四年級(jí)下冊(cè)英語教案Unit 11 Lesson 1 My tummy hurts 北師大版

1、.Unit 11 illnessLesson 1 My tummy hurts教案教學(xué)目的知識(shí)與技能:1.理解故事內(nèi)容，初步學(xué)習(xí)朗讀故事。2學(xué)習(xí)Whats the matter? “Can you walk?句型， 并理解其在日常生活中的意義。情感態(tài)度與價(jià)值觀： 知道在別人危險(xiǎn)的時(shí)候，可以提供相應(yīng)的幫助。教學(xué)重點(diǎn)1.理解故事內(nèi)容，初步學(xué)習(xí)朗讀故事。2理解土和用英語表達(dá)自己的身體器官。教學(xué)難點(diǎn)靈敏運(yùn)用所學(xué)習(xí)的語言交際用語進(jìn)展口語交流。教學(xué)用具配套資源，課件，圖片，教學(xué)過程1.Introduce /w/ and /i/Write the letter w on the board. Explain

2、 that you are going to say a word with the letter w in it watch. Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you.Turn to Uncle Bookys ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound.2.Sounds and lette

3、rs Draw the childrens attention to the pictures at the top of the page. Play the tape and have the children say the words aloud.Check that the childrens pronunciation is correct by asking individual children to repeat the words after you or after the tape.Repeat the procedure for the second row of p

4、ictures.3.Match the soundsHave the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “Whats this? Elicit the word from the children.Repeat the procedure for the other pictures

5、.Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/.Read all the words in the circle and have the children touch the words that begin w

6、ith the sound /w/.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines.Repeat the procedure with the /i/ sound words.4.Read with Uncle BookyDirect childrens attention to the two rows o

7、f words at the bottom of the page. Show your copy of the page and point to the first row of words.Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.Ask the children if they can find that the letter w in all the words has the same sound.Tell the chil

8、dren to find out how to read the last two words.Play the tape for the last two words and have children read with the tape.Repeat the procedure for the second row of words.5.Model the structuresPoint to your head and say, “My head hurts. Have the children touch their own heads and repeat the sentence

9、 as they do so.Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so.Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, “His leg hurts. Have the children repeat the sentence after you.Substitute the ne

10、cessary drillcards His and leg in the sentence on the board. Read the new sentence aloud and have the children repeat it after you.Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, “Her ear hurts. Have the children repeat the

11、sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards.Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth.6.Uncle Bookys blackboardHave the children open their books at page 57. Mo

12、del the structures on Uncle Bookys Blackboard by reading them aloud to the class.Have the children repeat the structures in a class drill. Use all possible combinations.語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)進(jìn)步學(xué)生的程度會(huì)大有裨益。如今,不少語文老師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費(fèi)力,學(xué)生頭疼。分析完之后,學(xué)生

13、收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場(chǎng)面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強(qiáng)語感,增強(qiáng)語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會(huì)自然浸透到學(xué)生的語言意識(shí)之中,就會(huì)在寫作中自覺不自覺地加以運(yùn)用、創(chuàng)造和開展。 “教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生概念并非源于教

14、書，最初出現(xiàn)的“先生一詞也并非有傳授知識(shí)那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均指“先生為父兄或有學(xué)問、有德行的長輩。其實(shí)?國策?中本身就有“先生長者，有德之稱的說法?？梢姟跋壬夥钦嬲摹袄蠋熤?，倒是與當(dāng)今“先生的稱呼更接近。看來，“先生之根源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長、資深之傳授知識(shí)者，與老師、老師之意根本一致。7.Touch, ask, and answerDraw the childrens a

15、ttention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Kens mother, and the other woman is his doctor.Point to Ken. Ask, “How is Ken today? Elicit, “Hes not well.Now point to the doctors speech bubble. Read the words aloud t

16、o the children. Repeat for the mothers speech bubble. Have the children repeat the question and answer.Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you.“師之概念，大體是從先秦時(shí)期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時(shí)國君的老師。?說文解字?中有注曰：“師教人以道者之稱也。“師之含義，如今泛指從事教育工作或是傳授知識(shí)技術(shù)也或是某方面有特長值得學(xué)習(xí)者?！袄蠋煹脑獠⒎怯伞袄隙稳荨皫煛！袄显谂f語義中也是一種尊稱，隱喻年長且學(xué)識(shí)淵博者?！袄稀皫熯B用最初見于?史記?，有“荀卿