四年级英语上册教案 5. Unit 2 I'm making dumping.教案 外研社(三起)

Unit 5 Dinner’s ready第一课时一、教学内容Part A Let’s talk & Let’s survey二、教学目标1. 能听懂、会说：What’s for dinner? What would you like for dinner? I’d like some …, please. Dinner’s ready.2. 能运用句型：What would you like for dinner? I’d like some …询问他人的饮食习惯。

三、教学重难点1. 能听懂、会说Let’s talk中的对话。

2. 句型What would you like for dinner? I’d like some…, please. Everything’s ready.的灵活运用。

四、教学准备录音机、磁带、教学课件、单词卡片五、教学过程Step 1 Warming-up游戏：Do you like …?将本课时有关食物和饮料的卡片放在一个帽子或盒子里面。

将这个帽子或盒子放在讲台上。

教师让一位学生到讲台前，抽出一张卡片（如：juice）。

这位学生看过卡片后，要记住卡片上的食物是他／她喜欢的食品。

然后，将卡片放在讲台内。

让其他学生问：Do you like…?如果其他学生猜得不对，这个学生要回答No。

如果其他学生猜对了，这个学生要回答Yes. I like juice.并出示刚才抽出的卡片。

猜对了的学生到前面来，继续这个游戏。

Step 2 Presentation1. 学习Let’s talk(1)教师在黑板上画一个钟，时间指向6：30，教师说：Wow! It’s 6: 30. It’s time for dinner. I’m hungry! I’d like some rice and vegetable. What would you like for dinner?(2)一个学生回答完之后，让其他学生像这样做连锁问答：What would you like? I’d like…(3)教师通过图片导入课文并提问：Look at these pictures. Who are in these pictures? What are they talking about?(4)教师让学生看教学挂图。

Module5 Unit2教案【内容来源】外研版三起点（2013年审定）四上Module5 Unit2【主题】Can Sam play football?【课时】此教学设计按单元写，教师可根据实际情况划分课时。

一、教学目标(Teaching aims)（1）帮助学生能听说读写单词：strong, star；（2）能听懂会说句型Can he/she……? Yes, he/she can. / No, he/she can’t.（3）能够做到知识的迁移，把以往学过的词汇运用到本课的句型当中，把本课所学的句型运用到其他情境中复习巩固Can you…?及回答Yes, I can. /No, I can’t. 能力目标：提高学生的英语听说读写的能力，发展学生的与人合作能力。

二、教学重难点(Teaching points and difficulties)（一）重点(Points)情态动词can引导的含第三人称的一般疑问句及肯定和否定回答。

（二）难点(Difficulties)情态动词can引导的含第三人称的一般疑问句及肯定和否定回答。

三、教学准备(Teaching preparation)多媒体PPT课件。

教学过程采用任务型教学法、情景教学法、交际法。

四、教学过程Step 1: Warm-up & Lead in1. Greetings. (师生间简单地打招呼。

)2. 教材活动4：Listen and say. Then sing.教师呈现活动4歌曲录音及歌词，学生先跟读，后教师播放该部分动画，学生模仿跟唱。

3. Revision.教师出示第4-5页ppt，学生看到图片后迅速说出短语及句子I can …，随后根据图片提示同桌二人练习对话：Can you …?Yes, I can. / No, I can’t.复习上一单元所学词汇及句型。

Step 2: Presentation1. 教材活动1：Listen and chant.（1）教师出示第6页ppt，请学生观看Flash一起来唱一唱。

Module5 Unit2I wore warm clothes.教学设计教材分析:本模块的学习主要依然围绕着过去式的应用。

本课时为第5模块的第2课时，主要谈论Lucy 学校旅行的故事，在复习不规则动词过去式的基础上，让学生学会用过去式来描述一件过去发生的事情，同时也培养学生热爱生活的乐观情绪。

