Unit1第三课时教案-开心学英语四年级下册
广东版开心版四年级英语下册原创全套教案
广东人民开心学英语（三年级起点）四年级下册全册教案Unit1 第1课时参考教案一、教学内容广东人民开心学英语（三年级起点）四年级下册Unit1 My School二、教学过程建议（一）热身导入1. Do you know…?2. How many words do you know?（二）任务呈现1. Getting readyPut Picture Cards 1-8 on the blackboard.T: Look at the Picture Cards.Say each word as you hold up the Picture CardsT: Now listen and repeat. (Hold up each Picture cards.)And say the word. Give Ss time to repeat.（三）课文学习1. Using the bookT: Listen to the disc and repeat. Point to each subject as you say it.Play the disc and have Ss repeat each word.T: Is this an art room? (Point to a music room Picture card.)Ss: No, it isn’t. It’s a music room.2. Model if necessary.3. Repeat with several Picture Cards.T: Close your books.T: (Hold up various Picture Cards and repeat.) what is it?Ss: It’s a …4. Extension activity.（四）训练巩固T: What can you see? (S1: A gym…)T: Now read the questions.Have Ss read the questions together.Ask individual Ss to answer.（五）任务完成1. Brief summarize what we learned this lesson. If there’s time, read it.（六）布置作业1. ，听Unit1 V ocabulary录音, 并跟读单词。
人教版PEP英语四年级下册《Unit 1 Myschool Part A》(第三课时)教案
人教版PEP英语四年级下册《Unit 1 Myschool Part A》（第三课时）教案一. 教材分析本节课为人教版PEP英语四年级下册《Unit 1 Myschool Part A》的第三课时，主要教授本节课的主要内容为关于学校不同场所的词汇和句型。
通过本节课的学习，学生能够掌握关于学校的各个场所的名称以及询问和描述学校场所的句型。
教材内容贴近学生的生活，有利于激发学生的学习兴趣。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但是对于一些关于学校场所的词汇和句型的掌握还不够熟练，需要通过本节课的学习进行巩固和提高。
此外，学生对于新事物的接受能力较强，学习兴趣浓厚，有利于本节课的教学。
三. 教学目标1.知识目标：学生能够掌握关于学校的各个场所的名称，如classroom,library, office等；能够运用句型Where is the …? It’s in/on the … 询问和描述学校场所。
2.能力目标：学生能够听懂、会说、会读本节课的重点词汇和句型，并能够运用到实际情景中。
3.情感目标：通过本节课的学习，学生能够增强对英语学习的兴趣，提高团队合作意识。
四. 教学重难点1.重点：学生能够掌握关于学校的各个场所的名称，如classroom,library, office等；能够运用句型Where is the …? It’s in/on the … 询问和描述学校场所。
2.难点：学生能够正确运用句型Where is the …? It’s in/on the … 询问和描述学校场所，并在实际情景中进行运用。
五. 教学方法本节课采用情境教学法、任务型教学法和交际法进行教学。
通过创设情境，让学生在实际情景中学习并运用英语；通过任务型教学法，让学生在完成任务的过程中提高英语运用能力；通过交际法，引导学生进行有效的英语交流，提高学生的英语交际能力。
六. 教学准备1.教学课件：制作精美的课件，包括图片、动画和文字，以便于呈现和展示教学内容。
集体备课教案 四年级开心英语U1第三课时
Drag out the sound /u:/ so Ss hear it clearly.
Using the book
Have Ss look at the picture on the page.
T: Let’s listen to the disc.
Play the disc and have Ss point to each word as the disc says it.
[u:] room moon cool classroom school noodles
教
学
反
思
加强听力练习和训练
2、抄写本课单词各3个
The Fourth Period
Step 1 Review
Step 2 Sounds and words
1) Getting ready
Write room and moon on the board and underline the spelling –oo.
T: Let’s practice this sound .Look at my mouth and repeat.
Play the disc and pause after each sentence to have Ss repeat.
Read out the dialog sentence by sentence.
Step 3 Practice 1
T: Look at A.
T: What’s that on the left? (Ss: A classroom.)
