2019-2020年四年級(jí)英語(yǔ)上冊(cè) Module 3 Unit 2(5)教案 外研版.doc

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2019-2020年四年級(jí)英語(yǔ)上冊(cè) Module 3 Unit 2(5)教案 外研版 學(xué)習(xí)目標(biāo): 1.知識(shí)目標(biāo)： What are you doing ? I`m listening to music / reading a book. 2.能力目標(biāo)： a、能聽(tīng)、說(shuō)、認(rèn)讀表示正在發(fā)生的動(dòng)詞短語(yǔ)：reading a book、 listening to music并能在日常生活中運(yùn)用。 b、能聽(tīng)懂、會(huì)說(shuō)句型：What are you doing ? I’m….并能在實(shí)際情景中運(yùn)用。 c、培養(yǎng)學(xué)生的探究能力，鼓勵(lì)學(xué)生積極思維，挖掘運(yùn)用語(yǔ)言的創(chuàng)造能力。 3.情感目標(biāo)： 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 預(yù)習(xí)學(xué)案： What are you doing ? I’m….和What’s he / she doing? He’s / She’s---ing.在真實(shí)情景中的綜合運(yùn)用。 導(dǎo)學(xué)案: 一、熱身復(fù)習(xí) 1、Greeting with Ss .( 師生問(wèn)候并分組準(zhǔn)備本節(jié)課進(jìn)行競(jìng)賽。) 設(shè)計(jì)意圖：拉進(jìn)與學(xué)生的距離，激發(fā)學(xué)生競(jìng)爭(zhēng)意識(shí)。 2．Play a game.(Simon says) 設(shè)計(jì)意圖：激發(fā)學(xué)生學(xué)習(xí)興趣，復(fù)習(xí)本課需用到的現(xiàn)在分詞，為新課學(xué)習(xí)做好鋪墊。 3、Listen and guess.聽(tīng)聲音猜測(cè)Daming, Fangfang, Tingting, Lingling 正在做的事情（What is he/she doing ? He/She is ---ing.） 設(shè)計(jì)意圖：復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)，由聲音猜測(cè)What are Ms Smart and Mr Smart doing? 過(guò)渡到本課的課文。 二、任務(wù)呈現(xiàn)和課文導(dǎo)入 在復(fù)習(xí)環(huán)節(jié)后，教師向?qū)W生呈現(xiàn)本節(jié)課的任務(wù)：（詢(xún)問(wèn)對(duì)方并講述自己正在發(fā)生的事情）Today we are going to learn the present continue tense. Before we end the lesson, you will have a chance to interview and have a report about what the children are doing in different places on Children’s Day. Ms Smart and Mr Smart are cooking a dinner. What are their children doing ? 設(shè)計(jì)意圖：通過(guò)任務(wù)的呈現(xiàn)使學(xué)生從課堂一開(kāi)始就明確本節(jié)課要完成的任務(wù)。 三、任務(wù)準(zhǔn)備 1．學(xué)習(xí)課文 a、Listen and say what they hear. 設(shè)計(jì)意圖：通過(guò)學(xué)生聽(tīng)并說(shuō)出所聽(tīng)到的內(nèi)容，培養(yǎng)學(xué)生聽(tīng)的能力，為學(xué)生的聽(tīng)力發(fā)展打下基礎(chǔ)。 b、Show the key sentences and teach the new words.(次環(huán)節(jié)通過(guò)老師出示自己的照片并描述和出示本班學(xué)生的照片并遮掩來(lái)詢(xún)問(wèn)描述使學(xué)生初步理解和運(yùn)用本課功能句型。詞的教學(xué)引導(dǎo)學(xué)生在句子中學(xué)習(xí)，使“音形意”相結(jié)合，做到詞不離句) 設(shè)計(jì)意圖：讓學(xué)生能通過(guò)直觀(guān)演示來(lái)理解什么情景下使用此功能句型，學(xué)會(huì)初步運(yùn)用。 c、Play a game. Back to back then ask and answer . S1:Do the action. S2: What are you doing? S1: I’m ---ing. 設(shè)計(jì)意圖：引導(dǎo)學(xué)生在較真實(shí)的情境中操練所學(xué)的功能句型。 d、Show 4 pairs. 設(shè)計(jì)意圖：通過(guò)此環(huán)節(jié)反饋學(xué)生的理解和運(yùn)用情況。 e、Listen to the tape and answer the questions. What is Sam doing? What is Amy doing? What is Tom doing? 設(shè)計(jì)意圖：通過(guò)回答問(wèn)題，檢測(cè)學(xué)生對(duì)課文的理解能力。 2．學(xué)習(xí)歌曲 a、Listen and try to sing. (初次聽(tīng)，教師做動(dòng)作幫助理解) 設(shè)計(jì)意圖：引導(dǎo)學(xué)生模仿，幫助學(xué)生理解歌曲主要內(nèi)容，降低學(xué)習(xí)的難度。 b、Sing and do the actions.(再次聽(tīng)，邊唱邊做動(dòng)作) 設(shè)計(jì)意圖：增強(qiáng)歌曲的趣味性,進(jìn)一步鞏固所學(xué)知識(shí)。 3.鞏固操練 a. Pair work.(就歌曲下方的圖片同桌兩人問(wèn)答，老師先給出示范) What is she /he doing? She’s / He’s ---ing. 設(shè)計(jì)意圖：通過(guò)問(wèn)答將學(xué)生用書(shū)中的活動(dòng)2有機(jī)的融入進(jìn)來(lái)，過(guò)渡自然不留痕跡。 b. Listen and match. 設(shè)計(jì)意圖：通過(guò)做題引導(dǎo)學(xué)生將聽(tīng)說(shuō)讀寫(xiě)四項(xiàng)技能有機(jī)結(jié)合，培養(yǎng)學(xué)生語(yǔ)言綜合運(yùn)用能力。 四、家庭作業(yè) 1.Read and try to recite Activity One. 2.Sing the song to your parents. 