《Lesson 26 Where Is Danny》教案-01

Unit 1 Lesson 5 Where is Danny？(教学设计)-2022-2023学年英语四年级下册一、教学目标1. 知识与技能1.学生能够掌握五个方位的表达：in front of, behind, on, above, under。

2.学生能够用英语描述物品和位置，如：The book is on the desk.2. 过程与方法1.利用图片教学，让学生通过视觉的观察能力更加直观地了解不同方位的表达。

2.利用游戏和互动练习的方式巩固学生所学的知识。

3. 情感态度价值观1.通过愉悦的学习氛围激发学生学习英语的兴趣和自信心。

2.培养学生的观察能力和沟通能力，进一步增强学生的综合素质。

二、教学内容本节课的教学将着重于五个方位的表达，即：in front of, behind, on, above, under。

通过图片教学，让学生能够形象地理解和记忆这些词汇，并用英语描述不同物体的位置关系。

三、教学过程1. 热身和导入(5分钟)利用翻翻书的游戏吸引学生的兴趣，同时巩固之前学过的词汇和句型。

2. 新知教学(20分钟)1.利用图片教学，向学生展示不同物品在不同位置的关系。

鼓励学生使用之前所学的表达方式以及新学的表达方式进行描述，如：The book is on the table. The cat is under the chair. 等。

2.利用课堂互动的形式帮助学生加深对新单词的理解和记忆。

3. 练习与巩固(20分钟)1.利用带有图片的卡片进行游戏，让学生通过选择卡片和领读相应的句子来巩固所学的内容。

2.在小组内让学生相互描述自己所在的位置，并鼓励他们使用新学的表达方式。

3.利用口头交流的方式，让学生描述教室中的不同物品在不同位置的关系。

4. 总结和作业布置(10分钟)1.让学生自己画一个简单的地图，并标出不同物品的位置。

使用所学的表达方式进行描述。

2.回顾所学的知识点，强调下节课的重点和注意事项。

Lesson 26 Where Is Danny?Teaching Content:Mastery words and expressions: cough, chest, lung, breathe, catch a cold, suppose, illnessOral words and expressions: sneeze, bless, blessed, blest, role-play, miss school, got a cough, catch a cold, take this medicine three times a dayTeaching Aims:1.Learn more expressions for describing illness and treatment.2.Know how to see a doctor in foreign countries.Teaching Important Points:1.Know some knowledge about the illness and the treatment.2.Go to see a doctor.Teaching Difficult Points:Know some words and expressions about the illness and the treatment.Teaching Preparations: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming-upTalk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the studentssum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…S1: When I have a cold, I have a fever.S2: When I have a cold, I often cough day and night.S3: When I have a cold, I often have a running nose.S4: When I have a cold, I often have a headache.Step2. Come to “THINK ABOUT IT”.Talk about the following question: “What do your father and mother usually tell you to do when you catch a cold?”At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”S5: My father and mother usually tell me to drink more water and take medicine three times a day.When I’m ill, my mother looks after me at home. She can’t go to work.S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.Step3.Listening taskListen to the tape and answer the following questions:What’s wrong with Brian?What does Jenny do to help Brian?Finish the exercises in oral in class.Step4. Reading taskRead the text and fill in the blanks according to the text.1. _______ almost never gets sick.2. Brian’s ________ and _______ hurt.3.Jenny brought some _______ _______ for lunch.4.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.e to “PROJECT”Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.After they grasp more words and expressions about the illness, they can begin the role-play.In the process, the patients describe what they feel and what they do to cure the illness. If they need new words that they don’t know, the teacher can help them.If the doctor can’t have better treatment to the patients’ illness, the doctor can tell the patients to have a good rest and drink a lot of water.Step6. Homework1.Finish off the activity book2.Go on the next reading in the student book.Summary:Let the students to search on the Internet to get more information about the causes and symptoms of common illness. Encourage students to assist each other in finding and understanding the information. They should write down what they searched on the Internet because they have to give a report later in the class.。

w h e r e i s d a n n y教学设计------------------------------------------作者xxxx------------------------------------------日期xxxxwhere is danny 教学设计学情分析：1．创设轻松、活泼的英语学习氛围,让学生有充分发挥主动性和创造性的空间.2．以学生为活动的主体,教师为教学活动的组织者和引导者.本课采用了游戏，肢体动作等形式，主要是调动学生的学习兴趣。

