【正文】 見物品。邊出示邊清晰地讀 an apple,兩張圖片相撞 “ apples”用紅筆在 apple 的后面寫上 s. T 再利用 an orange 引出 oranges 利用動物類單詞圖片讓學生上臺 ,通過兩張相同圖片相撞引出復數 , 然后在黑板上板書其它的水果類單詞，讓學生上黑板試著加復數。 ,magic ears 游戲鞏固水果類單詞復數 Step3. 詞組句型教學 some some，學生跟讀。 some 組詞，組詞過程中用手勢提醒學生別忘了加 s/es。先操練單數，可用第一單元中的動物圖片 , 引導學生說 I can see a monkey/panda.。 ：看書本 23 頁的圖，全班分兩大組進行，用 I can see a/an? /some?造句，正確的小組加一分，說錯的不扣分，最后看哪一組得分更高。 a apple ________ an pear ________ some mangos________ a bananas ________ 作業(yè)布置： * 抄寫 8 個單詞的單復數各一遍。 *** 試著默寫一些水果類單詞。 2. 能聽懂、會說 8 個水果類單詞： an apple, an orange, a pear, a banana, a peach, a mango, a pineapple, a watermelon 及其復數形式。 情感目標 利用水果鮮艷的色彩，激發(fā)學生學習的興趣，培養(yǎng)學生愛說英語 的習慣。 2. 對比書本 P75，找出區(qū)別。 b. 糾 正發(fā)音。 b. 學生發(fā)言。 d. Flash cards. 看口型猜單詞。 b. 單復數替換練習。 引導學生就一個話 題展開談話。 教師講清游戲規(guī)則。 教師出題，學生答。 學生完成練習。 一、寫出下列單詞的復數形式。 1. This is my father. 2. Nice to meet you. 3. Hello, Nancy. 4. What colour? * 聽錄音，跟讀單詞。 *** 預習 C、 D 部分。 2. 復習 Unit 3 B 部分單詞及其單數形式。 能力目標 能熟練運用所學知識進行交際。 教學 資源 預習作業(yè) 1. 完成《一課一練》 P15， 16 2. 復習字母 AO 教學準備 字母卡、圖片、錄音機 學 程 預 設 導 航 策 略 調整反思 A. 熱身導入 （ 4 分鐘） a. Say a rhyme They are all very good. b. Free talk. B. 預習展示 （ 5 分鐘） a. 默寫字母 AO。 C. 學程導航 （ 14 分鐘） a. 單詞搶答。 Hi/Hello, this is … Nice to meet you. Nice to meet you, too. c. 看圖說話。 b. 組內解決一部分錯題并訂正。 E. 作業(yè)布置 （ 2 分鐘） 教師提供話題學生交談。 教師講清游戲規(guī)則。 教師巡回指導。 * 聽錄音，讀課文。 *** 預習 U4 課文。教師可以借此機會對學生進行一些歐 美禮儀方面的介紹。 、會說幾種家庭成員間的稱呼語： father mother brother sister. 3 個人物： Mr. Black, Mrs. Black, Gao Shan,并能正確理解和運用 Mrs. ，體會親情的可貴。 2 能用 This is my ?介紹家庭成員。 2. 教學準備：請學生帶好合家歡照片。 ) S1: This is ? (如果學生一時反應不過來，可引導說 this is ? ) T: ? (就剛才介紹的同學名字 )， Can you tell me his \her name? S2: This is … The same way ask three to five students. 教師指向一個同學，全班一塊用 This is ?來介紹。 What does “my” mean? ‘ my’ means “我的’ ‘ my father’ means ? Ss:“我的爸爸” Read the words again. 2. T: Look at the woman .This is my mother.( 師反復重復： mother , this is my mother 板書： mother my mother) What’ s meaning? Ss: “我的媽媽”。（學生可以猜出） Read the words one by one. And read the sentence one by one . T: Now, read after me. Father—my father Mother—my mother Sister—my sister Brother—my brother (read them together) The students read the words in line. T: Say the sentence: This is my ……. Please introduce your family members to me. ① Discuss in groups of four. ② The students introduce their family members. ③ T: You should say :Miss Zhou, this is my? (照片可放在實物投影儀上 ,與大家一起分享 ) 在此環(huán)節(jié)，教師適當引導，教育學生要關心父母， 孝敬父母，并在活動過程中，體會親情的可貴。 Teach “ Mr.” 意思是先生，一般用在姓的前面， Black”在這里是姓名的姓， 翻譯成中文是布萊克。 Teach “ Mrs.” 意思是夫人，指已經結婚的婦女，一般用在姓的前面。 3. Show the masks(Nancy, Mr. Green, Mr. Black) T: Who?d like to act out the dialogue? By using the masks. 