2019-2020年四年級(jí)英語下冊(cè) Unit 2（1）教案 人教PEP.doc

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2019-2020年四年級(jí)英語下冊(cè) Unit 2（1）教案 人教PEP 教學(xué)重點(diǎn)：掌握有關(guān)學(xué)生日常活動(dòng)的六個(gè)單詞和詞組。 　　教學(xué)難點(diǎn)：對(duì)新句型“What time is it? ”“It’s nine o’clock.”“It’s time for ...”的理解和運(yùn)用。 　　教具準(zhǔn)備： 　　1. 與教材內(nèi)容相關(guān)的錄音、圖片等媒體素材。 　　2. 教師準(zhǔn)備一個(gè)教具鐘。 　　3. 教師準(zhǔn)備六張單詞卡。 　　教學(xué)過程： 　　（一）熱身／復(fù)習(xí)（Warm-up/Revision） 　　1．教師播放第一單元Story time的錄音或者請(qǐng)一組學(xué)生表演Story time中的故事。 　　2．教師在聽錄音或?qū)W生表演之后向?qū)W生提問：Where is Zoom? 學(xué)生回答：He is in the canteen.教師又問：Why?學(xué)生答：He is hungry. 教師再問：Why is he hungry? What time is it? 引導(dǎo)學(xué)生答出：It’s time for lunch. 接下來，教師可鼓勵(lì)學(xué)生說出哪些東西可以告訴我們時(shí)間，如：the sun, the moon, the tree等等，學(xué)生如果不能用英文說，也可用中文說。 　　（二）呈現(xiàn)新課（Presentation） 　　1．教師可制作本課時(shí)的掛圖貼在黑板上說：Look! What’s this? It’s a clock. 然后指著12點(diǎn)說：What time is it? It’s 12 o’clock. Are you hungry? Why? 用動(dòng)作示意學(xué)生說出It’s time for lunch. 接下來，教師利用鐘面上的小圖繼續(xù)教授時(shí)間的表達(dá)和其他幾個(gè)單詞、詞組。 　　2. 通過教師領(lǐng)讀和聽音跟讀，讓學(xué)生掌握正確的讀音，尤其要注意breakfast和o’clock的發(fā)音?？刹捎眯〗M模仿競(jìng)賽的形式，在學(xué)生當(dāng)中展開互幫互學(xué)。 　?。ㄈ┤の恫倬殻≒ractice） 　　1．教師將教具鐘上的時(shí)針撥到不同的時(shí)間，提問學(xué)生：What time is it? 鼓勵(lì)同座的兩名學(xué)生進(jìn)行比賽看誰做出快速反應(yīng)。 　　2．教師拿出生詞圖卡，出示圖的一小部分，讓學(xué)生通過觀察判斷圖上畫的是什么，并說出相應(yīng)的單詞或詞組。 　　（四）擴(kuò)展性活動(dòng)（Add-activities） 　　1．做本單元A Let’s learn部分的活動(dòng)手冊(cè)配套練習(xí)。 　　2．和同桌一起玩“畫畫、寫寫”的游戲。根據(jù)本人實(shí)際情況用鐘的形式畫出自己的活動(dòng)時(shí)間，并和同桌一起進(jìn)行問答練習(xí)。 　　3．試一試給同伴、朋友或家長(zhǎng)發(fā)Let’s do 中的指令請(qǐng)他們做動(dòng)作。 附送： 2019-2020年四年級(jí)英語下冊(cè) Unit 3 Lesson 1(1)教案 人教PEP 一、Teaching aim： 1. Can listen、say and read the new words: white sweater, green skirt, brown jacket, blue dress, yellow T—shirt and red shirt. 2. Can listen and do some movements, for example: “Put on your T—shirt. Take off your jacket. Hang up your skirt” 二、Important and difficult points: Six clothes words The difficulty is how to use and read the clothes words connect with the colour. “I like the white sweater with the green skirt” how to using the word “with” is a difficulty. 三、Teaching procedure： （一）Warm up Greeting Let’s sing the “colour song” and ask about the colour (Listen to the tape) （二）Preview T: What colour can you find in the song? Ss may say some colours sand T put on the colour card on the blackboard. T: We can see many colours in the rainbow and some where else (point to the blackboard and read together. (Then put the card back) （三）Presentation T: Look! What colour it? Ss: It’s yellow. T: Yes, it’s yellow, it’s a yellow T—shirt. Read after me T—shirt (do the movement T on the T—shirt and put the word on the blackboard) Then, T draw a sun and say: It’s hot. We should put on your T—shirt (let’s do) T: I like white T—shirt. What about you? Ss :I like…T—shirt. T: Now, let’s look. I put on my T—shirt (movements).But I also feel hot. What should I do? Ss: You should put on your skirt. T: Cool! Look! What colour is it? Ss: It’s green. T: Yes, it’s a green skirt. T shows the word and read skirt. T: I have a blue skirt (repeat)My sister has a…skirt . What about you? Ss: I have a….Who is wearing skirt today? T put the T—shirt and skirt into one clothes, then ask the students: Look! If I put the T—shirt and the skirt together, into one clothes, what is it? Guess! Is it a skirt? (No)T—shirt? (No)What is it? Then the teacher says: It’s a dress. (show the card dress↗dress↘)Then teacher can ask some students to read the word, at last read together. T: Now, let’s take out your student’s card P26, 27and29 practice in pairs. Then teacher use the cards to preview, at last read T—shirt. T: T—shirt. teacher say T and let the Ss say out shirt, repeat for sometimes. Then take out the card of shirt, first T—shirt then shirt. Read by A B C D. T: I feel cold, cold (movements). I put on my shirt, I also feel cold. What should I wear? So, I put on my shirt my and my sweater. My sweater is white. Let’s chant: sweater↗ sweater↘ we have sweaters. (repeat for sometimes) T: Now, I want to look cool! What should I wear? Ss Put on the T—shirt/shirt/skirt. Let the Ss say some word. Teacher always say no, at last teacher say I want to put on my jacket. T: Look at my jacket, it’s white. Point to some students’ jacket and say the colour,…jacket. Then read together the word jacket. （四）Consolidation P28, listen to the tape and point T: Now, let’s all stand up, please. Let’s do (use multimedia) T show a picture and say: Look, This is my favourite clothes, I like blue T—shirt with red skirt. (Repeat)Now, take out your pictures and practice yourselves. Then let the students to e front and show. T: Ok, boys and girls, what kind of clothes can you see in each season? Let’s take out the paper and discuss in four. Let’s try Hello! Boys and girls! What kind of clothes can you see in each season? Read and tick. Let’s go! （五）Extention： 同學(xué)們，在學(xué)習(xí)了這么多衣服的單詞之后，讓我們一起來仔細(xì)閱讀下面的表格，然后大家分組討論，在每個(gè)季節(jié)里我們都能看到那些衣服？大家討論之后請(qǐng)?jiān)谀阏J(rèn)為正確的答案下面打勾。 Season Wear jacket skirt sweater shirt T--shirt dress Spring(春) Summer(夏) Fall(秋) Winter(冬)