1、课 题Unit4 Part1课 型新 授课时分配第 课时上课时间项 目内 容教学目标知 识能 力1. 能正确读出、规范书写单词gym ,library ,playground ,canteen ,computer room ,classroom,并理解单词的意思。2、能在老师指导下运用Are there.?/Is there.？Is it big (small)?/I (We).in(on).等句型进行简单的交际。过 程方 法看一看，听一听，答一答。情 感态 度价值观确保学生在第四年英语学习的开始有积极和轻松的心态。教学重点学会回答Are there.?/Is there.？Is it big
2、(small)?/I (We).in(on).等句型进行简单的交际。教学难点熟练灵活运用本课句型进行对话交流教学、教具（课件）准 备CA课件、图片、课文内容教 学 流 程教学环节教 师 活 动预设学生活动Step 1 Warm-upTalk about the classroom, using “There is/are”.Step2 Presentation1)Show and learn the new words.2) Look and listen.3)Ask more questions.Is the library big? Are there any classrooms? Is
3、 there a gym in the school? Are there many books in the library? Is their school big? Is the playground small? Is there an art room in the school?4)Listen again. Then match. Step3 Practice1) Give a model. Ask the pupils to ask and answer in pairs.2) Say about their school with the pupils.Step4 Conso
4、lidationShow some Exx.HomeworkSay and write about their school.Talk freely.Read and learn.Listen carefully.Answer.Listen and match.Work in pairs.Use the sentences they have learned to introduce their school.Do Exx.板书设计Unit4 part 1Is/Are there.?Is it.big(small)?I (We).in(on).课后反思本节课听说较多，阅读写作时间不足，应该让学
5、生自己进行写作。（四 )年级（上 ）册（ 英语 ）学科集体备课表课 题Unit4 Part2.3课 型新 授课时分配第 课时上课时间项 目内 容教学目标知 识能 力1. 能正确读出、并且运用下列短语in the library , on the playground , in the canteen , in the computer room , in the classroom,并理解单词的意思。2、能在老师指导下运用Are there.?/Is there.？Is it big (small)?/ I (We).in(on).等句型进行简单的交际。过 程方 法连一连，听一听，说一说。情
6、感态 度价值观确保学生在第四年英语学习的开始有积极和轻松的心态。教学重点学会回答Are there.?/Is there.？Is it big (small)?/I (We).in(on).等句型进行简单的交际。教学难点熟练灵活运用本课句型进行对话交流教学、教具（课件）准 备图片、课文内容教 学 流 程教学环节教 师 活 动预设学生活动Step 1 Warm-upTalk about the classroom, using “There is/are”.Step2 Presentation1) Match to complete the sentences(P33).2) Listen an
7、d check .3).Read the sentences We have classes in the classroom. We have lunch in the canteen. We often read in the library.We play sports on the playground.We have computer class in the computer room. 4)Listen again. Step3 Practice1) Ask the pupils to ask and answer in pairs.Is your school big? No
8、,its small. Is there a library? Yes ,I often read in the library. 2) Say about their school with the pupils.Step4 ConsolidationShow some Exx.Homework write about your school.Talk freely.Read and learn.Listen carefully.Answer.Listen and say.Work in pairs.Use the sentences they have learned to introdu
9、ce their school.Do Exx.板书设计Unit4 part 1We have classes in the classroom. We have lunch in the canteen. We often read in the library.We play sports on the playground.We have computer class in the computer room. 课后反思本节课听说较多，阅读写作时间不足，应该让学生自己进行写作。（四）年级（上）册 （英语）学科集体备课表课 题Unit 4 Part4课 型Story课时分配第 课时上课时间项
10、 目内容教学目标知 识能 力a. Learn to understand this story.b. The pupils learn to understand some sentences in the story: Heres my prize. Stop it! Help me, please. Where is my pencil case? Its not here. Ive got it!c. Decoding the meaning of the language in a story.过 程方 法通过游戏、角色扮演等活动，充分发挥学生的主观能动性，让学生在参与“做事”的体验中
11、，提高语言技能，丰富情感。情 感态 度价值观通过角色扮演，培养学生团结互助的精神和英语交际的能力。教学重点Understand the story教学难点Understand and use:Heres my prize. Stop it! Help me, please.Wheres my (pencil case)?Its not here Ive got it!教学、教具（课件）准 备The cassette; Some school things; New word cards教 学 流 程教学环节教 师 活 动预设学生活动一、Warming-up& Revision1、Greetin