教学目标：1. Students can learn some new words and sentences.2. Students can use past tense to describe an event correctly and fluently.3. Students cultivate their habits of speaking English, passion of life.教学重难点：1. go skating/ wore/ fall over - fell over/ hurt / be able to/at first2. I wore warm clothes.3. At first, I fell over. But it didn ’t hurt a lot.4. Then I was able to skate.教学准备：Multimedia, cards, ppt, CD-ROM教学过程：1.Warm-up1). Sing a song: WE HAD A LOVEL Y DAY.2). Free talk:T: boys and girls，I usually go swimming on the weekend. What about you?S1: I usually go fishing.S2: I usually go shopping.S3: I usually go hiking.T: very good. Your weekends are very wonderful. Do you often go skating?Ss: yes, I do.T: great! Yesterday, I saw the pig in the park. Do you want to know what was he doing?Let’s listen to the computer, and find out the answer.Ss: sure.3). Activity1：listen, point and sayPlay the CD-ROM.T: guys, what did the pig do yesterday?Ss: the pig went skating yesterday.【设计意图】The song will draw students’ attention, make them ready for the class, and have a review on some verbal phrases, and some sentence pattern. In the free talk, they will have a primary idea of the phrase of “go+doing”.2.PresentationT: boys and girls, do you like to go on a trip?Ss: yes, of course.T: haha, me too. Last class, we learnt something about trip.And today, let’s continue to talk about things happened before, and tell some funny stories.Look, our friend Lucy, is coming. Yesterday, she went on a school trip. So, she sends us aletter. Was she happy in her trip? What did she do?T: Let’s listen to the tape, and tell me the answer.1). Activity2. Listen and say.Play the CD-ROM.T: Was she happy in her trip?Ss: yes, she was.T: What did she do?Ss: She went ice-skating.Learn ice-skating together.T: great! The ice was very cold. So can Lucy wear a T-shirt? And did she wear warm clothes? let’s listen to the computer again.2). Listen again for detailed information.Question1: Can Lucy wear a T-shirt?Question2: Did she wear warm clothes?Question3:What happened to Lucy?Question4:Did it hurt?Question5:Did Lucy continue to learn to skate?Play the CD-ROM again.Discuss and check the answer.Learn wear-wore.Learn fall over-fell over.Learn hurt-hurt.Learn learn-learnt.3). Listen again and read.Play the CD-ROM again, and read after it.T: boys and girls, now we will listen to the tape again. This time, please try to imitate the pronunciation and intonation.【设计意图】This procedure is to learn the new text. The Task-based method is used to lead students to read the letter carefully and get information from the letter. Imitation and repeat will improvestudents’ pronunciation.3.Practice1). Role-play.Students will read the letter by group, or by role.2). Talk about Lucy’s story with key words.Yesterday Lucy went on a school trip, she went ice-skating, she wore trousers and a sweater, The ice was very cold. First，she fell over, but it didn’t hurt. Then，she learnt to skate. It was really fun.3). Practice activity3 on page30.4). Play a game: make a funny story according to Activity5 on page31.5). Practice activity6 on page31.【设计意图】The new knowledge they have learned will be consolidated, and they will practice their skill of communication and expression.4.SummaryStudents sum up the knowledge they have learned.【设计意图】The summary is another kind of consolidation.5.Homework1). Listen to the text and try to recite.2). Copy the sentences and words 3 times:【设计意图】Let students do some exercises after class to consolidate the knowledge they have learned. 教学反思：。

外研版（一起）四年级英语上册教案Module 5 Unit2 I wore warm clothes.一、教学目标与要求1. 知识目标：重点学习不规则动词的一般过去时，I/ He/ She/ We/ They fell over/wore/learnt……能够听说读写的单词和短语：Lovely out way really能够听说读写的语句：Wear (wore) hurt ice-skating skate fall over (fell over)2. 能力目标:能运用一般过去时描述过去发生的行为，掌握不规则动词的一般过去时3. 情感态度目标热爱运动，热爱生活，不怕困难挫折的乐观情绪。

