Unit4Peteriswriting教学设计

Unit 4 Peter is writing.Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Getting to know somebidy is doing something.Language structure:Peter’s mothre is cooking.He is sleeping.Vocabulary:The word should be grasped: writing, sleeping, working, reading, sweeping, cooking, painting, playing.Understanding words:book, wood, hood, hook, cook, merry-go-round, let others. Sounds:Know the oo-’s sound in the words.How to write: reading and writing.Period 1Basic aims of this lesson:understand and say the new words “writing, sleeping, working, reading, sweeping, cooking, painting, playing.”retell the Part A.can say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is sweeping.T: Look, what am I doing?S: …Show the wall picture.T: Look, this is Peter. What is Peter doing?Ss: Peter is writing.T: What’s Peter’s mother doing?Ss: She is cooking.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is writing.…Step 4. Consolidationfree talk.Assessment.Exercises book P13-14.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understant Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action.Step 3 PracticeGame: Guess, guess, guess.Let a student draw a picture on Bb, others guess “What is he/she doing?”Listen to the tape of Part D.3. Act the story wear the headwear as Dino and Tim.Step 4. ConsolidationFree talk.Assessment.Exercises book P15-16.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “oo-”, and understand the words “book, wood, hood, hook, cook2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “oo-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “book” on Bb, let Ss read.Mark “oo”, let the Ss find the rule.Write other words with “oo”, wood, hood, hook, cook …Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “reading and writing ” on book.Learn to sing “Are you sleeping?”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Teaching Notes。

Unit4Peteriswriting教学设计Teaching design of Unit4 petersis writingUnit4Peteriswriting教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

四.下 unit 4 peter is writing.用现在进行时描述某人正在做某事。

peter’s mother is cooking.lingling’s brother is sleeping.掌握词汇：sleeping, working, sweeping, cooking, painting 理解词汇：book, wood, food, cook, took, firewood字母组合oo的读音及词组peter is writing.的书写。

四.下 unit 4 peter is writing.period 1一、教学目标⒈ 能听懂、会说新单词writing, sleeping, working,reading, sweeping, cooking, painting, playing;⒉ 能理解并复述本课课文；⒊ 能用现在进行时描述某人（第三人称）正在做某事。

重点：掌握四会单词。

难点：能用现在进行时描述某人（第三人称）正在做某事。

单词卡片（playing the piano, baking a cake, flying a kite, making a paper boat, reading a book, writing a letter, eating a banana, climbing a tree）、教学挂图、教学磁带等。

Unit 4 Peter is writing. 第一课时（A,B部分）教学设计Teaching content：湘少版英语四年级下册Unit 4 Peter is writing. （A、B部分）Understanding of the teaching material：The whole unit focuses on expressing what people are doing sth.It’s related to our daily life, so it’s helpful to raise students’learning interests and improve their spoken English.Teaching goals1.Knowledge goals:Target words: sleep, work, sweep, cook, paint.Target sentences: Peter's mother is cooking.Peter is writing.2.Ability goals:(1)To train Ss the basic skills of speaking, reading, listening andwriting.(2)To develop Ss’communicative ability by learning the usefulexpressions.(3)To develop Ss’ cooperative ability.Teaching points:Master the new words: sleeping, working, sweeping, cooking, painting. Teaching difficulties:The present continuous tense: He/She/… is doing sth.Teaching aids:Multimedia, word cards, notes.Teaching procedures:Step I Warming upa) Greetings.T: Nice to see you again! How are you today?Ss: ...b) Let’s sing the song Are you sleeping?T: Do you still remember the song Are you sleeping? Let's sing it together, OK?(出示这首歌的视频，学生根据背景音乐齐唱。

小学同课异构：课题：Unit4 Peter is writing执教时间：教学目标1. 能熟练地运用句型:somebody is doing something；2. 读准单词的发音,注意ing 的发音；3. 读准字母组合OO 的发音，会区别字母组合OO 的长、短音。

教学重点与难点重点:能熟练地运用句型:somebody is doing something；难点:用He/She is doing 看图说话。

情感目标培养学生学习英语的兴趣。

教学步骤step1 Warming up1.师生问候.2.师展示图片,学生复习所学的单词及短语play the pianobake a cakemake a kitemake a piemake a messmake a boatstep 2 Presentation and drill师讲解本课重点：somebody is doing something;板书并教学句型"Ling ling is sleeping"2.教读课文A部分.听师朗读课文A部分,了解课文大意.3.学生跟读.4.分组练读并表演:Peter's mother is cooking.Anne's mother is sweeping.Ling ling's brother is sleeping.Ling ling is painting.step 3 Practice游戏——看图猜测词意,用Part B 进行练习。

sleeping working sweeping cooking paintingstep 4 Consolidation1.抽单词并表演出上面的动作。

2.自由表演。

3.评价。

对学生在活动中的表现给予肯定和鼓励,提高学生学习英语的兴趣。

4.对话练习。

5.家庭作业。

1）熟读并背诵课文A部分。

2）识记本课新单词。

3）分别用He is …和She is …造句。

Unit4Peteriswriting教学设计四年级英语教案四.下 unit 4 peter is writing.教学目标语言功能用现在进行时描述某人正在做某事。

