科普版四年級(jí)英語(yǔ)上冊(cè)教案同步練習(xí)

1、本文格式為Word版，下載可任意編輯 科普版四年級(jí)英語(yǔ)上冊(cè)教案同步練習(xí) Lesson 1 We can dance 教材分析 This lesson is the first lesson of the textbook, which is to learn the pronunciation of I, and to learn the words and sentences that students should master. 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 You can hear the words “swim“, “sing“, “dance“ and “ride a bike“.

2、 “Can you . ?” To communicate with others, to develop students English ability in the process of learning. 【過(guò)程與方法目標(biāo)】 To understand and master sentence patterns and to make sentences and applications with alternative words. Wecandance.Letsswim.Canyousing?Yes, wecan./ No,Icant. 【情感態(tài)度價(jià)值觀目標(biāo)】 To stimulat

3、e students interest in learning English through various kinds of teaching activities and cultivate students sense of cooperation. 教學(xué)重難點(diǎn) 【教學(xué)重點(diǎn)】 Understand and master sentence patterns. Wecandance.Letsswim.Canyousing?Yes, wecan / No,Icant. 【教學(xué)難點(diǎn)】 Can be used to make sentences and applications. 教學(xué)過(guò)程 St

4、ep 1. Warming up Hello! Boys and girls! Let s play a game. (Look at the picture!) T: What are these? Who can? Ss: Swim sing dance ride a bike. Step 2. Teaching A. vocabulary teaching Draw a simple picture on the blackboard. Read it twice and demonstrate it. Practice: group practice, group practice,

5、single line practice, personal practice. Look, I can sing. Let the students imitate. I can sing and read. “Swim“ and “ride a bike“. B. pattern teaching T: I can swim. can you swim? Use your fingers to talk. Can you swim? yes, I can. Step 3. Practice Lets say a chant. Can you swim? yes, I can. Can yo

6、u fly? No, I cant. Can you ride a bike? Yes, I can. Step 4. Lets talk Hi, my little friends! Hi, Miss Fish! Lets swim, OK? Oh, we cant swim. Can you touch your head and bend your leg? No, we cant. But we can dance. We can dance, too. Lets dance. Great! Step 5. Homework 1. Copy the words on page 5 an

7、d 2 of each line. 2. Listen to the first lesson and recite the text. 教學(xué)反思 略。 Lesson 2 What s on the desk? 教材分析 This is the second section of this chapter. On the basis of the first section, we learn the new word “desk, cup“, etc., and the content of the textbook shows the relevant sentences, which i

8、s led by the teacher to study together. 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 1. Learn the word desk, cup, guess, clock, etc. 2. Let the students understand, say, read, understand correctly, master the dialogue, read aloud, and perform the dialogue. 【過(guò)程與方法目標(biāo)】 By teaching and practicing, the students are able to skillfully

9、 use the sentence “Whats on/in. ? A (An). / Some.“ To engage in daily communication. 【情感態(tài)度價(jià)值觀目標(biāo)】 In the classroom, the students should develop the habit of expressing themselves actively in English, and be able to use what they have learned in daily communication. 教學(xué)重難點(diǎn) 【教學(xué)重點(diǎn)】 Can understand the wor

10、d desk, cup, guess, clock, etc., can understand the dialogue correctly, and can read and preliminary form. 【教學(xué)難點(diǎn)】 Can you tell me Whats the most important thing in the world? ? A (An). / Some.“ Use in daily conversation. 課前打定 Word card, tape recorder and teaching tape, box, hand bag, picture, cup, c

11、lock, etc. 教學(xué)過(guò)程 Step 1. Warming up Hello! Boys and girls! let s look at the pictures! T: What are these? Ss: desk cup clock bed doll box Step 2. Presentation A. vocabulary teaching Draw a simple picture on the blackboard and desk. Underline and emphasize the pronunciation e, look. What s on the desk

12、? Let the students imitate. Teach vocabulary cup clock bed doll box. B The sentence pattern teaching T: Whats on the desk? Use your fingers to talk: cup clock bed doll box Practice the sentence, What s on the desk? Then read aloud. Step 3. Have a talk Lead the student dialogue, Whats on the desk? So

13、me cups. Whats on the bed? A box. Whats in it? Guess! A clock? No. A doll? No. Sorry, I cant guess it. Look! Its you. Step 4. Consolidation and development Lead the students to read: A clock on the desk. The students read aloud: On the bed , a doll In the room, a table in the box a watch. Step 5. Ho

14、mework 1. Write the words five times. 2. Read the dialogues and use sentence patterns to make dialogues. 教學(xué)反思 略 Lesson 3 Is this your bag 教材分析 This is the third section of this chapter, on the basis of the previous section, mainly to study the sentences and practice. Through physical exercises, stud

