四年级英语上册Module 10 Unit 1 Go to bed early. 教案 外研版一起

Module 10 Unit 1 Go to bed early.

教案

一、教学目的：

1. 能听得懂、会说、会读和会拼写单词：

cold, computer game, early, every, matter, medicine.

2. 听得懂、会说、会读和会写句子：

What’s the matter?

I’ve got …

3. 能用所学句子说说自己的病痛。

二、教学重点：

1. 新单词的拼写、朗读与记忆。

2. 句型：What’s the matter?

I’ve got …

三、教学难点：

1. 能用句子表述自己的病痛。

2. 能用过去时简单说说自己做过的事情。

四、教具准备：

1. 图片：get up, early, sleep, late, computer games, medicine, water, do exercise等

2. 实物：get up early, sleep late, computer games, take medicine, drink water, do exercise.

3. 磁带、录音机。

五、教学过程：

Step 1 Warm-up activities

1. Sing the song “We are happy bees”

2. Greetings

T: Hello, boys and girls. Good morning.

Ss: Good morning.

T: Nice to meet you.

Ss: Nice to meet you, too.

3. T: What’s the matter with you?

S1: I’ve got a cold.

T: What did you do yesterday?

S1: I …

评：教师充分采用TPR英语活动教学法。通过唱歌曲营造英语宽松、和谐的学习气氛，通过日常的英语对话练习，使学生自然过渡到英语课堂中来。

4. Do it! （学生按教师的指令做动作）

T: Stand up! / Sit down! / Sit down! / Stand up! （教师辅以手势，渐渐加快）

Ss: Stand up! / Sit down! / Sit down! / Stand up!

评：通过学生的运动，导入新课内容，体现了学生在乐中学，学中乐

Step 2 Presentation and Practice

1. Teaching “What’s the matter? I’m tired.

(1) T: What’s the matter? What’s the matter?

教师做睡觉状，并用低缓语调说：I’m tired. 出示卡片What’s the matter?

Ss: What’s the matter? 理解其含义

T: I’m tired. 教师做睡觉状

Ss: Read it one by one. 注意tired的正确发音

(2) T—Ss S1—S2

评：教师充分利用了体态语，使学生轻松理解其含义，并能模仿运用。

2. Use the same way to teach “ill”.

3. Read the words “tired/ill”. (Quickly)

评：在学生迅速认读单词过程中，训练学生的反应能力，同时也为下面的单词教学作了铺垫。

4. Teaching the word “hot”.

T: What’s the matter? (拿出一把扇子，做出很热的样子，边出示卡片hot.) I’m

hot.

Ss: Read it one by one. And spell it.

T—Ss Group1—Group2

T: What’s the matter?

Ss: I’m hot.

T: Here’s a fan for you.

Ss: Thank you.

评：在单词教学中，教师采用了词不离句，句不离景的教学手段，从而来提高学生的口语交际能力。

5. Teaching the word “cold”.

T: (对一生扇扇子，让生感觉到不热了) What’s the matter? Are you hot?

Ss: I’m not hot. I’m cold. (Read and spell it)

T: What’s the matter?

Ss: I’m not hot. I’m cold.

T: Here’s a jacket for you.

Ss: Thank you.

6. Have a rest. (Say a rhyme)

A: What’s the matter?

B: I’m tired/ill/hot/cold.

评：教师关注学生的学习过程，利用灵活多样的教学方式和全身反应教学法，营造了一种无拘无束，轻松愉快的学习氛围

7. Teaching “hungry/thirsty”.

(1) 出示食物, 老师闻了闻：How delicious! 手摸肚子，装出很饿的样子：I’m hungry.

Ss: (Read and spell it.)

T: What’s the matter?

Ss: I’m hungry.

T: Here’s a cake for you.

Ss: Thank you.

S1—S2 (Practise one by one)

评：教师换了食物道具，激发学生的学习兴趣，同时放手由学生自由地说，尽情地表演情景对话，培养学生会使用英语进行合作与交流。

(2) 老师继续手摸肚子，表现出很饱的样子：I’m not hungry. I’m full. But I’m thirsty. (做出口喝的模样)

Ss: (Read and spell it.)

T: What’s the matter?

Ss: I’m thirsty.

T: Here’s a glass of water for you.

Ss: Thank you.

S1—S2 (Practise one by one)

8. Practice

(1) Listen to the tape and repeat.

(2) Read the words together: tired tired I’m tired…

(3) Read the words one time quickly.

评：强化学生的单词认读水平，防止学生只会说，不会认的现象。

Step 3 Consolidation

1. Say a rhyme

老师做动作，让生自问自答。

A: What’s the matter?

B: I’m tired/ill/hot/cold/hungry/thirsty.

2. Work in pairs

S1: What’s the matter?

S2: I’m hot/cold/hungry/thirsty.

S1: Here’s a fan /jacket/cake/glass of water… for you.

S2: Thank you.

S1: Goodbye.

S2: Bye.

评：教师在这一环节中，放手让学生去运用语言交际，进行任务型教学，倡导自主、合作、探究的英语教学模式；陶冶情操，激发学生表达的欲望，提高了口语实践能力，最大限度地调动了学生学习的主动性和积极性。

3. Listen and number

Step 4 Assign homework

1. Copy the new words four times.

2. Copy the sentence:

A: What’s the matter?

B: I’m hot/cold/hungry/thirsty.