4A Unit 8 In class（通用3篇）
4A Unit 8 In class 篇1
教材簡解：本課是譯林版《牛津小學英語》4a第八單元的第一課時。本課時的主要內容是讓學生學會6個動詞，并能靈活運用祈使句 ……,please! don’t……,please!
目標預設：
1.語言知識與技能目標：
(1). 能正確聽、說、讀、寫單詞open ，close,eat, drink, read,draw
(2). 能正確聽、說、讀、寫句子……,please! don’t……,please!
2.情感態(tài)度目標：培養(yǎng)樂于模仿、敢于開口、積極參與的學習態(tài)度。
3.學習策略目標：能積極與他人合作，共同完成學習任務。
4.文化意識目標：讓學生養(yǎng)成良好的行為習慣和學習習慣。
教學重點：能正確地聽、說、讀、寫本單元的四會單詞和四會句型。
教學難點：能通過圖片和活動正確理解祈使句 ……,please! don’t……,please!所滲透的思想內涵。
設計理念：根據(jù)《英語課程標準》設計理念：
1.小學英語教學的根本目的是培養(yǎng)學生運用英語的能力。教學中必須堅持學用結合，學以致用的原則，以培養(yǎng)學生運用英語的能力為根本。
2.從學生的學習興趣出發(fā)，倡導體驗、合作、探究與交流的學習方式和任務式的教學途徑。
3.樹立語言學習的外延和生活的外延相等的觀念，圍繞“in life, by life ，for life（在生活中，通過生活，為了生活）”的觀念設計教學。
4. 尊重差異，讓每個孩子都有成功的體驗。
設計思路 ： 小學生活潑好動，小學英語課堂教學能直接激發(fā)小學生對語言學習的興趣，能使孩子們的多元智能在交際活動中得以體現(xiàn)和發(fā)展。 在教學中，為了體現(xiàn)以學生為本的教學思想，我注重引導學生主動參與動口、動手、動腦綜合發(fā)展多方面能力的各種活動，注重培養(yǎng)學生語言交際能力和思維發(fā)展能力。
教具準備： (1).兩只老虎的伴奏磁帶；
(2).錄音機；
(3).裝有各種水果和食品圖片的小籃子；
教學過程：
warming up
sing a song《go to school》
（設計意圖：歌曲歡快的節(jié)奏能夠消除學生的緊張感，為新課的學習創(chuàng)設良好的活動氛圍，開篇吸引他們的注意力。）
step 1. free talk
1. t: what’s this in english?
s: it’s an apple.
t: yes. it’s a red apple.i like apples.what do you like?
s:i like bananas/ puppets/bears/dolls…
t:do you like …?
s:yes,i do./no,i don’t.
2.listen and do.
stand up. sit down.
don’t stand up. don’t sit down.
（設計意圖：跟學生進行自由交談，將學生引入英語學習的氛圍，并且引出don’t這個詞，為后面的學習打下基礎。）
step 2. presentation
1.open
t: i have a box.it’s very nice.what’s in it? let’s open it and have a look.(師出示一個精美的禮盒，吸引學生的注意。)
t:(用手勢做出open的動作，出示單詞卡片，并教學open。學生拼讀并書空。
t:now i can’t open the box.who can help me?ok,when she opens it,the others say “open,open”.(請一個學生打開盒子)
t:wow,there’s a new storybook in it.(師拿出事先放好的小故事書)who can open the storybook?(一個同學示范并說出短語open the book)
t:oh,i’m very hot.i want to (打開門引導說出open the door)
t:make phrases: open the door/book
s: open the window/pencil box/notebook/storybook……
（設計意圖：在學生學習了open后，組織學生利用open組詞，像open the door/pencil box/notebook/storybook……，即培養(yǎng)了他們的發(fā)散性思維，同時又做到了聯(lián)系生活中的情景學習英語知識，讓學生感到更親切。）
2.close
t:now there’s nothing in the box.let’s close it.
t:出示單詞close并領讀。
t:close your book,close your eyes.now ,i’m cold.what can i do?
s1:close the door.
s2:close the window.
t：(讓同學去關門，去關窗，其他同學練說)thank you.i’m not cold now.let’s look at the chant.
night,night, go to bed.
close the door,close the window,
close your book, close your eyes,
let’s have a rest.