15、ents can use sentence patterns skillfully: “Is this (that) your? Yes, it is. / No, it isnt. 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 1. Learning words and so on; 2. Let the students understand, say, read, understand correctly, master the dialogue, read aloud, and perform the dialogue. 【過(guò)程與方法目標(biāo)】 Through physical exercises, st

16、udents can use sentence patterns skillfully: “Is this (that) your. ? Yes, it is. / No, it isnt. 【情感態(tài)度價(jià)值觀目標(biāo)】 In the classroom, the students should develop the habit of expressing themselves actively in English, and be able to use what they have learned in daily communication. 教學(xué)重難點(diǎn) 【教學(xué)重點(diǎn)】 Can underst

17、and and read the words correctly, can understand the dialogue correctly, and can read and perform the dialogue. 【教學(xué)難點(diǎn)】 Can use sentence patterns in daily communication. Is this (that) your ? Yes, it is. / No, it isnt. 課前打定 Word card, tape recorder and teaching tape, box, hand bag, picture, cup, cloc

18、k, etc. 教學(xué)過(guò)程 Step 1. Warming up 1. Free talk 2. Play a game Listen and do. T says and Ss do. T: Touch your pen. Touch your pencil. Show me your pencil-box. Show me your book. Show me your bag. Step 2. Presentation 1. T: Now look at the cards. The teacher showed the word CARDS and repeatedly taught t

19、he students to read them. 2. The teacher holds the stationery and teaches the students the words in chant form. Ruler, this is a ruler. Eraser, this is an eraser. Sharpener, sharpener, sharpener, this is a sharpener.Knife, this is a knife. 3. The teacher carried a students eraser. T: Hi, xxx! Is thi

20、s your eraser? S: Yes, it is. The teacher took another students ruler. T: Hi, xxx! Is this your ruler? S: Yes, it is. The teacher took another students pencil sharpener. T: Hi, xxx! Is this your sharpener? S: Yes, it is. Step 3. Drills 1. Practice Let s learn in the form of chant. 2. Ss take out the

21、ir stationeries and have a talk in pairs. 3. Play a game. In pairs, the students were asked to put their stationery on the table. Then blind folded a student. Another student USES “Is this/that your .?“ The student who was blindfolded answered “Yes, it is. / No, it isnt.“ the student who asked the q

22、uestion said “Yes,“ and the teacher gave him a round of applause. Say “No“ and then exchange questions. 4. Sing the song “Is this a cat?” Ss sing after the recorder. Step 4. Consolidation and development Play a game The teacher collected some of the students study supplies and put them on the table.

23、 The game begins with the teacher saying, “Some Ss take up Some stationeries in our classroom. Who lost them?“ Then pick up the same stationery and ask a student, “Excuse me. Is this your. ?“ “The student replied,“ Yes, it is. / No, it isnt.“ teacher said,“ Here you are. “the student thanked him for

24、 saying“ Thank you. “and continued to ask the teacher for the other stationery. Step 5. Homework 1. Write the words five times. 2. Read the dialogues and use sentence patterns to make dialogues. 教學(xué)反思 略 Lesson 4 Is he your brother 教材分析 This is the fourth section of this chapter, based on the previous

25、 section. Let the students understand, say, read, understand correctly, master the dialogue, read aloud, and perform the dialogue: Who is he? He is my mother. Who is she? She is Who is she? She is 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 1. Learn the word family mother father girl, etc. 2. Let the students understand, say, r

26、ead, understand correctly, master the dialogue, read aloud, and perform the dialogue: Who is he? He is my mother. Who is she? She is Who is she? She is 【過(guò)程與方法目標(biāo)】 By teaching and practicing, students can use the sentence pattern skillfully to conduct daily communication. 【情感態(tài)度價(jià)值觀目標(biāo)】 In the classroom,

27、 the students should develop the habit of expressing themselves actively in English, and be able to use what they have learned in daily communication. 【教學(xué)重點(diǎn)】 Can understand and read the words correctly, can understand the dialogue correctly, and can read and preliminarily perform the dialogue. 【教學(xué)難點(diǎn)

28、】 Use sentence patterns in everyday conversation. 課前打定 Word cards, multimedia. 教學(xué)過(guò)程 Step 1. Warming up Hello! Boys and girls! let s look at the pictures! The teacher shows new words with a card in kind. Students can see pictures and words on the PPT. How to read? How do you pronounce it? What do the

29、se words mean? Step 2. Presentation Read the words together .Read the words by themselves. Read the words in groups. Then boys and girls. Last one by one. A. Vocabulary teaching Draw a simple picture on the blackboard. Write a book. Read it twice, and demonstrate it. Look, let the students imitate.

