2018-2019年英语外研版小学四年级上册《Module 5 Unit 1 Can you run f

M5 Unit1 Pleased to meet you!一、教学目标：1、技能与知识目标基本能听懂、会说词汇：pleased meet address pen friend基本能听懂、会问“can you speak English ?”can you…?的语言结构，并会做答.Yes, I can / No, I can not; I can speak some English.初步感知I have got …….. ，Can you be my Chinese friend? 的含义。

2、学习策略目标培养小学生爱交朋友的习惯，发展广泛的兴趣；培养学生自主、合作的学习方式，在交流与合作中共同进步成长；3、情感态度目标培养学生在活动中体会英语学习的乐趣，培养学生熟悉生活，和对异国文化的了解，兴趣。

二、教学重难点：能运用can you speak English?这类语句询问能力，并能口头作出回答。

识别单词pleased meet address pen friend三、教学用品：幻灯片、课文录像四、教学过程：Step 1 Greetings师生之间简短对话引出Pleased to meet you!Step 2 Revision与学生共同复习第三册相关内容Step 3 Leading出示自己笔友的照片T：Look! I have a pen friend. He is a famous singer . He can sing very well. He lives in Beijing .百度搜索：/d?query=%C6%D5%CD%A8%D1%（课件出示自己笔友的照片和他会干的事情。

）向学生解释pen friend.的含义。

（设计目的: 引出新单词pen friend，让学生理解pen friend的意义。

）T：I want another pen friend . Can you be my pen friend?引导学生用Yes, I can.或No, I can’t.回答。

外研版（一起）四年级英语上册教案Module 5 Unit 1 We went to the Great Wall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 saw/ate/had/bought…能够听说读写的单词和短语：Go (went) see (saw) eat (ate) have (had) the Great Wall能够听说读写的语句：We went to the Great Wall.We ate apples.We had a good time.1. 能力目标:能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时3．情感态度目标“热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。

二、教学重难点：能听够听说读写语句I/ He/ She/ We/ They saw/ate/had/bought…三、准备：word cards、CD- rom activity book.四、教学过程:Step 1 warm-up1．Review word (show word cards)Invented watched learnt saw finished phoned cooked went helped2．T do the action,Ss say the wordT:做“看”动作S：说出相应的单词过去式Step 2 Presentation and practice1. (Show pictures of the Great Wall)T: Where is it?T: I went to the Great Wall.出示词条went认读went出示词条went----goT: Did you go to the Great Wall?T help Ss say: I went to …教师指着回答的学生说: She \He went to …然后引导所有回答的学生说We went to …Did you go to the 五.四square?I went to …引导学生将I went to …转换成We went to …2. I went to the Great Wall .And I climbed to the Great Wall.出示词条climbed, ed用不同颜色加深Climbed---climbDid you climb to the Great Wall?T help Ss say ：I climbed……3. Good Boys and girls. Look at the mountain. It’s high.出示词条mountainI like mountain. I climbed the mountain.4. Yesterday it was a school trip.认读trip5. 课文教学：Do you want to know where did Sam and Daming go?Let’s watch TV.(1)Where did they go? Were Sam and Daming happy?(2) Ss answer the questions.T：Yes. They had a good time.认读had---have(3) Listen again and find went\ saw\ ate\ had\ bought(4) This is a picture of the Great Wall. What did they buy?Daming and Sam bought it for dad.What present did you buy?I bought…转述他人He/ She bought…(5) What did they see? What did they eat? (Practice in pairs)认读see-saw, eat-ate 在ate的教学中引出eat tea，引导学生发现异同，进行语音渗透。

Unit 1 Can you run fast?你能跑得快吗？教学目的：1、Grasp the words and sentences:can, run fast, jump far, winnerCan you run fast? Yes, I can./ No, I can’t.2、Can use the knowledge to talk about the athletics and finish the task.3、Train the pupils’ability of speaking and listening.知识详解重难点1．询问对方是否能做某事的句型及其答语—Can you...？Yes．I can /No．I can’.课文应用：Amy,can you run fast? 埃米，你能跑得快吗？Yes, I can 是的，我能。

