小学英语陕旅版四年级下册Unit 2 I'm Cooking in the Kitchen教案设计

这是一份小学英语陕旅版四年级下册Unit 2 I'm Cooking in the Kitchen教案设计，共4页。教案主要包含了教学目标，教学重难点，教学准备，教学过程等内容，欢迎下载使用。

Unit 2 I'm Cooking in the Kitchen

Lesson 1
【教学目标】
1．以学习Let's learn部分的动词为主,要求学生能听懂、会说、会读、会写单词:Read, write, sleep, eat, listen, cook, stand, sit.
2．能够根据教师的指令做出相应的动作.
【教学重难点】
1．以学习Let's learn部分的动词为主,要求学生能听懂、会说、会读、会写单词:Read, write, sleep, eat, listen, cook, stand, and sit.
【教学准备】
1．教师准备:
（1）本节课新授动词的图片.
（2）Let's learn部分的教学音频.
【教学过程】
Ⅰ．课程导入(Leading In)
1．课前复习
完成Warming-up中的Look and find,复习第一单元关于房间的词汇.
（1）教师引导学生观察图片.
（2）教师提问:
T: Hi, boys and girls. Look at the picture. Where is Colin?
Ss: He is in the bedroom.
T: Where is Wu Chen?
Ss: She is in the living room.
T: Where is Liu Zhao yang?
Ss: He is in the bathroom.
2．新课导入
完成Warming-up中的Listen and do部分,引人本节课话题.
T: (做跳绳动作并说) I like to jump rope. Look, I'm jumping rope. What do you like to do?
引导学生边做动作边说:
S1: I like to sing a song.
S2: I like to run.
S3: I like to dance.
教师发指令,学生根据指令做相应的动作.
Ⅱ．课程展示活动和过程的设计建议（presentation)
1．新课展示Part A Let's learn
（1）教授单词read
教师出示read的图片.

T: look, boys and girls. What does she like to do? Yes. She likes to read.教师领读并拼写单词read,注意这里的字母组合ea读长音[i:].
（2）教授单词write.
a．教师转身在黑板上写下write,并说:I like to write. I write on the blackboard. Now please take out your pens. Let's write together. W-r-i-t-e, write.
b．教师指着黑板上的单词领读并拼写write:
T: Now let's read the word. It's w-r-i-t-e, write.
注意结尾的e在这里不发音.
c．此处教师可灵活复习上一单元内容,并引导学生作答.如:
T: Where do you read and write?
Ss: In the classroom. In the study.
（3）教授单词eat和sleep.
a．教师摸着肚子说:
T: I'm hungry. I want to eat something.
教师边做吃东西的动作边说:
T: Now I'm in the dining room. I eat an egg. I eat some bread. And I eat noodles.
教师领读并拼写单词,让学生通过教师所做的动作,理解eat的意思,并引导学生根据read的读音总结出eat中字母组ea读长音[i:].
教学小贴士
教师在教授read和eat的发音时,向学生介绍字母组合ea在单词中的发音,教师可通过已学单词,帮助学生归纳字母组合ea的读音.如:ice-cream, clean, teacher, meat等.
b．教师假装打哈欠说:
T: Now I'm tired. I want to go to bed. I want to sleep.
教师做睡觉状说:
I sleep in my bedroom.
教师领读并拼写单词sleep,注意字母组合ee读长音[i:].
（4）教授单词cook.
教师出示做饭的图片,与学生进行问答:
T: Where is she?
T/Ss: She is in the kitchen.
T: Yes. She cooks in the kitchen. She is a cook. Look, she is cooking.
注意强调该单词有两个意思,名词意为"厨师",动词意为"做饭".
（5）教授单词listen
教师出示录音机,并播放一段音乐.
T: Hi, boys and girls! Let's listen to music.
Ss: OK.
T: Well. I like to listen to music.
注意单词listen中字母t不发音.
（6）教授单词stand和sit.
a．T: I often stand here in the classroom.
然后教师发指令:Now, listen! Everyone, stand up! 要求全班起立,引导学生理解stand的意思.
(学生起立后) T: Now you are standing, too.
b．教师领读并拼写单词stand,注意纠正学生的错误读音.
教学小贴士
在重读音节中,当摩擦音[s]后紧跟的是清辅音,如[t]时,清辅音要发生浊化,即读出其相应的浊辅音[d].如:stand [stænd]中的[t]读成[d].
c．教师接下来发指令:Everyone, sit down!
（全班坐下之后）
T: You often sit in the classroom. Now you are sitting.
教师领读并拼写单词sit.
2．教师播放录音,让学生听并跟读Let's learn部分的单词,其间注意write, listen, stand等易错音单词,教师要及时纠正学生的错误读音.
Ⅲ．操练活动的设计与实施建议（Practice Activities)
1．我说你做
（1）教师与一位学生做示范.
（2）教师说动词,学生做出相应的动作.
（3）将学生分成若干组,进行限时比赛.教师说单词,每组分别来做动作,做得最快、最准确的组得一分.
2．你来表演我来猜
（1）每组请一位学生上台做动作.
（2）组内其他学生看动作猜单词,猜对单词并且发音准确的学生为该组赢得一分.
3．抢读单词
（1）教师将全班分成若干小组,然后逐个出示单词卡片或图片.
（2）学生举手抢答,最先举手的学生读出该单词并说出其意思,读对的话就为所在组贏得一分,得分最多的组为获胜组.