四年级上册 第一单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 学生能够阅读、理解故事内容。
2. 学生能够在理解的基础上表演故事。
3. 学生能够适当拓展、改编故事，并进行表演。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 从整体上阅读故事并理解。
2. 用正确的语音语调朗读对话，表演故事。
教学难点：理解故事内容。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, teacher.
T: Children, welcome back to school. I’m very happy to see you again. Are you happy, too?
S: Yes.
T: Wow, great. How are you today?
S: I’m fine./I’m good.
T: How is your summer holiday? Did you have a good time at home?
S: Yes.
2. Play a game
T: First, let’s play a game. When I say something, you just do it. Try to do it as quickly as you can. OK?
S: OK!
T: Good. Here we go. Ready? Go.
Stand up. Sit down. Look at the blackboard. Hands up.
(老师说英文，学生按要求做动作，越快越好。复习上学期所学的课堂用语)
【设计意图：复习回顾上学期所学过的主要内容，以游戏的形式激发学生在课堂开始时的学习热情，也为下一步学习进行铺垫】
Step 2 Presentation
1. Enjoy a song
T: Now, let’s enjoy an English song together. And then try to tell me what the song is about. (PPT播放一首动物歌曲)
T: Do you like the song?
S: Yes.
T: What is the song about?
S: It’s about the animals.
2. Review the animals
T: Last term, we’ve learnt some names of the animals. Can you try to tell me some?
S: dog/pig/cow/cat …
T: What animals are on the farm?
S: Pigs/dogs/cows …
3. Play a game
T: Next, let’s play a game. I will show you some animal pictures. You tell me if they live on the farm or not. That’s yes or no. Understand?
S: Yes.
T: OK. Let’s begin.
(老师边放PPT, 学生们用Yes和No来判断)
T: Do they live on the farm? Do you like …? Oh, I like …
【设计意图：任务型教学与学生活动相结合，提前渗透本课重点句型。鼓励学生在玩中学，激发学习动力与学习兴趣。】
Step 3 Story time
Look and say
T: Look at this picture. Who are they?
S: They are Liu Tao, Mike, Su Hai and Yang Ling.
T: What’s on the table?
(PPT出示课文图片，教师带领学生观察图片并展开讨论)
T: They are animals. But they are not real animals. They are toy animals.
(教学新短语toy animals)
T: Look at these toy animals. Do you like them?
S: Yes.
Watch the cartoon
T: What are they talking about? Do they like these toy animals? Let’s watch the cartoon. (PPT播放课文动画)
Read and tick
T: Next, please open your book and turn to Page 6. Please read the story and tick the animals they are talking about.
(PPT出现各种动物，让学生说出文中提到的动物)
【设计意图：帮助学生整体感知课文，整理课文要素】
S: Cat/dog/panda.
4. Read and talk
T: OK, now please read the story again. And try to tell us what animal does Mike like? What about Yang Ling, Liu Tao and Su Hai?
S1: I’m Liu Tao. I like dogs.
S2: I’m Su Hai. I like dogs.
S3: I’m Mike. I like pandas.
S4: I’m Yang Ling. I like cats.
(学生看着PPT动物图片，以完成句子的方式将正确内容说出，此时教师不必急于强调名词复数)
T: Now, please read the sentences again. Pay attention to pronunciation of dogs, pandas and cats.
(PPT中图片替换成动物名词复数形式，并强调复数形式，要求学生正确朗读)
【设计意图：引导学生进一步掌握句型】
5. Read and answer
T: Why does Mike like pandas? Read and tell me.
S: Because they are cute and fat.
Teach the new words: fat, cute.
【设计意图：引导学生关注课文中的细节信息】
6. Read the story
a. Listen and repeat.
(听录音，重复句子后跟读课文，鼓励学生模仿录音中的语音语调)
b. Read after the teacher.
c. Read together.
【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化】
d. Read aloud in roles. (四人一组，分角色朗读课文内容)
【设计意图：引导学生进一步理解掌握课文中的句子和词汇】
Step 4 Consolidation
1. Act the story
T: You really did a good job in this Story time. It’s Show time for you. Can you act the story? Prepare it in groups of three. Then come to the blackboard and act it out. (教师组织学生三人一组，表演课文)
【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】
2. Make a short play and act it out
T: I know you can act the story very well. Now I’ll give you a big challenge. Look here. Can you make a short play? This time, you need to work in groups of four. Please take out your toy animals, and make a short play with these sentences.