课时
The third period
教学过程
Step 1 Review
开心学英语四年级英语下册教案（全册）
开心学英语四年级英语下册教案（全册）第一篇：开心学英语四年级英语下册教案(全册)Unit 1 My school T argetI.Sentences: 1.There’s a hall, a gym···· 2.How many classrooms are there? There are twenty-five classrooms.3.Of course, Gogo!4.I have an idea.II.Words: a teachers’ office , a library，a playground, a hall，an art room，a music room, a gym ,a classroom;III.Sounds and words:[u:]room moon cool classroom school noodles MaterialsPicture Cards 1-8, a teachers’ office , a libra ry，a playground, a hall，an art room，a music room, a gym ,a classroom;教学反思：The first period Step 1 Review 1.Do you know…?2.How many words do you know? Step 2Vocabulary Getting ready Put Picture Cards 1-8 on the blackboard.T: Look at the Picture Cards.Say each word as you hold up the Picture Cards T: Now listen and repeat.Hold up each Picture cards.And say the word.Give Ss time to ing the book T: Listen to the disc and repeat.Point to each subject as you say it.Play the disc and have Ss repeat each word.T: Is this an art room?(Point to a music room Picture card.)Ss: No, it isn’t.It’s a music room.Model if necessary.Repeat with several Picture Cards.T: Close your books.T:(Hold up various Picture Cards and repeat.)what is it?Ss: It’s a ….Extension activity Step 3 Practice 2 T: What canyou see?(S1:A gym```)T: Now read the questions.Have Ss read the questions together.Ask individual Ss to answer.Step 4 Homework1、朗读拼背本课单词2、抄写本课单词各5个教学反思：The second period Step 1 Review1、朗读短语。
人教版PEP英语四年级下册《Unit 1 My school 》(第三课时)教案
人教版PEP英语四年级下册《Unit 1 My school 》（第三课时）教案一. 教材分析人教版PEP英语四年级下册《Unit 1 My school》第三课时主要围绕着学校的一些场所和设施展开，让学生能够听、说、读、写关于学校场所和设施的词汇，并能够运用所学知识进行简单的交流。
本课时通过课本中的插图和情景对话，引导学生学习学校场所和设施的名称，以及与之相关的交际用语。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的单词和句子。
但是对于一些学校场所和设施的英文名称以及相关的交际用语可能还比较陌生。
因此，在教学过程中，教师需要通过生动有趣的方式，帮助学生记忆和理解这些词汇和句子。
三. 教学目标1.能够听、说、读、写关于学校场所和设施的词汇：library, classroom,playground, computer room, office, teacher’s office, school gate, sports field,kitchen, dining room。
2.能够运用所学知识进行简单的交流，如询问和描述学校的场所和设施。
3.能够通过图片和情景，正确使用所学词汇和句子进行交流。
四. 教学重难点1.词汇：library, classroom, playground, computer room, office,teacher’s office, school gate, sports field, kitchen, dining room。
2.交际用语：How many classrooms does your school have? / Howmany computers do you have in your computer room? / Where is the teacher’s office? / Is there a sports field in your school? 等。
四年级下册英语教案-Unit 1 My school(含4课时) 广东开心英语
四年级下册英语教案-Unit 1 My school（含4课时）教学内容：本单元主要围绕学校生活展开，通过学习本单元，学生能够掌握以下知识点：1. 词汇：school, classroom, library, office, garden, hall, gym, computer room等；2. 句型：This is my school. This is our classroom. That is the library. What is this? It's a computer room. 等；3. 功能：介绍学校设施及位置。
教学目标：1. 知识目标：学生能够掌握本单元的词汇和句型，并能运用所学知识进行简单的情景交际；2. 能力目标：学生能够通过图片、实物等辅助手段，提高英语听说能力；3. 情感目标：培养学生热爱学校、热爱生活的情感，增强团队合作意识。
教学难点：1. 词汇的记忆与运用；2. 句型的正确运用及情景交际能力。
教具学具准备：1. 教具：PPT、图片、视频等；2. 学具：单词卡片、情景图、练习册等。
教学过程：第一课时：1. 导入：通过歌曲《Hello, my school》引入本单元主题；2. 新课内容：学习词汇school, classroom, library等，学习句型This is my school. This is our classroom. 等；3. 情景交际：分组进行角色扮演，介绍学校设施及位置；4. 巩固练习：完成练习册的相关练习。
第二课时：1. 复习导入：复习上节课学习的词汇和句型；2. 新课内容：学习词汇office, garden, hall等，学习句型That is the library. What is this? It's a computer room. 等；3. 情景交际：分组进行角色扮演，介绍学校设施及位置；4. 巩固练习：完成练习册的相关练习。
人教版PEP英语四年级下册《Unit 1 My school 》(第三课时)教案 (1)
人教版PEP英语四年级下册《Unit 1 My school 》（第三课时）教案 (1)一. 教材分析人教版PEP英语四年级下册《Unit 1 My school》（第三课时）主要围绕学校主题展开，通过描述学校不同场所的功能和特点，让学生能够熟练运用所学知识进行简单的交流。
本课时主要介绍了教室、图书馆、实验室等场所，并运用了简单的方位词和描述词。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但在本课时，学生需要掌握的词汇和句型相对较多，对于部分学生来说，可能存在一定的难度。
因此，在教学过程中，需要关注学生的学习情况，适时进行辅导和鼓励。
三. 教学目标1.能够听懂、会说、会读本课时所学词汇和句型。