句型结构问句：Can you+动词原形十其他？答语：Yes，I can．/No，I can't．重点解析此句型用来询问对方是否具有某种能力，是由can引导的一般疑问句。

can是情态动词，意为“能；会”，它没有人称和数的变化，后接动词原形。

生活实例 Mary是四年级一班新来的学生，同桌Jack问她能否讲英语，让我们来听听他们的对话吧！知识链接can的各种句型肯定句：主语+can+动词原形+其他．例如：I can dance. 我能跳舞。

否定句：主语+can’t+动词原形十其他.（can't是can not的缩写形式。

）例如：She can't speak Chinese.她不能讲汉语。

巧学抄记can的用法歌诀“我”是情态动词can，若表能力“我”承担；不管主语怎么变，can的模样都不变；动词原形站后边，一般疑问句can提前；否定句can后not添，学好can很简单。

语法小贴士情态动词简介本模块我们学习了一个很特别的动词can，在英语中它叫情态动词。

Module5Uint1 Can you run fast?一、教学目标：1、知识目标：掌握单词Can的运用；学会听、读、说run， jump，ride， fast， high， far ；掌握句型：Can you …… ?Yes, I can. / No, I can’t.2、能力目标：能运用句型：Can you …… ?Yes, I can. / No, I can’t.询问他人在某一方面的能力。

培养学生的综合实践能力，能使用英语做事情，能够将所学的知识在相似的生活中进行运用.3、情感态度目标：采用多种活动途径，培养学生学习英语的兴趣，培养学生积极地参与和主动学习，让学生爱上英语。

二、教学重点:掌握词汇run fast、 jump high、 jump far 、 ride fast和句型Can you…？Yes, I can. / No, I can’t.三、教学难点根据实际情况运用句型：Can you …… ?Yes, I can. / No, I can’t.进行交流。

四、教具准备：多媒体课件、自制笑脸和哭脸、自行车等；五、教学方法：动作教学法，任务型教学法等。

六、教学过程Step 1、Warming up1、Greetings2、Sing a song<<I’m listening to music>>.3、A game (Simon says：Listen and do the actions).(1) Play football (2)Do morning exercises. (3) Skip (4)Swim (5) Row a boat (6) Play basketball (7) play table tennisStep 2、Presentation1、肢体动作引出新单词: can run fast jump high farT: Run,Ss: (Do the action and say after the teacher.) Run.T: Run fast. (T and Ss do the action together. From slow to fast.)Run fast, run fast, run fast.教师教读单词： run fast（板书）T:I can run fast. I can run fast. can you?S: Yes, I can .教师教读句型: Yes, I can . （板书，贴笑脸）No, I can’t. （板书，贴哭脸）教师用句型Can you……？提问，肯定回答的学生上来进行跑步比赛对胜利的同学说：“You’re the winner.”用以上的方法教学单词jump high far.2、情景教学单词：ride .T: Look, what is this? (推出学生的自行车)教师骑上自行车，边骑边教读单词：ride.T：I can ride bicycle. And I can ride fast.Can you ride fast?Ss: Yes, I can. / No, I can’t.教师请学生上台骑自行车，并提问：Can you ride fast?Step 2、Practice1、举一反三（巩固新单词，老师读一遍，学生读三遍，边读边做动作）。

Module5 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）四年级上册第五模块Unit1 We went to the Great Wall教学设计.二、教学过程建议（一）热身导入1.请学生演唱SB Module4 Unit2活动4的歌曲。