附送： 2019-2020年四年級(jí)英語(yǔ)上冊(cè) Module 3 Unit 7(3)教案 廣州版 Module 3 Occupations I. Objectives 1. Language skill (1) Know about jobs in English. (2) Can talk about what I want to be in the future. (3) Can talk about relatives’ jobs. 2. Language knowledge (1) Vocabulary: 4 skills: nurse, doctor, driver, want, be, when, up, job, factory, worker, soldier, farmer, policeman, policemen 3 skills: postman, postmen, bank, manager, grow, grow up, fireman, firemen, athlete, cleaner, waiter, waitress, lawyer, clerk, bank clerk (2) Drills What do you want to be when you grow up? I want to be a teacher. What’s the lady’s job? She’s a nurse. What does he do? He’s a policeman. (3) Sub- topic: Unit 7: Our future jobs Unit 8: My family member’s job Unit 9: Development 3. Affect: (1) To help pupils to start thinking about occupations. (2) To help pupils enjoy the learning experience (3) To provide practice in using set phrases connected to future occupation to express personal wish. (4) To build confidence in using English (5) To encourage creativity 4. Learning strategy (1) cognitive strategy (2) regulating strategy (3) municative resource strategy 5. Cultural Consciousness (1) To introduce outstanding people in different occupations. (2) To stimulate interest in occupations. II. Difficult Points (1) What do you want to be when you grow up? I want to be a teacher. (2) What’s…..? job? He / She is a …. (3) What does he / she do? He / She is a ….. III. Materials Textbook, activity book, tapes, teacher’s book, word cards Unit 7 Our Future Jobs 第一課時(shí) I. Objectives 1. Vocabulary postman, postmen, nurse, doctor, driver, bank, manager, want, be, when, grow, grow up 2. I want to be… 3. Difficult point: I want to be… “when” II. Processes 1. revision Whole class read U1 – U2 2. Presentation (1) P32. song, I want to be… teach: want, to be (remember → feedback ) when (read after the teacher → read one by one → spell → feedback ) grow up (eg. Sally is a little girl now. when she grows up. She will be a pretty woman. ) ( whole class read → feedback ) repeat “when I grow up” (action) teach: doctor driver river → driver → driver the bus (2) Listen to the song (3) sing in a low voice (4) sing aloud (5) teach: doctor, nurse, bank manager, postman (postmen) ( read → spell → remember → feedback ) (6) P30 Dialogue 1 eg. Who is the postman? A is the postman. 3. Summing up (1) Whole class read the new words. (2) words game 4. Exercise Make a sentence with I want to be a …. When I grow up. Homework: copy the new words sing the song Layout Unit 7 Our Future Jobs I want to be…. When I grow up River driver driver the bus Doctor nurse cook Bank manager postcard postman postmen Unit 7 Our Future Jobs 第二課時(shí) I. Objectives 1. Vocabulary job, factory, worker, soldier, farmer, fireman, firemen, policeman, policemen 2. Let’s learn together 1 3. Difficult point (1) What do you want to be when you grow up? I want to be…. II. Processes 1. Warming up (1) sing the song: I want to be… 2. Presentation (1) T: 如果你要問(wèn)你的朋友長(zhǎng)大想當(dāng)什么？應(yīng)該怎么問(wèn)？ （把I want to be … when I grow up 改為 what do you want to be when you grow up?） (2) How do you answer this question? I want to be a… (3) Practice: 請(qǐng)問(wèn)你的同桌長(zhǎng)大以后要當(dāng)什么？ What do you want to be when you grow up? I want to be… (4) P31 listen to the dialogue then repeat (5) Whole class read the dialogue (6) read in groups (7) take notes (8) P33 Let’s learn together 1 teach: farmer, soldier, factory worker, fireman, policeman ( read → spell → remember → feedback ) 3. Summing up read the dialogue & new words. 4. Development: game: 問(wèn)你的好朋友他長(zhǎng)大了想當(dāng)什么？ Homework: copy the new words and dialogue 活U7 listening read & recide U7 Layout Unit 7 out future jobs ---- What do you want to be farm farmer? When you grow up? Old soldier ---- I want to be… work worker factory worker fire fireman firemen (pl.) police policeman policemen (pl.)