(四人一组，将课文内容改编成自己的短剧，教师给出开头于结尾的提示，以供参考)
Look at this __________. I like __________.
Do you like __________? Yes, I do./No, I don’t.
I like __________. They are __________.
T: Excellent, boys and girls. Wonderful jobs you did today. I can see you can play, you can read and you can act!
【设计意图：将课文按照自己的想法进行改编，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】
Homework 家庭作业
1. Listen and read the story. Try to recite it.
2. Learn some new names of animals by yourself.
3. Talk about the animals you like or not like with your friends.
Teaching aids 教学准备（含板书设计）
教学准备：人物卡片、动物玩偶、多媒体课件。
板书设计： Unit 1 I like dogs.
说课
本节课是四年级新学期第一课，所以在这节课上我的主要目标有两个：一是让学生尽快融入英语课堂学习的欢乐氛围中；二是帮助学生整体感知和理解新课文，并最终能用自己的语言将这节课的主要句型和大意复述出来。从而提高学生的综合语言运用能力。
一、教学流程与设计意图
下面，我们来简要回顾一下实际教学环节中的活动设计：
Pre-reading 阅读前
在阅读前阶段，我设计了两个层次递进的活动。首先我利用一首欢快的英文歌曲自然的揭示出今天的课堂主题——动物。动物是学生在平时的生活当中十分熟悉并喜爱的话题，所以将话语的主动权交给学生，让学生自己谈论自己所知道和喜爱的动物，会激发学生的学习兴趣和表达欲望。与此同时，我问同学们知道哪些动物生活在农场上，目的也是让学生通过游戏快速回忆和复习一下上学期所学过的有关动物的名词。紧接着我又设计了一个游戏，通过PPT出现的动物图片，让学生快速判断这些动物是否生活在农场上。并且在同时，老师很自然的运用Do you like …? 这个本单元重点句型来询问同学们，同学们能够很快理解句型的意思，并且在自然的语境中回答。
这样的设计意图着眼点在于：1创设整体情境；2. 激发兴趣和积极性；3. 导入相关话题animal；4. 渗透句型教学I like …、Do you like…?，为后文的学习做好铺垫。
While-reading 阅读中
阅读前的热身后，我们的学习进入重要的主体部分——阅读中阶段。本阶段中，我设计了以下五个前后相连的活动：
1. Look and talk学生看图了解故事背景，并激发起对文本的猜测；
2. Watch and answer 学生带着问题和预测观看卡通，了解故事整体信息；
3. Read and tick了解大意后，学生再次阅读故事，进行细节信息的选择；
以上三个活动的设计核心在于“阅读并理解故事”。理解后，为了更有效地加强语言的输入，我又设计了以下两个朗读活动。
4. Read and answer 对主要句型进行强化训练，进一步理解和掌握重点知识；
5. Read the story 听录音跟读，强调模仿，重在培养正确的优美的语音语调；分角色朗读，强调理解性整体性朗读，重在培养语感。
以上五个紧密联系的活动主旨都在于有效地进行语言输入。
Post-reading阅读后
阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱表演的特点，我设计了以下两个活动：
Act the story 学生围绕课本表演；
Make a short play and act it out 学生利用自己带来的玩具动物，将课本对话改编成一个完整的小剧本并表演。
这样的设计意图在于：
(1)巩固对文本的学习；
(2) 创设平台，学生使用目标语进行综合性语言输出。
最后，跟大家分享一下本节课中的几个“特别关注”：
关注学生对课文的整体感知和细节信息的获取
关注学生的过程性体验
关注对话的理解、表演和朗读指导
四年级上册 第一单元
第2课时 教案
Teaching contents 教学内容
Fun time
Teaching aims and learning objectives 教学目标
1. 学生能听懂、会说、会读并且会拼写单词：cat, dog, elephant, horse, lion, monkey, panda, tiger。
2. 学生能熟练运用句型Do you like …?，并且会用Yes, I do./No, I don’t 来回答。
3. 学生通过谈论动物，能了解动物并激发对动物的喜爱之情。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 学生能够熟练掌握八个动物类单词及其复数形式。
2. 学生能够熟练运用句型Do you like …?并且会用Yes, I do.和No, I don’t. 来回答。
教学难点：引导学生观察I like … I don’t like …和Do you like …? 等句子中名词的单复数形式，帮助学生正确理解和运用。
Teaching procedures 教学过程
Step 1 Revision
1. Ask and answer
T: Hello, boys and girls.
S: Hello, teacher.
