《4A Unit 8 In class》教学设计（精选5篇）
《4A Unit 8 In class》教学设计 第1篇
教学课题
4a unit 8 in class
课型
新授课
本课题教时数：5 本教时为第1教时 备课日期：12月3日
教学目标：
认知领域：
1.能听得懂、会说、会读和会拼写四会单词:eat ,drink ,write ,read, close ,open.
2.能听得懂、会说、会读和会写祈使句: ……, please.并能在适当的场合正确运用祈使句。
技能领域：
1.学生能够运用所学知识，掌握“请别人干某事的表达方法”。
2.结合句型，进行相应的文明礼貌教育,提高学生综合素质。
情感领域：
1.通过体验、实践、讨论、合作、探究等综合方式，培养学生学英语的兴趣，运用英语的意识。
2.进行相应的文明礼貌教育,提高学生综合素质，养成良好的学习和生活习惯。
教学重点：
1.能听得懂、会说、会读和会拼写四会单词:eat ,drink ,write ,read, close ,open.
2.能听得懂、会说、会读和会写祈使句:……, please.并能在适当的场合正确运用祈使句。
教学难点：
1.能正确地听、说、读、写本单元的四会单词及句型。
2.能听得懂、会说、会读和会写祈使句:……, please.并能在适当的场合正确运用祈使句。
教学方法与手段：游戏教学法、动作教学法、情景教学法、任务型教学法
多媒体课件、盒子、水果、饮料
教学过程： 教师活动
学生活动
设计意图
step 1：warm up
1.greetings
t: class begins.
t: good morning, boys and girls.
t: how are you today?
t: i’m fine, too. sit down, please.
2. sing a song〈hello, how are you？〉
t: hey, boys and girls, do you like singing?
t: let’s sing a song. (出示歌曲视频)
3. game: listen and act
t: now, let’s play a game: listen and act. i’ll give you some orders and you should act them. do you understand?
t: ok. let’s begin. stand up, please. are you ready?
sit, stand, sit, stand, sit, stand, run, stop, swim, stop, jump, stop, sing, stop, dance, stop.
t: open, open(手势打开), open your books, please.(手势翻开书本) yes. good job. sit down, please.
step 2: look, read and learn
1.learn the words: open and close
⑴now, let’s listen to the tape and repeat it. (teach) open
(边打开书、盒子、门、窗等边说:open the…, please.)(课件呈现句型)open the…, please.
t: now, look at me carefully and you should say it together.( t做动作，让ss说)
(向靠近门和窗的1-2位同学发出指令open the doo/window, please.)
⑵game: listen and do.
t: now, let’s exchange. are you ready?
open your pencil-box, please.
open your book, please.
open the door, please.
open the window, please.
close your pencil-box, please.
⑶t: good! let’s listen to the tape and repeat it.
(teach) close
(合上开书、盒子、门、窗等边说: close the…, please.)(课件呈现句型)close the…, please.
t: now, look at me carefully and you should say it together.( t做动作，让ss说)
(向靠近门和窗的1-2位同学发出指令close the doo/window, please.)
⑷exercises: look and say.
t: look here. what can we say?(出示图片)
t: well done. sit down, please.
2. learn the words: eat and drink
⑴t: look, i have a box. what’s in it?
t: (走向一学生)open the box, please.
t: oh, here’s a cake. here you are.
t: (做吃的动作) eat the cake, please.
t: first, let’s listen to the tape and repeat it.
(teach) eat
t: hey, boys and girls. look here. here’s a big plate. and there is some food on it. (边拿下物品给学生，边说eat a/an…, please.引导回答：ok./all right.)(课件呈现句型)eat a/an…, please.
t: now, look here. there’s some food on the desk.(做吃东西的样子，引导学生说eat a/an…, please.)
⑵t: are you thirty? drink some water, please.
t: first, let’s listen to the tape and repeat it.
(teach) drink
t: look here. here’s a big plate. and there is some drink on it. (边拿下物品给学生，边说drink some…, please.)(课件呈现句型) drink some…, please.
t: now, look here. there’s some drink on the desk.(做喝东西的样子，引导学生说drink some…, please.)
⑶exercise: match
t:（出示练习）let’s read the two words together and the six pictures.
t: now, let’s match.
3.learn the words: draw, word, write, read, copy
⑴but in class, we can’t eat or drink. (课件)
（teach） in class→unit8 in class
t: (课件呈现问题)what can we do in class?
t: yes. in class we can draw, we can read, we can write and we can copy.(出示课件)
⑵t: we can draw in class. first, let’s listen to the tape and repeat it.
(teach) draw
t:(边画边说)now i draw an apple. i draw a tomato.
t:（边画边说）now i draw an apple for you.(给学生) here you are.
t: （边画边说）now i draw a flower for you.(给学生) here you are.
(课件呈现句型)draw a/an…for…, please.
t: now, look at me and say.(t画，学生说)
t: now take out your papers and pencils. let’s draw.
t: draw an apple for me, please.
t: do you finish? now, put it up and show it to me.
t: great! now draw an orange for me.
t: now show it to me again.