二、教学重难点：能听够听说读写语句I/ He/ She/ We/ They fell over/wore/learnt…三、准备：word cards、CD-rom activity book.四、教学过程:Step 1Warm-up1. Show word cardsFinished cook cooked see saw eat ate finish buy bought go went had have climb climbed老师拿出词条see，生说出saw ，师拿出词条finished，生说finishStep 2 Presentation and practice1．Sam and Daming visited the Great Wall. Yesterday, Lucy wrote a letter to me .She told me something about her school trip.教师装出很神秘的样子，拿出一封信。

2. （信件展示）Do you want to know about it ?Guessing gameLucy likes sports,老师做出滑冰的动作。

Which sports does she like?出示词条skate，进行认读由skate自然过渡到ice skating3．课文教学出示信件，出现完整的文章Dear （Rita）:Yesterday：We went on a school trip.We went （ice-skating）.I （wore）warm clothes trousers and sweater .The ice was very cold.First, I（fell over）.But it didn’t（hurt）.Then I （learnt）to skate .It was easy! And I didn’t （fall over）again. It was really fun.FromLucy4．(Practice in pairs).（1）.What’s the weather like?（2）.Did she hurt?（3）.Did she learn to skate?教师就势引导She learn t to …。

外研版四年级上册英语Module 5 FoodUnit 2 I’m making dumplings.学习任务：What are you doing ? I’m making dumplings/ I’m cooking vegetable. Do you want some ? Yes , please . / No , thank you .教具：实物：饺子，蔬菜，勺子，围裙卡片，磁带，CD-ROM ，录音机教学过程:一．Warming upGreeting二．Chant : left foot ,right foot ,left foot right三．Review展示卡片T：What’s this ?Ss : cake, rice , noodles , fish(学生快速读出)T: Do you want some …Ss: Yes ,please . / No , thank you.四．实物导入1.T：老师今天带了二种好吃又有营养的东西，大家猜猜是什么？（学生猜）师拿出饺子教学dumpling①全班读②个别读③小组读2.同法教学vegetable①唱反调（师大声读单词，生小声；反之师小声生大声）②全班读单词五．巩固单词Play a game猜单词师把刚刚复习的单词和新授单词的卡片藏起来，给学生三次机会猜猜藏的是哪两张，如果学生两张都猜错了，师说“no”。

如果猜对一张师说“YES”但是不给学生看卡片，两张都猜对了给学生看卡片读出单词，并给予奖励。

六．情境中学句型1．I’m making dumplings.T：今天老师非常高兴，所以要大展厨艺（带上围裙，包饺子），now ,look here ,What am I doing?想不想知道老师在干什么吗？要用英语怎么问呢？Ss：What are you doing ?(板书)T：I’m making dumplings. Do you want some?(板书)采用不同形式读句型I’m making dumplings.( 如：师读快，生读慢；师读慢，生读快) 2．I’m cooking dumplings.T:接下来，老师要展示每二样厨艺，Look here(师抄菜)，想知道Miss Lin 正做什么要用英语怎么问Ss: What are you doing? (板书)T：I’m cooking vegetables.Do you want some.(板书)采用不同形式读句型I’m cooking dumplings.（如：男女分开读，小组读）七．学课文(1)学生对话第一部分1．T：Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客，我们来看看Daming 一家做了什么好吃的请他们。

（外研版2012）四年级英语上册Module5 Unit2 教案
1. 播放录音，仔细听，感受节奏和旋律。

2. 进一步对can的用法加深
3. 再放录音，学生跟唱，并做出相应的动作，教师适当指导。

III. 学习课文
1. 打开课本part1教师向学生讲解Sam Amy Lingling Daming不同头像所代表的回答。

2. 播放录音，学生听出答案，并在课本上用选出答案所示的头像。

3. 分别扮演Sam Amy Lingling Daming小组四人以他们的口吻进行回答练习
Can you make a cake？ Yes, I can/ No, I can’t.
Can you play the flute? Yes, I can/ No, I can’t.
IV. Practice
展示图片的动作：write a letter， row a boat， take a picture，read
a book， do taijiquan， make Chinese food， play chess， make soup
1. 四人一组，运用Can you…句型调查谁是多面手，能力强。

