四年级上册英语教案Module 1 Unit 1 It was my birthday on Saturday外研社

Module 1
U nit 1 It was my birthday on Saturday.
本模块以Amy读来自伦敦朋友的信作为引子，复习一般过去式和一般现在式第三人称单数的动词变化。

本单元要求学生掌握句型What are yo u doing? I’m…，另外要求学生对英文书信的格式有了解，对于大地点（城市、国家）前用in，在小地点（home/park…）前用at等进行练习。

【知识目标】
掌握本课单词: well, soon, tell, dear, love
句型:W hat are you doing? I’m …
It was my birthday on Saturday.
Here is a photo o f…
Tell me about ...
【能力目标】能听懂会说本课的句型，能够运用所学句型。

【情感目标】尝试用英语书信的形式与朋友沟通。

【文化意识】
了解英国的白金汉宫等重要标志性建筑。

【教学重点】
1.单词：well, soon, tell, dear, love
Buckingham Palace(
读音)
2.能够运用所学句型
Write to friends and talk about ourselves.
【教学难点】
巩固上学期学的was 和were 的用法，为以后学习一般过去式打基础。

Tape recorder, Multimedia
Step1. Warm -up
T: Good morning, boys and girls. How are you?
Did you have a good summer holiday? 引导学生回答: Yes, I did.
T: Let’s talk about your holiday! Where were you in the summer holiday? S: I was in Beijing/Shanghai/London.
T: What did you do in summer holiday?
S: I read some books, watched the film, played football and did many other things.
T: You did so many things in summer holiday. You had a wonderful holiday.
Presentation activity:
T: Look at this picture. Where is the pig’s desk? Is it here?
S: No.
T: It was here, but it’s not here now. Where is his desk?
S: It’s there now.
复习一般过去时的用法：一般过去时表示过去某个时间发生的动作或存在的状态，重点讲解be动词变was 和were的规则。

Step2. Presentation
T: I know you had a wonderful holiday. You must have got a new friend. Amy has got a new friend, too. She received a letter from her new friend.
1.Let’s watch the book again and answer the questions.
What is Amy doing?
She’s reading a letter.
Where does Lucy live?
She lives in London.
知识拓展: 介绍伦敦的标志性建筑，如：London Eye, Big Ben, Hyde Park, Buckingham Palace, Tower Bridge等。

T: What can you see in London? Let’s me show some pictures about London.
2. Listen again and think about these questions.
1) What day was Lucy’s birthday?
It was Lucy’s birthday on Saturday.
2) Where were Lucy and Zara?
They were at Buckingham Palace.
3) What day was Lucy’s birthday?
It was Lucy’s birthday on Saturday.
4) What is she like?
She’s got long, black hair. She’s very nice.
3. Listen and repeat the text.
跟读过程中，学习“dear, well, of, soon, tell, love”,可进行适当的练习。

Step3. Practice
Talk about your new friend.
Eg: This is my new friend. She’s Lily. She’s got short, brown hair. She’s very nice, and she always helps people. I like her very much.
Practice in group.
Who can talk about yours?
Step4. Sum-up
This class we learned a letter from Lucy. Let’s retell together.
单词：well, soon, tell, dear, love
重点句型：1. What is she doing?
She’s reading a letter.
2. What does she live? She lives in London.
3. We were at Buckingham Palace.
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。

Step5. Homework
唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。

而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。

“教授”和“助教”均原为学官称谓。

前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。

“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。

唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。

至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。

至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。

1. Recite the letter.
唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。

而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。

“教授”和“助教”均原为学官称谓。

前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授
主要协助国子、博士培养
其教书育人的职责也十分明晰。

唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。

至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。

至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。

2. Describe your good friend to your parents.
略。