2.能够运用所学知识进行简单的交流，如询问和描述学校场所的功能和特点。
3.培养学生的观察能力和团队协作能力。
四. 教学重难点1.词汇：classroom, library, lab, teacher’s office等。
2.句型：What’s this? It’s a/an… What’s that? It’s a/an…3.方位词：next to, behind, in front of等。
五. 教学方法1.情境教学法：通过设置学校场景，让学生在真实情境中学习并运用所学知识。
2.任务型教学法：通过小组合作完成任务，激发学生的学习兴趣和团队协作能力。
3.游戏教学法：通过趣味游戏，巩固所学知识，提高学生的学习积极性。
六. 教学准备1.教学课件：包括学校场景图片、词汇卡片、游戏等。
2.教学道具：教室、图书馆、实验室等模型。
3.录音机、磁带或音频文件。
七. 教学过程1.导入（5分钟）利用课件展示学校场景，引导学生回顾所学知识，为新课的学习做好铺垫。
2.呈现（10分钟）教师展示教室、图书馆、实验室等模型，引导学生用英语描述这些场所。
同时，教授本课时所需掌握的词汇和句型。
3.操练（15分钟）学生分组，进行角色扮演，模拟在学校不同场所的情景。
小学英语人教PEP四年级下册Unit1+第三课时+教案
小学英语人教PEP四年级下册
My school 教学设计（Period3）
一、教学目标
知识目标：
1．能够通过听例词发音，观察例词结构中共有的特征，学习er在单词中发的规律；能够跟着录音说唱歌谣，强化记忆er的发音规则。
2．能够观察单词结构，划出词中共有的er；能根据er的发音规则读出生词，巩固学习er 的音形对应关系。
技能目标：
能够通过看图、听录音、写单词活动学习按发音规则拼写单词，填充短语或句子，并进一步强化在四线格中正确书写单词。
二、教学重难点
教学重点：
学习er在单词中发的规律。
教学难点：
能根据er的发音规则读出生词。
三、教学策略
四年级是小学生学习英语的基础阶段，这一阶段的重要任务在于继续激发并保持学生学习英语的兴趣。
因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。
课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。
四、教学过程
的
组合字母且发音为。
四年级英语下册Unit1MyschoolPartA第3课时教案人教PEP
3.自读单词，熟悉er发音。
4.游戏：看一看，猜一猜。
教师请一名学生从Let’s spell板块的单词卡片中选出一个单词，然后站到教室前面，面对全班学生无声地读出单词，让其他学生看口型，猜一猜是什么单词。
5.教师请学生看Look，listen and write.部分图片，鼓励学生说图片名称，仔细听录音，完成短语和句子。
6.学说绕口令：
My father，mother，brother and sister go together.
Peter Piper’s computer is bigger.
A ruler and an eraser are in the water.
computer
The teachers’office is under the computer room.
【课堂小结】
学生们在学习了A部分的单词和句型后，能描绘学校各场所位置的基本情况，但是对于“Is this...？”和“Is it…？”这两个句型，学生容易弄混淆。教师在教学中要加强训练，操练运用。要运用情境教学法，让学生总结er的发音，这个过程中会有一些困难，老师要加强指导。
通过问答式导入复习之前所学内容也有效引出er发音。
二、Presentation & Practice
1.板书：The teachers’office is under the computer room。其中在teachers’，under，computer用红色在er画线。引导学生感知词中的发音特征。
(广东版)开心英语四年级下册《Unit3》教案设计
《（广东版）开心英语四年级下册《Unit 3》教案设计》教学内容：本节课教学内容为广东版《开心英语》四年级下册《Unit 3》。
本单元主题为“Ability”，主要围绕学生的能力展开。
教学内容包括：能听懂、会说、会读本单元的单词和句子；能运用所学单词和句子进行情景交际；能理解并能表达自己在学习、生活中的能力。
教学目标：1. 知识与技能：学生能够掌握本单元的单词和句子，并能运用所学知识进行情景交际。
2. 过程与方法：通过听、说、读、写的训练，提高学生的英语听说能力和阅读能力。
3. 情感态度价值观：培养学生自信、自立、自强的品质，激发学生学习英语的兴趣。
教学难点：1. 学生对单词和句子的发音、拼写掌握不准确。
2. 学生在情景交际中不能灵活运用所学知识。
3. 部分学生对英语学习兴趣不高，课堂参与度低。
教具学具准备：1. 教师准备：多媒体课件、单词卡片、录音机、磁带。
2. 学生准备：课本、练习本、彩笔。
教学过程：1. 导入：教师通过播放与本单元主题相关的歌曲或视频，引起学生的兴趣，引导学生进入本节课的学习。
2. 新课展示：教师通过图片、实物等教学手段，引导学生学习本单元的单词和句子。
教师可以创设情境，让学生在情境中学习、运用所学知识。
3. 情境交际：教师创设情境，让学生分组进行角色扮演，运用所学单词和句子进行情景交际。
教师巡回指导，纠正学生的发音和语法错误。
4. 巩固练习：教师设计一些与本单元内容相关的练习题，让学生独立完成。
教师对学生的完成情况进行检查和指导。
6. 作业布置：教师布置与本节课内容相关的作业，要求学生在课后进行复习和巩固。
板书设计：Unit 3 Ability1. I can2. Can you ?3. Yes, I can.4. No, I can't.作业设计：1. 抄写本节课所学的单词和句子。
2. 根据所学内容，编写一段小对话。
3. 家长监督孩子进行课后复习，确保所学内容得到巩固。
四年级英语下册Unit1Myschool第3课时教案人教PEP版
Unit 1 My school第三课时一、课时内容A.Let’s spellB.Let’s sing二、课时分析本课时是义务教育灵通版（pep）小学英语教科书四年级下册的第一单元第三课时，本课时围绕单元主题展开课题，包括A.Let’s spellB.Let’s sing两个板块。
A.Let’s spell 板块分为Read ,listen and chant ; Read,underline and say 以及Look，listen and write 三部分。
Read ,listen and chant 呈现了er 在单词中发/ə/音的规则；Read,underline and say通过读单词、划出发音相同的字母组合、跟读例词的活动强化记忆er 的发音规则，帮助学生根据er的发音规则读出新词，巩固学习er 的音形对应关系；Look，listen and write 则是通过看图、听音、写单词活动帮助学生按照发音规则拼写单词，补全短语和句子。
B.Let’s sing板块围绕单元主题展开，灵活运用于课堂各个教学环节，帮助学生巩固新学语言知识或复习旧知识，同时调节课堂气氛，提高了学生的学习兴趣。
本课时教学是在学生跟随录音有节奏的吟唱歌谣时掌握er的读音规则，根据以上任务，我在设计教学过程中。
遵循以学生为主体的原则。
时刻关注学生er的发音是否到位，并加以训练。
在教学第二段歌曲时，歌曲中的classroom 可以换成本单元的其他核心词汇替代，学生在歌唱时，可以鼓励学生大胆的改编歌词，来提高学生的学习主动性。
三、课时目标1.能够听，说，读，写单词water ，tiger，sister，dinner，computer。
2.学习字母组合er 在单词末尾的发音。
3.会唱英语歌曲《our school》4.引导学生进行发现式学习，观察，感知，体验相结合的学习方法。
四、教学重难点1.教学重点⑴学习字母组合er 在单词末尾的发音。
开心学英语四年级下英语教案
