沪教版小学英语四年级下册全册教案
沪教版三年级起点四年级英语下册教案Unit 1 Touch and feel_教案2
Unit 1 Touch and feel【第二课时】【教学目标】1．通过Listen and say的情景对话，帮助学生掌握句型How does it feel? It's...2．通过Ask and answer的问答练习，让学生进一步巩固和运用核心句型。
【教学重难点】1．词汇：touch, feel2．句型：How does it feel? It's soft.【教学准备】课件、音频【教学过程】Pre-task preparations1．把全班同学分成两大组，快速出示Look and learn中的单词卡片，请第一组中的一个学生大声念出该词，再请第二组中的另一个学生说出该词的反义词。
如果两个学生都说对了，每组各得一分；如果说错，不得分。
最后，哪个小组得分最高就获胜。
T: (show the flashcard for hard)S1: (from Group 1) Hard.S2: (from Group 2) Soft.2．请学生一起打拍子诵读Listen and enjoy的儿歌。
然后提问，鼓励学生用英语大声回答。
T: What toys are hard?S1: Robots are hard.T: What toys are soft?S2: Toy bears are soft.While-task procedures1．请一个学生触摸桌子、玩具熊等，问他这些东西摸上去是什么感觉。
T: Touch the desk. How does it feel?S1: It's hard.T: Touch the toy bear. How does it feel?S1: It's soft.板书：核心句型How does it feel? It's ...请学生跟读。
最后，请几个学生发指令并提问，教师或其他学生做出回应。
S1: Touch the chair. How does it feel?S2: It's hard.2．出示Listen and say的图片，播放录音，学生边听边看图片。
沪教版(三起)小学英语四年级下册教案(全册)
Unit 1 Touch and feel教案1教学目标知识目标:1.让学生能听、说、读、写本单元单词:touch, feel, soft, hard, thick, thin, young2.能用How does it feel?和It’s…来询问并描述物品的触觉。
3.能用What is it? It’s…来确认事物的名称。
4.能够从颜色、大小、形状、触觉等方面来描述事物。
5.能正确读出字母组合ch在单词中的发音,并能迁移运用到其他含有ch组合的单词中拼读中。
6.知道要从外形、触觉等方面全面了解事物。
语言技能:听: 听懂关于物品触觉的对话。
说:1.用How does it feel? It’s…来询问并回应对某物品的触觉感受。
2.用What is it? It’s…来询问并回应是什么物品。
读:1. 读懂有关物品触觉的对话,了解怎样询问和表述物品的触觉。
2. 欣赏故事《盲人摸象》,了解故事大意。
写: 1.正确书写本单元的核心词汇。
2.正确书写本单元的核心句型:How does it feel? It’s soft.3. 能描述物品的触觉。
情感态度目标:利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
2教学重难点学时重点重点:词汇:young, men, blind,语音: ch(chick, chair)句型:How does it feel? It’s thin.学时难点难点通过阅读活动,引导学生通过阅读抓住关键信息,了解故事大意;通过角色扮演,让学生巩固和运用本单元所学核心词汇和句型。
3教学活动活动1【导入】1Step1:Pre-task preparation1. 学生拿出物品放在桌上,两人一组对话:S1: Touch this. How does it feel?S2: It’s hard/soft… It’s a book/…2. 两人一组猜谜游戏。
S1: Close your eyes. Touch this.S2: OK.S1: How does it feel?S2: It’s hard and thick.S1: What is it?S2: It’s a book.活动2【讲授】2Step2:While-task procedures1. 出示一张年轻人,一张老人的图片,学习young、old。
沪教版四年级下册英语教学设计
沪教版四年级下册英语教学设计【课题】Unit Five Where is my ruler?【教学重点】学习单词bus, taxi, bike, jeep【教学难点】短语“Look out!”的理解和连读。
【教具准备】1、教师准备教材配套的录音带。
2、教师准备Let’s learn 部分的教学课件。
3、教师和学生都准备所学单词的玩具。
4、教师准备所学交通工具类单词卡片和图片。
5 、学生按小组准备眼罩。
【教学过程】1、热身、复习 (Warm-up/Revision)(1)日常口语练习。
让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。
每节课进行1—2组，所用时间为3—5分钟。