语言结构peter’s mother is cooking.lingling’s brother is sleeping.词汇掌握词汇：sleeping, working, sweeping, cooking, painting理解词汇：book, wood, food, cook, took, firewood语法字母组合oo的读音及词组peter is writing.的书写。

四.下 unit 4 peter is writing.period 1一、教学目标⒈ 能听懂、会说新单词writing, sleeping, working, reading, sweeping, cooking, painting, playing;⒉ 能理解并复述本课课文；⒊ 能用现在进行时描述某人（第三人称）正在做某事。

●二、教学重点及难点重点：掌握四会单词。

难点：能用现在进行时描述某人（第三人称）正在做某事。

●三、教学准备单词卡片（playing the piano, baking a cake, flying a kite, making a paper boat, reading a book, writing a letter, eating a banana, climbinga tree）、教学挂图、教学磁带等。

●四、教学步骤step 1 warming up师生问候。

游戏—rhyme and act （说说做做）将全班学生分成两组进行游戏。

教学出示单词卡片（playing the piano, baking a cake, flying a kite, making a paper boat, reading a book, writing a letter, eating a banana, climbing a tree），两组学生一组根据卡片念儿歌“sunday morning”，一组根据儿歌的内容配上动作。

4、Are you Lingling?period A一、教学目标1、能听懂、会说本课对话。

2、能运用“Are you……”询问辨人；及对此问题作出回应“Yes，I am./No，I’m not.”。

3、能用“Thank you.”表示感谢；并作出回应“You are welcome.”二、教学重点及难点重点：运用“Are you……”询问辨人。

难点：学会适时表示感谢，并作出回应。

三、教学准备教学磁带、人物头饰等四、教学步骤（一）Warming up1、师生问好。

2、唱英语歌曲“Hello”。

（二）Presentation and drill1、T：Hello，every one.Today we will learn Unit 4 Are you Lingling？（板书课题，带读句型。

）2、然后随意走到学生面前，询问学生姓名。

T：What is your name？S：I am Zhang Chao.T：Are you Zhang Chao？引导学生理解并回答：Yes，I am.（在四线三格里板书句型，让学生集体练读，分组练读，单个练读，纠正其读音。

）3、随意走到另一学生面前T：Are you Zhang Chao？引导学生理解并回答：No，I am not..（在四线三格里板书句型，让学生集体练读，分组练读，单个练读，纠正其读音。

）4、随意走到学生面前T：Are you Lingling？S：Yes，I am./No，I’m not..T：Thank you.引导学生理解并回答：You are welcome.游戏----Dragon gameS1：（然后对后面一位同学说）Thank you.S2：You are welcome.（后面的同学依次轮流回答）S3：You are welcome.（三） Practice1、分组练习课文A部分对话，出示书中任人物头饰，让学生分角色表演，引导学生提问并回答。

课题：Unit 4 Peter is writing. 板书图片：
板书设计：
T: (teacher)：What is he/she doing? S: (students): He /she is ...
设计说明：将图片贴在黑板上，形象生动的向学生展现动作单词cooking,writing,sweeping,sleeping,painting和句型。

学生边看图片，边模仿图片中的动作，边跟读chant:
Cooking,Cooking,Peter’s mother is cooking.
Writing,Writing,Peter is writing.
Sweeping,Sweeping,Anne’s mother is sweeping.
Reading,Reading,Anne is reading.
Sleeping,Sleeping,Linging’s brother is sleeping.
Paingting,Painting,Linging is painting.
如此一来，不仅提高了课堂的趣味性，激发了学生看图说英语的欲望和兴趣，同时也提高了学生学习的效率。

再以表格的形式让学生填写，
帮助学生巩固单词和所学句型。

图片与表格，人物动作的结合使得课堂更活跃，更直观，学生更容易接受和吸收。

Unit 4 Peter is writing.Period 1一、教学目标1. 能听懂，会说读新单词：watch，cook,eat，drink，play，sleep；2. 能听懂，会读和表演A部分的文本内容3.初步感知现在进行时态，在熟记单词的基础上能用句型：_____ is v- ing 正确描述某人（第三人称）正在进行的行为。

