小学英语外研新标准四年级下册（2022年新编）Module4Module4Unit1

1、Module 4Unit 1 Will you take your kite? 教学目标1、知识目标：使学生能听说、认读单词“picnic, great, take, ball, why, because, so, Saturday ,Friday”，并学会用“Were going to have a picnic.”以及 “Will you take your kite?” “Yes, I will./No, I wont.”的语言结构。2、技能目标：制定并谈论计划。3、情感态度目标：通过引导学生参与游戏、表演对话等丰富多彩的教学活动，营造轻松愉快的教学氛围，培养学生的学习兴趣和热爱大自然的

2、情怀。教学重点 学会用“Will you take your kite?” “Yes, I will./No, I wont.”的语言结构来回答相关问题。教学难点 对将来时的初步掌握以及新单词相关语句在实际生活中的应用确立重点与难点的依据：根据新课标的要求，学生的实际英语水平及英语教学的目的和作用。教学准备多媒体课件。教学过程Step1: Warm up1. Sing an English song.2、GreetingsT: OK, class begin. Good morning, Boys and girl.Ss: Good morning, Miss Yang.T: How are

3、you today?Ss: Im fine, thanks. And you?T: Im great. Thank you so much.Lets Sing a chant, and do the actions.T: You did a good job. Great.(教授单词 “great”)设计意图:上课伊始,一首欢快的歌曲,一个激趣的Chant,营造了一个轻松愉悦的英语氛围,在很短的时间里拉近了师生间的距离。一句鼓励语开始了新受单词的学习，为下文的学习奠定了基础。 Step2: Presentation1、Lead inLook! Whats the weather like to

4、day?(call two students to say it)Ss: Its sunny today.T:Do you like it? Why? (教授单词 “why, because”)2. T: Ok! Children, I have a good news. We are going to fly kites tomorrow.Ss: Great!(强调学生用great)T: We are going to fly kites tomorrow.(出示风筝,让学生理解kite)What will you take? Will you take your kite?(板书)T:Wi

5、ll you take your bread?(CAI)Ss: Yes, I will. /No，I wont.T:Who can ask me?Ss: Will you take your hamburger? Why not?(叫3个学生来问)T:Ok. You can say it with your friend. Who is your friend? (叫3组学生来回答)T:Were going to have a PE lesson. Will you take a ball?T&Ss: Yes, I will.(做动作帮助学生理解句子的含义)T: Were going to h

6、ave a PE lesson. Will you take a ruler ?（教师再拿出一把尺子）T&Ss: No, I wont. 教师要强调 “take”和 “wont”的读音。（板书） Were going to.Will you take .? （询问对方是否将要带某件东西）Yes, I will. / No, I wont . Ill/ I will.T：Tomorrow were going to have a Music lesson. Will you take your flute? Ss: Yes, I will.T: Will you take your pencil

7、?Ss: No, I wont.T: Its sunny, we are going to have a picnic. (教单词picnic)What will you take?T: Today is Friday, Will you take your kite? (教单词Friday, Saturday)Ss: Yes, I will.设计意图:让学生在特定的情景中感悟新单词的含义,同时通过让学生练习“will you .?”这一句型,也巧妙的引出了本课的重点句型,激发了学生的兴趣,化解了难点,使课堂充满“灵气”与“生机”。 3. Read the new words.(用单词卡片巩固

8、单词的记忆.)设计意图:利用图文并茂的单词卡片进行教学，直观形象，学生易于接受。并通过多种形式的操练，使学生牢固掌握单词 4. New lesson.T: Now, today were going to learn Module 3 Picnic Unit 1 Will you take your kite?（板书） T：Damings family will have a picnic on Saturday. What will Amy take? Lets have a look.(1)Listen to the tape.(2)Listen and repeat.T: Now, we

9、 are going to listen to the tape again. And then answer my questions.1) What are they going to do on Saturday?2) What will Amy take?(3)Read by yourselves.(4)Show dialogue.设计意图:整个呈现，学习过程到此完成，其中几个小环节，都环环相扣，通过师生的谈话创设完整的语篇,从语篇中摘出重点句子学习，再摘出重点单词学习理解，体现了词不离句，句不离篇的呈现理念。在这一过程中还恰当运用了相似词的迁移，培养学生的观察能力，引导学生掌握学习单

10、词的方法。Step3: Production（创造信息沟，让学生谈论计划）英语情景剧表演：have a picnic、see flims、go fishing、go swimming and so on.(CAI:具体要求：请学生三人一组选择一个活动，使用所学语言“Were going to Will you take your Yes, I will./ No, I wont.” 等编出一段对话，向全班同学展示。)设计意图：在谈论自己的计划中，让学生灵活运用所学知识进行交际活动，拓展学生思维，培养他们的合作精神。Step4: Consolidation(1) Say a chant toge

11、ther.(2) T:You should help your mother.You should study hard .设计意图：在这一环节让学生表达自己对父母的爱，尽管有的是在心里面，但足以将课堂推向高潮，达到情感的升华。Step5: Homework(1)Act out the dialogue.(2) Writing. I will go towhere will you go in the future? Write down in the exercise book.设计意图: 适当的英语作业不仅能帮助学生巩固所学知识，让英语走进学生的生活；而且生活化的英语作业，还能让学生体会到自己是学习英语的主人，从而体现学生学习的主体地位。这一活动的设计从半开放性到开放性，最后走出教材，层层深入，完成了由语言知识向语言技能的转化。教学反思:总体来说这节课主要突出了如下几个特点:1.教学内容生活化在本课中我尽可能地把语言材料设计到能听、能看、能触摸的学习生活环境中去,凸现了小学英语教学的趣味性和活泼性,教学过程循序渐进,环环相扣,充分凋动了学生的学习热情。2.学习环境宽松化根据学生活泼、好唱的特点,我以歌引趣,利用节奏明快的“chant”，给学生营造了无拘无束、轻松愉悦的学习氛围,使教学激趣,富有命力。3.教学方法多样化在语言拓展