t:(教師先領說，學生邊打節(jié)拍邊說。然后教師先唱，學生齊唱。放出《兩只老虎》的伴奏，學生隨著音樂齊唱。)
(設計意圖：在輕松愉悅的音樂聲中，學生通過手，口，腦三者的結合，既學到了本課的重點短語，又放松了自己，有著一舉兩得的效果。)
3.eat
t:i have a basket here.what’s in it? let’s open the basket.oh,an orange.（教師裝作神秘狀，背著從里面拿出一只橘子）do you want to eat it?please eat.(請學生品嘗。)
t:出示單詞卡片，并教學eat.
s:拼讀。
t:there’er a lot of things in it.i want to eat a hot dog,so i say
“eat,eat,eat a hot dog.”what do you want to eat,please say eat…
s:eat,eat,eat a…
t:學生說，當他們猜到里面的物品時，教師就拿出小卡片來送給他們。
（設計意圖：先由一只橘子引起了學生想吃的愿望，小小的禮物，又激發(fā)了他們的表現(xiàn)欲，在說出短語的同時加深了他們對單詞的印象，活躍課堂氣氛，讓孩子覺得有趣，樂在其中。）
3.drink
t:now,i’m thirsty.i want to drink.(教師拿出事先準備好的裝有水的杯子)oh,here’s a glass of water.i’d like to drink same water.(喝一口水并說短語：drink,drink,drink some water)
t:（拿出juice,milk等飲料貼圖，快速在學生面前閃動），drink,drink…
s:drink,drink,drink some milk
s:drink,drink...
t:說出短語的將獎勵相應的圖片。
(在上面的對話中當有學生說drink the coffee, please時)
t：don’t drink the coffee, it’s bad for you.出示單詞卡片“don’t”,教學并練讀。
t: don’t eat the apple. don’t drink the coffee.
ss: don’t……
5.draw
t:look,i can draw.(t draw a dog on the blackboard)
t:learn draw.
t:what can you draw?
s:draw,draw ,draw a …
6.read
t.look,i can draw a mongkey,too.(出示一張事先畫好的畫)oh,what’s the monkey dong ? he’s reading.
t:learn read.
s:make phrases .
t:now the rabbit is sleeping.let’s say to the monkey
“don’t read.”
(設計意圖：先由教師的簡筆畫吸引學生的注意，并在學習句子的同時給學生進行文明禮貌的熏陶。)
step 3:presentation
1.a chant.
open ,open,open the ，
close, close,close the
eat,eat,eat the
drink,drink,drink the
read,read,read the
draw,draw,draw the
2.listen and do.
(1)t says the words and the ss do.
(2)ss work in pairs.
（設計意圖：英語作為一門語言學科，學習的目的是運用語言。這個環(huán)節(jié)既是一個游戲過程，又是一個對于知識的運用過程，簡單的動作，部分學生的出錯，讓課堂充滿了活力。）
step 4.a game.
(出示實物轉盤) 讓學生根據(jù)指針轉到的單詞說短語。
(設計意圖：看轉盤組詞，組織游戲，玩演結合，通過游戲讓學生鞏固單詞和句型，以此激勵學生比一比，培養(yǎng)他們的競爭意識，同時活躍了課堂氣氛。)
step 5.homework
1.copy the new words.
2.draw a rabbit.
4A Unit 8 In class 篇2
一、教學內容：4a unit 8: part a (p 60), part b (p62), part c (p63)
二、教學目標：
1. 能正確理解、掌握對話內容，并能朗讀對話。
2. 能正確地聽、說、讀、寫詞匯。
3. 能初步理解掌握句型。
4. 能正確地運用對話中的日常交際用語和三會句型: that’s all right.
don’t be late again.
三、教學重點：
1. 能正確理解、掌握對話內容，并能朗讀對話。
2. 能正確地聽、說、讀、寫四會要求詞匯。
四、教學難點：
1. 比較流暢地朗讀對話。
2. 懂得在適當?shù)膱龊险_運用祈使句。
五、課前準備：
1. 錄音機和課文對話磁帶。
2. 實物投影儀。
六、教學過程：
1.（教師有意遲到。）
t: sorry, boys and girls. i’m late. may i come in, boys and girls?
s: come in, please.
t: thank you.
teach: late 遲的， 晚的
tape cake late [ei]
chant: late, late, i am late. late, late, you are late.