(2)学生俩人一组，表演Let’s talk 部分的对话。
(3)游戏：Simon says教师发出指令，学生执行指令。
规则是：如果指令前有Simon says ,学生执行指令，否则被罚下，如：T: Simon says, put a pencil-box on your desk.。
学生将铅笔放在书桌上。
如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。
指令语以介词为主。
2、呈现新课 (Presentation)(1)教师画简笔画呈现新知a、教师首先画两个圆形, 问：What is it? 学生回答： It is a bike.b、用同样的方法出现其它交通工具bus, jeep, taxi 。
(2)让学生看动画, 学习Let’s learn部分的词汇。
(3)教师出示准备好的单词卡片，让学生逐个再次认读单词。
3、趣味操练 (Practice)(1)学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…).(2)游戏：Where is it?教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如：in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪?(3)四人一组，说说51页Let’s play 部分的图片上各物品的位置。
沪教版四年级下册英语教学设计
沪教版四年级下册英语教学设计【课题】Unit Five Where is my ruler?【教学重点】学习单词bus, taxi, bike, jeep【教学难点】短语“Look out!”的理解和连读。
【教具准备】1、教师准备教材配套的录音带。
2、教师准备Let’s learn 部分的教学课件。
3、教师和学生都准备所学单词的玩具。
4、教师准备所学交通工具类单词卡片和图片。
5 、学生按小组准备眼罩。
【教学过程】1、热身、复习 (Warm-up/Revision)(1)日常口语练习。
让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。
每节课进行1—2组，所用时间为3—5分钟。
(2)学生俩人一组，表演Let’s talk 部分的对话。
(3)游戏：Simon says教师发出指令，学生执行指令。
规则是：如果指令前有Simon says ,学生执行指令，否则被罚下，如：T: Simon says, put a pencil-box on your desk.。
学生将铅笔放在书桌上。
如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。
指令语以介词为主。
2、呈现新课 (Presentation)(1)教师画简笔画呈现新知a、教师首先画两个圆形, 问：What is it? 学生回答： It is a bike.b、用同样的方法出现其它交通工具bus, jeep, taxi 。
(2)让学生看动画, 学习Let’s learn部分的词汇。
(3)教师出示准备好的单词卡片，让学生逐个再次认读单词。
3、趣味操练 (Practice)(1)学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…).(2)游戏：Where is it?教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如：in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪?(3)四人一组，说说51页Let’s play 部分的图片上各物品的位置。
沪教小学英语版四年级下册教学课件(全册)
Practice
What's missing?
Practice
What's missing?
Practice
What's missing?
Practice
What's missing?
Practice
What's missing?
Presentation
57
Story
The blind men and the elephant.
• under prep. 在…下面 • blind adj. 失明的 • noise n. 噪音 • men n. man男人的复数 • women n.woman女人的复数
Story
It is a hot day. Four men are under a tree. They are blind. They cannot see.
Presentation
Learn the sounds
Some drinks are hot. Some drinks are cold. Some toys are soft. Some toys are hard. I like eating and drinking. And playing in my yard.
Presentation Ask and answer S1: Touch the window. How does it feel? S2: It’s hard.
Practice ---Touch the window. How does it feel?
---It’s hard.