T: Yesterday we learned a new unit. What’s the title of this new unit?
S: Unit 1 I like dogs.
T: Great! Look at this picture, who are these children? (PPT)
S: He is Liu Tao. He is Mike. She is Yang Ling. She is Su Hai.
T: Good job! What do they talk about?
S: They talk about toy animals.
T: Well done! What animals do they like?
(学生看着PPT回答)
S1: I’m Su Hai. I like dogs.
S2: I’m Yang Ling. I like cats.
S3: I’m Liu Tao. I like dogs.
S4: I’m Mike. I like pandas. They are cute and fat.
2. Recite the story
T: Next, let’s try to tell this story together. Now please look at the picture and try to recite the sentences according to the picture. OK?
S: OK!
T: Good. Let’s begin. Ready? Go.
(Picture 1: Look at these toy animals, boys and girls. Wow!)
(Picture 2: Look at this cat! I like cats. It’s cute. )
(Picture 3: I like dogs. Do you like dogs, Su Hai? Yes, I do.)
(Picture 4: Do you like dogs, Mike? No, I don’t. I like pandas. They’re cute and fat. )
T: A good job! Next let’s play a game. It’s Story Train. Each student of the team just recites one sentence, and the next one recites the next sentence. Let’s see which team can recite the story correctly and fluently.
(老师将学生分成几组，小组成员以“开火车”的方式逐句背诵课文，要求背诵正确和流利。)
【设计意图：复习并巩固上一节课所学内容，以游戏的形式激发学生学习热情，也为下一步学习进行铺垫。】
3. Cross out the wrong word
T: Next, I will show you some sentences according to the story. You read them and then try to cross out the wrong word. Please find the wrong word as quickly as you can. Ready? Go!
① Look at these toy cars. → Look at these toy animals.
② Look at this cat! I like cat. → Look at this cat! I like cats.
③ I like dogs. Do you like dog? → I like dogs. Do you like dogs?
④ I like pandas. It’s cute and fat. → I like pandas. They’re cute and fat.
【设计意图：任务型教学与学生活动相结合，引导学生关注句子中的名词复数形式，为本课的重难点教学进行铺垫。】
Step 2 Presentation
1. Brainstorm
T: Hey, boys and girls, there are lots of animals living around us. Do you like animals?
S: Yes!
T: Now please tell me some animal words you know.
(老师可以将学生分成四大组，让学生以小组比赛的形式说出自己所知道的动物名词，比一比哪一组小朋友知道的动物名词最多。)
(PPT 播放一首动物歌曲)
2. Learn the new words
T: Look, boys and girls, here I’ve got a big bag. Do you know what is in my bag? (PPT呈现)
S: No.
T: Guess! What is in my bag?
S: (自由猜)
T: That’s right. There are many toy animals in my bag. What animals are in my bag? Let’s listen. (播放PPT中插入的动物叫声，教授a dog-dogs，拿出包里的玩具小狗)
T: I like dogs. Do you like dogs? (版书Do you like …? Yes, I do./No, I don’t.)
S: Yes, I do./No, I don’t.
同法教授以下词汇：
a cat-cats; an elephant-elephants; a horse-horses; a tiger-tigers; a lion-lions;
a monkey-monkeys; a panda-pandas
(带读单词并提醒学生注意单词复数的发音)
【设计意图：通过“头脑风暴”这一活动，启发学生思维，引导学生自主学习，激发学生学习的外部动力。教师再通过玩具实物和动物声音创设情境，自然地引入新词的学习。】
Step 3 Practice
1. Try to answer
T: Look, there are so many toy animals on the teacher’s desk. How are these animals? (PPT呈现动物图)
S: They are cute.
T: What animals do you like? Do you like dogs?
S: Yes, I do./No, I don’t.
T: Do you like …?
S: Yes, I do./No, I don’t.
2. Try to answer
T: Do you want to know the animals I like? Next let’s play a game. You can ask me: Do you like …? If my answer is: Yes, I do. That means you got the right answer and I will give you a little present. OK?
S: OK!
S: Do you like …?
T: No, I don’t.
S: Do you like …?
T: Yes, I do.
3. Practice in pairs.
T: Next, let’s practice in pairs. Ask your partner about the animals he/she likes.
S1: Do you like …?
S2: Yes, I do./No, I don’t.