30、Board book topic and read aloud. Teach vocabulary B. The sentence pattern teaching Use your fingers to talk. Practice the sentences and then direct the readings. Even in a row family 家庭 mother 母親 father 父親 girl 女孩 Step 3. Have a talk Turn to page 16 look at the part: Let us talk. 1. Try to read the

31、text by yourselves. 2. Find students try to say the meaning. If not, the Ss or teacher should help him or her . 3. Read the text after the teacher and correct the pronunciation. 4. The Ss read by themselves , then read boys and girls ,read in pairs, read in groups read side by side.( exchange the ro

32、les ) Step 4. Consolidation and development T: What we have learned this class ? S1: New words . S2: Who is he? He is my mother. Who is she? She is Class is over. Step 5. Homework 1. Write the words five times. 2. Read the dialogues and use sentence patterns to make dialogues. 教學(xué)反思 略 Lesson 5 What c

33、an you see 教材分析 This is the fifth section of this chapter, on the basis of the previous section. By teaching and practicing, students can use the sentence pattern skillfully to conduct daily communication. “What can you see?“ Sentence patterns and their answers, and read the dialogue accurately and

34、fluently. 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 1. Learning words such as tree, sheep, car, pig, ship, panda, box, fox; 2. Let the students understand, speak, read and understand correctly. What can you see? I can see a tree. Can you see a sheep? Yes, I can. Master the dialogue and read the dialogue. 【過(guò)程與方法目標(biāo)】 By teaching

35、 and practicing, students can use the sentence pattern skillfully to conduct daily communication. 【情感態(tài)度價(jià)值觀目標(biāo)】 In the classroom, the students should develop the habit of expressing themselves actively in English, and be able to use what they have learned in daily communication. 教學(xué)重難點(diǎn) 【教學(xué)重點(diǎn)】 “What can

36、 you see?“ Sentence patterns and their answers, and read the dialogue accurately and fluently. 【教學(xué)難點(diǎn)】 Use sentence patterns in everyday conversation. 課前打定 Video, animal pictures, books, power point, etc 教學(xué)過(guò)程 Step 1. Warming up 1. See the video clips before class to learn sing song “What can you see?

37、“ 2. Draw a tree on the blackboard, there is a sheep under the tree, respectively, with the sentence pattern “What can you see? And can you see a sheep?“ To the students to ask questions, to import new lesson. (blackboard writing) timely. Step 2. Listen to the tape (1) Look at the lets learn section

38、. (2) Soft and read, imitate the pronunciation and intonation. (3) Read aloud and imitate the intonation and intonation. (4) Synchronize and read. (5) Read and read. Step 3. Group activities. Self - read: the students themselves read the Let s learn content. Read each other: practice reading with ea

39、ch other Group reading: the group leader leads the group to read all the sentences first, to make sure that each team member reads the meeting, and then, according to “male-female, group cooperation. Practice reading sentences. Step 4. Group presentation After each group is displayed, students shoul

40、d have mutual rectification, or use “Come on“. Good; Well done! Great! Good idea! .“ Encourage your partner. 1. Group activities Students use their own daily supplies, pictures and other team members to practice. Create a classmate to read a book together. A: Hi, B and C! BC: Hello! A: Look，I have a

41、 new book. Lets read it together, OK? BC: OK! Great! A: Look，I can see a monkey. Can you see a monkey, B? B: Yes, I can. What can you see, C? C: I can see a bear. A: Can you see a panda over there? C: Yes, I can. It is so cute. AB: Yes! Use physical objects, actions, pictures, etc. to ask what you s

42、ee. It can be set up in the display, which can be used to express the language in a comprehensive way. For the display of language errors, the group still hasnt pointed out the situation after the group evaluation. Step 5. Homework 1. Write the words five times. 2. Read the dialogues and use sentenc

43、e patterns to make dialogues. 教學(xué)反思 略 Lesson 7 Is she a doctor or a nurse 教材分析 This is the seventh section of this chapter, based on the previous section. learn the words doctor, nurse, teacher, cook, worker, etc. Whos he/ she? He is. / She is. Make the students understand, say, read, and talk to oth

44、ers. 教學(xué)目標(biāo) 【學(xué)識(shí)與才能目標(biāo)】 Learn the words doctor, nurse, teacher, cook, worker, etc. Whos he/she? He is. / She is. Make the students understand, say, read, and talk to others. 【過(guò)程與方法目標(biāo)】 The students are able to use sentences skillfully to carry out daily communication. 【情感態(tài)度價(jià)值觀目標(biāo)】 In class, students can u

45、se the content they have learned to communicate and actively use English. 【教學(xué)重點(diǎn)】 Can understand, read doctor, nurse, teacher, cook, worker and other professional words. 【教學(xué)難點(diǎn)】 A: Whos he/ she? He is. / She is. Use in daily conversation. Word card, tape recorder and teaching tape, headdress, picture.

