四年级英语上册Unit4WhereIsLucyFromLesson2教案重庆大学版

Unit 4 Where is Lucy from【第二课时】【教学目标】1．能运用What’s the matter?询问发生的状况，用Where’s询问物品的方位。

2．能用It’s in/ on/ under做简单回答；用Is it in/ on/ under？提问并作答。

3．能听懂door, window, wall, desk…简单常见的教室物品名称，并能进行认读。

4．能听读，并正确书写字母Nn—Rr以及短语和重点句型。

5．掌握本单元单词，学说歌谣，并能演唱本单元英语歌曲。

【教学重点】1．能熟练掌握教室物品相关的重点单词以及物品方法的简单询问和回答。

2．字母Nn—Rr的正确发音和大小写书写格式，初步了解一些自然拼读规律。

【教学难点】1.如何创设情景让学生对What’s the matter? 与Who’s on duty today?的感知和理解更形象。

2.Where’s? It’s in/ on/ under…… Is it in/ on/ under? 几个句型的操练和巩固。

3.字母的正确书写格式，注意手写体与印刷体的区别。

【教学安排】共需6—7课时，第一课，2课时；第二课，2—3课时；第三课，2课时。

【教学准备】重点词汇单词卡片，学习用品以及教室相关设施物品的实物，字母卡片，录音机，磁带，人物卡片和头饰1、在最软入的时候，你会想起谁。

20.8.158.15.202014:1014:10:56Aug-2014:102、人心是不待风吹儿自落得花。

二〇二〇年八月十五日2020年8月15日星期六3、有勇气承担命运这才是英雄好汉。

14:108.15.202014:108.15.202014:1014:10:568.15.202014:108.15.20204、与肝胆人共事，无字句处读书。

8.15.20208.15.202014:1014:1014:10:5614:10:565、若注定是过客，没何必去惊扰一盏灯。

Unit4 my home第二课时教学设计一、教学设计思路本课时主要通过情景对话学习句型Is it in/on/under... Y es, it is. No, it isn't。

教师首先通过游戏复习上一课时所学的单词study, living room, bedroom, bathroom和kitchen。

为课文对话作了铺垫。

然后运用已学句型I have ...Do you have ...? Where is ...？等导入本课新句型Is it in/on/under...?及回答Y es, it is. No, it isn't. 通过做猜一猜的游戏, 初步涉及课文内容。

教师通过叙述故事大概情节的方式，导入课文对话。

对话教学中，教师设计多种活动让学生操练本课时的主要句型。

使学生在趣味性的活动中，更好的掌握所学知识。

二、教学目标（一）知识1. 句型：Is it in/on/under/…? Y es, it is. No, it isn’t.2. 词汇：isn’t（二）能力1.能听懂、会说：Is this your bedroom? Is it in/on/under...? Yes, it is./No, it isn’t.2.掌握Let’s talk中的语言。

3.了解英语国家家庭住址的结构及各部分名称。

（三）情感爱护好每一件文具，珍惜工人们的劳动成果。

三、教学难点发音：it is 连读，isn’t四、教学媒体1.单词study, bathroom, bedroom, living room, kitchen 的图片。

2.教师准备录音机、配套磁带和电脑。

3.Let’s talk 部分的课件。

4.一些常见的文具和一个书包。

五、教学过程1.导入（1）教师和学生相互问候。

（2）做游戏：教师挑选一名学生来前边，教师手中拿着单词study, bathroom, bedroom, living room, kitchen 的图片，教师随意选择图片出示给那名学生，学生做出在该房间可发生的动作，让其他同学来猜一猜他看到的是哪张图片。

The second period(第二课时)Part A Let’s learn & Let’s do▶教学内容与目标课时教学内容课时教学目标Let’s learn ·能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom”·能够熟练运用句型“Where’s Amy?”“—Is she in the study? —Yes, she is.”进行询问并作出回答Let’s do·能够听懂指令并根据指令语做出正确的动作▶教学重点1. 能够使用描述居室名称的重点词汇。

2. 能够在情景中运用重点句型询问人物或物品的位置并作出回答。

▶教学难点能够听懂Let’s do 中的指令并根据指令做出正确的动作；能够正确匹配居室和活动。

▶教学准备PPT课件、课文录音、视频、卡片等。

▶教学过程Step 1: Warm-up & Revision1. Greetings.2. Let’s chant.3. A guessing game.(课件出示：钢笔在书包、文具盒、桌子或盒子等任一物品里的图片)T: I lost my pen. Where’s my pen? Let’s look for it together. Is it in the…? Guess!Teaching purpose通过韵句激发学生的学习兴趣，帮助学生复习Let’s talk板块的内容。

再通过游戏复习重点句型“—Is it in the…? —Yes, it is./ No, it isn’t.”。

S1: Is it in the box?T: Yes, it is. / No, it isn’t.…Step 2: Presentation1. Teach the new vocabulary and sentences.（1）Teach the word “study”.T: Where are my books? Look, they are in a room. (课件出示：书房中有很多书的图片) I have many books in it. Oh, it’s a study! (课件出示：study的相关内容) (Write down the word “study” on the blackboard and teach it.)T: Follow me: study, st/st/-u/ʌ/-dy/di/, study.Ss: … (Read it together, then read it one by one.)T: What can you do in the study?Ss: Read a book.T: (课件出示：read a book的相关内容) Do you like reading books?Ss: Yes.T:Let’s go to the study and read a book. Follow me: Go to thestudy. Read a book.Write down the phrase “read a book” on the blackbo ard and teach the sentences “Go to the study. Read a book.”(2) Teach the phrase “living room”.Show a picture of a living room. (课件出示：客厅的图片)T: Is this room a classroom?Ss: No.T: What’s this?Ss: A living room.T: Yes. This is a living room. (课件出示：living room的相关内容) Follow me: living room, li/lɪ/-ving/v ɪŋ/, living, o/u:/-room/ru:m/, living room.Write down the phrase “living room” on the blackboard and teach it.Ss:… (Read it in groups.)T: What can you see in the living room?Ss: I can see a table, a sofa, a…and a TV.T: Do you like watching TV? （课件出示：watch TV的相关内容）Ss: Yes.T:Let’s go to the living room and watch TV.Ss: OK.T: Go to the living room and watch TV. Follow me: Go to the living room. Watch TV. Teaching purpose一方面，通过情景引入新词汇，帮助学生借助图片等理解新词汇的意思，并正确发音。

