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科普版教材四年级上册Lesson 1 We can dance教案
上传: 黄甜甜 更新时间：2013-12-28 19:44:06
1. 教材分析 2. 本课是科普版小学英语第三册第一课中的let’s learn 部分,与学生实际生活息息相关，能很好的激发学生学习的积极性。学生也能很好的掌握swim, sing, dance，ride a bike等单词及短语，并能培养学生综合运用语言的能力。
2. 学情分析
小学四年级学生已经学过一年的英语，有了一定的英语基础。而且小学生活泼好动，好奇心强，喜欢自我表现。因此，如何让学生积极参与课堂学习活动是本节课的关键。
3. 教学目标(含重、难点)
1、知识目标：能听说读写单词swim, sing,dance， ride a bike；在实际情景中能运用句型 “can you „? yes, i can.” 2、能力目标: 能运用所学句型与他人交流，在学习过程中培养学生的英语能力.
3、情感目标：通过多种形式的教学活动激发学生学习英语的兴趣，培养学生的合作意识．
4.教学重点与难点：
1). swim, sing, dance，ride等新单词的学习。
2). can句型的替换及答语．
4. 教学过程
step 1.warming up
hello! boys and girls! let’s do actions. (follow me!)
run, run, run, i can run.
jump, jump, jump, i can jump. 【设计意图】： 听指令，做动作不仅活跃了课堂气氛，复习了以前学过的动作，为本节课教学做铺垫，同时还有效的集中了学生的注意力。
step 2. presentation and drill
A. 单词教学 在黑板上画简笔画sing.并板书sing. 领读两遍，动作示范．i下面划线，强调发音[i], sing. 操练：半班练习→小组练习→单排练习→个人练习． look, i can sing. 让学生模仿．板书课题i can sing并朗读．再教学单词swim、dance，短语ride a bike.
【设计意图】:让学生快速，有效的记住新单词是本节课的关键．让学生亲自体验动作，亲自感受，可以加深他们对单词的印象．语音强化，可以培养学生良好的发音习惯．奖励可以调动学生的积极性。
b. 句型教学
t: i can swim. can you swim?
用手指对话，引出答语：yes, i can. 板书句子：can you swim? yes, i can. 操练句子：t asks, ss answer. → half work→line work. →chain game. 引出否定答语no, i can’t. 然后指导朗读。
【设计意图】: 教师直观的动作示范，便于学生理解新句型的意思；在教师的指导下，学生用已经掌握的新单词替换句型，自然，顺畅，降低了难度，照顾到了不同层次的学生。 step 3. practice
a、let’s say a chant.（边做动作边说）
can you swim? yes, i can. can you fly? no, i can’t.
can you ride a bike ? yes, i can. yes, i can.
let’s have a competition. 小组竞赛，奖励小组。 【设计意图】:chant 是小学生最喜欢的一种活动形式．本句型节奏感强，编成chant有节奏的拍出来，有助于学生巩固新学句型并激发学生参与课堂的热情；小组竞赛有助于培养学生的团队精神 b、let’s do actions.
教师说单词，学生作动作。然后交换。
教师挑小老师上台发指令，让学生做动作。
【设计意图】:通过tpr和请小老师读新单词等活动，能充分发挥学生的主动性，并训练学生听的能力。
step 4. consolidation
sing the song—— “can you swim?”
can you swim? yes, i can.
can you fly? no, i can’t.
can you sing? yes , i can.
i can sing well.
用录音机放歌曲→教唱歌曲→指黑板上学过的内容替换歌词来唱。 【设计意图】:歌曲教学使学生放松并营造了活泼的课堂气氛，同时也让学生巩固了新学的知识，加深了对新学内容的印象．歌曲翻唱还可以培养学生的创新思维。
step 5.homework
1、抄写本课的新单词；
2、回去做动作并表演给家人看，学有余力的学生把对话内容记录下来。 【设计意图】：让学生从小树立正确的书写习惯；阶梯式教育能使孩子们更好的学习本课内容。
5．板书设计
lesson 1 we can dance.
swim, sing, dance, ride a bike.
can you swim?
yes , i can./ no, i can’t. can you sing? yes, i can./ no, i can’t.