hard soft thick
沪教版四年级下册英语教学设计
沪教版四年级下册英语教学设计从这个意义上说，教学设计是教学活动得以顺利进行的基本保证。
好的教学设计可以为教学活动提供科学的行动纲领，使教师在教学工作中事半功倍，取得良好的教学效果。
忽视教学设计，则不仅难以取得好的教学效果，而且简洁使教学走弯路，影响教学任务的完成，今日我在这给大家整理了一些英语教学设计，就让我们一起来看看吧!沪教版四年级下册英语教学设计1一、Greetings.二、Presentation.Step1,Trace the words.Take out a colored pencil.T: What color is it? Elicit from Ss “Its red.”Have students open their books at page 44. Show your copy of the page.Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?”Repeat the procedure for the other sentences.Step2,Do and say.Take out the set of water color paints you prepared. Mi_ the red and white paints together and paint the picture of fish.T: What color is it?Have students check the correct word on their books.Repeat with other picture and color.Step3,Uncle Bookys story time.Tell students to open their books at page 49. Draw their attention to the pictures. E_plain that these pictures tell a story about a butterfly reading a book with her mother.Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying.T: Now we are going to listen to what the characters say.Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words.Play the tape of the whole story again. This time have students touch the speaking character.Step4,Touch and say.Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”Have students repeat the question. Then elicit the answer.“Its blue.”Put students into pairs to practice asking and answering the questions.Step5,Homework.Tell students that you want them to finish tracing the words.三、教学后记重点还是在单词和字母的拼写上。
沪教版小学四年级英语下册-Unit-10-My-garden教学设计
Unit 10 My garden 单元教学设计主备课人及学校：授课时间：年月日- 年月日教学设计首页教学设计续页教学流程 个性化调控Pre -producer GreetingsT: Do you like flowers?Do you know the names of these flowers? While -producer 1.Look and learn Plant It’s a plant.2. T: Look at this photo. What is it?T: Can you name the parts? S1: This is a flower. S2: This is a leaf. S3: These are leaves. S3: These are roots. lea f lea ves 3. Describe some plants. 4. Listen and sayAlice likes this plant. It ’s green. It has long leaves.Ss work in pairs and choose their favourite plant and describe. 5.T: This is a tree. Please put the words onto the different parts. Ss: (put the words onto the different parts) Look and read. After -producer Write and say Look at this plant. It ’s___ and_____. It has many _____ . It has some _____. It has some______.flower stem leaf root plantlea vesIt has a long______. .......I like this plant.当堂达标设计Describe the plant.教学反思现象与归因分析改进措施教学设计首页教学设计续页教学设计首页课题Unit 10 My garden课型新授课时第3课时授课时间年月日项目内容教学重点难点Teaching important aims1. Know the knowledge of how the plants grow.2. Review the sentences: It rains.We have big leaves.3.Inspire the students to love the nature. Difficult pointsAct out the story correctly板书设计Unit 10 My garden Two seeds。
四年级英语沪教牛津下教案
四年级英语沪教牛津下教案Here is the English essay on the topic "Fourth Grade English Oxford Curriculum Lesson Plan" with a word count of over 600 words:Learning a new language can be an exciting and rewarding experience for young students. In the case of fourth-grade English learners, the Oxford curriculum provides a comprehensive and engaging framework to guide their journey. This curriculum not only focuses on developing proficiency in the language but also fosters a deeper understanding of different cultures and expands students' cognitive abilities.One of the key aspects of the Oxford curriculum is its emphasis on interactive and experiential learning. Instead of relying solely on textbooks and memorization, the curriculum encourages teachers to incorporate a variety of teaching methods that cater to different learning