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四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）6篇
【篇一】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
四下 Unit6 Whose dress is this? 教案
教学内容 Story time
教学目标
1．能听懂、会说、会读单词dress , trousers, gloves, party, whose
2．能听懂、能理解、会读，表演课文。
3．能用Whose...is this/are these?询问物主及用It’s/They’re...回答
教学重点 能听懂、能理解、会读、会表演课文。
教学难点 理解和运用所有格结构
教学准备 教学光盘 课件
教学过程：
Step1.Warming -up
1. Enjoy some pictures of Fancy Dress Party.
2. Free talk:
How are you?
What day is it to day?
What’s the weather like today?
3. Sing a song: The clothes shop.
Step2. Presentation and practice:
1. Teach: gloves, trousers, dress
T：Today we’re going to a Fancy Dress Party. There are so many nice clothes in our clothes shop. Let’s have a look.
What’s this?/ What are these? This is … These are…(在此过程中渗透新单词gloves ,trousers, dress)
T: Oh, The clothes are so nice. But I don’t know whose they are ?
(1)T: Whose …is this? Is this your …?
S1: No, it isn’t. I think it’s …’s.
T: ….,is this your …?
S2: Yes, it’s my ….
T: Try this.
S2: OK.
T: Oh, so pretty/nice/smart/beautiful.
(2)T: Whose gloves are these?
S: They’re my… .
T: Try these.
S: OK.
T: Look at ….
S: How nice.
T: Yes, they’re so pretty.
进行句型Whose …is this? It’s …’s.的操练。在操练过程中，教师反复：How nice/pretty. /It’s/They’re so nice/pretty.进行评价并教学gloves。
2.T: Whose dress is this? Is this your dress?（多问几个学生后）教学单词dress. 揭题 Unit6 Whose dress is this?
3.T: Is the fancy dress party funny? Do you want to go there?
Su Hai and Su Yang want to go there too. First, they should get dressed. Now let’s watch the cartoon :
What clothes are Su Hai and Su Yang preparing for the party?
学生观看课文动画并回答。
4. T: Su Hai is trying on a dress. But this blue dress is too …(short).
So she should try a long one. How to say?(怎么说？)
S: Try this.
T: Su Yang are trying a pair of trousers. But the trousers …
Ss: 接are too long.
T: So she should try a new pair. How to say?
S: Try these.
5. T手拿一条dress和一条trousers,说: Try this. Try these.
What’s the difference?(不同点是什么？) Why?
6. Chant：Dress , dress,
my dress is too short.
Try, try, try this.
Trousers ,trousers,
your trousers are too long.
Try, try, try these.
Step3. Practice
1.图3: T: Look, Su Hai and Su Yang are ready for the party. Let’s go.
2.Learn Picture4----6
(1)Now they are at the party. Read the dialogues and judge:（快速读并判断）
1.Su Yang’s gloves are her mother’s . ( )
2. The dress is Helen’s cousin’s. ( )
(2)Read the dialogues and underline. （仔细读并划出）
How about the gloves and the dress?
(手套图片)They’re so big.
(连衣裙图片)It’s so beautiful.
学生找出回答后教师指着他们的穿着说： The gloves are so big. Su Yang looks so funny. The dress is so beautiful.
3.Read the text.
T: It’s our reading time.
(1)Read the text after the tape.
(2)Read in fours.
(3)Dubbing Time.(配音时间)
T：It’s your show time. Please dub.
Step4. Consolidation.