2. 选出两组汇报调查结果
V. 小结:
本节课我们同学表现非常出色，很好的运用了“can”来了解他人的能力，以便对你有所帮助。

VI. 作业:
1将今天所学的歌曲表演给好友或家人。

2收集学过的动词或动词词组，用I can描述自己能做到的，用I can’t 描述不能做到的。

木李镇小学英语备课用纸年级四年级课题Lesson 2 It’s snowing.上课教师第 5 模块课时 1、2 课型新授教学目标1、学生能听、说、认读、规范书写单词：snow,weather rain sorry Dad、raincoat.学生能运用本课的句型: How’s the weather in Beijing today? It’s_____ .灵活的谈论当天的天气情况。

2、通过情景创设，让学生在日常生活中正确使用所学到的句式。

3、使学生感知大自然千变万化的天气，了解相关知识，保护环境。

教学重难点1、使学生能灵活运用句型：How’s the weather in Beijing today? It’s_____.对当天的天气情况进行讨论。

2、学生理解It’s snowing/raining.的意思。

知道snow和rain后面的ing的意思。

教学过程（一）Warming- up.1、Greetings:2.、Do you like drawing pictures? Now take out your paper . Let's draw theweather we’ve learned last lesson,ok?(课件呈现：Let's draw .)等学生画完后，课件呈现答案，师板书：How’s the weather ? (教授weather, How’s theweather ?课件呈现句子和汉语意思，“天气怎么样？”)生：It’s windy./cloudy/sunny/snowing/raining.师：Yeah, you did a good job.（二）Prsentation:1.呈现课文图片，指着Jenny :who is she? 生：She is Jenny.指着Dad:who ishe?引导学生：He is Jenny’s Dad. 教授Dad.Jenny is in Beijing, and Dad is in Harbin,they are talking about the weather.Now listen to the tape and try to answer the questions:(课件呈现两个问题)How’s the weather in Harbin?How’s the weather in Beijing？Now listen carefully.(1)How’s the weather in Harbin?引导生：snowing,（做动作说单词，课件呈现ing用红笔标注）后配图标，教授单词snow-snowing. It’s snowing,巩固：snowing, snowing, it’s snowing,(2)The second question:How’s the weather in Beijing?引导生：It’s raining.教授raining,(加动作，ing 用红笔标注.Raining,raining ,it’s raining,课件呈现雨衣，what’s this? Yes, it’s a raincoat. Raincoat,raincoat,put on yourraincoat. It’s raining. Put on your raincoat.(3) Listen and follow the recording.（三）、Practice.课件呈现：Let’s talk.课件呈现How’s the weather？It’s sunny./cloudy/winday/raining/snowing.(图标下隐藏相对应的单词，学生说出来以后再呈现答案。

最大最全最精的教育资源网1PEP Book3 Unit 2 My schoolbag Part A○----By Liang Yueting of LP No.2 Primary School Teaching contents：A. Let’learns / Let’s doTeaching Aims：1. After class, Ss can say the new words and know the meanings:English book, math book, Chinese book, story-book, notebook, schoolbag.2.After class, Ss be able to use the sentences properly and smoothly:How many ⋯ s do you have? I have⋯.3.Ss can do the actions correctly.4.Ss will love their books more.Teaching Points and Difficulties:1.Points: Understand the new words and use the sentences“ How many ⋯ sdo you have? I have⋯”properly and smoothly.2.Difficulties: “Let’s do.”And the pronunciation of “th”,“ch”.Teaching aids:word cards, tape and recorder.Teaching Procedure:Procedur Teacher ’s activity Ss ’activity PurposeesWarm-up 1.Let do.do with &Simon says: Clean the board⋯.actions. Review 2.Chant:Simon says let’s have a chant, OK?chantI have a⋯. Me too.Simon says 的这个游戏既为复习前课内容，又为能使Ss 迅速进入英语学习气氛。

四年级上册英语五单元教案（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、述职报告、策划方案、演讲致辞、合同协议、条据文书、教案资料、好词好句、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, job reports, planning plans, speeches, contract agreements, doctrinal documents, lesson plans, good words and sentences, complete essays, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!四年级上册英语五单元教案英语老师要继续加强对教材的钻研，学习先进的教学方法，让学生取得更大进步。