styles. This includes the use of multimedia resources, hands-on activities, and cooperative learning strategies.For example, in a lesson on vocabulary development, students might be asked to create visual representations of new words, such as drawings or collages. This not only helps them remember the wordsbut also allows them to explore the cultural and contextual associations of the vocabulary. Similarly, in a grammar lesson, students might engage in role-playing exercises or create short dialogues to practice using the target structures in real-life situations.Another key aspect of the Oxford curriculum is its focus on developing well-rounded language skills. Rather than solely concentrating on grammar or vocabulary, the curriculum aims to cultivate students' abilities in reading, writing, listening, and speaking. This holistic approach ensures that learners can not only understand and comprehend the language but also communicate effectively in various contexts.In a reading lesson, for instance, students might be asked to engage in a close reading of a short story or poem, analyzing the plot, characters, and themes. This not only helps them improve their reading comprehension but also exposes them to different literary genres and cultural perspectives.Similarly, in a writing lesson, students might be asked to compose narratives, descriptive essays, or even short research reports. The emphasis is on developing their ability to organize their thoughts, use appropriate language structures, and convey their ideas clearly and effectively.One of the unique features of the Oxford curriculum is its integration of language learning with broader educational objectives. For example, in a lesson on environmental conservation, students might learn vocabulary related to nature and sustainability while also exploring the importance of responsible stewardship of the planet.This cross-curricular approach not only reinforces language skills but also helps students make connections between their English studies and other subject areas, such as science, social studies, or even the arts. This holistic learning experience can foster a deeper understanding and appreciation of the world around them.Furthermore, the Oxford curriculum places a strong emphasis on cultural awareness and global perspectives. Students are encouraged to explore the diversity of English-speaking cultures, learn about the customs and traditions of different countries, and develop a sense of cultural sensitivity and respect.This cultural component is particularly important in today's increasingly interconnected world, where effective communication and cross-cultural understanding are essential skills for success. By exposing students to a range of cultural perspectives, the Oxford curriculum prepares them to navigate the global landscape with confidence and empathy.In conclusion, the Oxford curriculum for fourth-grade English learners offers a comprehensive and engaging approach to language education. By combining interactive teaching methods, a focus on well-rounded language skills, and a cross-curricular integration of content, the curriculum aims to foster not only language proficiency but also critical thinking, cultural awareness, and a lifelong love of learning. As students progress through this program, they will be well-equipped to navigate the challenges and opportunities of the 21st century.。
上海沪教牛津版英语四年级下册教案备课
Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。
沪教版小学英语四年级下册教案(全册)
沪教版小学英语四年级下册教案(全册)课时备课学科学校中心小学年级四年级姓名XX年2月——XX年7月课时备课课题 Unit1 Touch and feel 课型新第1 课时主备人 1.帮助学生学习表示感觉的单词Look and learn 中的单词教学目标 2.学生用已学的句型描述物品的触觉； 3．能用What is it It’s ….来确认事物的名称。