⑶t: well done! let’s read the new words, please.
t: good job.
(teach) read.
t: (出示课件单词、句型：read the new words.)now, let’s read the new words again.
t: look, “open” is a word. and “close” is a word, too. they are words. (教授a word→words)
t: boys and girls, let’s read the new words together.
⑷t: boys and girls, you read good. let’s copy. （边写边看）first, let’s listen to the tape and repeat it.
（teach）copy
t: i copy the new words “draw” and “read”.
(课件出示句型)copy the new words
t: open your copybook, please. let’s copy the new words together.
⑸t: hey, boys and girls, look here and read the two words, please.
t: can you find that they have sth in common?(你们可以发现它们之间有相同点吗)
t: great. you’re right.(出示课件同音词)
t: now, let’s learn the word “write”.
(teach) write
t: let’s write the new word “write”.(手势)
t: now open your copybook, write the new words in your copybook.
(课件出示句型)write the new words in your…
⑹game: magic eyes?
t: let’s read the news words together.
t: let’s play a game. you should the word or sentences that you can see. do you understand?
t: are you ready? let’s begin.
step 3. summary
一、tip（小贴士）
今天我们所学的句子都叫做“祈使句”。
祈使句用于表示命令、请求、嘱咐、号召他人做某件事情等。如open the door, please. read the new words…
t: 对于祈使句肯定的回答有: (引导学生说)ok./all right.
一、exercise: look, choose and say
t: read the sentences, please.
t: look at the5 pictures carefully. you should choose the right answer for each picture.
二、fill in the blanks using the following words.(用所给单词的适当形式填空,每词用一次)
（eat, drink, draw, copy, read, write, open ,close）
1. it’s hot(热). the door, please.
2. an apple for me, please.
3. i’m hungry. a banana, please.
4. the window, please.
5. the storybook, please.
6. some water, please.
7. the words in your notebook.
8. the new words 3 times(次).
check the answers.
step 4. assign homework
1. copy the new words 3 times on page 62.
（抄写第62页上的生词3遍。）
2. read the sentences 3 times on page63.
（阅读第63页上的句子3遍。）
4a unit 8 in class
open open the…, please. draw read
close close the…, please. read read
eat copy copy
drink write
ss: stand up.
ss: good morning, miss zhang.
ss: i’m fine, thank you. and you?
ss: yes, i do.
ss sing the song.
ss: yes.
ss: yes.
ss act.
ss learn the word.
ss learn the sentence.
ss say.
ss say.
ss: yes.
ss作出相应动作。
ss learn the word.
ss learn the sentence.
ss say.
ss look and say.
s1 opens the box.
s1: thank you.
ss learn the word.
ss learn the sentence.
ss say.
s2：ok./all right.
ss learn the word.
ss learn the sentence.
ss work in pairs.
ss read.
ss match.
ss think and say.
ss learn the word.
s3: thank you.
s4: thank you.
ss learn the sentence.
ss draw.
ss put the picture up.
ss draw.
ss show it.
ss read the new words.
ss learn the word.
ss read the new words.
ss read the new words.
ss learn the word.
ss learn the sentence.
ss read the two words.
ss: 读音一样。
ss learn the word.
ss write the new word “write”.
ss learn the sentence.
ss read the new words.
ss : yes.
ss play the game.
ss: ok./ all right.
ss choose the answers.
ss do the exercises.
拉近老师和学生的距离，让他们做好上英语课的准备,调动学生说英语的积极性。
歌曲渲染了课堂气氛，调到了学生的积极性。
一下子就把学生拉入学英语的氛围中，调动学生全身心参与，而且为下面的教学起到了以旧带新的作用。
通过听听、做做的游戏来学生在欢乐、轻快的氛围中操练和巩固巨型：open…, please.同时，引出close、eat的教授。
.
通过看看、说说、练练的方式来学生在欢乐、轻快的氛围中操练和巩固巨型：close the…, please.
在积极的互动与
交流中,教师自然引出eat的学习，在学生理解和掌握新知的基础上,更容易被学生接受与掌握。
通过连线配对，让学生掌握吃什么、喝什么。
在积极的互动与
交流中,教师自然引出in class的学习,在学生理解和掌握新知的基础上,更容易被学生接受与掌握,同时拓展学生思维,加强语言运用能力。
由亲身画画加深对draw的理解，并由此让学生画出自己所听到的东西，将新单词的教学融入到句型中去。
这一环节的设计既让学生运用了新句型“read the new words.”, 又对这节课所学的新单词作一整理，从而帮助学生更容易掌握本节课的新单词。
以小老师的形式，既操练句型，又增加趣味性。
游戏过程，又是一个对知识的积累、运用过程同时让课堂充满了生气和愉悦。
总结本节课的主要内容，让学生清楚地了解祈使句的意思及其回答。
要求学生能根据图片找出相应的句子并朗读。
我们的英语教学不仅要培养学生听、说、读的能力，更不能忘记对学生写的训练。简单直观而有效的作业练习，让学生对所学内容有一个更深的认识和掌握。
家庭作业除了布置学生读、写外，让学生用今天所学的知识去读懂作业的要求,使他们的认识更深刻。
板书以时间为线索，概括了课文的内容，使得今天所要教授的知识一目了然。
授后小记：
《4A Unit 8 In class》教学设计 第2篇
【研究课题】：新课程理念指导下中年段英语课堂教学有效性的研究
一、teaching content：
the first period of unit8《in class》,book4a of oxford english. in this unit, the students will learn the two structures“…，please.”and“don’t …,please.” the students will learn how to ask someone to do something or not to do something. and also, the teacher will develop their polite manner in public places.
