1、科普版四年级英语教案A.1. T: Danny, what are these?Danny: Two erasers, Mr. Wood!T: Yes or no, class?2. T: where is the chalk, Danny?D: Above the scissors.3. T: Look, Danny, what is it?D: Its a book.4. T: Danny! Is this a pen or a pencil?D: Its a pencil.5. T: Whats her name, Danny?D: His name is Jenny, Mr. wood
2、.Okay, class. Is Danny right? Look at the answers below.(三)习题完成下列单词，并在括号中写出该词的中文意思。1.ch_k( ) 2. blackbo _( )科普版四年级英语教案篇二：科普版_四年级上册英语教案1.I can swim第一课时教学目标1. 知识与技能：学习 16 个辅音音标及两个元音音标e i ，让学生能听懂，能正确地发音。2. 过程与方法：训练学生通过学习这 18 个音标的正确发音，拼读包含这些音素的单词音标的能力。3. 情感态度与价值观：培养学生学习英语的兴趣、热情，以及小组之间的合作意识。教学重难点1、能正确读出这
3、 18 个音标。2、能正确拼读包含这 18 个音素的单词音标。教具： 字母卡片、音标卡片、单词卡片、录音机及磁带、头饰教学过程Step 1 Warming up1、 Free talk.2、 Sing the song A B C.录音机播放A B Csong. T and Ss sing together.Step 2Presentation1、 T: We learnt vowel letters. What are they?Ss: a e i o uT: How do you pronunce them in closed Syllable?Ss: /?/ /e/ /i/ /?/ /?
4、/T: Look at letters “e” “and” “i”We pronunce /e/ and/i/ in closed syllable.板书 -e- /e/ -i- /i/让学生有节奏性读/e/ /e/ /e/i/ /i/ /i/2、T shows letter cards “b p m f d t n l g k h r s z v w”让学生用英汉对照方法复习其在单词中的读音。3、 师出示音标卡片，教学生有节奏地读卡片中的音标。4、Ss listenand readafter the tape.Step3 Drills1、Play a game “Get the apples
5、”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标） ，教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、 T: Look at the word “vest/vest/”. Who can spell?教师指名让学生有节奏性拼读教师依次板书，学生有节奏进行拼读。-ea- /e/ -e- /e/-i- /i/bread /bred/ vest /vest/skip /skip/head /hed/ hen/hen / swim/swim/legs/legz/ gift/gift/3、T shows some word
6、 cards. 让学生有节奏地拼读。egg/eg/friend/frend/ little/litl/next/nekst/ bend/bend/desk/desk/ready/redi/ milk/milk/ hill/hil/pig/pig/ dead/ded/ six/siks/4、Play a game让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/ /hed/bend/desk/hil/ /siks/ gift/ /sit/ /red/frend/ /leg/ /vest/men/ /hen/
7、/hiz/Step4 Consolidation and development分小组轮流到前台，让组里每名同学戴上教师事先准备好的单词及音标卡片头饰，这些单词是我们以前没有接触过的。但是，这些音标包含我们今天学过的 16 个辅音音标和 2 个元音音标，让小组中两个捞单词及音标的同学面对面握住对方双手，并向上方抬起；其余人试图从这两个同学中间穿过。捞单词及音标的同学要问：What is your name？被捞的同学说： My name is desk desk?说对的就可以让他过去。 Step5 Homework朗读练习册 Ex.1 音标. 。Step6 练习1、Play a game “G
8、et the apples”.板书简笔画（画一棵苹果树，树上每一个苹果上面都粘贴一个音标） ，教师任意读一个音标，让一些学生去摘掉，摘对的学生奖励苹果贴画一个。学生摘完后，教师再次教学生有节奏地读这些音标。2、让学生戴上有上面音标的水果头饰，教师说单词音标，戴有这个单词所包含的音的头饰的学生主动按序站在相应的位置，下面学生有节奏地拼读。/bed/ /hed/bend/desk/hil/ /siks/ gift/ /sit/ /red/frend/ /leg/ /vest/men/ /hen/ /hiz/板书设计 Lesson 1I can swimbp m fd t n lg k/b/ /p/
9、 /m/ /f/ /d/ /t/ /n/ /l/ /g/ /k/h r s z v we i/h/ /r/ /s/ /z/ /v/ /w/ /e/ /i/-ea- /e/ -e- /e/-i- /i/bread /bred/ vest /vest/skip /skip/head /hed/ hen/hen / swim/swim/legs/legz/ gift/gift/第二课时教学目标1、知识与技能：学习单词 little friend swim, bend， leg， head， hill 让学生能听懂，会说，会读，能正确地理解，掌握对话内容，并能朗读，初步表演对话。2.过程与方法：通过教