6.教学反思
本节课较好地完成了教学目标。灵活多样的教学手段使课堂充满活力。
1、小学生天性活泼好动，注意力容易分散．为了吸引学生的注意力，调动学生的积极性，我设置了tpr活动，游戏，chant，歌曲，竞赛等形式多样的课堂活动，调动学生的多种感官，使学生在学习过程中感到既紧张又有趣。同时，还为学生创造了一个宽松，民主，和谐的英语学习环境，让他们在乐中学，学中乐，在活动中不知不觉地掌握本课主要的单词和句型，取得了很好的教学效果。
教学准备
1. 教学目标
1．Knowledge Objects
(1) Key Vocabulary：prefer, lyric
(2) Target Language
What kind of music do you like?
I like music that I can sing along with.
What about you?
I prefer music that has great lyrics.
2．Ability Objects
(1) Train the students to express preferences.
(2) Train the students\' listening skill.
3．Moral Object：Let\'s enjoy music. It always brings us happiness.
2. 教学重点/难点
Teaching Key Points
1．Key Vocabulary：prefer, lyric
2．Target Language
Teaching Difficult Points
1．Relative clauses with that
2．The listening practice
3. 教学用具
4. 标签
教学过程
Step Ⅰ Revision
(1) Invite different pairs of students to say theconversations learned in preceding classes with books closed.
(2) Check the answers to the exercises of the workbookby asking different students to say their answers to the class.
(3) Dictate some of the key vocabulary words presentedin units 1～5.
Step Ⅱ 1a
This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause.
Play the tapes of different kinds of music for thestudents, only a short piece of each tape. Say, I like music that makes merelaxed. Write these four groups of words on the blackboard, … that has greatlyrics, … that I can sing along with, … that isn't too loud, … that I can danceto. Tell the students lyrics means the contents of the songs. Ask the students,What kind of music do you like?
Ask the students to open their textbooks now. Read theinstructions of Activity 1a to the students. Make sure they understandeverything.
Get the students to complete the sentence to tell whatkind of music they enjoy. Ask some of the students to share their sentences.Write any new words or phrases on the board to help them if necessary.
Step Ⅲ 1b
This activity gives students practice in understandingthe target language in spoken
conversation.
Play the tape the first time and the students onlylisten. Then play it for a second time. The students tick in the right answerboxes. Check the answers：
Step Ⅳ 1c
This activity provides guided oral practice using thetarget language.
Read the instructions to the students. First ask a pairof the students to read the example in the box,
Step Ⅴ Summary
Say, In this class, first we've learned two new keywords, prefer and lyrics. Then we've learned how to express references bytalking about music, using relative clause with that. Step Ⅵ Homework
Ask the students towrite three sentences with I like music that …, I love music that …, I prefermusic that
The Second Period
Step Ⅰ Revision
(1) Revise the relative clause with that by asking whatkind of music do you like? Help them to answer, I like music that … I lovemusic that … I prefer music that …
(2) Check the homework by asking some students to sharetheir sentences with the class. Step Ⅱ 2a
This activity provides listening practice using thetarget language.
Read the instructions to the students and make sure thatthey know what to do. Go over the four items in the box with the children. Tellthem that relative clause with who is used to introduce a person.
Give another sample, Amy likes teachers who work hard.Help the students to make some more similar ones.
Tell the children that we are going to hear a boy and agirl talking about the music and
musicians they like. Play the recording.Students only listen the first time. Play the tape again. Ask the students tocircle T for true and F for false.
Step Ⅲ 2b
This activity provides listening practice using thetarget language.
Read the instructions to the students first. Then letthem have a look at the chart. Read the model sentence to them. Say, We willhear the same recording again. Listen carefully, and find out
what Carmen andXu Fei say and complete the sentences in the chart. Play the recording again.Pause the tape if necessary.
Step Ⅳ 2c
This activity provides guided oral practice using thetarget language.
Get two students to read the conversation in the box tothe class.
Read the instructions to the class, and ask another pairto ask and answer, using the
information from Activities 2a and 2b to make sureall the students know what to do.