【设计意图：通过以上三个学习任务，强化了本节课重点句型的学习。教学活动层层推近，给学生营造一个轻松、愉悦的英语学习氛围。从教师的语言输入转化为学生的语言输出，挖掘学生综合运用语言的能力。】
Step 4 Fun time
1. Draw the picture
T: I like animals very much. And I like drawing animals too. Look, I can draw a lovely rabbit now.
(老师在黑板上用简笔画展示一个小猴子)
T: This is a monkey. I like monkeys. Do you like monkeys?
S: Yes, I do./No, I don’t.
T: Boys and girls, can you draw animals?
S: Yes, I can.
T: Next, please take out a piece of paper and crayons. Draw an animal you like on the paper.
2. Look and say
Invite some students to come to the front and talk about his/her picture.
S: This is a/an ________.
I like ________.
Do you like _________?
S: Yes, I do./No, I don’t.
3. Get the stars
T: Next please leave your seat and take your picture to your friends. Ask your friend if he/she likes your picture or not. If he/she likes your picture, he/she will draw a small star on the paper. Let’s see who can get the most stars. OK?
S: OK!
(将全班同学分成四组，让同学们在小组内询问组员是否喜欢自己所画的动物。如果喜欢，请为他/她点画上一颗小星星。)
4. Conclusion
T: Boys and girls, animals are our good friends. We should be kind to them and protect them.
【设计意图：在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习。学生在互动交流中建立起自信，享受到学习的快乐，并提高了语言综合运用能力，成为学习的主人。】
Homework 家庭作业
1. Copy the new words and phrases.
2. Ask your parents about their favourite animals.
Teaching aids 教学准备（含板书设计）
教学准备：动物玩偶、多媒体课件。
板书设计： Unit 1 I like dogs.
说课
本节课是四年级上册第1单元第二课时，在这节课上我的教学目标有三个。一是学生能够熟练掌握八个动物类单词及其复数形式。二是学生能够熟练运用句型Do you like …? 并且会用Yes, I do.和No, I don’t.来回答。三是学生通过谈论动物，能了解动物并激发对动物的喜爱之情。
下面，我们来简要回顾一下实际教学环节中的活动设计：
Revision time
首先，我们来到Revision time，我设计了三个步骤复习活动：
1. Ask and answer 回顾课文故事主要内容；
2. Recite the story 尝试背诵课文；
3. Cross out the wrong word 引导学生关注名词复数形式。
以上这三个活动的设计意图在于：
1. 引领学生复习上一节课所学的story；
2. 引导学生关注名词复数形式，为下一步的句型学习作辅垫。
Presentation
之后，我们来到Words time，本环节设计了三个教学活动：
1. Brainstorm 学生进行头脑风暴，说出已知的相关animal的词汇；
2. Learn the words 教师在学生头脑风暴后集中呈现课本中的词汇；
3. Practice in pairs学生进行半控制性的句型练习，询问对方是否喜欢某种动物。
这三个小的教学活动环环相扣，旨在集中呈现教学词汇和创设情境，呈现本课所学句型。
Fun time
学习完本课重点句型，我们接着来到Fun time。首先我对课本中Fun time板块的理解为：通过多种有趣的活动，学生对课本中重点的句型进行运用，以巩固对重点句型的掌握。基于“有趣”的出发点，我设计了以下三个层层递进的活动：
1. Draw the animal 结合学生喜爱小动物和绘画的心理，让学生们在课堂上自主绘画，为下一步语言的输出做好准备；
2. Look and say 针对自己的绘画，结合句型的口头表达练习，让学生真实的表达自己的情感；
3. Get the stars 用“给你喜欢的小动物点赞”的形式进行句型操练。为学生创设自然并有趣的交际情境，培养学生综合语言运用的能力。
跟大家分享自己对于本节课的几个“关注”：
关注完整的情境创设；设置具备趣味性和可操作的学习活动或任务
关注学生自主学习，小组合作学习的体验
关注学生语言的综合运用和能力的提升
四年级上册 第一单元
第3课时 教案
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 学生能熟练运用句型I like …I don’t like表达自己喜欢和不喜欢的物品；
2. 学生能熟练运用句型Do you like …?询问他人的喜好并会回答；
3. 学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，在教师的指导下表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能够熟练运用句型Do you like …?并会用Yes, I do.和No, I don’t 来回答。
2. 能正确朗读、理解Cartoon time中的故事。
教学难点：能理解Would you like …和Do you like …两个句型的使用方法。
Teaching procedures 教学过程
Step 1 Revision
1. Say what you see
T: Hello, boys and girls.
S: Hello, teacher.