Unit 1 Hi,Gogo!2009-09-15 10:23四年级第一学期英语教案Do you know?TEACHING AIMS: to help students, reviews of student’s Book 2TEACHING KEY: adjectives, sports, household items, fruit, clothing, time, numbers11-20TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Getting ready:Hi,HelloNice to meet you! …Have some activities to go over the Book 2dice gameclass collagechant markerslistencarefullycan you followguess fastUnit One Hi, Gogo!TEACHING AIMS: to help students to comprehend a dialogue and a passage, and reviews of student’s Book 2TEACHING KEY: students to comprehend a dialogue and a passage, and reviews of student’s Book 2TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:ConversationGetting readyPut picture cards of Gogo, Tony and jenny on the board.T: what’s his name? Who’s she?Model responses. Then elicit responses from Ss.Put picture cards of notebook, snake, butterfly and lamp on the board.T: what’s that? Is it (bird)? Is it big or small?Model answers, e.g. It’s a small snake. Have Ss repeat.Using the bookT: Let’s look at the pictures and listen to the tape.Point to Ss’ books and play the tape.T: Let’s listen again and repeat.Play the tape again, pausing after each sentence to let Ss repeat.Divide Ss into four groups for the roles of Tony, Jenny, Bing the birdand Gogo.Treads each line, pausing for each group to repeat its part.Encourage groups to add actions, e.g. Tony and Jenny looking up and pointing at the sky and the bird flapping its wings.Extension activity TB p.12VocabularyGetting readyRub your stomach and lick your lips.T: I’m hungry. Repeat.[Ss: I’m hungry.](Show Ss Picture Card l hungry.)Rub your throat.T: I’m thirty. Repeat. [Ss: I’m thirsty.](Show Ss Picture Card 2 thirsty.)Continue with the other picture Cards. Say the word and have Ss repeat.Using the bookT: Listen to the tape and repeat. Point to each picture as you say it.Play the tape and have Ss repeat each word.Point to the picture of stapler.T: Stapler. [Ss: Stapler.]Point the other pictures in random order. Say the words and have Ss repeat.Extension activity TB p.12ReviewGetting readyPoint to the door.T: What’s that? [Ss: It’s a door.]T: Are you happy? (Point to one student.)[S1: Yes, I am.]Elicit responses from several Ss.T: Who’s he? (Point to one student then ask another student to answer.)[S2: He’s my friend. / He’s a student.]Using the bookT: Listen to the tape and repeat.Have Ss look at the pictures.Play the tape and Pause after each sentence for Ss to repeat.Extension activity TB p.12Optional activities Tb p.14Unit One Hi, Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2TEACHING KEY: to help students to comprehend target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice1Getting readyPoint at and talk about the three pictures in each number.T: What’s this? (Point to soda.)[Ss: It’s soda.]T: (Pantomime drinking the soda.) I’m thirsty. Repeat. [Ss: I’m thirsty.]Model the first sentence in each group, then have Ss make the other sentences.Using the bookT: Let’s listen to the tape.Play the tape for number l, then pause.T: Which picture and sentence is it? Is it this one? (Point to the picture of steak.)T: Number l is “I’m hungry.”(Trace the circle.)Continue with the other three numbers.Extension activity TBp.12Practice2Getting readyWrite Are you thirsty? And Do you have a ruler? On the board.T: Are you thirsty? (Point to S l.) [S l.: Yes, I am. / No, I’m not.]T: How about you? Are you thirsty? (Point to S2.) [S2: Yes, I am. / No, I’m not.]Continue until you get both yes and no answers.Do the same for Do you have a ruler?Using the bookT: Now, let’s read the questions together.Have Ss read the questions out loud.Put Ss into small groups to practice asking and answering thequestions.Extension activity TB p.12SongGetting readyWrite I’m and my name’s on the board.T: I’m (T’s name). (point to I’m .phrase.) What’s your name? (Point to S1.)