Tell them each pair of them should make a conversationusing information from Activities 2a and 2b. Ask them to work in pairs. Movearound the classroom checking the progress of the pairs and offering help asneeded. Ask one or two pairs to say their conversations to the class. Step Ⅴ GrammarFocus
Write the three sentences on the blackboard first.Circle the words that and who and underline the relative clauses in all thethree sentences.
Ask, What do the relative clauses with that describe-aperson or a thing? Help the student to say out the right answer. Then ask thesame question on the relative clauses with who.
Ask the students to make up more similar sentences.
Encourage them to ask questions about relative clause.
Step Ⅵ Summary
Say, In this class we've done some listening practice onthe target language of this unit. We met some more sentences with relativeclause, and we did some pair work on asking questions with does and answeringwith sentences with relative clause.
Step Ⅶ Homework
(1) Ask the students to write two sentences withrelative clause with who.
(2) Ask the studentsto write out a conversation they practiced in Activity 2 c.
The Third Period
Step Ⅰ Revision
(1) Revise the relative clause with that by askingquestion what kind of music do you like? Get the students to answer, I likemusic that … I love music that … I prefer music that … First ask individually,then have the children ask their classmates around them.
(2) Revise the relative clause with who by askingquestion “hat kind of musicians do you like?” Get the students to answer, Ilike musicians that … I love musicians that … I prefer
musicians that … or Iprefer groups that … First ask individually in class, then let them practise inpairs.
(3) Revise “Does … like …? No, he doesn't. He prefers…”Ask questions with the real names of the students in our class. Let them askeach other similar questions in pairs.
Step Ⅱ 3a
This activity .provides reading practise using thetarget language.
Show my favorite CD to the class and say, This is myfavorite CD. Its name is “Come on, Join us”. I like it because I can doexercises with it. But I don't like the beginning of it, too loud noise. Itreminds me of my middle school time.
Give more examples on “remind sb. of sth. /sb. ”,suchas, He reminds me of his brother. This reminds us of what we often did when wewere children. Tell the students that remind … of … means cause sb. to think ofsth.
Get them to discuss in pairs. Before they begin theirconversations, show some more CDs to them.
Ask a pair of the students to share their conversationswith the class. Open your books at page
46. Look at Activity 3a. Read theinstructions to the students.
Ask the students to read the review by themselves.Encourage them to ask questions on
anything that they can't understand. Explainthem, or ask the other students to explain them. After they finish reading thereview ask them to match up the parts of the sentences. Point out the sampleanswer before they begin.
Unit 9 I like music that I can dance to.
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词及短语：prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war
2）掌握 I like /love/prefer music that…表达喜欢的音乐。
3）掌握 I like music that I can dance to. /
I like musicians who play different kinds of music. 句型的用法。
3) 学习关系代词that/who引导的定语从句。
2. 情感态度价值观目标：
1. 使学生学会谈论自己的喜好。
2. 通过表达个人喜好，提高学生欣赏美的水平。
3. 激发学生的学习兴趣和学习热情。
二、教学重难点
1. 教学重点：1）prefer, different kinds of sing along with的用法。
2）句型： I like music that I can dance to.
I like musicians who play different kinds of music.
2. 教学难点：学习关系代词that/who引导的定语从句。
三、教学过程
Ⅰ. Warming up
师生问候。
Ⅱ. Lead-in
Say What kind of books do you like? I like interesting books. I like books that are interesting. Write…that are interesting on the blackboard. Point to it and ask who can make another sentence with it. Write another phrase on the blackboard, …that is comfortable to …. Help the students to make sentences with it.
Ⅲ. Presentation
1. 教师播放学生较熟悉的带有歌词或歌手的图片的流行歌曲， 激发学生的学习
兴趣， 同事师生对话，引出本单元的内容学习，为完成1a做铺垫。 T: Do you like music/…?
S: Yes, I do.
T: What kind of music /… do you like?
S: I like…
T: Which singer do you like?
S: I like…
2. Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the students lyrics means the words of the songs. Ask the students, What kind of music do you like?
Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill. Explain that I like music that isn’t means that I don’t like too loud music.
3. Show students some different kinds of pictures of movies and ask students to discuss what kind of movies they like in pairs.
4. Discussion: 1a.
让学生在小组内交流讨论自己的喜好，教师适时总结并完成对新词的学习，然后对单词进行强化训练， 让学生交流对一些歌曲的看法，写下句子并引出本节课的重点句型。
I prefer music that has great lyrics.
I love music that I can sing along with.
I like music that I can dance to.
通过对这些句子的学习，引导学生归纳比较引导的定语从句及其结构特点，教师进行精讲点拨，培养他们的观察能力，为下一步的听力打好基础。
Ⅳ. Listening
Listen to 1b and check the kinds of music Tony and Betty like.
让学生看图表，明确表格中有谁，分别喜欢什么类型的音乐，完成相对应的选择。
Ⅴ. Pair work
Finish 1c. Make a conversation between you and your partner about the music that you like.
A: What kind of music do you like?
B: I like music that I can sing along with. What about you?
A: I prefer music that has great lyrics.
VI. Listening
1. Listen to the tape for the first time and finish 2a.
1. Carmen likes musicians who play different kinds of music. T F
2. Xu Fei likes the Australian singer Dan Dervish. T F
3. Carmen likes electronic music that’s loud. T F
4. Xu Fei prefers groups that play quiet and slow songs.
T F【We,can,dance,教案】
2. Listen to the tape for the second time and finish 2b.
通过听力训练，进一步熟悉练习that/who引导的定语从句。
VII. Practice
1. Make conversations using the information in 2a and 2b.
A: Does Xu Fei like The Modern?
B: No, he doesn’t. He prefers…
2. Ask a few pairs of students to present their conversations to the class.
VIII. Reading.
1. Read the conversation and answer the questions.
1. What kind of music does Scott like? Why?
2. Does Scott like serious movies?
3. What kind of movies does Jill want to see?
2. Role-play the conversation in 2d.
1. I’ll just listen to this new CD I bought.
2. I suppose I’ll just listen to this new CD I bought.
3. I like smooth music that helps me relax after a long week at work.
4. I only like movies that are funny.
5. In this case, I’ll ask someone who likes serious movies.
6. I prefer movies that give me something to think about.
IX. Language points
1. Hmm, depends which movie.
1) 本句省略了depends前的主语it和which movie后的从句部分we’ll watch，这是典型的口语表达形式。在口语和非正式场合，为保持语言简洁明了，交流者往往会省略彼此所知或逻辑上可明确推断的内容。例如：
Anything I can do for you?
我能为您做些什么吗？（省略句首部分Is there）
Please hand me one of those books; I don’t care which.
请把那些书递给我一本，不管哪本都行。（省略句尾部分you hand me）
2) It depends (on) who/ what/ how/ whether…是一个常见句型。当depend后接疑问词及含有疑问词的短语和从句时，口语中会省略depend后的介词on，以求话语简练。例如：
It depends what day you catch me, and at what time of day.
这取决于你哪天见我，以及见我的时间。
Well, as for this matter, I can’t decide for now. Depends whether or not your dad will say yes.
嗯，这件事我现在决定不了，取决于你老爸是否会同意。
2. I just want to laugh and not think too much.
这句话中的to laugh和not think too much均为动词不定式，但后者在not和think之间省略了to。英语语句中当多个不定式结构并列使用时，to出现在第一个结构中，后面的往往会省略。再如：
She likes to sing, dance and hang out with her friends.
她喜欢唱歌、跳舞、与朋友们外出消遣。
3. I prefer music that has great lyrics.
句中的prefer意为“更喜爱；更喜欢”，后可接名词、v.-ing形式或动词不定式。如：
I prefer the white bag. 我更喜欢那个白色的包。
Tony prefers staying / to stay at home on weekends.
托尼更喜欢周末待在家。
此外，prefer还可用于句型“prefer ... to ...”中，意为“喜欢……而不喜欢(胜过)……”。如：
Linda prefers apples to pears.