3．手、脑、口、眼在“活动”中并用来学习英语，加深学生对新知识的记忆.4．采用合作的学习方式，利用学生的信息差,通过小组间的合作，大家互相帮助,一起努力, 更好的巩固本课内容.教学目标1.学生能听懂、学会、认读并书写词汇：he ,she ,behind2.学生能认读、理解并运用句型：Where he\sheHe\She .3.学生能了解字母组合ea 和oo 在单词中的发音及规律教学过程【导入】猜谜游戏I have hastwo long ears anda short tail.（利用猜谜的游戏，提高孩子的注意力及学习兴趣。

）What verymuch .Do you like【讲授】教学过程观看课件，学习更多的方位词：infront behindLook ,talkabout yourdeskmate “Where he?”告诉学生“in front ”“在、、前面”“behind”“在、、后面”学生能够回答：“LiMing tree.LiMing tree.”2.Read after me three times findsome students try readafer group[G1 G2 G3] girls.Ask answer...（出示课件，进行直观教学。

利用分组、男女生、问答等方式，训练学生的听说能力。

利用连线，强调 he <a boy > she < rabbit> .Where twopictures talkabout :Where findout answers.（出示词组，为学生阅读扫兴障碍。

《Where Is Danny》学历案一、学习主题“Where Is Danny?”二、学习目标1、学生能够听懂、会说、认读单词“where”“is”“Danny”。

2、学生能够运用句型“Where is？”询问某人或某物的位置，并能用“ is ＋地点”进行回答。

3、学生能够理解并正确朗读课文中的对话。

4、培养学生的观察力和语言表达能力，增强学生对英语学习的兴趣。

三、学习重难点1、重点（1）掌握单词“where”“is”“Danny”的发音和含义。

（2）熟练运用句型“Where is？”及其回答“ is ＋地点”。

2、难点（1）能够准确区分“where”和“here”的用法。

（2）在实际情境中灵活运用所学句型进行交流。

四、学习资源1、教材相关页面。

2、多媒体课件，包含图片、音频、视频等。

3、单词卡片、实物道具。

五、学习过程1、导入（1）通过播放一首与方位有关的英文歌曲，如“On, In, Under”，引导学生跟唱，活跃课堂气氛，同时引出本节课的主题——方位。

（2）展示一些包含人物和物品的图片，如教室里的学生、操场上的玩具等，提问学生：“Where is the boy/girl? Where is the ball/toy?”引导学生用“in/on/under”等词尝试回答。

2、新授（1）呈现单词利用多媒体课件或单词卡片，依次展示单词“where”“is”“Danny”，并带领学生跟读，纠正发音。

运用肢体语言和简单的例句帮助学生理解单词的含义，如：指着某个地方问“Where is it?”，然后回答“It is on the table” ；说“Is he happy?”，让学生理解“is”的用法；指着一个叫 Danny 的学生说“Danny is here” 。

（2）句型学习展示一个 Danny 不在教室的场景，提问学生“Where is Danny?”引导学生思考并尝试回答，如“He is in the playground” 。

[单元导航]三年级下册Unit 4 Home本单元的教学内容是介绍家中各房间，及询问回答人或物所处的位置。

教学重点是能听懂、会说并认读句子“We havea big living room.”“I read in my bedroom.” “Where’sDanny?”“He’s behind the door.”并运用所学内容介绍家中各房间。

能够正确认读和书写字母Uu—Zz.在学习中让学生简单了解一些中外住宅的布局特点，同时培养对家的感情。

[课时教学设计]Lesson 3 Where’s Danny?一、教材与学情分析小学英语三年级下册Unit 4 的主题是“ Home” ，而Lesson 3 这一课主要围绕“Where’s Danny?”这一主题展开教学活动，并以这一主题引出询问及回答人或物所处的位置。