2.播放SB Unit1活动1的动画或录音，请学生看动画或边听录音边看挂图，引导学生理解韵句的语义。

3.再次播放录音，请学生看图跟读。

跟读过程中，学习“went，saw”的语义，并给出多组例句，培养学生的运用能力。

4. 请学生两人一组，相互说韵句，最后请部分学生向全班展示。

（二）任务呈现教师告诉学生：“学完这个单元之后，让我们向朋友们介绍自己在学校旅行中看到了什么、做了什么吧，这样朋友们可以更好地了解我们。

”（三）课文学习1.播放SB Unit1活动2的动画或录音，请学生看动画或边听录音边看挂图，教师帮助学生理解课文语境。

2.再次播放录音，请学生完整听一遍对话，以便更好地理解。

播放第三遍录音，请学生逐句跟读，对于学生跟读有困难的语句，教师可以按照意群、节奏重点带读，请学生注意模仿语音语调。

3.在跟读过程中，学习“took，ate，had，have a good time, bought”的语义，并通过造句练习开展运用训练。

具体方法可参考活动1的教学提示。

通过，现图片、做动作等方式，学习“trip, fifty, minute, top, mountain, candies, plant”的语义。

如果教师在教授Module3 Unit1时已经带领学生学习过“trip, top, mountain, plant”这些词汇，则此处可以进行巩固练习。

4.请学生分组、分角色朗读课文。

先请学生在小组内练习，然后请几组学生向全班展示。

5.再次展示挂图，鼓励学生看图复述原文，注意纠正学生的语音语调。

（四）训练巩固1.完成SB Unit1活动3.请学生看图，听录音并跟读，重点关注不规则动词过去式的发音。

Module 5 Unit 1We went to the Great Wall.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，着重学习动词过去时的不规则变化。

在Unit1里，老师主要以对话形式了解游览长城的学校旅游。

本课的语言功能是运用一般过去时描述过去发生的事情,语用目标是谈论描述参观游览的经历, 重点在于go/went, see/saw, eat/ate, take/took和have/had等不规则动词的学习, 在句子中帮助学生了解一般过去时的含义及记忆动词的不规则变化。

教学目标：1.Students learn some special verbs, their past tense and some sentence patterns.Words: went, the Great Wall, saw, ate, had, bought, climb, mountain…Sentences:We went to the Great Wall.It took us fifty minutes to climb to the top.We saw some beautiful plants.We bought you a present.So, you had a good time!It’s a picture of the Great Wall.2.Help the students use these words and sentences in activities and daily life.3.Inspire the students’ interest, and inspire the students to love our homeland.教学重难点：1.To master the basic sentence “We went to the Great Wall.”2.To master the past tense of some special verbs “went, saw, ate, had, bought”.3.To know some knowledge of the Great Wall.4.To talk about some other famous places of China.5.To use these words and sentences in the past tense correctly.教学准备：Multimedia, cards, ppt, and CD-ROM.教学过程：1.Warm-up1). Free talk:T: hello, boys and girls. How was your weekend?Ss: it’s great.T: what did you do on last weekend?Ss: I …T: look at the picture. (show a few pictures of my trip) Where was I? And, what did I do?Ss: …T: do you want to know more about my trip? You can ask more questions.Ss: …T: is my trip interesting?Ss: yes, it is.T: Sam and Daming are talking with their teacher. What are they talking about?Let’s go and see.【设计意图】The topic and pictures will draw students’ attention and their interests. They will make them ready for the class, and lead in the new topic of this lesson.2.Presentation1). Activity2. Listen, point and find.Play the CD-ROM.T: Boys and girls, what are they talking about?Ss; They are talking about their school trip.T: where did they go?Ss: they went to the Great Wall.T: great! But what did they do in their school trip? Let’s listen to the tape again.2). Listen again for detailed information.Play the CD-ROM again.Question 1: what did they do?Question 2: what did they see?Question 3: what did they eat?Question 4: what did they buy?Question 5: what’s it?Discuss and check the answer.Learn “go on a trip”, “top”, “went”, “ate”, “saw”, “had”, “bought” and the sentence pattern.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 text. Imitation and repeat will improve students’ pronunciation.3.Practice1). Role-play.Students will read the letter by group, or by role.2). Practice Activity1 on page26.Let’s chant.3). Practice activity3 on page28.4). Practice activity4 on page28.5). Play a game: Be a little guider.Show them four pictures. Choose one and talk about it with us.【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 words3 times:Words: went, the Great Wall, saw, ate, had, bought, climb, mountain…Sentences:We went to the Great Wall.It took us fifty minutes to climb to the top.We saw some beautiful plants.We bought you a present.So, you had a good time!It’s a picture of the Great Wall.【设计意图】Let students do some exercises after class to consolidate the knowledge they have learned. 教学反思：略。