12、gs2、Play a game:T shows some school things one by one, Ps look and say them out. The quickest one is the winner.Greetings Play a game教学 环 节二、Presentation1、Learn to say : Heres my prize.a. When pupils play the game, T will give the winner a prize. Then saying: Heres your prize.b. Ask the pupils who g
13、et the prize show their prize to other pupils and help them to say: Heres my prize.c. T writes the sentence on the Bb and teach to read.2、Learn to say: Help me, please. Wheres my pencil case? Its not here. Ive got it!a. When T shows some school things to pupils, she found her pen lost. So T says to
14、Ss: “Wheres my pen? Wheres my pen?”b. T pretends to find her pen, and saying: “Help me, please.” Try to help Ss understand meaning of the sentence.c. Lead to the sentence “Help me, please.” and teach to read.d. T continues to find the pen, then nodding her head and saying: “Its not here.”e. After a
15、while, T found the pen, and said: “Ive got it!”f. Teach to say: Its not here. Ive got it!3、Introduce the story-Timmya. T: Today well listen to a story about Timmy. Do you know who is Timmy?b. Ask pupils to open books and listen to the story. Then T askspupils to say who is Timmy.c. Listen to the sto
16、ry two times. Let pupils talk about the main idea of this story.三、Practice1、Play the cassette and ask pupils to point to the pictures that iscorresponding to the sentences.2、After listening the story twice in this way, play it again andask pupils to listen with their eyes closed and imagine the scen
17、e.3、Play the cassette. Ask pupils to read the story sentence by sentence followed by the tape.四、Consolidation1、Read the story in this way several times.2、Role-play in groups.3、Act out the story in class.read.Listen and point单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短
18、,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之
19、称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能
20、力、思维能力等等,达到“一石多鸟”的效果。Listen and readAct the story板书设计Unit 3 School thingsHeres my prize.Stop it!Help me, please.Wheres my pencil case? Its not here. Ive got it课后反思课堂学习情况良好，学生们还学到了要尊重年龄产生的差距。（四 )年级（上 ）册（ 英语 ）学科集体备课表备课时间主 备 人主 备 人所在单位复备时间授课教师授课教师所在单位课 题Unit4 Part5.6课 型新 授课时分配第 课时上课时间项 目内 容教学目标知 识能 力2.
21、 能正确读出May , Mr Crow ,Parker, Miss Brown 并理解单词的意思。2、能在老师指导下运用She is from Japan. She has got black hair. She is my good friend. She likes Art.等句型进行简单的交际。过 程方 法听一听，说一说,填一填。情 感态 度价值观确保学生在第四年英语学习的开始有积极和轻松的心态。教学重点运用She is from Japan. She has got black hair. She is my good friend. She likes Art.等句型进行简单的交际。
22、教学难点熟练灵活运用本课句型进行对话交流教学、教具（课件）准 备录音机、课文内容教 学 流 程教学环节教 师 活 动预设学生活动Step 1 Warm-upTalk about the classroom, using “There is/are”.Step2 Presentation2) Listen and find ,Who are they?Write their names.(P36).2) Listen and check .3)Listen again, read and match .Then fill in the names. (May)She is from Japan.
23、 She has got black hair. She is my good friend.She likes Art. 4)Listen again. 5) Listen and read. Step3 Practice3) fill in the correct answers(part 6) 4) Talk about yourself ,your partner and your English teacher. school with the pupils.Homework write about your partner.Talk freely.Read and learn.Listen carefully.Answer.Work in pairs.Use the sentences they have learned to introduce their school.板书设计Unit4 part 1(May)She is from Japan. She has got black hair. She is my good friend.She likes Art.课后反思培养学生的阅读和写作能力。