T: First let’s play a game. When you see the words, you shout them out. When you see the zombie, you just clap your hands. OK?
S: Ok!
T: Great! Let’s begin. (PPT呈现)
【设计意图：复习回顾上节课所学的主要内容，在课堂的一开始以游戏的形式带动学生的学习热情，也为下一步学习进行铺垫。】
2. Read the words together
T: Next, I’ll show you some pictures of the animals. Look, what animal is it?
S: It’s a cat./It’s an elephant./It’s a horse./It’s a dog./It’s a lion./It’s a monkey.
It’s a panda./It’s a tiger.
T: Good. Let’s read them together.
3. Spell the words
Show the toy animals to the students.
T: Next, let’s play a game. When the music begins, you pass the toy animal to the next student. When the music stops, you should stop passing. And the student who gets the toy animal should spell the word correctly.
(多媒体播放音乐，老师挑选一样动物玩偶让学生在座位上快速传递。音乐停，手拿动物玩偶的同学必须正确拼读出该种动物的英文单词。然后，老师换另一个动物玩偶，学生们继续传递。)
【设计意图：在教学过程中帮助学生更好地掌握所学词汇。鼓励学生在玩中学，激发学生的学习动力与学习兴趣。】
Step 2 Summary
1. Play a game
(全班同学分成四大组，每一组同学运用I like …依次说出自己喜欢的动物。老师说出一种动物，看看其他同学是否还记得是谁喜欢这种动物。用Do you like …?来询问这位同学，如果得到的回答是: Yes, I do.则表示这位猜的同学答对了！)
T: Who likes dogs? Do you remember? (The students in the other groups guess.)
S1: Xxx.
T: You can go and ask him: Do you like …?
S1: Do you like dogs?
S2: Yes, I do.
T: Well done! You have a good memory!
2. Grammar time
T: Hey, boys and girls. Do you like these toy animals?
S: Yes, I do.
T: If you like something, you should say: I like … Pay attention, you should say plural form of the noun. For example: I like cats. I like tigers. I like toy cars. I like horses. Understand?
S: Yes!
T: If you want to know the animal I like. How can you ask me?
S: Do you like …?
T: That’s right. And also you should say plural form of the noun after the word “like”. For example: Do you like cats? Do you like tigers? Understand?
S: Yes!
【设计意图：帮助学生在情境中感知语法知识，在交际活动中模仿学习语法知识。然后，在归纳小结中明确语法规则，形成语法意识。】
3. Animals in other countries
Introduce the special animals in other countries.
Panda-China; Elephant-Thailand; Koala-Australia; Lion-England; Bald eagle-the US
【设计意图：介绍各个国家的象征性动物，以此开拓学生的国际视野。】
Step 3 Cartoon time
1. Ask and answer
T: Hey, boys and girls, there are lots of animals living around us. Different animals like to eat different food. What do dogs like to eat?
S: Bones.
T: What do monkeys like to eat?
S: Bananas.
T: What do cows like to eat?
S: Grass.
T: Well done. What about Bobby and Sam? What food do they like to eat? Can you guess?
S1: Eggs./Fish./Hamburgers …
【设计意图：在此引发学生对故事内容进行适当的预测，激发学习兴趣。进而提高学生的阅读速度和阅读的有效性。】
2. Watch the cartoon
T: Good guesses! What food do they like? Let’s watch the cartoon.
(播放Cartoon time视频)
T: What food do Bobby and Sam like?
S: Cakes.
3. Read and tick
(PPT呈现Bobby和Sam图片)
T: Look at Bobby. How is Bobby at first?
S: He’s very happy.
T: In the end, how is Bobby? Is he very happy?
S: No, he isn’t happy.
T: Why is Bobby not happy at last? Please read the story again and tick the right answer.
(The students read the story by themselves.)
T: Why is Bobby not happy in the end?
A: The cake is too small.
B: Bobby is very hungry.
C: Bobby can’t eat the picture of the cake.
Which is the right answer?
S: I choose C.
T: That’s right. Sam is playing a joke on Bobby. No one can eat the picture of the cake. It’s very interesting. Do you like the story?
S: Yes!
【设计意图：帮助学生整体感知课文，整理课文要素。】
4. Read the story
a. Listen and repeat (听录音，重复句子后跟读课文，鼓励学生模仿录音中的语音语调)
b. Read after the teacher
c. Read together
d. Read aloud in roles (四人一组，分角色朗读课文内容)
【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】
Step 4 Consolidation
1. Read and judge
T: Well done! You can read the story very well. Next let’s read the sentences and judge if they are true or false.
