新译林版英语四上Unit1Soundtime, Rhymeti教案

英语〔四年级上册〕
Unit 1 I like dogs
Sound time, Rhyme time, Checkout time & Ticking time
Teaching contents 教学内容
Sound time, Rhyme time, Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能熟练听懂、会读、会拼写本单元单词。

2. 学生能熟练听懂、会说、会读、会运用本单元句型。

3. 学生能初步会说本单元小诗：Little monkey。

4. 学生能理解并且会读/g/，能总结归纳过去所学单词。

Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1．能听懂、会说、会读关于话题和功能的词：Animals，Likes and dislikes 复习
稳固本单元词汇、句型，到达相应的三会、四会要求，提高学生的听、说、读、写能力。

2．能诵读歌谣Little monkey。

教学难点：通过评价，引导学生反思和调控自己的学习过程，同时建立学生学习英语的自信心。

Teaching procedures 教学过程
Step 1 Warm up
1. Say what you see
T: Good morning, boys and girls.
S: Good morning, teacher.
T: Let’s play a game first. I’ll show you some pictures and please tell me the name of the animal. OK
S: Ok!
T: What animal is it (PPT呈现)
S: cat, dog, monkey, panda, lion, tiger, mouse, rabbit, elephant
T: What words can you see now (PPT呈现)
S: Toy animal
T: Yes. Do you like toy animals
S: Yes, I do.
2 Do some ticking
T: In this unit, we’ve learned a lot of new words about animals. Next, it’s our Ticking time. Please work in groups of four and try to tell the animal words you
know in your group. Let’s see who can say the most animal words. Understand S: Yes.
T: Remember, if you can say eight animal words or more, then you can get three stars. If you can say six animal words, then you can get two stars. But if you can only say four words, you can only get one star.
(同学们进行小组内互评，一位同学说出动物单词，小组内其他成员为他/她打分。

)
Step 2 Revision
1. Ask and answer
T: In la st class, we’ve learned an interesting story about Bobby and Sam. Do you like the story
S: Yes.
T: Great! What food does Bobby like Does he like pies
S: No, he doesn’t.
T: Does he like cakes
S: Yes, he does.
T: In Sam’s bag, there’s a “cake〞. Can Bobby eat that cake
S: No, he can’t.
2. Recite Cartoon time
T: That’s right. Bobby doesn’t like the cake, because it’s just a picture of the cake.
Bobby cannot eat it. Next, let’s look at the pictures of the story and recite the story. If you can recite the sentence, please raise your hand and let me know, OK S: OK.
(Picture 1)
S: Would you like a pie, Bobby
S: No, thanks.
(Picture 2)
S: I like cakes. Do you like cakes, Sam
S: Yes, I do. I have a cake here.
(Picture Three)
S: Look! Do you like it
T: Well done! You can recite the story very well.
Step 3 Sound time
1. Enjoy a song
T: Look at this picture. What animal is it
S: It’s a dog.
T: Yes, it’s a dog. It’s very lovely. His name is Bingo. There’s a very interesting song about Bingo. Do you want to enjoy the song now
S: Yes, of course.
T: Great! Let’s enjoy the song together.
(播放歌曲动画，可以带着学生一起唱和拍手)
2. Learn the sound /g/
T: Look at this dog. What’s its name
S: Its name is Bingo.
T: Is it a good dog
S: Yes, it is.
T: dog, good, Bingo-All the se three words have the same letter “g〞. What is the letter “g〞pronounced in these words It’s /g/.
S: G-/g/
T: Please try to read these words on the screen.
S: bag, dog, get, girl, good
T: Good job! Next, let’s watch a short cartoon. You can also see a clever dog in this cartoon.
3. Watch the cartoon
(播放Sound time动画)
T: Is the dog lovely
S: Yes, it is.
T: Look at this picture. What’s this (呈现Sound time板块的图片)
S: It’s a bag.
T: Where is this bag (简单教学新词log)
S: It’s on the log.
T: Who can help the boy get the bag on the log
S: The dog can do it.
T: Great! Let’s listen and repeat the sentence.
S: My good little dog, go and get my big bag on the log.
(提醒学生注意g的发音/g/)
4. Say more words with the sound /g/
T: Can you say more words which the sound /g/
S: bug, dig, mug, god, glad, goose
(教师可以把学生说的词写在黑板上)
T: Very good. Can you try to make a sentence with one or two of these words
S: My god, there’s a bug in my mug.
T: Excellent.
5. Ticking time
T: Next, let’s tick for ourselves. If you can say four or more words with the sound /g/, you can get three stars. If you can say three words with the sound /g/, you can get two stars. If you can only say two words, you can only get one star.
Understand
S: Yes.
T: Good. Please tick for yourselves.
(同学们根据老师提出的评价标准，进行自我评价。