本课时目的在创造一个轻松、愉快的学习交流环境，通过听、说、读、看来培养学生综合运用这些知识的能力。

通过有限的课堂实践活动，注意观察人或物所处的位置并能准确地用英语表达。

本课的教学对象是三年级学生。

在课程实施时，我们还要考虑到三年级的孩子，年龄还是比较小，注意力集中时间短。

如果要抓住孩子们的高度关注，让孩子们乐于学习，就要合理安排时间，不断变换有效而又高效的学习方式。

因此在教学设计时，要从学生的学习兴趣出发。

在枯燥的学习课文阶段，引入形象直观的动画和听一听，猜一猜等激发学生求知欲望的教学手法，使学生能精神饱满而又自然地进入英语学习情境。

在学习过程中，通过多媒体技术、声音、动画、儿歌、彩色大板的小组合作活动等多种学习方式配合。

在锻炼学生听说读写能力的同时，让学生能集中注意力进行学习，达到预期的学习效果。

二、教学目标1.学生能够在情境中准确运用词汇where, know, kitchen, under, bed, behind ,door ，以及句型“ Where’s Danny? I don’t know.”来进行谈论。

教案：Unit 1 Lesson 5 Where Is Danny?一、教学目标1. 知识目标：（1）能够听懂、会说、会读本节课的生词和重点句子。

（2）能够运用所学的句型和词汇询问某人的位置并进行回答。

2. 能力目标：（1）能够正确使用地图和指南针。

（2）能够通过地图和指南针找到某个地点的位置。

3. 情感目标：培养学生热爱大自然，喜欢探索的精神。

二、教学内容1. 重点单词：map, guide, mountain, river, tree2. 重点句型：Where is Danny? He is near the tree.三、教学重点与难点1. 教学重点：能够听懂、会说、会读本节课的生词和重点句子，能够运用所学的句型和词汇询问某人的位置并进行回答。

2. 教学难点：正确使用地图和指南针，找到某个地点的位置。

四、教具与学具准备1. 教具：PPT、地图、指南针2. 学具：课本、练习本、文具五、教学过程1. 热身（5分钟）教师与学生进行简单的英语对话，激发学生的学习兴趣。

2. 导入（10分钟）教师出示地图和指南针，引导学生谈论地图和指南针的用途，从而引出本节课的主题。

3. 呈现新课（15分钟）教师通过PPT展示本节课的生词和句子，引导学生跟读并进行翻译。

4. 练习巩固（10分钟）教师组织学生进行小组活动，运用所学的句型和词汇进行对话，巩固所学知识。

5. 课堂小结（5分钟）六、板书设计板书设计如下：Unit 1 Lesson 5 Where Is Danny?生词：map, guide, mountain, river, tree句型：Where is Danny? He is near the tree.七、作业设计1. 抄写生词和重点句子。