S1: Sam likes pies. It’s true.
S2: Bobby likes pies too. It’s false. Bobby likes cakes.
S3: Sam has a real cake. It’s false. Sam has a picture of the cake.
S4: Bobby is happy. It’s false. Bobby is not happy.
【设计意图：引导学生进一步巩固课文中的细节信息。】
2. Act out the story
T: You really did a good job in this Story time. It’s Show time for you. Can you act the story? Prepare in pairs. Then come to the blackboard and act it out. (教师组织学生两人一组，表演课文。)
【设计意图：表演课文可以帮助学生复习、巩固课文，学生戴着头饰，将故事内容进行脱稿表演，这是提高学生语言能力和激发学生学习兴趣的最佳方式。】
Homework 家庭作业
1. Listen to the tape and recite Cartoon time.
2. Make a new dialogue and write it down.
Teaching aids 教学准备（含板书设计）
教学准备：动物玩偶、多媒体课件。
板书设计： Unit 1 I like dogs.
说课
本节课是四年级上册第1单元第三课时，在这节课上我的教学目标有三个：一是学生能熟练运用句型I like …和I don’t like表达自己喜欢和不喜欢的物品。二是学生能熟练运用句型Do you like …?询问他人的喜好并会回答。三是学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
下面，我们来简要回顾一下实际教学环节中的活动设计：
Revision time
首先，我们来到Revision time，我设计了三个步骤复习活动：
1. Say what you see回顾上一课所学词汇；
2. Read the words巩固所学词汇的正确发音；
3. Spell the words引导学生重视单词的正确拼写。
以上三个活动的设计意图在于：
1. 引领学生复习上一节课所学的词汇；
2. 以游戏形式进行课堂热身，为下面的学习做好准备。
Summary
之后，我们来到Summary time，对本单元重点句型和名词复数用法进行总结。
1. Play a game 以小组比赛的形式巩固Do you like …?的正确用法；
2. Grammar time对本单元重点语法知识进行梳理与讲解。
以上两个小的教学活动环环相扣，意图在于：
1. 创设情境，重点操练本单元重点句型；
2. 注重语法知识学习的趣味性，激发学生的学习兴趣。
Cartoon time
复习完前一节课所学的句型和词汇，我们接着来到Cartoon time。这个板块中的小故事都十分有趣，学生阅读的兴趣很高。基于“有趣”的出发点，我设计了以下六个层层递进的阅读活动。
1. Ask and answer引导学生初步感知，并鼓励学生发挥想象，预测故事内容。
2. Watch the cartoon让学生带着问题看动画，整体感知故事。
3. Read and tick阅读故事细节，化解学习难点。
4. Read the story模仿故事中人物的语音、语调和表情，为表演做准备。
5. Read and judge以游戏的形式帮助学生进一步巩固故事内容。
6. Act out the story引导学生发挥想象，创造性地表演故事，培养学生运用语言的能力。
以上是我对本节课教学活动设计的解读。同样在结束前，跟大家分享自己对于本节课的一个思考：
把握故事情感主线，引导学生享受阅读英语故事的快乐，通过示范、学生模仿把故事中简单的语言生动地表现出来，给学生发挥想象和运用课内外语言的机会，创造性地把故事表演出来，使Cartoon time真正成为学生的Happy time。
四年级上册 第一单元
第4课时 教案
Teaching contents 教学内容
Sound time, Rhyme time, Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 学生能熟练听懂、会读、会拼写本单元单词。
2. 学生能熟练听懂、会说、会读、会运用本单元句型。
3. 学生能初步会读本单元小诗：Little monkey。
4. 学生能理解并且会读/g/，能总结归纳过去所学单词。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能听懂、会说、会读关于话题和功能的词：Animals, likes and dislikes。
2. 复习巩固本单元词汇、句型，达到相应的三会、四会要求，提高学生的听、说、读、写能力。
3. 能诵读歌谣Little monkey。
教学难点：通过评价，引导学生反思和调控自己的学习过程，同时建立学生学习英语的自信心。
Teaching procedures 教学过程
Step 1 Warm up
1. Say what you see
T: Good morning, boys and girls.
S: Good morning, teacher.
T: Let’s play a game first. I’ll show you some pictures and please tell me the name of the animal. OK?
S: Ok!
T: What animal is it? (PPT呈现)
S: Cat/Dog/Monkey/Panda/Lion/Tiger/Mouse/Rabbit/Elephant.