)
Step 4 Rhyme time
1. Read this rhyme with the sound /g/
T: Boys and girls, here I’ve got a rhyme. Let’s read it and try to find the sound /g/.
OK (PPT呈现)
S: OK.
T: Big lion, eat a chicken.
Big tiger, has a brother.
Big horse, go to north.
Big elephant, very elegant.
T: Can you find the word with the sound /g/
S: big, tiger, go, elegant
T: Very good! Next, let’s enjoy another rhyme. This rhyme is also about animals.
I’m sure you will like it too.
2. Watch the cartoon
(播放Rhyme time动画)
T: Do you like the rhyme
S: Yes, I do.
T: What animals are in this rhyme
S: monkey, dog, cat, panda
T: Where is the monkey
S: It’s in the tree.
T: What is the dog doing (教授新短语run with me)
T: Where is the cat
S: It’s on the mat.
T: (教授新词mat)
T: How is the panda
S: It’s cute and fat.
3. Read the rhyme
Ask the students read the rhyme together.
Step 5 Checkout time
1. Pair work
T: Look at this picture. What’s this
S: It’s a dog.
T: Do you like dogs
S: Yes, I do. / No, I don’t.
T: Next please work in pairs. Choose one picture and talk about it with your partner.
2. Ticking time
I can use “Do you like … 〞to ask questions.
(同桌之间操练对话，再互评ticking time中的第二项。

)
Homework 家庭作业
1. Listen to the tape and recite the rhyme time.
2. Review Unit 1 and finish the exercise book.
Teaching aids 教学准备〔含板书设计〕
教学准备：动物玩偶、多媒体课件。

说课
本节课是四年级上册第1单元第四课时，在这节课上我的教学目标有四个。

一是学生能熟练听懂、会读、会拼写本单元单词。

二是学生能熟练听懂、会说、会读、会运用本单元句型。

三是学生能初步会说本单元小诗：Little monkey。

四是学生能理解并且会读/g/，能总结归纳过去所学单词。

下面，我们来简要回忆一下实际教学环节中的活动设计：
Warm up
首先，我们来到课前热身环节, 我设计了一个看图片说单词的活动。

目的在于帮助学生回忆并稳固本单元所学主要词汇，继而完本钱单元的第一个评价任
务。

学生以小组合作的形式开展学习评价。

Revision time
接着是Revision time, 这里我设计了两个步骤复习活动：
1. Ask and answer 以问答的形式帮助学生回忆课文主要内容；
2. Recite Cartoon time检查学生的课文背诵情况；
这两个个活动的设计意图在于：
1. 引领学生回忆上一节课所学的课文内容。

2. 检查学生的课文背诵，帮助学生养成良好的学习习惯。

Sound time
在完成了Cartoon time的复习后，我们又自然地过渡到Sound time, 这一板块的设计意图在于学生通过朗读，诵读来感受字母g在单词中的发音，从而初步形成一定的语音知识和语感。

基于这样的解读，我设计了以下5个步骤的活动
1. Enjoy a song 听歌曲，初步感知；
2. Learn the sound 模仿跟读；
3. Watch the cartoon有节奏地进行诵读；
4. Say more words 思考并说出更多的含有字母g的单词。

5. Ticking time 对语音局部的学习，学生进行自我评价。

此处的设计意图在于将游戏、歌谣等学生喜爱的活动穿插在语音教学之中，通过生动活泼的形式来加快认读，促进记忆，熟练拼读，学生的积极性就能得到很大提高。

Rhyme time
之后，我们来到Rhyme time, 学习本单元的押韵小诗Little monkey。

1. Read this rhyme with the sound /g/ 由语音局部过渡至小诗的教学；
2. Watch the cartoon 听小诗，整体感知；
3. Read the rhyme 有节奏地进行诵读。

Checkout time
1. Pairwork 稳固本单元所学重点句型；
2. Ticking time 同桌同学之间进行互相评价。

最后，跟大家分享自己对于本节课的几个“关注〞。

1.关注完整的情境创设；设置具备趣味性和可操作的学习活动或任务；
2.关注学生自主学习，小组合作学习的体验；
关注英语课堂中。

第2课时
Teaching contents 教学内容
Project 1 第2课时
Teaching aims and learning objectives 教学目标
1. 根据所制作的卡片内容，综合运用前四个单元所学的词汇，日常用语和句型
等语言知识，开展综合语言实践活动。

2. 能初步听懂、会说、会读教授活动过程中和拓展使用到的拓展单词和词组：
heart, cute, cool, beautiful, cut out ,draw。