Unit 2 My schoolbag第一课时教学内容：A Let's learn Let's do C Let's sing教学目标：1．能听懂会说本课的会话。

2．听懂会说How many ... do you have? I have...并能在实际情景中运用，要求模仿正确，语调自然。

3．能听说认读本课主要词汇：Chinese book, English book, notebook, math book, story-book, school bag以及句子How many...do you have? I have...教学重点：1．句型：How many… do you have? I have…2．词汇：Chinese book, English book, math book, notebook, story-book, schoolbag教学难点：1．发音：have, math book, story-book, schoolbag2．区别书写形式：notebook, story-book与Chinese book, English book, math book教具准备：1．小松鼠和小熊的手偶、面具或头饰2．教材相配套的教学课件［Unit 2 Let's learn］3．教材相配套的教学录音带教学过程：（一）热身／复习（Warm-up/Revision）1．复习第一单元My classroom所学内容做游戏：Simon says 教师说simon says: Clean the board….学生根据游戏规则做出动作。

看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。

2．复习与本课内容有关的单词做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。

小学-英语-上册-打印版
Module 5
Unit 2 Can Sam play football?萨姆能踢足球吗? Listen and chant．听一听并说唱。

(教材第29页)
课文全译
Can you swim? 你能游泳吗?
Can you fly a kite? 你能放风筝吗?
Can you skate? 你能滑冰吗?
Can you ride a bike? 你能骑自行车吗?
Listen and say．听一听，说一说。

(教材第29页)
词汇全解必会
strong /strɔŋ/ adj.（形容词）健壮的
字母组合ng在strong中发/ŋ/。

thin瘦的，weak虚弱的
He’s as strong as a lion．他像狮子一样健壮。

star /sta:/ n.(名词)明星
字母组合ar在star中发/a：/。

a runner star赛跑明星，a movie star电影明星
词汇全解复习
help /help/ v.（动词）帮助
字母e在help中发/e/。

helped
helpful adj．(形容词)有帮助的
help n．(名词)帮助
词汇全解拓展
together /tə'geðə/ adv.（副词)共同；一起
字母o在together中发/ə/。

to·'ge·ther /tə·'ge·ðə/
work together一起工作，get together聚集。

2019-2020年四年级英语上册 unit2 第五课时教案北师大版教学目标：1. 知识与能力通过连一连写一写，说歌谣和小调查复习和巩固本单元的句型。

2. 过程与方法采用说唱，模拟调查访问的形式复习巩固句型。

3. 情感态度与价值观培养学生利用英语做事的好习惯。

教学重点：通过连一连写一写，说歌谣和小调查复习和巩固本单元的句型。

教学难点：利用英语进行小调查，培养用英语做事的理念。

教学准备：录音机。

实践活动：小调查。

板书设计：Unit 2 I like BobbyDo you like cats? Yes ,I do.What animals do you like?I like (horse)教学过程设计：一、复习。

（5分钟）利用教学卡片复习单词。

对话练习。

Do you like （cats）?Yes ,I do./No, I don’t.Does she/he like (cats) ?Yes, she/he does .No, she doesn’t.二、连一连，说一说。

（12分钟）复习铺垫。

拿起老虎的教学卡片提问：“What’s this?”引导学生回答：“It’s a tiger”，用同样的方法完成其他的教学卡片。

拿起老虎的教学卡片问一名同学说：“Do you like tiger?”引导学生回答：“Yes ,I do”或者“No ‘I don’t”指着这名同学问其他学生：“Does he like tiger?”引导学生回答：“Yes, he does”或者“No, he doesn’t”找出一名不喜欢老虎的学生，把“(Tom doesn’t like tiger ”写在黑板上，指导学生读句子。

让学生看22页的图画，告诉学生顺着虚线可以发现每个人或者动物喜欢或者不喜欢的的东西。

然后补全句子或者回答问题。

指着猫的图，提问：“Does the cat like goats”引导学生回答：“No, it doesn’t”让学生看第一个句子，并写出所缺单词。