T: What words can you see now? (PPT呈现)
S: Toy animal.
T: Yes. Do you like toy animals?
S: Yes, I do.
2. Do some ticking
T: In this unit, we’ve learned a lot of new words about animals. Next, it’s our Ticking time. Please work in groups of four and try to tell the animal words you know in your group. Let’s see who can say the most animal words. Understand?
S: Yes.
T: Remember, if you can say eight animal words or more, then you can get three stars. If you can say six animal words, then you can get two stars. But if you can only say four words, you can only get one star.
(同学们进行小组内互评，一位同学说出动物单词，小组内其他成员为他/她打分。)
【设计意图：复习本单元所学的动物词汇，在课堂的一开始以游戏的形式激发学生的学习热情，也为下一步学习进行铺垫。】
Step 2 Revision
1. Ask and answer
T: In last class, we’ve learned an interesting story about Bobby and Sam. Do you like the story?
S: Yes.
T: Great! What food does Bobby like? Does he like pies?
S: No, he doesn’t.
T: Does he like cakes?
S: Yes, he does.
T: In Sam’s bag, there’s a “cake”. Can Bobby eat that cake?
S: No, he can’t.
2. Recite Cartoon time
T: That’s right. Bobby doesn’t like the cake, because it’s just a picture of the cake. Bobby cannot eat it. Next, let’s look at the pictures of the story and recite the story. If you can recite the sentence, please raise your hand and let me know, OK?
S: OK.
(Picture 1)
S: Would you like a pie, Bobby?
S: No, thanks.
(Picture 2)
S: I like cakes. Do you like cakes, Sam?
S: Yes, I do. I have a cake here.
(Picture 3)
S: Look! Do you like it?
T: Well done! You can recite the story very well.
【设计意图：此环节设计目的在于检查学生的课文背诵。背诵是一种实实在在的语言输入，是学习和积累语言的有效方法，是培养语言能力的基本手段。】
Step 3 Sound time
1. Enjoy a song
T: Look at this picture. What animal is it?
S: It’s a dog.
T: Yes, it’s a dog. It’s very lovely. His name is Bingo. There’s a very interesting song about Bingo. Do you want to enjoy the song now?
S: Yes, of course.
T: Great! Let’s enjoy the song together.
(播放歌曲动画，可以带着学生一起唱和拍手)
2. Learn the sound /g/
T: Look at this dog. What’s its name?
S: Its name is Bingo.
T: Is it a good dog?
S: Yes, it is.
T: Dog, good, Bingo—All these three words have the same letter “g”. What is the letter “g” pronounced in these words? It’s /g/.
S: G—/g/.
T: Please try to read these words on the screen.
S: Bag, dog, get, girl, good.
T: Good job! Next, let’s watch a short cartoon. You can also see a clever dog in this cartoon.
3. Watch the cartoon
(播放Sound time动画)
T: Is the dog lovely?
S: Yes, it is.
T: Look at this picture. What’s this? (呈现Sound time板块的图片)
S: It’s a bag.
T: Where is this bag? (简单教学新词log)
S: It’s on the log.
T: Who can help the boy get the bag on the log?
S: The dog can do it.
T: Great! Let’s listen and repeat the sentence.
S: My good little dog, go and get my big bag on the log.
(提醒学生注意g的发音/g/)
4. Say more words with the sound/g/
T: Can you say more words which have the sound /g/?
S: Bug/Dig/Mug/God/Glad/Goose.
(教师可以把学生说的词写在黑板上)
T: Very good. Can you try to make a sentence with one or two of these words?
S: My god, there’s a bug in my mug.
T: Excellent.
5. Ticking time
T: Next, let’s tick for ourselves. If you can say four or more words with the sound /g/, you can get three stars. If you can say three words with the sound /g/, you can get two stars. If you can only say two words, you can only get one star. Understand?
S: Yes.
T: Good. Please tick for yourselves.
(同学们根据老师提出的评价标准，进行自我评价。)
【设计意图：此处将游戏、歌谣等学生喜爱的活动穿插在语音教学之中，通过生动活泼的形式来加快认读，促进记忆，熟练拼读，学生的积极性就能得到很大提高。】
Step 4 Rhyme time
1. Read this rhyme with the sound /g/
T: Boys and girls, here I’ve got a rhyme. Let’s read it and try to find the sound /g/. OK? (PPT呈现)
S: OK.
T: Big lion, eat a chicken.
