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冀教英語四年級下冊教案最新
在教學工作者開展教學活動前，時常會需要準備好教案，借助教案可以有效提升自己的教學能力。如何把教案做到重點突出呢？下面是小編為大家整理的冀教英語四年級下冊教案最新，希望對大家有所幫助。
一、教材內(nèi)容分析
本課時的教學內(nèi)容為新起點四年級下冊第五單元教材第56-57頁內(nèi)容，即：Get ready, A Listen and tick, B Chant and say和C Let's write.在A部分，借助Get ready圖和對話錄音，情境化地呈現(xiàn)了本課的目標詞：went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等短語;讓學生通過看、聽、選擇等途徑來感知并學習這些短語。B部分通過歌謠幫助學生操練詞匯并學習另外兩個目標詞，同時體會It was boring.等句子在交際情境中的運用。C部分是學生根據(jù)語境，使用恰當?shù)脑~語填空。
二、學生情況分析
四年級的學生在本套教材第八冊的第三單元學習了Travel Plans學習了sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景點名稱及相關(guān)活動的單詞和短語，學生能夠用We can …初步表達在風景名勝中所從事的相關(guān)活動。這些為本節(jié)課的順利開展打下了基礎(chǔ)。
三、教學目標
通過本節(jié)課的學習，學生能夠達到以下目標：
1.能夠聽懂、會說went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等單詞和短語，嘗試借助拼讀規(guī)律記憶它們，并能夠根據(jù)語境選擇恰當?shù)膯卧~形式填空。
2.能夠通過說唱歌謠，以及運用談論過去旅游情況的功能句I went to … I climbed …等操練本單元的重點詞匯。
3.能夠根據(jù)語境選擇單詞的恰當?shù)男问教羁铡?/p>
四、教學重難點
教學重點：
能夠聽懂、會說went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, bought some gifts, saw flowers, took pictures等單詞和短語，嘗試借助拼讀規(guī)律記憶它們，并能夠根據(jù)語境選擇恰當?shù)膯卧~形式填空。
教學難點：
能夠通過說唱歌謠，以及運用談論過去旅游情況的功能句I went to … I climbed …等操練本單元的重點詞匯。
五、教學步驟
1.熱身(唱一唱)
T: Good morning, boys and girls.
Ss: Good morning, Miss Fan.
T: Look at these beautiful pictures. Where is it? (點擊課件，出現(xiàn)三亞風景圖片)
Ss: Sanya.
T: Great! Is it a beautiful place?
Ss: Yes.
T: Did you go to Sanya?
Ss: Yes. / No.
T: When did you go Sanya?
S: I went there …
T: went to Sanya. Our friend——Bill went to Sanya, too. What did Bill do there? Let's have a look.
設計意圖：開門見山，直入正題。
2.學習(學一學，練一練)
(1)單詞教學
�、俳虒Wwent to the beach
T: Where is it? (點擊課件，出現(xiàn)海灘)
S:海邊/沙灘
T: Yes. It's beach. (點擊課件，出現(xiàn)beach單詞) How to read the word? (出現(xiàn)teach, each)
學生讀單詞，根據(jù)舊單詞試著拼讀新單詞。
設計意圖：用舊單詞學習新單詞的方法，培養(yǎng)學生學習能力。
T: /bi:t?/
S: /bi:t?/
T: Do you like the beach?
S: Yes.
T: What can you see there?
S: I can see the sea, the sand and …
T: Is it beautiful?
Ss: Yes.
T: It's so beautiful, so Bill went to the beach. (點擊課件，出現(xiàn)went) went to the beach
Ss: went to the beach
T: Look at the picture. Bill went to the beach. Who else went to the beach?
Ss: Bill's parents.
T: You are right. You should go to the beach with your parents.
設計意圖：在學習的過程中適時進行安全教育是必須的。
T: Who went to the beach in our class?
S: Me.
T: Bill went to the beach. Whent to the beach, too. What did Bill do there?
設計意圖：在說周圍同學的經(jīng)歷的時候，同時也是鞏固新學的動詞過去式。
②教學swam in the sea
T: The sea is blue. It's hot. Bill swam in the sea. /sw?m/
S: /sw?m/
T: Bill xx. (教師引導學生說圖)
S: Bill swam in the sea.