琳达喜欢苹果而不喜欢梨。
I prefer reading books to watching TV. 我喜欢阅读而不喜欢看电视。
4. I suppose I’ll just listen to this new CD I bought.
仔细观察下面例句中suppose的用法和意义，然后补全结论部分所缺的内容。 a. We are supposed to get there on time.
b. I suppose she will be back next year.
c. —Do you suppose he will agree?
—Yes, I suppose so. / No, I suppose not.
a. We are supposed to get there on time.
（1）观察例句a可知，“被期望/要求做某事”或“该做某事”可用
__________________ 结构表示，含有必须、应该做某事之意，相当于should。 b. I suppose she will be back next year.
c. —Do you suppose he will agree?
—Yes, I suppose so. / No, I suppose not.
教学准备
1. 教学目标
1. 语言知识目标：
1) 能掌握以下单词及短语：prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war
2）掌握 I like /love/prefer music that…表达喜欢的音乐。
3）掌握 I like music that I can dance to. /
I like musicians who play different kinds of music. 句型的用法。
3) 学习关系代词that/who引导的定语从句。
2. 情感态度价值观目标：
1. 使学生学会谈论自己的喜好。
2. 通过表达个人喜好，提高学生欣赏美的水平。
3. 激发学生的学习兴趣和学习热情。
2. 教学重点/难点
1. 教学重点：1）prefer, different kinds of sing along with的用法。
2）句型： I like music that I can dance to.
I like musicians who play different kinds of music.
2. 教学难点：学习关系代词that/who引导的定语从句。
3. 教学用具
多媒体设备
4. 标签
教学过程
Ⅰ. Warmingup
师生问候。【We,can,dance,教案】
Ⅱ. Lead-in
Say What kind of books do you like? I like interesting books. I like booksthat are
interesting. Write…that are interesting on the blackboard. Pointto it and ask who can make
another sentence with it. Write another phraseon the blackboard, …that is comfortable to …. Help the students to make sentences with it.
Ⅲ. Presentation
1.教师播放学生较熟悉的带有歌词或歌手的图片的流行歌曲，激发学生的学习兴趣，同事师生对话，引出本单元的内容学习，为完成1a做铺垫。
T:Do you like music/…?
S:Yes, I do.
T:What kind of music /… do you like?
S:I like…
T:Which singer do you like?
S:I like…
2.Play the tapes of different kinds of music for the students, only a short pieceof each tape. Say, I like music that makes me relaxed. Write these four groupsof words on the
blackboard,…that has great lyrics,…that I can sing alongwith,…that isn’t too loud, …that I can dance to. Tell the students lyrics meansthe words of the songs. Ask the students, What kind of music do you like?
Say,You can answer with I like music…, I love music…, I prefer music…
Explainprefer=like…better to them. Get one of the children to answer the question,then let this child ask the one next to him/her the same question. Set off achain drill. Explain that I like music that isn’t means that I don’t like tooloud music.
3.Show students some different kinds ofpictures of movies and ask students to discuss what kind of movies they like inpairs.
4.Discussion: 1a.
让学生在小组内交流讨论自己的喜好，教师适时总结并完成对新词的学习，然后对单词进行强化训练，让学生交流对一些歌曲的看法，写下句子并引出本节课的重点句型。
Iprefer music that has great lyrics.
Ilove music that I can sing along with.
Ilike music that I can dance to.
通过对这些句子的学习，引导学生归纳比较引导的定语从句及其结构特点，教师进行精讲点拨，培养他们的观察能力，为下一步的听力打好基础。
Ⅳ. Listening
Listento 1b and check the kinds of music Tony and Betty like.
让学生看图表，明确表格中有谁，分别喜欢什么类型的音乐，完成相对应的选择。 Ⅴ. Pair work
Finish1c. Make a conversationbetween you and your partner about the music that you like. A:What kind of music do you like?
B:I like music that I can sing along with. What about you?
A:I prefer music that has great lyrics.