1.Make a new dialogue: Let’s design
T: Do you want to go to the party? First,let’s design the partners’ clothes for the party. (四人一组，请为其他小伙伴们设计参加“化妆舞会”的服装，小组内合作完成。)
2.Let’s talk
T: Now, let’s go to the party and enjoy the party with them.Boys and girls,Please talk about your partners’ clothes at the Fancy Dress Party. Work in groups,
3.Homework:
(1)Listen and read after the tape 5times. (听、读课文5遍。)
(2)Use the sentences we’ve learnt to talk about your friends’ clothes（用所学句子来讨论你朋友的服装。）
教学后记：
本课内容为四下Unit6 Whose dress is this?第一课时story time，通过谈论化妆舞会来呈现服装，并呈现物品所属关系,能听懂、会说、会读会写单词：dress，coat，shirt，sweater, gloves, trousers和以whose特殊疑问句开头的单复数句型，whose…is this? It’ s…’ s. whose…are these? They’ re…’ s.教学一开始我将以前所学服装类单词快速呈现，帮助学生复习以前知识，包括单复数，为了新单词的教授作铺垫。但新授知识的操练，需要多放入具体情境中去，加入颜色，形容词等词汇及相关句型中去，学会其复数的运用。story time按时间前后，即舞会前和舞会时分段讲述课文，一些词汇不是很难，学生能较快掌握，对所提出的问题能够在文中找出原句，或者转换人称进行回答，词组不是很难，比如try this试试这个,too big太大, so big那么大等，听录音，让学生模仿发音朗读时，学生基本上能注意发音，重音和前后的停顿，能较流利的朗读。
整堂课气氛不沉闷，学生能在我的带动下积极营造良好的英语氛围，举手积极，一些平时在课上不积极的同学也能做出相应的回答，师生互动自然，轻松。不足之处有很多，没有能够非常明确的呈现教学目标，缺乏情境创设，在操练时只是根据课文内容呈现，缺乏上下文的衔接，过度不是很自然，需要在今后教学中多加注意。
【篇二】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
Unit 6 At the snack bar
一 、教学内容 ：At the snack bar（Story time）
二、教学目标
1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
5、能正确诵读歌谣。
三、教学重点
1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
四、教学难点
1、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见
五、课前准备
人物图片、课件、教师准备一个小纸袋，内装一些本课学习所需要的食品。
六、教学过程
Step1 Greeting & Warm up
1、学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）
T: Hello, xx. Would you like a pie?
S: No, thank you.
T: What about a hot dog?
S: Yes, please. Thank you.
T: You are welcome.
2.以旧带新，教学单词“a hamburger, a sandwich, some noodles”
3. Read the words: ” a hamburger, a sandwich, some noodles”
Practice in pairs. Act the dialogue.
Step2 Presentation
1. T: Oh dear. I’m very hungry. Are you hungry?
S: Yes.
T: Well, let’s go to a snack bar. 导入课题: ”At the snack bar”.
询问两、三个学生后，教师板书：What would you like? What about you?
Teach: ”rice, a glass of milk” Read one by one.
Teach: “What would you like? What about you?” Read one by one.
2. 出示图片引导学生问答。
Step3 Story time
1. Listen to the tape and think:
T: Where are Mike, Helen and their dad ?
S: They are at the snack bar.
再次揭题：Today we’ll learn a new lesson “At the snack bar”
引导学生回答完以后，将相应的图连线。
3. Watch the cartoon again and finish the table.
What do they want to eat? 完成信息表格。
Step 4 Consolidation
1. 再次读课文将对话改编成短文进行填空。
Mike, Helen and their father are at the . They are . They would like some and . Mike would like a glass of and a . Helen would like some . Mr. Brown would like a and a cup of .
2. 模拟场景创编对话。
Show some pictures of food and drinks.
Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对话。)
Step 5 Say a rhyme
1. Watch the cartoon and answer:
2. Listen to the tape and read after it.
3. Read and recite the rhyme together.
七、作业：
A 1.听磁带，读故事3遍并试着背一背。
2. 用What would you like? I’d like …, please. Anything else? 的句型来进行点餐。
3. 试着复述课文。
八、板书内容：
Unit 6 At the snack bar
A: What would you like ? B: I’d like …
A: What about you ? B: I’d like …
A: Anything else? B: I’d like …
九、教学反思：
【篇三】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
Lesson 5 What are these？ 第一课时
Teaching material analysis: （教材分析） In this text, we will learn the new words: these those tiger walk jump mom talk
The useful expressions: (1) What are these? They’re dolls. (2) What are those? They’re dolls. (3) Can I help you? Yes, we want some toys. (4) I want one. Here you are.
Goal request: （教学目的） In this text, let the students know and mast the useful expressions: (1) What are these\ those? They’re dolls.
Key difficulty: （重点难点）In this text, let the students know and mast the useful expressions: (1) What are these\ those? They’re ...
Teaching times: （教学时间） 3
Teaching method: （教学方法three doubts three searches
Teaching preparation and method: :(教学工具) cards
Teaching process: （教学过程）
Step 1 Warmer (5 minutes)
T: Good morning class.
