四年级下册英语教案_Unit 1 Review｜冀教版
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第1页/共7页 Unit 1 Review
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 教学目标
死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 1、学生能听懂、会说、认读、和书写本单元的四会单词。
“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，第2页/共7页 最初出现的“先生”一词也并非有传授知识那般的含义。《孟子》中的“先生何为出此言也？”；《论语》中的“有酒食，先生馔”；《国策》中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实《国策》中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于《礼记?曲礼》，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。2、能认读、理解并运用下列基本的句型
A: Whose…is this? B: It’s my/his/her/sb’s…
A: Where is he/she/sth.? B: He/She/It is…
3、能发现并总结十几和几十数字的规律
4、能用方位介词描述物体的位置。
2学情分析
本节课的学习者是小学四年级的学生,有了一定的知识储备,但处于中高年级的他们,教学活动的设计不能过于幼稚。
3重点难点
重点:四会单词及重点句型的掌握
难点:对重点句型的灵活运用。
4教学过程
4.1 第一学时 第3页/共7页 4.1.1教学活动
活动1【讲授】review
Step I Greeting and Revision
1.Greeting (1min)
T: Hello everyone.
Ss: Hello Mrs. Zhao.
T: How are you going today?
Ss: I’m fine. Thanks. How about you?
T: I’m fine, too. Thanks.
Are you ready for class?
Ss: Yes.
2.Revision(4min)
T: OK. Let's begin. Read the words of unit 1 first.
Ss:
Step II New Concepts
(33mins)
1.
T: What’s this?
Ss: This is a pencil.
T:How many pencils do I have?
Ss: Fourteen.
T: Yes. I have fourteen pencils. 第4页/共7页 fourteen
Ss: fourteen
T: Who can read these words?
S1: thirteen fourteen fifteen sixteen seventeen eighteen nineteen
T: Read together.
Ss:
T: Now, look. What are these?
Ss: They are crayons.
T: How many crayons?
S1: Forty.
T: Yes. Let’s read together.
Ss: forty
T: Who can read these words?
S2:
T: Read together.
Ss:
T: Look at these words. What have you found?
Ss:
T: Good.
Now, listen! Which number did you heard?
Ss:
T: Ok. Open your books, turn to page15. Part2. 第5页/共7页 Listen and circle.
Ss listen and circle.
2.
T: Where is Danny?
Ss: Danny is beside Jenny.
Danny is in front of the library.
T: Look at this picture. What else can you see?
Ss:
T: Where is Jenny? Write the answer on your book. Part3
T: Who can read the first/second/… sentence?
Ss:
T: Now check your answers.
Let’s read together.
T: Ask and answer one by one.
3.
T: Oh, where’s Danny now? Guess.
Ss:
T: Maybe.
T: Look here. Is this Danny’s toy bus?
Ss:
T: What’s that?
Ss: A crayon. 第6页/共7页 T: Whose crayon is that?
Ss:
T: Are you right? Look and listen.
T: Now, look at your book. Listen and repeat. Underline the answer.
Ss: He is in the classroom.
T: Right. Which picture can we get the answer?
Ss: picture1
T: Who can read it? (The others follow him/her.)
Ss read picture1
T: Is this Danny’s toy bus?
Ss: No. It’s his new pencil box.
T: Is he right?
Ss: Yes.
T: Which picture?
Ss:
Read picture3 together.
T: The third question. Whose crayon is that?
S:
T: Which piture?
S:
Read picture4 together.
T: Read the whole text with your partner. 第7页/共7页 T: Who wants to show? The other Ss should listen carefully. Listen! Who
is Danny/Jenny/Steven/Kim?
T: Take out your activity book. Let’s finish the listening part.
StepIII Class Closing. (2mins)
You did a good job. Here’s a gift for every Tom, Dick and Harry.
T: “for every Tom, Dick and Harry” Do you know the meaning?
Ss:
T: Everyone gets a score this lesson.
“everyone”, we can also say “every Tom, Dick and Harry”.