VI. Listening
1. Listen to the tape for the firsttime and finish 2a.
1.Carmen likes musicians who play different kinds of music. T F
2. Xu Fei likes the Australian singer DanDervish. T F
3.Carmen likes electronic music that’s loud. T F
4.Xu Fei prefers groups that play quiet and slow songs. T F
2. Listen to the tape for the secondtime and finish 2b.
通过听力训练，进一步熟悉练习that/who引导的定语从句。
VII. Practice
1.Make conversations using the information in 2a and 2b.
A:Does Xu Fei like The Modern?
B:No, he doesn’t. He prefers…
2. Ask a few pairs of students to present theirconversations to the class.
VIII. Reading.
1. Read the conversation and answer the questions.
1.What kind of music does Scott like? Why?
2.Does Scott like serious movies?
3.What kind of movies does Jill want to see?
2.Role-play the conversation in 2d.
1. I’lljust listen to this new CD I bought.
2. Isuppose I’ll just listen to this new CD I bought.
3. I like smooth music that helps me relax after a long week at work.
4. Ionly like movies that are funny.
5. In this case, I’ll ask someone who likes serious movies.
6. I prefer movies that give me something to think about.
IX.Language points【We,can,dance,教案】
1. Hmm, depends which movie.
1) 本句省略了depends前的主语it和which movie后的从句部分we’ll watch，这是典型的口语表达形式。在口语和非正式场合，为保持语言简洁明了，交流者往往会省略彼此所知或逻辑上可明确推断的内容。例如：
Anything I can do for you?
我能为您做些什么吗？（省略句首部分Is there）
Please hand me one of those books; I don’t carewhich.
请把那些书递给我一本，不管哪本都行。（省略句尾部分you handme）
2) It depends (on) who/ what/ how/ whether…是一个常见句型。当depend后接疑问词及含有疑问词的短语和从句时，口语中会省略depend后的介词on，以求话语简练。例如：
It depends what day you catch me, and at what time of day.
这取决于你哪天见我，以及见我的时间。
Well, as for this matter, I can’t decide for now.Depends whether or not your dad will say yes. 嗯，这件事我现在决定不了，取决于你老爸是否会同意。
2. I just want to laugh and not think too much.
Unit 9 I like music that I can dance to.
本单元教学以音乐为话题，主要应掌握定语从句的简单用法。让学生们学会用定语从句来表达喜好。
教学目标：
1.知识目标：掌握本课的大纲词汇和that、who引导的定语从句的简单用法。
2.能力目标：1）能听懂喜欢什么种类的音乐的话题的有关的简单会话。
2）能用定语从句造简单的句子。
3.情感目标： 让学生们懂得去欣赏美好的音乐。
教学内容： 1.大纲词汇prefer lyrics electronic music Australian
2.句型 i like music that …
① 教学重点： 初步掌握定语从句的构成及从句中谓语动词基本变化。
② 学习dance to the music ，sing along with 等几个词组。
教学步骤
Step 1： Lead-in
1. Play a song to present the new words.
Step 2 Presentation
1. Tell more about the teacher to students, presenting more sentences and asking
them to help saying in another way.
2. Set a scene to talk with students by telling them something about the teacher by
using the attributive clause.
Step 3 Practice
1. Present students several pictures or several pieces of music with a relative question. And ask them to talk in pairs with the help of sample shown.
2. Invite some pairs to show their talk in order to help the teacher know more about them.
3 Listening1
1. Present the question and help students make sure what information they have to get.
2. Play the recording for them.
3. Ask students to listen again and find out the kinds of music Tony and Betty like, and then check the answers in the chart.
4 . Ask students to role play in pairs, and then check the answers all together.
Listening2
1. Present students some Cartoon characters, and tell them to listen to the tape then find out who they are .
2 repeat the sentences.
3. Ask students to find out the rules to talk about people and sum up.
Practice
1. Ask students to talk about the teachers they like with their partners
2. Invite several pairs to show their talks.
Listening3
1. Play the recording and ask them to find out what people are talking in the recording.
2. Listen again and do the exercise of 2a.
4. Listen for the third time and complete the sentences.
Step 4 Summarize
Step 5 Homework
Find the lyrics of a song using the sentence pattern that we learn today, and share it with your classmates in the next lesson.