S: Good morning Miss Wang .
T: Hello, Jiang shan!
S1: Hello, Miss Wang!
T: Look at here, what’s this?
S1: It’s a doll.
T: What’s that?
S2:It’s a book.
I’m very glad to see you have already mast the expression “What’s this\ that…?” Ok, they are single; today we will go on learning another expression, Lesson 5 What are these?
Step 2 设疑自探一（3minutes）
Show these cards to the students.
these those tiger walk jump mom talk
Please tell me the questions about the new words:
S1: How to read the new words?
S2: What’s meaning of the words?
Try to read them with the pronunciations by yourselves and guess the meaning.
Step 3 解疑合探一（5minutes）
Give the students some time then let some of them try to read the words .
1.First, the teacher can ask them to discuss with their classmates.
2.Next,find some Ss try to read the new words ,if there is sth wrong, the teacher should help her/him.
3.Then the Ss read the words after the teacher some times, read after some times ,read freely .
Step 4设疑自探二（5minutes）
T: Turn to page 48 and look at the text. Please tell me the questions about the text.
S1: How to read the text?
S2: What’s meaning of the text?
教师补充问题：
(1) What does Tom want to buy?
(2) Are there some bears?
(3) Can the panda walk?
(4) Is it fun?
Give the students five minutes, try to solve the Qs.
Step 4解疑合探二（15minutes）
Ask some students try to answer. If they have some difficulties they can discuss in group.
1) The teacher chooses some Ss to stand up and explain it. If there is something wrong, the teacher should correct it.
2) The teacher read the text. Then let Ss read after the teacher.
Then let the Ss read the dialogue by themselves, after that choose one or two teams to stand up and act it out.
S1: Can I help you? S2: Yes ,we want some toys .
S3: What are those? Are they bears ? S1: No ,they’re pandas .
S1: Look !The panda can walk . S2: What fun !I want one .
S1: Here you are. S3:Thank you .
The boys the girls and the teacher act out.
Boys: Can I help you? Girls: Yes ,we want some toys .
T: What are those? Are they bears ? Girls: No ,they’re pandas .
Boys: Look !The panda can walk . Girls: What fun !I want one .
Boys: Here you are. Girls: Thank you .
They can also give their some help in a right time.
3)Now ,look at my Qs, who can answer?
Qs1:He wants to buy some toys .
Qs2:No .
Qs3:Yes .
Qs4:Yes .
Step 5质疑再探(7minutes)
T：Do you have any questions about this dialogue?If you have another questions please put up quickly,first think about by yourself then you can talk about with your classmates or ask your teacher.
Step 6运用拓展(8 minutes)
（ ）1. 如果你想知道这些东西是什么，你应该说：________
A. What are these? B. What are those?
（ ）2. 如果你是营业员，应该怎么和客户打招呼：________
A. Can I help you? B. Can you help me?
（ ）3. 如果你想要一样东西，你应该说：________
A. I like … B. I want …
（ ）4. 如果妈妈给你买了你喜欢的东西，你应该说：________
A. Thank you very much. B. Here you are.
Bb writting desgin: （板书设计）
Lesson5 What are these？
What are these? They’re dolls.
What are those? They’re dolls.
教后反思：
【篇四】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
四上 Unit8 Dolls第一课时
教学内容Story time
教学目标：
1能听懂、会说、会读单词hair , nose,mouth,eyes, ears,long,short, small,
2能听懂、能理解、会读课文。
3能用英语描述人物的外貌。He’s/She’s…His/Her…is/are …
教学重点：能听懂、能理解、会读课文。
教学难点：能用英语描述人物的外貌。
教学准备教学光盘 课件 娃娃贴纸
Step1.Greeting
T:Good afternoon, boys and girls
S:Good afternoon .
T:Today I’m your new English teacher. I hope we can learn English happily together. And today I will select the “English King” of this class. PPT:出示“King” teach: king ,English King . Monkey King English King!
How to be the English King! If you do good job, I will give you a doll sticker. PPT “doll stickers”
Teach: doll sticker.
Who gets the most stickers today. He or she will be English king. Ready? Go.
Step2. Free talk.
T:Nice to meet you .little boy/girl.
Can you introduce yourself to me.
PPT: I’m xx . I like….I don’t like.. I can….