4. The T introduce Gao Shan to the Ss. (This is Gao Shan) 5. Show Picture Four and masks (Gao Shan., Nancy, David)/T (wearing the mask): I?m David ,who wants to be Nancy, who wants to be Gan Shan? Listen to me ,please. T say: “Hello, Gao Shan ,this is my sister ,Nancy.” Gao Shan says: “Hi, Nancy.” Nancy says:“ Hi, Gao Shan.” 6. Three students a group make the dialogue.( 在這里認識一下另一個新人物 Gao Shan) 7. Listen to the tape and repeat it again, ask Ss a group choose one picture to act it out. . ( act out the dialogue in front by wearing the masks). Step 4: homework for today Listen to the tape and read after the tape. DESIGN: Unit 3: This is my father Father—my father: This is my father. Mother—my mother: This is my mother. Sister—my sister: This is my sister. Brother—my brother: This is my brother. （蘇教牛津版）四年級英語上冊教案 Unit 3 A purse 一、 Teaching contents: 牛津小學英語 4A Unit 3 A purse （第一課時） 二、 Teaching aim: 、詞組： purse, perhaps, over there. 、會說、會讀日常交際用語： What?s that over there? Where?s Yang Ling? She?s in the classroom. Thank you. Not at all. Teaching key and difficulty: 初步了解掌握句型： Is that / this your purse? Yes, it is./ No, it isn?t. 三、 Teaching aid: 課件 實物 四、 Teaching step: Step1: warming up Free talk (1)Hello, boys and girls. (2)T: How are you? S: Fine, thank you. And you? T: This is your pencilbox, I think.（拿著學生的文具盒） S: Yes, it is. T: How nice！ （觀察后豎起大拇指說） S: Thank you. T: Not at all.(手 勢幫助學生理解 ) (3)T: Look, what?s this? S: It?s a pencil. T: This is your pencil, I think. S: No, it isn?t. T: This is your pencil, I think. S: Yes, it is. T: Here you are . S: Thank you. T: Not at all. (4)T: Hello. Can I have a look your book? S: Sure. Here you are. T: Thank you. S: Not at all.(學生如有困難，可以提示一下 ) (5)T: what?s that? S: It?s a ruler T: Is that your ruler?(教師注意問的語氣語調 ) S: No,it isn?t. T: Perhaps it?s xxx?s. xxx, Is that your ruler? S: Yes, it is. T: xxx, please give ruler for xxx S: Ok. 兩學生對話 S： Here you are, S: Thank you. S: Not at all. 【設計意圖】利用身邊的實物師生自由對話，學生容易理解。 Play a game. T: boys and girl, you are all very clever. Now， let?s play a game. （ 1） Look! Who is she? (幻燈片出示 ) What?s this? S: …… （ 2） T: Yes, now, you are Nancy, please remember these things, then answer questions. (幻燈片出示問題答案 先老師問學生答 , 后兩個學生問答 ) Nancy, is this your ……? S: Yes, it is\ No, it isn?t. (3)T: Boys and girl, you did a good job. Please ask and answer with your partner use these sentences. 出示 Is this\that your ……? Yes, it is\ No, it isn?t. 學生練習后表演 【設計意圖】游戲充分練習、掌握句型 Is this\that your ……? Yes, it is\ No, it isn?t. 既激發(fā)了學生學習的興趣，又突破了本節(jié)課的