教学内容 课时 四年级 英语 科： Unit3 Weather 课时三 1、单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。 2、单元教学重点：能听懂会说Let’s talk 部分的内容，并能在适当的情境中运用。如 ：能正确的用It’s warm in Beijing. What’s the weather like in Beijing? How about in New York? 等句子描述和谈论天气情况及Can I put on ….? You can wear ….等句型，根据天气情况选着合适的着装与活动项目。能用英语熟练地对衣着不合时令的同学提出建设性的意见。 3、单元教学难点：字母组合ar, al在单词中的发音。 1、让学生掌握含有字母组合ar, al的单词发音和认读书写。 知识目标 2、能听、说、读、写 arm, car, card, ball, tall, wall五个词语。 1、让学生掌握含有字母组合ar, al的单词发音和认读书写。 能力目标 2、能听、说、读、写 arm, car, card, ball, tall, wall五个词语。 情感目标 教学重点 教学难点 教学准备 通过学习天气的知识，学会关心他人 能听、说、读、写arm, car, card, ball, tall, wall五个词语。 正确书写arm, car, card, ball, tall, wall五个词语。 教学光盘、单词卡片。 教 学 过 程 教 学 内 容 一、复习引题 1、师生做日常口语练习: A: Can I go outside now? B: ... A: Can I have some soup? B: ... 2、请学生表演A部分Let’s talk的对话。 二、教学新课 1、播放Read, listen and chant的录音，让学生听歌谣。 2、让学生跟着动画学说歌谣，同时可用手打节奏。 3、播放Read, listen and number 的录音,让学生给单词排序。 4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。 三、巩固练习 完成Look, listen and write部分的练习。 四、布置作业 抄本课单词及句型。 学生活动 补充、 总结 教材分析 教学目标 1 / 13
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Recycle1
教学内容
Read aloud & Listen,circle and match & Look,ask and answer & Listen,tick and say & Read and write & Read and circle
教学目标
1.能听懂、会说单词show,jacket以及句子“We have a show in the library.Do you have a jacket?”等。
2.能够熟练、流利朗读的课文并表演。
3.能听懂Listen,circle and match并完成相应的练习,复习第1~3单元的语音知识。 4.能看懂Look,ask and answer并回答三个问题。 5.能听懂Listen,tick and say 并完成表格填空。
6.能看懂Read and circle图意并圈出文和图不相符之处。
教学重难点
1.教学重点:
认读对话中出现的生词和新语句,熟练朗读并表演课文内容。 2.教学难点:
(1)句子“We have a show in the library.Do you have a jacket?”的理解。 (2)语音知识。
(3)能读懂Read and circle中 John一天的活动安排,并独立完成练习。 (4)能拼读第1~3单元的重点单词并用重点句型造句。
教学准备
单词卡片,课件
教学过程
1.热身/复习(Warm-up/Revision) (1)歌曲热身。
(2)教师出示单词卡,复习第1~3单元所学单词。 2.教学新课(Presentation) (1)Free talk
教师用课件出示中国地图和世界地图,就全世界不同地方的天气情况进行问答练习。What’s the weather like...?It’s...
(2)教师通过教学课件等给学生展示Read aloud的对话,学生观看课件,了解对话内容。
(3)教师再次播放课件,学生跟读对话内容。
(4)学生在小组内分角色朗读对话,教师巡视指导。 (5)让学生表演对话,教师巡视指导。 (6)全班展示交流,教师小结评价。 3.Listen,circleandmatch
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(1)教师用课件出示第1至3单元的语音知识,引导学生复习第1至3单元的语音知识。
(2)播放本部分的录音,学生自由完成。 (3)教师再次播放录音,全班核对答案。 4.Look,askandanswer
(1)教师用课件出示该部分的图片,学生观看,在小组内做问答的练习。 (2)全班交流,核对答案。 5.Listen,tickandsay
(1)教师播放该部分的课件,学生观看,教师和学生进行问答练习。 What’s the weather like in...?It’s... (2)教师播放该部分录音,学生自由完成表格。 (3)全班核对答案。 6.Readandwrite
(1)学生自由观图,补全句子。 (2)全班核对答案。 7.Readandcircle
(1)学生自读该部分内容,弄懂该部分的要求。 (2)学生自读,圈出图文不符之处。
(3)全班核对答案,教师领读该部分句子,学生齐读,理解文本内容。 8.家庭作业(Homework) 熟读课本P32的对话。
板书设计
Recycle 1
We have a show in the library. Do you have a jacket?