重点词汇：hard, soft, thick, 教法 thin 句型：How does it feel It’s thin, thick的发音。
难点 1.如何短时间背thick , 教具 thin, soft这三个单词。
2. 能用句型：How does it feel It’s… . 来询问并描述物品的触觉。
教学过程六、教学过程： (一) 导入活动 1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述. 2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西. T: Are you hungry S1: yes, I’m hungry . T: What do you want S1:I want a cake\\ some bread.可用中文回答。
(二) 呈现新课 (Presentation) 1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书个性补改各种实物、录音机、单词卡、玩具示范法、情境教学法、游戏导入法和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。
2.提问学生生活中具有这些触觉的物品还有哪些。
把学生说到的物品写在相关的形容词旁边。
3．快速反应。
4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。
(三) 趣味操练(Practice) 1、速读单词。
上海沪教牛津版英语四年级下册教案备课
Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。
上海教育版英语四年级下册module 4 unit 12《the ugly duckling》教案
Unit Twelve The ugly duckling一、重点单词“四会”单词：ugly, duck, river, baby, back, into“三会”单词：duckling, later, quack, away, swan, open.二、重点句子：1.It is sunny and warm. Mother Duck is near the river.2.Mother Duck sits on the eggs.3.The big egg opens later. The duckling is big and grey.4.The three yellow ducklings sit on her back.The ugly duckling swims behind them.5.The ugly duckling is sad. He swims away.6.The ugly duckling has no home.7.It is spring again. The ugly duckling is in the grass.8.The ugly duckling looks into the water .9.I’m an ugly duckling. I’m a beautiful swan.三、重点知识讲解特殊的复数形式：baby—babies man—men child--children leaf—leaves sheep—sheep tooth—teeth mouse—mice当主语为第三人称单数式，动词要发生变化：1、read—reads get—gets2、wash—washes brush—brushes go—goes3、fly—flies不规则单词的三单形式：have—has do—does四、课文回顾It is _________ and warm. Mother Duck is _______ the river. She ______ three eggs. ______ are small. Look ! Now there_______ three small eggs and a big egg. Mother Duck______ on the eggs. Three eggs open. The ducklings are small and _______. The big egg _______ later. The duckling is big and _______. He is ______. Mother Duck ______. The three yellow ducklings _______sits on her back. The ugly duckling swims behind _______. The three yellow ducklings _______ together. They are happy. The ugly duckling is sad. He ______ away. ________ winter, it is cold. The ugly duckling has no home. It is spring again. The ugly duckling is _____ the grass. He ________ two big swans. The ugly duckling ________ into the water. He is______ beautiful swan.五、模块单词大考察星期：Sunday;___________________________________________________________月份：January ;表天气：基础练习一、请找出划线部分读音不同的单词。
上海沪教牛津版英语四年级下册教案备课
Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under'Wh-' question: Where\What\Whose...?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk thinkGrammar: these thoseWhat have you got? I have got ...Whose...are these? Where's...?Difficult and main points:These... Those...Teaching breach: Using the things, compare and try to say.ProcedureContentsMethodPurposePre-taskpreparation1. Song2. Daily talk3. RevisionPs sing togetherT-PP-PWhile-taskprocedureLook and learnThick/ thinThese / thosepaint brush felt penWhat have you got?1.T. show the pictures and learn the words.Paint/ felt pen /paintMake phrases.Brush---brushesPaint---paintsFelt pen---felt pens2. Compare two books.Show: thin---thickLearn the word.4. Try to say:5. E.G. The rubber is thick. The ruler is thin.6. show the things and show: these/those7. Compare the opposite.Try to say: These --- are ---.Those --- are ---.8. T: What have you got? I've got these ---.T-PP-tP-P通过用事物来引出学习文具,在学习使用中掌握单词.在对事物的比较中引出单词,在对比和使用中学会他的不同含义并灵活运用. Post-task activitiesWorkbook page1P-P ask and answerListen to the tape and repeat.Read in role.HomeworkCopy the words and sentencesListen and read.Feedback:寓学于乐让学生轻松、快乐、高效地学习地是我们的追求的游戏，是我们的好帮手之一。