T: Did you swim in the sea, xx?
S: Yes.
T: xx . (教師引導學生用學過的動詞過去式短語說句子)
S: xx swam in the sea.
�、劢虒Wdrank cold drinks
T: Bill swam in the sea half an hour. He was tired. What did he do then? Look! (點擊課件)He xxxx. (教師引導學生說句子) Drank hot drinks?
S: No.
T: Bill drank cold drinks. /dr??k/
S: /dr??k/
T: Can you drink cold drink after e_ercises?
S: No.
T: Drinking cold drinks after e_ercising is not good for our body. You should drink warm water. Right?
S: Yes.
T: Did you drink cold drinks in last summer?
Ss: Yes. / No.
T: After Bill drank cold drinks, he swam in the sea again. He swam and swam. Half an hour, he was tired again. What did he do?
④教學ate ice-cream
T: Look! (點擊課件) He ate ice- cream. /eit/
S: /eit/
T: What does a—e say?
Ss: It says /ei/.
T: OK. Was Bill right?
S: No.
T: What should he do?
S: He should drink warm water.
T: Clever.
�、萁虒Wwent to the Forest Stone
T: Bill went to Sanya. What about Lily? Where did Lily go? Look! (點擊課件) Where is it?
S: Kunming.
T: Good job. Did Lily go to Kunming with her parents?
S: No.
T: Who?
S: …
T: Lily went to Kunming with her uncle's family. Where did Lily visit? Look! (點擊課件)Where is it?
S:石林
T: the Stone Forest
Ss: the Stone Forest
T: The Stone Forest is very beautiful. Lily went there. Who went there in our class?
S: Me.
T: What did you do there?
S: … (教師幫助學生用過去式表達)
�、藿虒Wsaw flowers
T: Look! What are these?
S: Flowers.
T: Beautiful?
S: Yes!
T: Lily went to the Stone Forest. The flowers were there. Lily saw flowers. /s?:/
S: /s?:/
T: I saw many flowers. Did you see flowers? (手指課件上面的花兒)
S: Yes. I saw flowers.
⑦教學took photos
T: What did Lily do after seeing flowers? (點擊課件，出現(xiàn)詞組和舊單詞)
S: took photos
T: You are so clever. Who took photos for Lily?
S: Lily's uncle.
T: Good. Did you take photos when you had a trip?
S: Yes.
T: OK. We will talk about your photos.
�、嘟虒Wbought some gifts
T: When Lily's trip was over, she went to a shop. What did she do? (點擊課件)
S: bought some gifts
T: Right. What did she buy?
S: She bought some gifts.
T: Super.
(2)Listen and tick
T: Now open your book and turn to P57. Let's listen and tick. Take out your pencils. (點擊課件)
學生聽音，打勾，班內(nèi)校正，及時評價。
(3)Chant and say
T: Look at the picture. What did Bill and Lily do?
S: Bill swam in the sea. Lily bought some gifts.
T: Read the sentence by yourself.
學生自己讀句子。
T: Are you right? Let's listen and follow it. (點擊課件)
學生聽音跟讀，班內(nèi)展示，及時評價。
(4)Let's write
T: Look here. Where is it? (點擊課件)
S: Sichuan.
T: What can you see?
S: I can see …
T: What can you do there?
S: I can …
T: Miss Fan went to Sichuan last summer vacation. This is my passage about my trip. Can you help me finish it?
Ss: Yes!學生做練習，班內(nèi)展示，及時評價。
(5)Homework
1. Read the dialogue on P56.
2. Say Chant to your parents.
3. Write a short passage about your trip.
設計意圖：家庭作業(yè)以說為主，檢測學生是否真正掌握本節(jié)課的內(nèi)容。作業(yè)實行分層，讓孩子根據(jù)自己的學習能力選作，真正實現(xiàn)了以生為主。
六、板書設計
整個板書以本節(jié)課的教學重難點為主，輔之以教學評價。評價是這樣進行的：全班分成5大組比賽，看誰得到的小紅旗最多。最后用這個板書來進行整節(jié)課的小結(jié)。
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