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Module 10 Unit 2 Sam had lots of chocolate.
一、选词填空。
off for to up on some did what bought and
1. _______ Jill find a town? 2. _______ happened to your head? 3. He went ________ a bike ride yesterday. 4. Sam carried the watermelon ________ the bike.
5. Amy fell __________ her bike. 6. Did you buy __________ water? 7. They went __________ the hill. 8. She took me __________ the hospital.
9. We __________ a book yesterday. 10. We were hungry __________ thirsty.
二、给下列问句选择合适的答语。
（ ） 1. Were you hungry or thirsty then? A. Yes, it did （ ） 2. Did you buy some water? B. Yes, we were. （ ） 3. Did Sam fall off his bike? C. Yes, he did. （ ） 4. Did Amy take you to the hospital? D. No, we didn’t. （ ） 5. Did the watermelon bump your head? E. No, she didn’t 三、按要求改写句子。
1. I go for a bike ride. （用 yesterday 改写句子） I ________ for a bike ________ yesterday. 2.
bumped,
I,
head,
my
（
.
）
（
连
词
成
句
）
______________________________________
3. he, hospital, took, to, me, the （ . ）（连词成句） _____________________________________ 四、给下列句子选择对应的图片。
( ) 1. He carried the watermelon on the bike. ( ) 2. The girl fell off her bike.
( ) 3. They went for a bike ride last Sunday. ( ) 4. A ball bumped his head.
( ) 5. Tom had a fever yesterday.
A. B. C.
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D. E.
五、将下列句子重新排列，使其成为一段完整的短文。
A. And then they went home. B. Jim fell off his bike yesterday. C. They went to the doctor. D. Mum carried him to the car. E. He bumped his head.
正确的顺序为：_______________________ 参考答案
一、1. Did 2. What 3. for 4. on 5. off
6. some 7. up 8. to 9. bought 10. and 二、1. B 2. D 3. C 4. E 5. A
三、1. went, ride 2. I bumped my head. 3. He took me to the hospital. 四、1. D 2. C 3. E 4. B 5. A 五、B E D C A
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The fourth period(第四课时)
Part B Let’s talk & Ask, answer and write
▶教学内容与目标 课时教学内容 课时教学目标 ·能够理解对话大意；能够用正确的语音、语调朗读对话 Let’s talk ·能够在情景中运用句型“Where are…?”“—Are they on/ near…?—Yes, they are./ No, they aren’t.”询问物品的位置,同时作出判断 ·能够在情景中恰当运用功能句“Open the door, please.”提出行动建议 Ask, answer and write ▶教学重点 1. 能够听懂、会说句型“Where are they?”“—Are they…? —Yes, they are./ No, they aren’t.”。
2. 能够理解并正确朗读课文对话，发音准确、语调自然。 ▶教学难点
1. 能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。 2. 能够正确使用单复数形式。 ▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频等。 ▶
1. Greetings.
2. A guessing game—“Where is my pen?”
T: Look, it’s my pen. Now close your eyes, please.（将钢笔藏在一个地方）Open your eyes, please. Where is my pen now? You can ask me like this: Is it in/ on/ under… the…? Guess, please.
S1: Is it in the desk? T: No, it isn’t. …
3. Let’s chant.
Present the chant. Ask students to read together.
教
学
过
程
Step 1: Warm-up & Revision & Lead-in
·能够在游戏中进一步巩固和运用“询问复数物品的位置并作出应答”的句型 Teaching purpose
通过游戏和chant来复习A部分的重点句型，帮助学生唤醒他们的已有知识，并为下一环节的学习做好准备。
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4. Lead-in.