2. 运用所学的句型和词汇进行对话，并写在练习本上。

八、课后反思本节课通过地图和指南针这一情境，引导学生学习询问和描述某人位置的句型和词汇。

在教学过程中，学生对地图和指南针的兴趣较高，参与度较高。

Stay Healthy教案Stay Healthy教案Lesson 26: Where Is Danny?Teaching:Mastery words and ex: couglung, breathe, catch a cold, sullal words and ex:bless, blessed, blest, role-plal, got a cough, catch a cold, tada day Teaching Aims:Leaxdescribing illness and treaw howa dgn couTeaching Important Points:wwledge about the illness andaGa dTeaching Difficult Points:w some words and exabout the illness andaTeaching Preparations: pictuTeaching Aids: audiotape, flashcards, pictuType of lesson: new lTeaching Procedure:Warming-upTalk in groups abouwings abould. The teacher audents “When you catch a cold, how do you feel?” Ludents suld. Then give alass. They can begin l: when I have a fever, I…S1: When I have a cold, I have a fev2: When I have a cold, Iugh day and nig: When I have a cold, Iave a running: When I ha ve a cold, Iave a heada2“THINKABOUT IT”.Talk aboullowing question: “What do your father andusually tell you to do when you catch a cold?”At the saaudalk about the question: “What do your parents do when you are ill? How dl when you are ill?”S5: My father andusually tell me to dwater and take meda daWhen I’m illlooks aaan’t go to w: My pallwarm and dwater. When I have to get aarents are sad: My palllay inside and take medicine. When I am ill, my parents are worriedListening taskLape and answllowing questions:What’s wrong with Brian?What ddo to help Brian?Fxal in claReading taskRead the text and fillblanks accordingx_______ almost never g2.Brian’s ________ and _______ hubroug_______ _______ for luays to Brain: “_______ _______.”Fblalaal“PROJECT”Divide the clagrouur. Compldialogues. In the groua patient. Aa doctor. Tan be the nuatients’family membLudents grasp the words and exllness and treauragudadudent books and readd out facts about cases andllAgrawords and exabout the illanbegle-play.Iatients describe whal and what they do to cullness. Id new words that they don’t knowacher can helIf the doctor can’t have baatients’ illdoctor can tell the paave a good rest and drink a lot of waHomewFactivity bGxt readingudent bummary:LudaIgation about the causes andllurage studassist eading and understandingation. They should write down whaarchedIbecauave to give alalass。

Unit 1 We Like School!Lesson 6【教学目标】1．让学生了解词汇note, another的含义.2．能够理解学会句型: Let's…. Is he in the…? He is not in the washroom. There he is. Here is another one.3．会表演故事.【教学重难点】重点:学会句型: Let's…. Is he in the…? He is not in the washroom. There he is. Here is another one.难点:会表演故事.【教学方法】情景交际教学法,合作学习教学法.【教学准备】教学卡片cards, tape-recorder, 多媒体课件ppt.【教学过程】Ⅰ．Pre-reading1．带领学生吟唱本单元所学的歌曲.2．日常口语对话: Hello! Hi! Good morning! What day is it today? Where is the boy? He is in the classroom.Ⅱ．While-reading1．新课导入.老师:一天放学后,Jenny and Li Ming发现好朋友Danny不见了,非常着急,Danny在哪呢?我们一起来找一找.2．第一次阅读,快速阅读回答问题: Where is Danny? 学生快速阅读,然后回答.3．第二次阅读.（1）Read by yourself, please. If you have any question, you can ask your partner or the teacher for help. (请你自己读故事,有不明白的地方可以问你的同桌或老师)（2）Thinkinga．同学们读课文图片3和4,想一想: "Is Danny in the classroom?"b．同学们读课文图片5,想一想: "Is Danny in the library?"c．读课文图片6,想一想: "Is Danny in the gym?"d．读课文图片7,想一想: "Is Danny in the office?"e．读课文图片8,想一想: "Where is Danny?"4．第三次阅读.读一读,看看Li Ming和Jenny找了哪些地方,给它们按课文内容排序._____gym, ____library, _____washroom, _____office, _____classroom.Ⅲ．Post-reading我们一起帮助Li Ming和Jenny找到了Danny.今天的故事我们就学完了,同学们,课文里面的对话你都学会了吗?Ⅳ．Practice1．Listen to the tape, and point to the sentences.2．Let's watch the story again. This time you can read.3．分角色演一演这个故事.Ⅴ．Summary1．词汇note, another的含义.2．今天我们学习了句型: Let's…. Is he in the…? Danny is not in the washroom. There he is. Here is another one.【作业布置】1．听录音,熟读本课内容.2．回家后把这个故事讲给爸爸妈妈听.【板书设计】Unit 1 We Like School!Lesson 6note anotherLet's…Here is another one.Is he in the…? There he is.Danny is not in the…。

Unit 1 Hello Again! ？通过Li Ming 位置的描述引出本课内容，结合“——Where is+人？——She/He is+方位介词+人/物品。