2018-2019学年牛津沪教版英语四年级下册(4B)全册教案
Module1 Using my five senses Unit1 Touch and feelThe First Period课题：上课时间教学目标1.帮助学生学习表示感觉的单词Look and learn中的单词2.学生用已学的句型描述物品的触觉；3．能用What is it? It’s ….来确认事物的名称教学重点词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音教学难点1.如何短时间背thick , thin, soft这三个单词。
2. 能用句型：How does it feel? It’s… . 来询问并描述物品的触觉；教学栏目Look and learn Ask and answer, Listen and enjoy学习方法指导：口语对话练习（师生---生生）、造句及游戏。
教学过程教学步骤教学活动二次备课导入活动1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry . T: What do you want? S1: I want a cake\ some bread.可用中文回答。
1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读呈现新课趣味操练扩展性活动hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。
2.提问学生生活中具有这些触觉的物品还有哪些。
把学生说到的物品写在相关的形容词旁边。
3．快速反应。
（对子活动）4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。
全新上海版四年级英语下册教案(全册 共48页)
全新上海版四年级英语下册教案（全册共48页）目录Unit 1 Touch and feelUnit 2 Smell and tasteUnit 3 Look and seeUnit 4 SubjectsUnit 5 SportUnit 6 MusicUnit 7 My dayUnit 8 Days of the weekUnit 9 A friend in AustraliaUnit 10 My gardenUnit 11Chidren's DayUnit 12 Ugly ducklingUnit 1 Touch and feel教案1教学目标知识目标:1.让学生能听、说、读、写本单元单词:touch, feel, soft, hard, thick, thin, young2.能用How does it feel?和It’s…来询问并描述物品的触觉。
3.能用What is it? It’s…来确认事物的名称。
4.能够从颜色、大小、形状、触觉等方面来描述事物。
5.能正确读出字母组合ch在单词中的发音,并能迁移运用到其他含有ch组合的单词中拼读中。
6.知道要从外形、触觉等方面全面了解事物。
语言技能:听: 听懂关于物品触觉的对话。
说:1.用How does it feel? It’s…来询问并回应对某物品的触觉感受。
2.用What is it? It’s…来询问并回应是什么物品。
读:1. 读懂有关物品触觉的对话,了解怎样询问和表述物品的触觉。
2. 欣赏故事《盲人摸象》,了解故事大意。
写: 1.正确书写本单元的核心词汇。
2.正确书写本单元的核心句型:How does it feel? It’s soft.3. 能描述物品的触觉。
情感态度目标:利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
2教学重难点学时重点重点:词汇:young, men, blind,语音: ch(chick, chair)句型:How does it feel? It’s thin.学时难点难点通过阅读活动,引导学生通过阅读抓住关键信息,了解故事大意;通过角色扮演,让学生巩固和运用本单元所学核心词汇和句型。
2019沪教牛津版四年级下英语教案
沪教版四年级英语下册教案Module1 Using my five sensesUnit1 Touch and feelThe First Period课题：上课时间教学目标1.帮助学生学习表示感觉的单词Look and learn 中的单词2.学生用已学的句型描述物品的触觉；3．能用What is it? It’s ….来确认事物的名称教学重点词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音教学难点1.如何短时间背thick , thin, soft这三个单词。
2. 能用句型：How does it feel? It’s… . 来询问并描述物品的触觉；教学栏目Look and learn Ask and answer, Listen and enjoy 学习方法指导：口语对话练习（师生---生生）、造句及游戏。
教学过程教学步骤教学活动二次备课导入活动呈现新课1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry .T: What do you want? S1: I want a cake\ some bread.可用中文回答。
1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。
2.提问学生生活中具有这些触觉的物品还有哪些。
把学生说到的物品写在相关的形容词旁边。
3．快速反应。
（对子活动）4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。
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沪教版小学英语四年级下册全册教案目录Module 1 Using my five senses《1 Touch and feel》 (2)Module 1 Using my five senses《2 Smell and taste》 (6)Module 1 Using my five senses《3 Look and Say》 (9)Module 2 My favourite things《4 Subjects》 (13)Module 2 My favourite things《5 Sport》 (17)Module 2 My favourite things《6 Music》 (20)Module 3 My colourful life《7 My day》 (24)Module 3 My colourful life《8 Days of the week》 (29)Module 3 My colourful life《9 A friend in Australia》 (32)Module 4 Things we enjoy《10 My garden》 (36)Module 4 Things we enjoy《11 Children's Day》 (39)Module 4 Things we enjoy《12 The ugly duckling》 (43)Module 4 Things we enjoy《Project 4》 (46)Module 1 Using my five senses《1 Touch and feel》1教学目标知识目标:学习用英语表达感觉类单词:hard, soft, thick, thin 和句型How does it feel?It’s...能力目标:学生通过用手触摸和感觉,描述物品的特征。
情感目标:激发学生学习英语的兴趣,调动学生学习英语的积极性。
2学情分析本课的教学内容和学生的实际生活息息相关,因而本课的教学内容对学生来说并不难理解,关键单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。