(课件出示：一个球分别在椅子上面/旁边/下面；紧接着把一个球换成三个）
T: Look! It’s a ball. Where is the ball? Ss: It’s on/ near/ under the chair. T: What are these? Ss: They are balls.
T: Where are the balls? Guess! Ss: Are they…? …
Step 2: Presentation
1. Teach the new words and sentences. (课件出示：教材Unit 4主情景图中Amy家的图片)
T: Amy can’t find her cat. Let’s help her! Is she in the kitchen? Guess!
Ss: Yes, she is. / No, she isn’t.
T: Open the door. Let’s have a look! Follow me: Open the door. (Help students understand the sentence with the action.)
Ss: …
T: The cat is near the table. Table, table, ta/teɪ/-ble/bl/, table
. Read after me.
Write down the word “table” on the blackboard and teach it. T: (课件出示：table与desk的对比图) We eat beside the table, the desk is for studying and working.
(课件出示：教材Unit 4主情景图中Amy家的图片) T: Look at the table. What’s on the table? Ss: …
T: (With a gesture.) Yes, it’s a phone. Phone, phone, ph/f/ -one/əʊn/, …
Ss: …
T: Now, Amy can’t find her crayons. Let’s help her! Are they in the kitchen?
Ss: No, they aren’t. They are in the study. T: Are they on the desk?
Ss: No, they aren’t. They are near the desk.
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Teaching purpose
通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词， 为新课的学习做铺垫。
Teaching purpose
设置情景，让学生在语境中熟悉新单词，感知新句型。
Write down the sentence structures “—Are they…? —No, they aren’t.” on the blackboard and teach them.
2. Let’s talk. (1) Look and predict.
Show the pictures of “Let’s talk” and lead students to predict. (课件出示：教材P41 Let’s talk板块的图片)
T: Who are they?
Ss: John and his mother.
T: What’s in John’s hand in Picture 1? Ss: Keys.
T: Follow me: k/k/-ey/i:/, key/ki:/, keys/ki:z/. Write down the word “key” on the blackboard. T: What are they talking about?
Ss: They are talking about the keys. They can’t find the keys. (2) Watch the video and answer the questions.
Play the video and show the questions. (课件出示：教材P41 Let’s talk板块的视频)
Ask students to underline the answers in the book. (3) Watch the video again and check the answers. T: Are the keys on the table? Ss: No, they aren’t. T: Are they near the phone? Ss: No, they aren’t. T: Where are the keys? Ss: They’re in the door.
Write down the sentences “—Where are the keys? —They’re in the door.” on the blackboard and teach them. Step 3: Practice
1. Read and act.
(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups. (3) Act out the dialogue. 2. Ask, answer and write.
(1) Show the picture of “Ask, answer and write”.（出示课件）
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Teaching purpose
通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。
Teaching purpose
该部分三个活动使学生能够充分理解文本内容，并能够正确朗读对话。在不同形式的朗读和表演活动中，使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。
Teaching purpose
为学生提供一个相对真实的语境来运用重点句型，
帮助学生更好地掌握重点句型，提高其口语表达能力。
T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk.” Please read what Sarah and Wu Yifan say.
Read the dialogue of Sarah and Wu Yifan.
(2) Ask students to play the game in pairs according to the dialogue.
T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess them like Sarah and Wu Yifan.
(3) Show the dialogues. Step 4: Consolidation & Extension
1. A guessing game—“What is it? / What are they?”
T: (课件出示：书房场景图) Look at this picture. This is a study. What can you see in the study?
Ss: …
T: Now, I will say a thing. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they?
S1: They are keys. T: No, they aren’t. S2: They are books. T: Yes, they are books.
T: Please ask and answer in pairs as above. Which pair wants to show your dialogue?
2. Play a game—“The cat catches mice.”
Divide students into four groups: red cat, white cat, black cat and yellow cat.
T: A cat that catches a mouse is a good cat. There are three mice in Amy’s home. Where are they? The group that can catch the most mice is the winner.
（课件出示：老鼠在Amy家各个房间躲藏：1. 老鼠跑进卧室，藏在床底下；2. 老鼠跑进客厅，藏在沙发后面；3. 老鼠跑进书房，藏在桌子底下；4. 老鼠跑进厨房，藏在门后面）
—Where are the mice?