[S1:I’m (S1’s name)]T: My name’s (T’s name). (point to My name’s .Phrase.)What’s your name? (point to S1.)[S1: My name’s (S1’s name.)]Ask several Ss using both question patterns.Using the book]T: Let’s learn a song. Let’s listen first.Play the tape and point each word and sentence as it is sung.Play the tape a second time and have Ss sing along.Divide class into two teams. One team sings the Gogo part and the other team is Bing.After the class sings the song in the book, have the Bing team members substitute their real names in the song.Switch teams and sign the song again.Extension activity TB p.12Activity 1Getting readyT: Look at the pictures. I say the word and you point to the picture.Say the words in random order. Circulate around the room to check where Ss are pointing.T: Listen, repeat and point to the sentences.Read the sentences in random order. Circulate around the room to check where Ss are pointing.Using the bookT: Listen. “He’s her grandfather. “ Point to the picture What number is it?[Ss: One]Have Ss look, read and write the numbers in the appropriate boxes.Have Ss exchange books to check each other’s work.Extension activity TB p.12Optional activities TB p.14Unit One Hi,Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2TEACHING KEY: to help students to comprehend Target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2Getting readyPut up several picture cards from Level 2 in scrambled fashion on the board.Invite tow Ss up to the board and give each one a piece of chalk or marker.Dictate one of the words and have Ss race to circle the picture card.Bring up other Ss and let them race to circle the cards.Using the bookT: I will say a word or sentence. You touch the picture.T: calls out words or sentences, e.g. It’s six o’clock. Ss touch the corresponding picture.Once Ss are familiar with the game, put Ss into groups of three. One student is the announcer and the other two will play against one another using one book. They compete to see who can touch the picture first.Have Ss change roles after a few minutes.Continue until all items have been called out.Extension activity TB p.12Optional activities TB p.14Sounds and words1Getting readyWrite cooks. Plays and washes on the board and underline the ending sounds.T: Let’s practice these sounds. Look at my mouth and repeat.T: /s/ [Ss:/s/.]T:/z/[Ss:/z/.]If necessary. have Ss point their fingersrs on their throat to distinguish /s/and /z/.(/z/-Ss feel the vibration of the vocal cords;/s/-Ss don’t feel it.)Using the bookT: Let’s listen to the tape.Play the tape and have Ss point to each word as the tape says it .T: Let’s listen again and this time, repeat.Have Ss repeat after the tape.Point to the pictures at random and have Ss said the words.Help Ss if they have difficulty making the sounds /s/,/z/,and //.2getting readyHave Ss look at the pictures.T: (point to different items on the page.)What’s this? [Ss: It’s a (c at).]What are those?[Ss: They’re (pears.)]T: Now listen and then touch the pictures.Ss touch the corresponding picture on the page.Using the bookT: Let’s listen to the tape.Pause the tape after the first sentence.T: He washes the cat. Repeat. [Ss: He washes the cat.]Point to the picture.Ss point to each picture as they repeat the words.Continue with the rest.Extension activity TB p.12Optional activities TB p.14Teaching postscript:Unit 2 What day is it today?2009-09-15 10:25Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabulary TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Getting readyBring in large calendar