46、 Step 1. Warming up Free talk. Step 2. Presentation 1. Learn new words. T: Now look at some cards. Teachers word card: doctor / dkt / nurse / n:s / teacher / ti:t / cook / kuk / worker / w:k / Let the students spell, and the teacher repeats the rhythm of the students to read these words. 2. T and Ss

47、 ask and answer Import topic sentence pattern Whos.? and the structure of the main system of personal pronouns. Step 3. Drills The teacher presented a simple picture in” Lets learn”. 1. Ask and answer questions in pairs. 2. Show other professional words. T: Whos he/she? He is. / She is. Question and

48、 answer. 3. Play a game Singing and passing, when the song stops. Who passes the ball, they use sentence pattern “Who s he/ she? He is. / She is.” Question and answer. Step 4. Homework Listen to the lesson 7 recite the text in lesson 7. 略 Lesson 8 Whats the time 教材分析 This is section 8 of this chapte

49、r, and on the basis of learning a lesson, continue to learn the sentence and words. Vocabulary: learn the number one - twelve in the situation, and be able to make new words in the scene. 【學(xué)識(shí)與才能目標(biāo)】 1. Vocabulary: learn the number one - twelve in the situation, and be able to make new words in the sc

50、ene. 2. The sentence patterns：Whats the time? 【過(guò)程與方法目標(biāo)】 Understand and master sentence patterns, use the word card to memorize the words. 【情感態(tài)度價(jià)值觀目標(biāo)】 Let the students realize the importance of time, make full use of time, cherish the time. 【教學(xué)重點(diǎn)】 Understand and master sentence patterns. 【教學(xué)難點(diǎn)】 Can b

51、e used to make sentences and applications. Word card, tape recorder, PPT. Step 1. Warmingup Sing a song : “ten little teddy bears.” T: Good morning, boys and girls .Nice to see you. Ss: Nice to see you, too. Talk to individual students individually.: Hello!/ Whats your name?/ Whats this?/ Whos she?/

52、 Whos he?. Step 2. Practice T: Today well learn “Lesson 8Whats the time?”(lets talk) S: Its an apple/ orange. T: Sorry, look carefully! S: Oh. Its a clock ! Step 3. Lead-in T: Yeah. Good. Look at the clock, whats the time now? (Its 8 o clock on the clock.) S: Its eight clock. T: Excellent ! . Listen

53、 to the tape . Ss act Dongdong,T acts Miss Liu (1) subgroup dialogue (2) dialogue (3) free dialogue. Step 4. Drill 1. Practice at the same table first, then use the headdress prepared before class to perform the performance, and the teachers and students will judge the best actor and give the reward

54、. 2. Let s make a clock. Step 5. Homework Five times in English, the text is familiar. 略 Lesson 9 How many horses can you see 教材分析 教材目標(biāo) This is section 9 of this chapter, on the basis of learning a lesson, continue to learn the sentence. Be able to understand and read 10 numerals from 11 to 20. Can

55、use How many. ? Sentence patterns for question and answer exercises. 【學(xué)識(shí)與才能目標(biāo)】 1. Be able to understand and read 10 numerals from 11 to 20. 2. Can use How many. ? Sentence patterns for question and answer exercises. 【過(guò)程與方法目標(biāo)】 Improve the students ability to speak by playing, speaking, seeing and lis

56、tening. 【情感態(tài)度價(jià)值觀目標(biāo)】 Cultivate students love of life and the quality of observation; Experience the combination of English learning. 【教學(xué)重點(diǎn)】 1. 10 numerals 2. How many.? The sentence pattern 【教學(xué)難點(diǎn)】 The pronunciation and sentence of the ten numerals: How many horses can you see? Courseware, schoolbag,

57、stationery, birds picture, word card. Step 1. Warming up 1. Say hello to the students. 2. Free talk: T: How old are you? S: . T: Whats your name? S: . T: What class are you in? S: . T: How are you? S: . T: Whats this? Guess! Whats in it? (the teacher takes out a bag and asks the students to guess) S

58、: . The teacher took out some stationery and practiced with the students Whats this? Sentence) T: Whats this? (the teacher pulls out a picture) S: Its a horse. T: Do you like horses? S: Yes. Show a picture of the courseware. T: How many horses can you see? (students answer) Step 2. Presentation and

59、drill 1. Teacher board book project: Lesson 5 How many horses can you see? 2. The teacher teaches reading and points the students to read. 3. The courseware is presented in animation and taught to read between 11 and 20 digits. 4. T: Who can read? (read in a variety of ways, read in groups, and read

60、 in groups.) 5. Show the Chant for the courseware. (the teachers and students clap their hands in rhythmic reading, reading each other at the same table.) Step 3. Consolidate 1. Practice the chant one by one. 2. Group work. 3. Show animation: dogs, cats, balls. How many. Can you see? Consolidate the