2. t: your english teacher is mr qian. i’m mr qian, too. today i’m your new teacher.
you’re my new students. hi, boys and girls!
s: hi, mr qian.
t: nice to meet you.
s: nice to meet you, too.
t: i’m your new teacher. look, this is my new book. this is my new ….
teach: new 新的
a new book a new teacher a new pen a new …
3. t: now let’s play a game. i say you do. try to follow the orders.
t: stand up, please. sit down, please.
teach: stand up, please. sit down, please.
t: let’s play a game again. now listen. stand up. don’t stand up.
sit down. don’t sit down.
teach: don’t 不要，別
don’t stand up. don’t sit down.
again 又，再
4. (課前，一名一直坐在教室門口學生故作遲到狀。)
s: sorry, mr qian. may i come in?
t: you’re late. that’s all right. come in, please.
s: thank you.
t: don’t be late again.
s: yes, mr qian.
t: sit down, please.
teach: that’s all right.
come in, please.
don’t be late again.
chant: late, late, i am late. late, late, you are late.
late, late, don’t be late. don’t be late again.
5. t: oh, we have learned some new words now. ╳╳╳ (那位遲到的學生) can’t read the new words. let’s teach him the new words. read the new words, please.
t: can you read the new words?
s: yes.
teach: read 讀
word(s) 詞
read the new words.
t: i can read a newspaper. i can read a magazine. what can you read? read a ….
s: read a book(a storybook, an english book, … )
read: read a book (a storybook, an english book, a newspaper, a magazine, a picture book )
6. show the pictures and listen to the tape recording.
then answer the question: who is late for class?
1)read after the tape recording.
2)read in chorus.
3)read it to work in pairs.
4)act out.
7. t: (point to the blackboard.) they’re new words. ╳╳╳ can you write it down?
(請兩名學生在黑板上寫，其余學生書空。)
teach: write 寫
kite nine write [ai]
write the new words.
write the new words in my notebook.
write the new words in your notebook.
8. t: look at me. what am i doing? (copy the new words.)
i’m copying. i’m copying the new words.
teach: copy抄寫
copy the new words.
copy the new words in your notebook.
copy the new words in my copybook.
chant: read, read, read the new words.
write, write, write it down.
copy, copy, copy in your book.
9. open the books at page 63 . look and say. (picture 1, 2, 3, 5)
10. t: it’s time to copy the new words.
11. homework:
1. copy the new words and expressions.
2. recite the dialogue at page 60.
4A Unit 8 In class 篇3
fun with english 4a unit 8 in class
teaching plan
單元內容簡析：
本單元的主要教學內容是祈使句。通過教“open the window, please .”及否定句“don’t open the door .”兩種句式，讓學生掌握“請別人干某事”和“叫別人不要干某事”的英語表達法。
教師可以用動作、表情和手勢幫助學生理解這些表示命令、請求、建議的句子，并要求學生能在一定的情景中熟練地運用這些祈使句。
本單元的詞匯以動詞詞組為主，教師可通過具體動作來演示這些動作，給學生以感性認識。 教師在教祈使句時，應進行必要的文明禮貌教學。
單元教學要求：
1.能聽得懂、會說、會讀和會拼寫單詞eat ,drink ,write ,read, close ,open .
2.能聽得懂、會說、會讀和會寫祈使句open your books ,please . don’t draw in your book .并能在適當?shù)膱龊险_運用祈使句.
3. 能聽得懂、會說和會讀日常交際用語that’s all right . don’t be late again .
4.了解輔音字母r和s在單詞中的讀音.
5.會誦讀歌謠don’t be late again .
單元教學重點：
1.能聽得懂、會說、會讀和會拼寫單詞eat ,drink ,write ,read ,close, open .
2.能聽得懂、會說、會讀和會寫祈使句open your books ,please . don’t draw in your book. 并能在適當?shù)膱龊险_使用祈使句.
單元教學難點：
1.能聽得懂、會說、會讀和會拼寫eat ,drink, write ,read ,close ,open.
2.能聽得懂、會說、會讀和會寫祈使句open your books ,please .
don’t draw in your book .并能在適當?shù)膱龊险_使用祈使句
單元教具準備：實物、錄音、教學掛圖、投影器材
教學理念：
1.面向全體學生，突出學生主體。教學要面向全體學生，關注每個學生，讓每個學生都有機會練習說話.
2.整體設計目標，體現(xiàn)靈活開放.
3.任務型的教學模式。采用活動途徑，通過體驗、實踐、討論、合作、探究等方式發(fā)展學生的語言綜合水平.
unit 8 in class the first period
teaching content:
a read and say , g3 say a rhyme
teaching aim：
1.knowledge aim：understand and speak out the three words: open ,read , close.
four master sentence : open your books , please .
don’t draw in your book..
2.ability aim： to learn the correct use of imperative sentences in the appropriate occasions
3.emotion aim：learn to cooperate with others and communicate with their partners .
courtesy of teaching civilization.
important and difficult teaching points：
speak out the words and sentences in right tone .
teaching aids ：
tape ,wall charts, cai
teaching steps：
step 1 ：warming up
1. freetalk : to talking about one’s age, hobby, interest ,etc between t and ss .