教学中通过游戏活动创设情景,和小组合作完成任务等教学活动引导学生学习。
3重点难点重点:单词:hard,soft,thick,thin和句型How does it feel?It’s... 难点:单词:hard, soft, thick, thin和句型How does it feel?It’s... 的运用。
4教学过程教学活动1【导入】Touch and feelStep1:Warm upGreenting:T:Good morning,boys and girs.Ss:Good morning,Miss Huang.T:How are you?Ss:I am fine,thank you.T:Nice to meet you.Ss:Nice to meet you,too.Play a game “do and say”..T: Touch your ears\eyes\hair\face.Step2: Presentation1、Lead inT: Today Xiong Da bring some things in the bag,What do y ou want to know?T: Please touch this ,How does it feel?T: Yes. It’s soft. Guess, what is it?利用学生的课桌依次学习hard, thick, thin,soft2、Show some toys and touch them.(1)Show a toy dogT: Let a student close his or her eyes and touch t he toy. asks:”How does it feel? Let the student understa nd the meaning.Learn the sentence :”How does it feel?”Step3 PracticeSay the wordsThere are many new words on the screen and let the studen ts read them quickly:words :soft、 hard、 thick、 thin、touch、feelWork in pairsUse these sentence:“Touch this ,How does it feel?”利用身边的物品来进行练习。
For example: book、desk、pencil-box、pencil、pen等Step4 Do a surveyPlease survey these things”How does it feel?”在相应的方框中打√Step 5板书设计:Unit1 Touch and feelTouch this. How does it feel?hardIt’s soft .thickthinStep 6:Homework:A: Touch a thing, make a dialogue with your partne r.B: Write the new words three times.2【作业】Touch and feel1 Touch and feel作业一看图补全句子A: Touch this . How does it feel? B: It’s____.A: Touch this . How does it feel? B: It’s____.A: Touch this . How does it feel? B: It’s____.A: Touch this . How does it feel? B: It’s____.Think and complete:soft/hardthin/thickhot/coldModule 1 Using my five senses《2 Smell and taste》1教学目标1、能在语境中正确运用本单元的核心词汇。
2、能用形容词sweet 和 sour 对食物的味道进行准确描述。
3、能用 Is it ... or ...? It's ... 进行提问并作答。
2学情分析四年级的学生处在十岁左右,这个阶段的儿童注意不稳定、不持久,难于长时间地注意同一件事物,容易为一些新奇刺激的事物所吸引。
所以他们对课件里的动画和能动发声、能感知的教具感兴趣。
另一方面,他们感知事物的特点比较笼统,不精确,往往只注意到一些孤立的现象,看不出事物之间的联系和特点,对时间和空间的概念也比较模糊。
所以在本课我运用多种方法促进学生的有效记忆,并引导学生根据所教的新句型,归纳已学过的知识。
在教授新句型时,我分利用表情和动作,让学生去理解接受,并通过表演去巩固运用并帮助学生记忆。
3教学重点1、词汇 smell,strawberry,or,grape,watermelon.2、句型 Is it strawberry juice or watermelon juice?4教学难点Is it ... or ...?的变化形式5教学过程教学活动1【导入】Pre－task preparations1、出示课件复习已学过的单词:smell、strawberry、watermelon、g rape and taste2、游戏:图片单词配对(分组游戏,获胜组奖励)2【讲授】While－task procedures1、出示实物教具橙汁、葡萄汁,并把它们分别倒进透明被子里,并向学生介绍是什么果汁T:This is the juice from anorange.What juice is it? S1:It' s orange juice.依次介绍各种果汁2、请同学上来品尝果汁(蒙住眼睛),并问T: How does it tasteS2: It’s sweet / sour .A: Is it sweet(甜的)?S2: Yes, it is.A: Is it sour(酸的)?S2: No, it isn’t.从而引出核心句型Is it ... or ...?3、通过课件展示完成对核心句型的进一步掌握,并出示实物教具,让学生通过看颜色、闻气味、尝味道,分辨食物的类型并回答问题,讲述选择疑问句的结构及回答。
——Is it A or B ?(选择疑问句的结构)——It's A.\ It's B.(选择疑问句的回答)—Close you eyes. Smell this. Is it …or …?—It’s …—Now taste it. How does it taste?—It’s ...4、出示课件,让学生跟读课文。
出示Listen and say 图片,请学生两人一组,扮演课文中的Joe和Peter分角色表演对话。
3【练习】Post－task activities出示课件,展示熊大熊二的故事,并对已学的核心句型与字词加以巩固,并完成阅读材料的习题,及时的课堂反馈能让教师很好的掌握学生的学习动态。
熊二:Xiong Da, I have some juice. It’s red. Smell thi s. Is it strawberry juice or watermelon juice?熊大:Xiong Er, is it strawberry juice?熊二:Taste it. Is it sweet or sour?熊大:It’s sweet and sour. It’s strawberry juice.意为用孩子们喜爱的卡通人物来操练本文中的核心句型,重难点的掌握程度也会更好,激发孩子们学习的兴趣与潜能。
4【作业】Homework1、Read the story on page 8.2、找一找,还有什么食物可以榨成汁?比如玉米汁。
Module 1 Using my five senses《3 Look and Say》1教学目标1、能听说读写四会掌握单词:sky,evening,night,noon2、句型学习:The…is high in the sky….并在具体情境中操练。
3、渗透思想教育:保护我们的环境。
2学情分析四年级的学生活泼好动,纯真可爱。
本学期我带了四年级一班和二班的英语,孩子们上课时能够专心听讲,能够积极主动的发言,思想比较单纯,善于提问。
但有些学生还是为学习而学习,谈不上兴趣问题;个别同学在课堂上纪律不是很好,还存在顽劣和懒惰倾向,比如四(2)班的薛立康等上课听课不专心,爱搞小动作、课下作业完成不及时的坏毛病,学习效率也较差。