”句型学习本课课文，让孩子们整体把握句型“——Where is+人？——She/He is+方位介词+人/物品。

”的用法。

[来源:学科网][来源:Z 。

xx 。

]【知识目标】 1、学习本单元新单词；2、理解句型“——Where is+人？——She/He is+方位介词+人/物品。

”；3、通过学习句型“——Where is+人？——She/He is+方位介词+人/物品。

”掌握方位介词。

【能力目标】通过孩子结合自己的生活经验和已学的英语知识，能用句型：“——Where is+人？——She/He is+方位介词+人/物品。

”，有条理地与同学交流，并掌握方位介词的用法。

【情感目标】通过对本课的学习,让学生懂得使用本课重点句式与同学们进行交流,教会学生用使用句型“——Where is+人？——She/He is+方位介词+人/物品。

”，培养学生对方位介词的应用能力。

【教学重点】 （1）本单元新单词（2）句型“——Where is+人？——She/He is+方位介词+人/物品。

”【教学难点】方位介词Tape recorder, MultimediaStep 1.Greetings and warm-up activitiesPlease describe where they are with “——Where is+人？——She/He is+方位介词+人/物品。

”◆ 教材分析 ◆ 教学目标◆ 教学重难点◆ ◆ 教学过程◆ 课前准备 ◆——Where is Li Ming？——He is in front of the tree.——Where is Li Ming？——He is behind the tree.Step 2 Learn new words播放新单词视频Step 3.Learn the text（1）听课文录音（2）Listen and watchStep 4.Watch the cartoon and answer the questions[来源:学科网ZXXK]T: Where is Danny？（课文导入）2Questions:（1）Where is Danny？（2）Where is Jenny？Step 5.Read and retellWhere is Danny？__________________________________He is reading a booking.Where is Jenny？__________________________________They are playing a game.Step 6. Please describe them with“——Where is+人？——She/He is+方位介词+人/物品”（1）Show some pictures o f things，and tell it with“——Where is+人？——She/He is+方位介词+人/物品”（2）PracticeStep 7.Let´s do itExample：——Where is Danny？——He is beside the box.Step 8.Letters and sounds1.Show some pictures and words[来源学&科&网]2.Show some records of words3.Practice：Try to readStep 9.Homework1.Recite the text and words.2.Practice the sentence“——Where is+人？——She/He is+方位介词+人/物品”本单元围绕动物展开话题，学习有关动物的新词汇，并能够运用简单的语句对动物生活习性进行简单交流。

Unit 1 Lesson 5 Where is Danny?教案课时目标1．复习Where is … ?句型，方位词和人称、物主代词。

2．学习重点单词in front of, behind.3．在具体的语境中，理解动词-ing形式的意思。

教具、学具准备1．实物：钢笔、铅笔、书、纸。

2．PPT教学过程（一）问候（二）复习并引入新课1．用歌曲复习Where is ….?句型以及方位词。

T:(用《两只老虎》的调唱)This is a pencil, Where is it?(边唱边把铅笔放在桌子上)S:It’s on the desk.T:( 把钢笔放在书下面，接着唱) This is a pen.2．Where is it?S:Under the book.然后用橡皮、铅笔盒练习in the pencil case用纸和黑板练习on the blackboard 后边两组练习，全班一起唱边问，找个学生回答。

（三）教授新概念in front of, behind.1．T：（叫一名同学起立，继续唱问全班）He is …..Where is he?全班：在教室里T:Yes,(唱)，He is in the classroom(边说边把教师的卡片贴到黑板上)Say it ,please. 2．T:Where is Jenny? Do you know?(出示体育馆的图片)T:yes,she is on the playground. Say it , please. Playground.T:The boys ask, and the girls answer.(指着图)B:Where is Jenny?G:She is on the playground.(变换卡片上的人物来练习)3．搭配练习在黑板上贴出卡片book, blackboard, ball用Where is it 的句型让学生连线理解动词+ing的句子T:指着book卡片说，Let’s go to the…全班：…libraryT:Yes,very good.指着ball, Let’s go to the…全班：…gym.T：(指着blackboard) I want to write on the blackboard.全班：Let’s go to the cla ssroom.T：（拿出伍德老师的卡片）Look! Mr. Wood is in the classroomHe is writing on the blackboard.(板书writing)利用卡片和动作展示动词drawing, reading, playing, putting并板书。