2. sing a song : go to school ( exaggeration english atmosphere , guides the student to walk into english situation )
3. duty-report:
ss:hello, boys and girls!
how are you today ?
it’s fine today , isn’t it ?
what day is it today ?
let’s speak english , ok ?
(inspire students to use english for day-to-day exchange of interest to consolidate the old knowledge)
step 2 ：presentation and practice
1. lead in : unit 8 in class （writing on the blackboard ）
2. teach sentences : that’s all right . don’t be late again .
a pre-arranged a late student：sorry ,i’m late . may i come in ?
t ：that’s all right .come in , please. don’t be late again . （more than repeat the sentence, using hand gestures to enable students to understand and doctrine）
b blackboard designs : that’s all right . （沒什么）don’t be late again .（不要再遲到）
c say a chant : don’t be late again .
one , two , three , four ,
come in and close the door ,
five , six , seven , eight ,
it’s time for class , but you are late .
nine , ten , nine , ten ,
don’t be late again .
3. learn new words : open close draw read
a t shows a box : what’s in the box ? guess !
ss : a pencil / rabbit / toy tiger …?
t : let’s have a look , ok ? ask one student to open it , introduce word open & close
eg. open the box/ book/ window/door …
t : the opposite word ‘open’ is ‘close’ (gesture)
eg. close the door/pencil box/book…
b t take out the thing in the box ss : it’s a dog .
t draw a dog : draw , draw , draw a dog ( read more , let ss understand that meaning and say it again and again )
t : i’ll draw an apple/ a dog /cat …
t：now , boys and girls , draw a dog in your book , please .
leads to sentence : draw in your book .
c t : look at the new words on the blackboard , let ’s read , ok ? ( to learn new words &read )
(open close draw read 板書 to use for take-off and landing at the same time reading with students and teachers of the air with their hands)
d have a chant :
open , open , open the box .
close , close , close the door .
draw , draw , draw a dog .
read , read , read the new words .
4. civilization teaching etiquette
t:when we want to ask somebody to do something , we often add “please ”at the end of the sentence to show our courtesy .
5. play a game :
t : miss li says : “stand up ” . ss: yes. / all right ./ok. (do it )
t: “open your books ”. ss : ( don’t do it )
( ss work in groups , t gives evaluation of language : good ! excellent ! clever boy / girl you’ve done it well ! )
step 3 read and say :
a description of part a and watch cartoons , then answer questions :
what’s the teacher’s name ?
who is late ?
b listen to the tape and imitate
c ss practice with parterns .
d read together , then read in roles .
step 4. consolidation :
do exercise : put the sentences in the correct orders .
( ) don’t be late again.
( ) sit down , mike .
( ) sorry , mr green . i’m late .
( ) yes , mr green .
( ) thank you .
( ) that’s all right . come in , please .
step 5 summary :
1. the spelling of words : open , close , read
2. the differences between affirmative sentence and negative sentence
step6 homework :
1. listen to the tape and imitate .
2. act the dialogue in groups .
blackboard designs:
unit 8 in class
that’s all right . （沒什么）
don’t be late again . （不要再遲到了）
chant :
open , open , open the box . close , close , close the door .
draw , draw , draw a dog . read , read , read the new words .
teaching notes :
本節(jié)課的對話教學應用性較強，多為日常交際中接觸到的祈使句，因此，在課上我盡量創(chuàng)造真實的英語情境，使學生理解并會用，關注學生能力的培養(yǎng)，包括語言技能和思維能力。如：本課“鞏固”環(huán)節(jié)，設計了“do exercise ”的活動，本活動就是發(fā)展學生理解運用的能力，另外，編 chant 、 唱歌曲等活動都能培養(yǎng)學生的創(chuàng)造、觀察、想象、推理等思維能力。 正如著名教育家葉圣陶先生所說的那樣，對于一節(jié)課，我們所看重的，不是老師的精彩表演，而是學生的表現(xiàn)。
通過課堂反饋，大多數(shù)學生能夠只能掌握新知，只有極個別的學生的發(fā)音不夠到位，仍需要課后加強輔導，總之我以培養(yǎng)學生用英語進行交流的能力為教學目標，以語言運用為中心，以“活動教學”為主線，以小組合作學習為手段，以形象的圖片、實物為輔助，力求給學生創(chuàng)造一個開放、真實、平等、和諧的交流環(huán)境。