pep版小学英语四年级上册unit4教案第一篇：pep版小学英语四年级上册unit4教案Unit 4 My home第一课时教学目标：知识与技能：1、能听懂、会说：Welcome to my home!并能描述自己的房间。

2、听、说、认读单词：study, bathroom, living room, bedroom, kitchen。

3、能听懂Let’s do中的指示语，并能做出相应的动作。

4、学唱歌曲My bedroom.过程与方法：情景教学法情感态度价值观：学会用英语描述自己的家，热爱自己的家；敢于表达教学重点：1、听、说、认读单词：study, bathroom, living room, bedroom, kitchen。

2、学习表示指令的词组。

教学难点：单词study, bathroom, bedroom的发音。

教具准备：1.教材相配套的教学录音带2.教师自制的单词卡3.教师使用的study, bathroom, bedroom, living room, kitchen 图片。

教学过程：一、热身、复习（Warm-up / Revision）A.Learn these sentencesWhere is the doll? It is in the box.Where is the doll? It is on the box.Where is the doll? It is under the box.Where is the box? It is on the table.B.Ask and answerWhere is the farmer? He is in the van.Where is the monkey? It is under the taxi.Where is the elephant? It is in the car.Where is the boy? He is on the train.Where is the nurse? She is on thebus.Where is the girl? She is in the truck.Where is the bird? It is on the bridge.二、呈现新课（Presentation）1.教师出示study的图片，手指着书房里的书问学生：What are they? 学生回答：They are books.教师接着自问自答：Where are the books? They are in the study.教读单词 study, 并板书，让学生认读。

Unit 4 Where Is Lucy From?Lesson 2教案1Ⅰ. Analysis of the text:In this text students will learn some verbs.Ⅲ. Teaching focus:Key vocabulary and phrases: dance, sing, speak, drawand--Can you...-- Yes, I can./ No. I can’t.2.Be skilled in oral expression of asking and answering the action.Ⅳ. Teaching aims:1. Function: Recognition of the verbs2. Listening:Students can understand others’ questions of asking the action and give corresponding answers.3. Speaking: Students can ask and answer these actions4. Reading: Students can understand the similar dialogue of asking and answering it.5. Writing: Students can write these verbs.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Lesson 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 V ocabulary study:1. Show some pictures by PPT.2. Ask and answer:--Can you...-- Yes, I can./ No. I can’t.3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the students to listen and point.3. Listen and repeat.4. Work in pairs.1）—Kate, I have a new classmate.—What’s her name?—Her name is Lucy.—Where is she from?—She is from The UK.—Can she speak Chinese?—Yes, she can.2）—Can you dance?—No, I can’t.—Can you sing songs?—Yes, I can....Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sentences.1 ) What’ s your name? a) It’s red2 ) What colour is the car? b) My name is Li Hua.3) Where are you from? c) No, I can’t..4 ) Can you draw pictures? d) I come from China.5. Call back the answer from the whole class and check the answer.6. Listen again and say.Step 5 Work in pairs.1. Ask and answer like this.—Can you speak Chinese?—Yes, I can.—Can you sing a song.—Of course, I like singing.—Can you dance?—Yes, I can.2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 4.2. Complete the table in Activity 4.3. Call back the answer from the whole class and check the answer.4. Ask the students to read through the conversations in Activity 5 silently. Homework听录音背单词。

重大版英语四年级上册Unit4《WhereisLucyfrom》（lesson2）教案Unit 4 Where is Lucy from？Lesson 2教案1教学目标1、学习新句型:We have a ne w friend today. I’m from…… Welcome! 通过教学会话,让学生学会介绍他人及做自己。

(重点)2、巩固会话,让学生在模仿、表演的基础上对自己的情况做介绍。

(难点)2学情分析学生有一定的英语基础。

3重点难点1、学习新句型:We have a new friend today. I’m from…… Welcome! 通过教学会话,让学生学会介绍他人及做自己。

(重点)2、巩固会话,让学生在模仿、表演的基础上对自己的情况做介绍。

(难点)4教学过程活动1【导入】Welcome back to schoolI. Greeting:Welcome back to school. Hello, boys and girls. Nice to meet you. How are you? What’s you r name?II. Warm up: Sing a song: Hello! (加上挥手和拍手的动作)III. Revision:教师活动学生活动出示动物玩具,如:catT: What’s this? C: Cat.T: Look! I have a cat.(手拿cat做拥有状)把cat给几个学生Ss: Look! I have a cat. (做拥有状) 做出把cat 给学生的动作,T: We have a cat.(做大家拥有状) 学生跟说:We have a cat.再用dog, rabbit单词练说句型。

IV. Presentation教师活动学生活动1、拿出Mike的图片:Who’s this? C: Mike.T: This is my friend, your friend, Mike.把图片介绍给学生,做大家拥有状:We have a friend, Mike. 学生理解意思,模仿说:(把Mike图片贴在黑板上) We have a friend.同样用Bai Ling的图片巩固,把图片贴在黑板上。