Big tiger, has a brother.
Big horse, go to north.
Big elephant, very elegant.
T: Can you find the word with the sound /g/?
S: Big, tiger, go, and elegant.
T: Very good! Next, let’s enjoy another rhyme. This rhyme is also about animals. I’m sure you will like it too.
2. Watch the cartoon
(播放Rhyme time动画)
T: Do you like the rhyme?
S: Yes, I do.
T: What animals are in this rhyme?
S: Monkey, dog, cat, and panda.
T: Where is the monkey?
S: It’s in the tree.
T: What is the dog doing? (教授新短语run with me)
T: Where is the cat?
S: It’s on the mat.
T: (教授新词mat)
T: How is the panda?
S: It’s cute and fat.
3. Read the rhyme
Ask the students to read the rhyme together.
【设计意图：此处设计相应的动作，结合游戏，让学生边唱边演。这样既能培养学生的英语语感，又能帮助其准确理解意义，帮助记忆。这类押韵小诗在校园内外都可以边玩边说，能将英语学习由课内向课外延伸，让学生在无意识中反复操练语言，不断提高口语能力。】
Step 5 Checkout time
1. Pair work
T: Look at this picture. What’s this?
S: It’s a dog.
T: Do you like dogs?
S: Yes, I do./No, I don’t.
T: Next please work in pairs. Choose one picture and talk about it with your partner.
2. Ticking time
I can use “Do you like …?” to ask questions.
(同桌之间操练对话，再互评ticking time中的第二项)
【设计意图：本课采用学生小组互评，学生自评与同桌互评等评价形式，其目的是使学生在学习英语的过程中不断体验进步与成功，认识自我，建立自信，促进其语言能力的不断发展。】
Homework 家庭作业
1. Listen to the tape and recite the rhyme time.
2. Review Unit 1 and finish the exercise book.
Teaching aids 教学准备（含板书设计）
教学准备：动物玩偶、多媒体课件。
板书设计： Unit 1 I like dogs.
说课
本节课是四年级上册第1单元第四课时，在这节课上我的教学目标有四个：一是学生能熟练听懂、会读、会拼写本单元单词；二是学生能熟练听懂、会说、会读、会运用本单元句型；三是学生能初步会说本单元小诗：Little monkey；四是学生能理解并且会读/g/，能总结归纳过去所学单词。
下面，我们来简要回顾一下实际教学环节中的活动设计。
Warm up
首先，我们来到课前热身环节，我设计了一个看图片说单词的活动。目的在于帮助学生回顾并巩固本单元所学主要词汇，继而完成本单元的第一个评价任务。学生以小组合作的形式开展学习评价。
Revision time
接着是Revision time，这里我设计了两个步骤复习活动：
1. Ask and answer 以问答的形式帮助学生回忆课文主要内容；
2. Recite Cartoon time 检查学生的课文背诵情况。
这两个个活动的设计意图在于：
1. 引领学生回忆上一节课所学的课文内容；
2. 检查学生的课文背诵，帮助学生养成良好的学习习惯。
Sound time
在完成了Cartoon time的复习后，我们又自然地过渡到Sound time，这一板块的设计意图在于学生通过朗读，诵读来感受字母g在单词中的发音，从而初步获得一定的语音知识和语感。
基于这样的解读，我设计了以下五个步骤的活动：
1. Enjoy a song 听歌曲，初步感知；
2. Learn the sound 模仿跟读；
3. Watch the cartoon 有节奏地进行诵读；
4. Say more words 思考并说出更多的含有字母g的单词；
5. Ticking time 对语音部分的学习，学生进行自我评价。
此处的设计意图在于将游戏、歌谣等学生喜爱的活动穿插在语音教学之中，通过生动活泼的形式来加快认读、促进记忆、熟练拼读，学生的积极性就能得到很大的提升。
Rhyme time
之后，我们来到Rhyme time，学习本单元的押韵小诗Little monkey：
1. Read this rhyme with the sound /g/ 由语音部分过渡至小诗的教学；
2. Watch the cartoon 听小诗，整体感知；
3. Read the rhyme 有节奏地进行诵读。
Checkout time
1. Pairwork 巩固本单元所学重点句型；
2. Ticking time 同桌同学之间进行互相评价。
最后，跟大家分享自己对于本节课的几个“关注”：
关注完整的情境创设，设置具备趣味性和可操作的学习活动或任务
关注学生自主学习或者小组合作学习的体验
关注英语课堂中