10、与练使学生能够熟练运用句型：I can?.Can you?Yes,I (we) can./ No , I(we) cant.来进行日常交际。3.情感态度与价值观：在课堂中培养学生积极用英语表达的习惯，并正确运用所学的内容进行日常交际。 教学重难点1、能听懂，认读单词 littlefriendswim，bend leg head hill，能正确理解对话内容，并能朗读和表演对话。2、能把句型 I can ?.Can you?Yes,I (we) can./ No , I (we) cant.运用于日常交谈。 教具单词卡片、录音机及教学磁带、头饰、图片教 学 过 程Step 1 Warming u
11、p1、Free talk.2、Sing asong “Howareyou?”3、Let s move and chant.WalkWalk Walk I can walk.Run Run Run I can run.Skip Skip Skip I can skip.JumpJumpJump I can jump.Swim Swim Swim I can swim.Step 2PresentationT:Today well learn “ Lesson 1 I canswim”.Paragraph1 and paragraph2 in “Letstalk”.Say after me“Swim
12、！ Swim！ I can swim.”师配合肢体动作教生说。1、Learnnew wordsT: Now lookatsomecards.T shows new words “little/litl/ friend/frend/swim/swim/” bend/bend/ leg/leg/ head/hed/让学生拼读，并以 chant 形式有节奏地教学生学习这些单词。little little little He is little.(教师边教读边指班上个子最矮小的男孩)friend friend friend You are my friend.(教师边教读边做握手动作 )Swim sw
13、im swim I canswim.(教师边教边做游泳动作 )2、T and Ss ask and answerT: Hello， xxx ! I can swim .Can you?S:Yes,I can. (师 反复有节奏地教学生读)T: Hello， xxx ! I can swim .Can you?S: No,I cant. (师 反复有节奏地教学生读)T: Hello， xxx and xxx! I can swim .Can you?S: Yes,we can. (师 反复有节奏地教学生读 )T: Hello， xxx and xxx! I can swim .Can you?S
14、: No,we cant. (师 反复有节奏地教学生读 )3.Ss listen and read after the recorder.4.Ss read after T.(师配合肢体动作，教学生读 Lettalk 前半部分)Step 3.Drills1.T and Ss have a talk in different role.2.Ss put on the headgears and have a talk.3、师展示 Lets talk 的第一、二、三、四幅画面，并板书关键词。Let Ss retell.4.Ss put on the headgears and act in gro
15、ups.Step 4 Consolidation and development学生运用句型 I can?.Can you?Yes,I (we) can./ No , I (we) cant.分组自编对话表演。如 XXX 同学能歌善舞，她随意走到别的同学面前炫耀自己， “Hi, my friendsI can dance. Can you?”边说边得意洋洋地做跳舞的动作,不会跳舞的同学很无奈地回答“No,I cant. ”那个能歌善舞的同学便嘲笑他们“Haha”?从演技和语言上看，哪一组表演得最出色，哪一组便获胜。Step5 Homework1、 用句型 I can?. Can you? Ye
16、s,I(we)can./No,I (we)cant与你熟悉的人进行日常交际。2、师展示 Lets talk 的第一、二幅画面，并板书关键词。Let Ss retell.Hi,my little friends Hi,Miss FishLook Ican swim.Can you？ No,we cant. Haha板书设计Lesson 1I can swimlittle/litl/ friend/frend/swim/swim/Hi,friends/Fish Look,swim.Can/No/ Hahalook, bend,Can, Look,run,Can/No,Haha!第三课时教学目标1、
17、 知识与技能：学习单词 hop skate swim 及词组 ride a bike,学习句型“Can you?Yes, I can.”让学生能听懂，会说，会用此句型与别人交谈。2.过程与方法： 通过问答法，使学生能够熟练运用句型“Can you？Yes I can.于日常交谈。3.情感态度与价值观：培养学生能够正确运用所学内容进行日常交际和积极用英语表达的习惯。教学重难点1、 能听懂，认读单词 hop skate swim 及词组 ride a bike 。2、 能用主题句型“Can you？ Yes， I（we）can./No,I（we）cant.与别人交谈。教具图片、录音机及相关磁带、 投影器、球教 学 过程Step1 Warming upFreetalk.Step2 Presentation1、 师出示两张人物图片 ,并张贴黑板。T: I have two friends.He is Bob.She is Kate.然后教师扮演 Kate 并面向 Bob 图片问“Hi ， Bob! Can you hop?”再扮演 Bob，并配合肢体动作答“Yes， I can.”
