
Teaching plan
Title
题目
Book four
Module 6 Unit 2 we are helping her.
Aims
教学目的
Comparing routines with current actions
Aids
教学准备
Recorder . Cards .
Teaching process
Teacher’s activity
Student’s activity
Re-preparation
教
学
过
程
I. Warming-up and revision .
1.Greeting :
T: Say“Hello”to each other .
Aids
recorder, cards
Teaching
process
Teacher’s activity
Ⅰ.Warming up and revision.
1、Sing a song.
2、Look and say usually…but now I’m…
Ⅱ.Leading –in
There are many festivals in a year,such as New year,National Day,Children’s Day.Today ,Sam and Amy are celebrating the Children’s Day togather ,let’s see what are they doing?
Play the tape, sentence by sentence.
Draw the table on the board.
Usually
Now
GrandmaFather NhomakorabeaGirl
Activity 2 look and say
Choose four students to come to the front of the class to do some mimes.
Ss: Learn the main drills .I usually help my father . But , I’m not help him today .
Ss: Make sentences according do the actions .
Ss: Listen and repeat .In each picture , ask and answer .
Say it one by one.
Then say it together
Look at the picture and talk. (A girl is sick in bed and she is thinking about playing with her friends)
Listen to the tape, dosome mimes.
2. Play the cassette .
“poem”.
3. Look and say .
II. Leading-in .
1. Talk about Sundays .
T: What do you do on Sundays .
2. Look at the picture .
Let’s talk about Daming