and sports equipment, e.g. a basketball, a ping-pong paddle, etc, to class.T: What day is it today? (Point to the days of week on the calendar, then point to the current day of the week.) Oh, it’s (Tuesday).Hold up a basketball.T: I play basketball on (Tuesday). (point to the day on the calendar again.)Give the basketball to various Ss and have Ss repeat the sentence I play basketball on (Tuesday).Hold up other pieces of equipment, e.g. a ping-pong paddle and pretend to play.T: I play ping-pong on Sunday. (Point to Sunday on the calendar.) Give equipment to various Ss, model sentences and have Ss repeat. Using the bookT: open your books. Let’s listen to the tape.Play the tape and point to each picture.T: Let’s listen again and repeat.Play the tape, pausing after each sentence to have Ss repeat.Put Ss into four groups for the roles of Gogo, jenny Tony and Mrs. Green , who is Tony and jenny’s mom.Play the tape again, after each sentence for each group to repeat its part.Encourage groups to add actions, e.g. pretending to play each sport in the dialog.Extension activity TB p.24VocabularyGetting readyPut picture cards9-16 up on the board.T: (point to Sunday) It’s Sunday. Repeat. [Ss: It’s Sunday].Continue with the other days of the week.T: all the days together make one week. (Show picture card 16.) we repeat. [Ss: week.]Using the bookT: open your books to page 10. Listen to the tape and repeat. Point to each day as you say it.Play the tape and have Ss repeat each day of the week.For the word week, have Ss circle a week on the calendar in the picture.T: is it Wednesday? (Point to Saturday.)[Ss: no, it isn’t. It’s Saturday.] is it Monday?(point to Monday.)[Ss: yes, it is.]Model if necessary.Point to other days of the week and ask similar questions.Extension activity TB p.24TargetGetting readyPoint to the pictures in the vocabulary section.T: what day is it today?[Ss: it’s (Thursday).]T: what do you do on (Thursday)? [S1: I(play the piano)on (Thursday).]Using the bookPlay the tape, pausing after each sentence for Ss to repeat.T: what day is it today? (Point to one strident.)[S1: It’s (Wednesday.)]T: what do you do on (Wednesday)?(point to another student.)[S2: I (play soccer ) on (Wednesday).]Repeat the activity with several Ss.Extension activity TB p.24Optional activities TB p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabulary, targetTEACHING AIDS: pictures ,tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice 1Getting readyPoint to and talk about the three pictures in each number.T: what day is it today?(point to Monday under number 1.)[Ss: it’s Monday.]T: how about this one? What day is it today? (point to Friday under number 3.)[Ss: it’s Friday.] What do you do on Friday? [Ss: I pay soccer on Friday.]Using the bookT: let’s listen to the tape.Play the tape for number 1, then pause.T: which day of the week is it? Do you know? Is it this one?(point to Monday .)While Ss are respondin g make a circle motion around the ‘It’s Wednesday.’ sentence.T: number 1 is “it’s Wednesday.”Continue with the other numbers, pausing after each one and letting Ss repeat each sentence.Practice 2Getting readyPut picture cards9-15 on the board.T: what day is it today? [Ss: it’s (Wednesday ).]T: what do you do on (Wednesday)?(Point to one student.)