表扬：Good. Your eyes are so big. How lovey.
Your hair is long How beautiful…..
Step3. Play a game “Riddle” (PPT)
1.You use it to talk and eat. What is it?
2.You see with them You open them in the morning and close.
Them at night. What are they ?
3.You use it to smell and breathe. What is it ?
4.You use them to hear things What are they ?
Teach: mouth. Eyes nose. Ears
Step4.Sing a song “Touch your eyes.”
Step5.Presentation
PPT:人物 T: Who are they ?
S: What are they talking about ?
1.Let’s watch and answer.播放视频。
S: Dolls.
T: How many dolls do the have ? S: Two
T: Good. One is a girl doll. The other is a boy doll.
2.Read and do the puzzle.
T:Please read by yourself and try to remember the character of the two dolls. Ask two groups of students come to the blackboard to do to the puzzle.
Well done.
3.Describe two dolls
PPT: Look at …Her ____ is ____. Her____ and ____ are small. Her ____ are____.
Look at…His ____ is ____.His____ are ____.His____ and ____ are small.
Tip: 当讨论女娃娃所属的东西时,使用her(她的), 如: her mouth;当表示两个相同的特点时，我们可以用and, 或 too来连接。注意单复数哦! 当讨论男娃娃所属的东西时，使用his(他的),如: his ears。
4.Happy copying: 跟读故事，注意模仿语音语调。
5.Happy dubbing 小组分角色读课文。
6.Happy reading. 选择你喜欢的方式读课文。
7.Happy saying. 介绍自己课堂上得到的娃娃贴纸
Put the sticker on the paper and try to introduce doll stickers
Step 6评选 English King
Show us your stickers……如遇几位同学的贴纸数量相同，增加一个Touch your…游戏
Step 7 Home work
1.Read the story time
2.Try to describe your friend in English.
观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。
教学反思：
一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）《春秋谷梁传疏》曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。《韩非子》也有云：“今有不才之子……师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。这节课主要是要求学生能用英语描述人物的外貌。正确运用He’s/She’s…His/Her…is/are …这些句型。在新课学习的开始，利用游戏，歌曲学习五官类单词，扫除课文的学习障碍。在新课的学习中，先利用小学生的形象思维，学生拼图记住娃娃外貌特征，再结合板书讨论娃娃，在讨论的过程中学习本课的重点句型。但是在拼图的过程完成得不够理想，在课文的朗读上还缺乏一定的指导。尤其在课文的演绎方面还需要进一步加强。
【篇五】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
四年级下册《He has two feet》第二课时学案
四年级下册《He has two feet》第二课时学案
Unit 10 He has two feet. Part B C D 课 型 操练课 主 备 人 审核人 课 时 第二课时 学习目标 能熟练掌握本课生词。
熟练运用本课句型He/She has…进行对话。
能借助插图阅读和理解partD的小故事。
学习重难点 1、一般现在时谓语动词第三人称单数的变化。
2、名词单数变复数的不规则变化：
foot―feet tooth―teeth child―children woman--women 导 学 参 考 热身激趣 1、小组比赛认读单词，看哪组说得又快又准。
自主探究 1．小组复习A、B部分，试试运用句型对话。
小组自学D部分的小故事。
小组展示。
教师精讲 1、讲解名词单数变复数的不规则变化：
foot―feet tooth―teeth child―children woman―women 2、讲解句型：
How many…are there? There are… 趣味操练 画图操练：请一个同学上黑板画出人身体部位，其他同学抢答。
小组讨论D部分小故事。
小组汇报展示。
课堂达标
优品课件，意犹未尽，知识共享，共创未来！！！
【篇六】四年级下册英语教案-Unit,10 He,has,two,feet,第一课时,湘少版（三起）
湘少版三年级下册Unit10Isheafarmer?课时教学内容教学目标
重点难点教具学具
1.Thenewwordsandsentencestructures.
2.Beabletousetheknowledgeabouttheprrofessionandsentencescorrectly.
T’s:professionwordcardsandsomeschoolthings（ppt12slides）Ss’:someschoolthings
教学过程
步骤、内容、时间I.Warmingup
(3mins1.Chant
2.Assessmentway(评价方式
1.GreetingT:Morning,boysandgirls.I’mMissXu.Wouldyouliketomakefriendswithme?(相互问好
3.Introducetheassessmentway:
教师活动
newteacher.