—Are they in the…（bedroom/ living room/ study/ kitchen/ bathroom/…）?
—Yes, they are. / No, they aren’t.
—Are they under/ behind/ near…the…(bed/ phone/ table/ door/…)?
—Yes, they are./ No, they aren’t. ▶板书设计
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Teaching purpose
通过两个游戏活动，创设有趣的情景，让学生在特定的语境中快乐地操练所学的核心语言。
▶作业设计
1. Listen and imitate the dialogue for three times.
2. Do the exercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业） ▶教学反思
1. 教学过程中采用了以旧知带新知的学习方法，在复习单数形式的问句和答语的基础上，再进一步学习复数形式的句型，从而使学生在掌握新知时有一个阶梯性的接受过程。
2. 利用多媒体先整体、再分段展开教学，通过问题引导学生的学习，帮助学生理解文本，并在文本中感知新单词、新句型。
3. 教学活动形式多样、有趣、易操作且具备层次感，有效地激发了学生的学习兴趣，并帮助学生在真实的情境中自然地使用所学语言。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents & Teaching Aims Let’s talk
·Be able to understand the main idea of the dialogue and read the dialogue with the correct pronunciation and intonation.
·Be able to use the sentence structures“Where are…?”“—Are they on/ near…?—Yes, they are./
No, they aren’t.”to ask and answer the location of objects in situations.
·Be able to use the functional sentence“Open the door, please.”appropriately in situations to put forward action suggestions. Ask, answer and write
·Be able to consolidate and use the sentence structures “Where are…?”“—Are they on/ near…? —Yes, they are./ No, they aren’t.” in the games. ▶Teaching Priorities
·Be able to understand and use the sentence structures “Where are…?”“—Are they on/near…?
—Yes, they are. / No, they aren’t.”
·Be able to understand and read the dialogue correctly with accurate pronunciation and natural intonation.
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▶Teaching Difficulties
·Be able to use the sentence structures of this lesson in real context to ask and answer the location of objects or characters.
·Be able to use the singular forms and the plural forms correctly. ▶Teaching Procedures Teaching Stages Warm-up & Revision & Lead-in Teacher’ s Activities Students’ Activities Teaching Purposes Help students review 1. Greetings. 2. A guessing game. 3. Let’s chant. 4. Lead-in. 1. Greetings. 2. Play a game. 3. Read the chant. 4. Answer the questions. prepositions, feel the difference between the singular forms and the plural forms. Prepare for the study of the new lesson. Lead students to learn 1. Teach the new words and sentences. Learn the new words and sentences. new words and perceive new sentence structures by setting up the situation. 2. Let’s talk. (1) Look and predict. Presentation Show the pictures. (2) Play the video and ask the questions. (3) Play the video again and check the answers. Teach the sentences “—Where are the keys? —They’re in the door.” 1. Read and act. (1) Play the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. Practice 2. Ask, answer and write. (1) Show the picture. (2) Ask students to play the game in pairs. (3) Ask students to show the dialogues. (1) Look at the picture and read the dialogue. (2) Play the game in pairs. (3) Show the dialogues. (1) Read after the recording. (2) Practice the dialogue in groups. (3) Act out the dialogue. Let students gradually understand and master the key sentence structures in this lesson, and lay the foundation for their skillful expression. Provide a real context for students to use the key sentence structures to help them master the knowledge better and improve their oral (1) Look and predict. (2) Watch the video and answer the questions. (3) Watch the video again and check the answers. Learn the sentences. Ask questions to arouse students’ reading interest and make them watch the video with questions. Cultivate students’ ability of observation and logical reasoning. 8
expression ability. Through the two Consolidation & Extension 1. A guessing game—“What is it? / What are they?” 2. Play a game—“The cat catches mice.” 1. Work in pairs. 2. Work in groups. activities, create interesting situations for students to practice and use the key language they have learned enjoyably. Homework 1. Listen and imitate the dialogue for three times. 2. Do the exercises. 9
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