[S1: I (play baseball ) on (Wednesday ).]Repeat, getting answers from various Ss.Using the bookT: now, let’s read the questions.Have Ss read the questions out loud.Put Ss into pairs or small groups to ask answer the questions.Extension activity Tb p.24SongGetting readyDisplay a large calendar and point to various days.Talk about birthdays and help Ss find out what days their birthdays fall on this year.Using the bookT: let’s sing a song! Let’s listen first.Play the tape and point to each word as it is sung.Divide Ss into two groups.One group sings the questions and the other group signs the responses.Extension activity TB p.24Activity 1Getting readyT: what do you do on Saturday? Repeat. [Ss: what do you do on Saturday?]T: I swim on Saturday.(point to a student.) what do you do on Monday?[S1:I (cook)on Monday.]Repeat the question to several Ss, using different days of the week.Have several Ss pose the question question for other Ss to answer.Using the bookPut Ss in pairs.Model the activity by copying the survey grid on the board and asking a student what do you do on Sunday?[S1: I (play soccer) on Sunday.] Write the word soccer in the corresponding box.Have Ss complete their grids, writing the key words in the boxes.If time permits, have several pairs share their answers with the class.Extension activity TB p.24Optional activities Tb p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabularyTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2Put picture cards from level 2 up on the board.Under each card, write the word in a scrambled fashion.Ask for volunteers to unscramble the words.Give the volunteers chalk/markers to write the words underneath the scrambled the scrambled letters.Ask the class if they agree with what the volunteers are writing.Using the bookT: open your books. Look at these scrambled. Words. What are they?Prompt Ss to say days. Or days of the week.Point to various tables in the picture and ask various Ss what days of the week they are.Put Ss in days in the spaces at the spaces at the bottom.Extension activity TB p.24Optional activities TB p.26Sounds and word1Getting readywrite the alphabet letter u on the board.T: what’s this letter?[Ss: U.]T: yes .today’s sound is the same sound as the letter U. Let’s practice the sound/ju/. Look at my mouth and repeat.T: /ju:/.[Ss: /ju:/]Using the bookHave Ss look at the words on the page.Make the sound /ju:/,pointing to the spelling combinations (u,u-e).T: let’s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T: let’s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.Using the bookT: let’s listen to the chant.Play the tape one.T: now, listen and point to the pictures as they are chanted.Play the tape again and have Ss point to the unicorn, cucumbers, ice cubes and balloons as they are chanted.T: let’s chant together.Play the tape and have Ss chant along. Clap to the beat.Extension activities TB p.24Optional activities TB p.26Teaching postscript:。
(人教PEP)四年级英语下册教案Unit1第三课
Unit1 My school第三课时教学设计一、教学设计思路教师以电脑为切入口，来展开讲解相关内容。
通过课件演示及进行活泼有趣的游戏，帮助学生更好地运用和巩固所学知识。
在轻松愉快的氛围中进行本课时的教学活动，学习效率将会更高。
二、教学目标（一）知识1．board, light，fan，computer（四会）2．正确书写句子：This is my computer. That is your computer.（二）能力1．能够听、说、读、写单词：board, light，fan，computer。
2．能够理解并吟唱出歌谣的内容。
3．了解学校的规章制度用英语怎么说。
（三）情感电脑可以为我们提供方方面面的信息和资源，我们要充分利用电脑的方便和快捷。
三、教学难点单词board, light，fan，computer在四线三格中的正确书写。
四、教学媒体1．教师准备相应的单词卡片。
2．教师准备挂图。
3．教师准备录音机及相关磁带。
4．教师准备相应的动物头饰。
5．教师为学生准备四线三格的纸。
五、教学过程1．导入（1）教师和学生相互问候。
（2）教师首先拿出一张电脑的图片向学生提问：What’s this？学生回答。
然后教师把学生分成几个小组让他们以“电脑室的设备”为话题进行小组讨论。
教师听各小组的讨论结果。
2．呈现新课（1）教师把board, light，fan，computer的单词图片逐张展示给学生看，教师边展示图片边朗读单词。
（2）教师给学生看这部分的课件。
让学生逐个认读。
(3) 教师把单词图片贴到黑板上，教师领读学生跟读。
教师随意叫学生来读单词，也可以采用一条龙式朗读。
（4）教师播放Read and write这部分的录音，学生先认真听，教师再次播放录音师学生进行跟读。
（5）教师把“This is my computer. That is your computer.”这两个句子中的每个单词都写到卡片上，然后把卡片一次贴到黑板上，贴好后教师领读句子，学生跟读。
四年级下册英语教案- Unit 1 My School 第三课时 广东开心英语
四年级下册英语教案- Unit 1 My School 第三课时广东开心英语教学内容：本课时为广东开心英语四年级下册 Unit 1 My School 的第三课时，教学内容为学校设施和场所的介绍。