二、教学重点及难点重点：掌握四会单词。

难点：watch中ch的发音，能用现在进行时描述某人（第三人称）正在做某事。

三、教学准备多媒体，教学方法：游戏、任务型教学法、情景教学法四、教学步骤Step 1 Warming up1.Greeting2.Sing a song①What’s Anne doing ; ②Table numbers; ③Ten little indianboys.Step 2 Presentation and drill⒈导入 Do you know the show 爸爸去哪儿？Today, let’s what are they doing?呈现多多，T： who is she?Ss:She is Duoduo.T:Guess what’s she doing.Ss:She is cooking.教授cook单词，oo uuu.I ask, you answer.同样的方法教授，eat,drink,play, watch(提醒学生嘴巴撅起来，开小火车，纠正学生的发音。

),sleep1.汇总跟读。

2.请小老师带读。

3.自行练习。

4.开火车。

2.Game time!1).幸运大转盘。

2).I say you do.& I do you say.跟读对话对话练习。

与同桌一问一答。

练习好的，请举手告诉老师，你会了。

小组加分。

可以拓展到生活中。

3.Learn Part A1).Listen to the tape and answer .2).Look at the picture : What are they doing ?(encourage ss to say more sentences )3).Listen and check.4).Follow me.5).自行练习6). Little actor.小演员。

Peter is writing 说课稿一、说教材内容我今天说课的内容是小学英语四年级下册Unit4 Peter is writing PartA和PartB部分，本课所学的内容是单词sleeping working sweeping cooking painting和用现在进行时描述某人正在做某事。

二、说教学目标1、语言知识目标：四会掌握单词并灵活运用于现实生活中。

2、语言技能目标：培养学生表达能力和运用语言的能力。

3、情感态度目标：激发学生的说英语的欲望。

三、说教学重点和难点本课的重难点为掌握单词及准确运用句子。

四、说教法和学法根据四年级学生好学好动，表现欲望强烈的特点，我主要采取了情景引入，整体感知，小组合作交流的学习方式让学生在情景中理解语言，并利用游戏突破和巩固本节课的重点、难点。

在老师的引导下，学生通过听，说，猜，游戏等环节来巩固语言，提高语言表达能力。

五、说教学过程1、复习中活跃课堂。

我通过Sing a song 和Greetings创设轻松的情景，与学生进行交流，并给予适当的奖励，活跃课堂气氛，使学生乐于进入英语课堂。

2、情境中感知新授本课我主要采用了多媒体课件辅助教学，创设了一个家庭生活情景，让学生通过听、看来感知本课的学习内容，融入情景之中。

3、活动中巩固新知，突破重点和难点根据教学内容，将创设情景，自由会话，以充分调动学生学习英语的积极性，突破教学重难点。

同时检测学生对新学知识的掌握程度。

总之，这堂课的教学设计，无论是教学的安排，还是游戏环节，都尽可能让学生在“玩中学”，在“学中玩”，使学生在轻松愉快的环境中学习语言，希望这样能激发学生的学习兴趣。

peter is writing教案一、教学目标1、知识目标学生能够理解并正确运用现在进行时的结构和用法，特别是“be ＋动词ing”形式。

学生能够掌握与写作相关的词汇，如“pen”“paper”“draft”“edit”等。

2、技能目标学生能够用现在进行时描述他人正在进行的动作。

学生能够通过观察图片、情景模拟等方式，提高语言表达和写作能力。

3、情感目标培养学生对英语学习的兴趣和积极性。

激发学生在写作中发挥创造力和想象力。

二、教学重难点1、教学重点现在进行时的构成和用法。

与写作相关的词汇和短语的理解与运用。

2、教学难点如何让学生在实际情境中准确、流畅地运用现在进行时进行表达。

引导学生在写作过程中合理组织语言，表达清晰的思路。

三、教学方法1、情景教学法通过创设真实的写作场景，让学生在情境中感受和理解语言的运用。

2、任务驱动法布置写作任务，让学生在完成任务的过程中巩固所学知识，提高写作能力。

3、互动教学法鼓励学生小组讨论、同桌交流，增加学生之间的互动和语言实践机会。

四、教学过程1、导入（5 分钟）通过展示一张Peter 正在书桌前写作的图片，引导学生观察并提问：“What is Peter doing?” 引出本节课的主题“Peter is writing”。

2、词汇学习（10 分钟）展示与写作相关的图片，如笔、纸、橡皮擦等，教授新单词“pen”“paper”“eraser”等，并通过简单的造句让学生熟悉这些词汇的用法。

3、语法讲解（15 分钟）讲解现在进行时的构成“be ＋动词ing”，强调 be 动词的变化形式（am/is/are）要根据主语的不同而变化。

通过例句“Peter is writ ing Mary is reading They are playing”等，让学生理解现在进行时的用法。

4、句型练习（10 分钟）给出一些图片或情景，让学生用现在进行时进行描述，如“The dogis running” “The girls are singing” 鼓励学生积极发言，教师及时纠正错误。