3. 通过活动制作、讨论、展示介绍、唱歌等环节，提高学生学习英语兴趣，能
乐于说英语。

4. 通过展示活动中对家人和朋友的介绍，提升学生对于身边人的关爱意识，能乐于分享。

Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
能根据所制作的卡片内容，综合运用前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。

教学难点：
1. 能够进一步理解区分This is+名字…This is my+人称称谓…之间的区别。

2. 能够将所学的知识串联起来编成一段简短的介绍短文，用于介绍自己的家人与朋友以及自己。

Teaching procedures 教学过程
Step 1 Warm-up
1. Greeting
T: Hello, boys and girls.
S: Hello, Miss Huang.
T: Nice to see you.
S: Nice to see you, too.
2. Sing a song
T: Do you like music
S: Yes.
T: Me, too. Let’s listen to a song. (此处教师可以引用网络资源)
T: Today, we’ll learn Project 1 My family and my friends. First, let’s meet some new friends. Look. This is Alice.
Step 2 Revision and preparation
1. Introduce a new friend: Alice
T: This is Alice. She’s my friend. She's beautiful (美丽的).
S: Hello, Alice.
2. Try to introduce your own friends.
T: Now, can you introduce your friends to Alice You can use these sentences. S: Hello, I’m… He’s/She's/This is … He’s/She's my friend. He's/She's ...
3. Try to know Alice and her family
(1) Try to say how to make a heart card.
T: She made a heart for her family. Can you make a heart
S: Yes.
T: First, cut out the heart. Then, draw family members on it.
(2) Guess Alice’s family
T: Who are they
S: She’s/He’s Alice’s ...
(3) Try to introduce Alice’s family.
T: This is Alice’s family. This is her father. This is her mother. How can she
introduce her family
S: Hello, I’m Alice. This is my… She's/He's ... I love (爱) my family. (4) Try to read Alice’s introduction of her family
S: Hello, I’m Alice. This is my family. This is my father. He's cool(酷的). This is my mother. She's beautiful(美丽的). This is me. I’m cute(可爱的). I love my family.
(5) Students introduce their own families
T: You know Alice’s family. Can you introduce your family
S: Hello/Hi, I’m ...This is my ... He's cool (酷的). She's beautiful (美丽的). I'm cute (可爱的). I love my family.
评分标准：
1. 打招呼并介绍自己。

2. 用This is/He’s/She’s…的句子来介绍家人。

3. 能用其他句型或单词就更棒啦！
4. Try to understand the meaning of family with the flash “Family〞. (播放视频)
T: Family means Father And Mother, I Love You.
5. Try to write friends’ Chinese names and introduce them
(1) Try to write
T: We have family and friends. Let’s write our friends’ name s on the heart’s
hands. But how can we write names English names, we just capitalize the
first letter, like my name: Jenny. What about Chinese names Do you know
You can speak in Chinese.
S: ...
T: Yes, you’re right. For example, my name’s Huang Ji. 姓与名的第一个字母都需要大写哦！如果你的名有2个字，他们之间可没有空格哦，且第一个字母要大写。

最后一定要记得姓与名之间有空格哦！Now, let’s w rite. (2) Introduce your friends
T: Can you introduce your friends
S: Hi/Hello, I’m ... This is ... He's/She's my friend. He’s cool(酷的). She's cute (可爱的).I love my friends.
Step 3 Production and assessment
1. Introduce family and friends
T: You have friends. Alice has friends, too. Now, she wants to introduce her family and friends. Can you be Alice
S: Hello, boys and girls. I’m Alice. T hey’re my family and friends. This is my
father. He’s cool. This is my mother. She’s beautiful. This is me. I’m cute. This is my friend. He’s Tom. He’s smart. This is Paul. He’s smart, too. I love my
family and friends. What about you
T: Now you can introduce your own family and friends.
S: ...
T: Well done. Class, hand in hand, heart to heart, we are family and friends.
2. Ticking time
T: In this class, how many stars can you get
No.1 I can make the heart.
No.2 I can talk about my family.
No.3 I can talk about my friends.
S: ...
Homework: Introduce the heart to your family and friends.
板书设计：
This is ...
He’s cool.
She’s beautiful.
...(学生资源)
(学生作品“向日葵墙〞展示)
说课：
本节课在第一课时的根底上围绕教材中Project 1的内容展开。

先是学生介绍自己的朋友，然后请学生站在Alice立场介绍她的家人，接着过渡到学生介绍自己的家人，最后完成一大段语言输出，即介绍自己的家人和朋友。

在教学过程中，教师适时补充中英文名字书写的不同。

在介绍家人时和朋友时，教师分别进行了适度的情感升华，引导学生关爱家人关心同学。

3.。