学生将学习如何描述学校的环境、设施和场所，并能用英语表达对学校的喜爱之情。
教学目标：1. 学生能够听懂、会说、会读本课时涉及的词汇和句型，如:classroom, library, gym, playground, computer room等。
2. 学生能够运用所学句型介绍学校设施和场所，并能表达对学校的喜爱之情。
3. 学生能够通过本课时的学习，提高英语听说能力和表达能力。
教学难点：1. 学生能够准确理解和运用本课时涉及的词汇和句型。
2. 学生能够运用所学知识介绍学校设施和场所，并能表达自己的情感。
教具学具准备：1. 教师准备与本课时相关的图片、卡片等教具。
2. 学生准备英语课本、笔记本、文具等学习用品。
教学过程：1. 导入- 教师与学生用英语进行日常交流，询问学生上一课时的学习内容。
- 教师出示与本课时相关的图片，引导学生预测本课时的教学内容。
2. 新课展示- 教师通过图片、卡片等教具，展示本课时涉及的词汇和句型。
- 教师引导学生跟读、模仿，并纠正发音错误。
3. 实践活动- 学生分成小组，用所学句型介绍学校设施和场所。
- 教师巡回指导，给予学生及时反馈和鼓励。
4. 巩固练习- 教师设计一些与本课时相关的练习题，让学生独立完成。
- 教师检查学生的练习情况，给予反馈和指导。
5. 总结与作业布置- 教师引导学生总结本课时的学习内容，并布置作业。
板书设计：1. 教师在黑板上列出本课时涉及的词汇和句型，以便学生随时参考。
2. 教师在黑板上展示一些与本课时相关的图片，以增强学生的记忆和理解。
作业设计：1. 学生完成练习册上与本课时相关的练习题。
2. 学生用所学句型写一篇关于自己学校的短文。
课后反思：本课时通过图片、卡片等教具，生动形象地展示了学校设施和场所，使学生能够更好地理解和运用所学知识。
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开心学英语小学英语四年级下册
Unit 1 Hi, Tony! Hi, Jenny! 教学设计
The third period
一、Teaching demands
1. Let’s check.听力练习检查学生对本课所学内容的掌握情况。
2. Let’s ch ant…通过说有节奏、有韵律的歌谣学习与巩固本课所学的单词。
3. Let’s sing. 通过歌曲的学习，激发学生的兴趣，巩固所学的单词。
4. Let’s thin k. 通过联想，培养学生运用新单词的能力。
二、Teaching aims：
1.能学会本课的16个单词。
（has, now, sit, shoulder, teeth, knee, finger, toe, wave, put, move, cage, giraffe, ginger, jeans, jump.）
2.能在一定的情景中运用本课的新单词。
3.培养学生的注意力和观察力，激发学生的积极思维，挖掘学生运用语言的创造能力。
三、Teaching tools
本课的单词卡片；图片；录音机；磁带。
四、Teaching Procedure:
Step 1 Revision
1. Sing a song
2. Use the body ( say sentences)
Step 2 Presentation
Activity
Getting ready
Have Ss look at the page.
T: ( Point to the game board.) Look. This is a game board. Each space has a command. Let’s read them.
Point and have indivdual Ss read the commands aloud.
Every time a student reads a command, have all Ss do the action.
Using the book
Put Ss into pairs to use the page as a game board.
Give Ss dice and paper tokens to play the game .Ss start on the Wave your hand. Space.
S1 reads the command in the square and S2 follows the command.
When a command is a completed, the pair covers the square with a paper token. Then S2 rolls the die and counts that number of space in any direction.
Continue the game until Ss cover every space with a token. If Ss go back to a square that is already covered, uncovered square.
Sounds and words
Getting ready
Write the letters and g and j on the board.
T: Sometimes, these two letters have the same sound. Let’s practice this sound. Look at my mouth and repeat.
T: / d3/. Ss: / d3/.
Using the book
T: Let’s listen to the tape.
Play the tape have Ss point to each word as the tape says it.
T: Let’s listen again and this time, repeat.
Have Ss repeat after the tape.
After enough practice, point to the pictures randomly and have Ss say the words. Point out that the letter g is followed the letter e or I ( see pronunciation tips.) Listen and chant
Getting ready
T: The giraffe is eating ginger and beans. Can you hear the sound /d3/?
Ss: underline the words giraffe and ginger.)
Write the letters g and j on the board.
T: Can you find the letter g or j in these words? Circle them.
Explain that g in eating is a different sound ( a part of the sound / /
Using the book
Now let’s listen to the chant.
Play the tape one more time.
T: Now listen and point to the words that have / d3 / sound.
Play the tape again. Ss point to the words that have /d3 / sound with the tape. ( jumping, cage, giraffe, ginger, Jenny, dodge and jeans)
T: Let’s chant together.
Play the tape and have Ss chant along.
Step 3 Summary
Step 4 Homework
1. Finish WB.
2.Read unit 1 three times.
教后记：本课是review of book 3.学习人体部位的单词。
由于活动形式比较多样而且有趣，所以大部分学生都能积极参与，课堂气氛活跃。
用唱歌熟悉单词，学生掌握较好，但在活动中反映了个别学生对单词的发音还有待加强，如wave 与move 易混淆。
待后加强练习与区别。