学生活动
次见面，师生互相问好可加强师生间的互动。
设计意图
TheFirstPeriodPartsBandC
课型
Word-sentenceTeaching
1.Graspthenewwords:teacher,doctor,nurse,postman,driver,farmer.2.Beabletounderstandandusethesentencepatterns:---Ishe/shea…?
---Yes,he/sheis.No,he/sheisn’t.
3.Gettoknowthedifferencesbetween“he”and“she”.
1.Greetingwiththe赛课的师生是第一
2.DothechantwithChant的节奏感很3.Listenandget知he和she,能更快readyforthenew的营造快乐的气learningtasks.
氛，又给了师生认识和互动的时间。
从教师的生活出发，从真实情景出发，打破教材的设计，与学生平等交流。
2.T:Ok,Let’schant.theactionstogether.强，可以操练到旧
II．Presentationanddrill（20mins）1.thenewwords:1.T：（出示爸爸的1.Learnthenew
teacher.
照片）Look，This’swordsmyfather.Heisateacher,doctor,driver.(学习driver，nurse,postman,升降调读、拼读、driver,farmer,by
带动作读looking,listening,请学生上台表演thinkingandsaying.
司机。并伺机问：
Issheateacher?2.Payattentionto（板书并学习句whatTsays.
2.Sentences:型：Ishe/shea…?Ishe/shea…?Yes,he/sheis.No,Yes,he/sheis.No,he/sheisn’t.）在第一个单词呈现he/sheisn’t.3.Learnthenew完之后马上学习句
2.T:(出示与爷爷
sentences
by型可以争取更多的
的合照及农民图imitatingandtrying时间来操练句型，片Thisismytouse.做到词不离句，句
3.thenewwords:grandfather.Heisa不离词。doctor,nurse,postman,farmer.teacher,farmer.
(学习farmer，升降调读、拼读、分小组读3.T:
Letme
introducemyself.This
my
photo.(播放一张生活照,一张上课的照片AndI’mateacher.(学习teacher，升降调读、拼读、小老师带读
4.T：Look.(播放戴眼镜的医生图，第一次只出示头部，其余部分用阴影遮住Isheateacher?(学习doctor，升降调读、拼读、开火车读
5.T：（出示护士图片，出示白大褂，先让学生猜，再一步步呈现整个图）Isheadoctor?
is
只出示头部的戴眼镜的医生图能让学生联想到男老师，以这样的方法将teacher过渡到doctor显得更流畅，更自然。这样的猜图也给学生以神秘感，能更好地激发学生学习本课的兴趣。
(学习nurse，升
IV.Practice
(10mins
句型练习
V.Consolidation
(7mins
Homework
降调读、拼读、男女生读
本课单词学习任务重，单词的记忆相对比较困难，在单
6.T:(出示邮递员图片，只展现服装，最后出示邮递员手soldier?
升降调读、拼读、开火车读
7.Game:Quickresponse.
分别请两个学生上台，课件播放图片及单词，台下学生快速反应并读出单词，台上学生先举起卡片并读出者获胜。
上的信封Ishea(学习postman，
1.Playthegameby词的操练环节加以1watchingand大规模的练习，能
and促进学生更好地巩
guessing固和记忆单词。2showingthewordcardsandsayingoutquickly.
藏卡游戏容易操广，能操练到每一个单词。
theEnglishwords作且练习面比较
(准备两叠卡片，listening
1.explainthegameTrytorepeatrules.TshowsSs6Ishe/shea…?cards.NextgetaSsYes,he/sheis.No,toactandothershe/sheisn’t.本节课单词相对独guess“Ishe/shemanytimes
playing.a…?”
(一生上台抽一
张卡片进行表演，
让台下学生猜
、
Assigntheirhomework:1Copythewordsandsenences.
Copyandremembertheirhomework.
by立，抄写单词和句
子是利于巩固所学知识的必要措施。预习能引导学生养成好的学习习惯。为第二节课的活动开展做好铺垫。
2PreviewAandD.
板书设计
teacherdoctor
Unit10Ishea?Yes,he/sheis.
farmer
No,he/sheisn’t.
postman
nursedriver
教学反思：
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