二、teaching aims：
1、knowledge aims:
a. enable the ss to learn the new words: eat, drink, read, write.
b. enable the ss to learn the new structures: “…，please.”and“don’t …,please.”
c. learn the imperative and its negative form.
2、skill aims
a. enable the ss to how to ask someone to do something or not to do something.
b. train their communication abilities in real situation.
3、emotion aims
to be polite in public places
三、difficult points：
the pronunciation of the words: sit, stand, eat, drink, read, write.
the structures: don’t …，please. all right.
the negative of imperative
四、the ideas of teaching design：
1.to learn the language in a real situation.
2.to develop the ss’ language skills ,confidence in learning and cognitive abilities, as well as cooperative spirit.
五、teaching procedures：
step1 greeting
t: how are you?
s: fine, thank you. and you?
t: i’m fine, too.
let’s do some exercise.
t and ss: do some actions together.(run, jump)
“i can run. run, run, run.”
“i can jump. jump, jump, jump”
(设计意图:建立英语学习氛围，激发学生学习热情，让他们尽快地投入到英语课堂中来)
step2 while-task procedure
1.learn the words: sit, stand
t: after some exercise, are you tired?
have a rest. sit down, please.
ppt: six→sit( show it with a picture on ppt)
sit, sit , i can sit. sit down, please.
ss: say it in a rhyme.
bd: sit
(设计意图：有six的读音引入到sit的读音，便于学生朗读和记忆，绕口令来强化sit的读音，同时也能巩固句型：sit down, please.
t: now, group one/two/three/four ，stand up, please.
ss: all right.
say the rhyme, please.
four groups have a match in reading. which group is the best one?
learn the word: stand (bd)
play a game: simon says, “stand up”/ “sit down”
ss: all right.
, you’re out.
(设计意图：趣味综合操练所学句型stand up, please. sit down, please. all right.)
2.learn the words: eat, drink.
t: watch a short flash: a student is eating a banana in class.
tea→eat
eat, eat, don’t eat in class.
ss: chant it group by group
t: bdeat / don’t eat in class.
another sign
don’t drink in class.
in→drink (bd)
s1,2,3: make a rhyme with body languages
drink, drink, don’t drink in class.
ss: chant the rhyme with claps
eat, eat, don’t eat in class.
drink, drink, don’t drink in class.
x x x x x x
x x x x x x
（设计意图：创设情境来学习句型don’t eat in class. don’t drink in class. 同时，在这里也点到了本单元的主题in class。还能对学生进行课堂行为教育）
3.learn the words: read, write.
t: look at the blackboard, please. read after me.
sit, stand, eat, drink.
don’t drink in class. don’t eat in class.
t：ask several students to read them.
say “read” several times.
s1,2,3: read them one by one.
ss：learn “read”
eat →read
t: now , it’s time to write.
take out your fingers and write it with me.
ss: all right. w-r-i-t-e, write (write with their finger)
say and write with their fingers
w-r-i-t-e, write write
s-i-t,…
s-t-a-n-d,…
r-e-a-d,…
group1,2,3,4: read it as above.
（设计意图：培养学生拼读、认读习惯，提高听、说、读、写的综合能力）
step3 post-task activities
1.listen and show
t: say a word(sit, stand, eat, drink, read, write)
s1: act it in front of the blackboard.
ask several students to act them out.
ss: yes. you are right./ sorry, try again.
2.listen and number the pictures.
1.don’t stand up.
2.don’t sit down.
3.don’t read an english book now.
4.don’t write on the table.
（设计意图：当堂巩固所学的重点词汇stand up, sit down, read, write…, 也是语音的再强调）
step4 homework
1.copy the new words four times
2.try to make sentences with the structures “…,please” and “don’t…, please.”
（设计意图：要求课后巩固所学的新知识，能够在实际生活中运用）
boardwriting:
unit8 in class
sit …, please.group1：…
standdon’t …, please group2: …
read all right. group3: …
write group4: …
4a unit 8 知识要点
一. 写出下列单词
吃 喝 画 读 写 抄写 坐 站 打开 关 打开（电） 关（电） 一个单词 生词
二。翻译下列句子
1.请吃一个苹果。不要吃冰激凌。
2.请喝一杯果汁。不要喝咖啡。
3.请坐下。不要站起来。
1.请读这些单词。不要抄写这些单词。
2.请在抄写本上写字。不要在抄写本上乱画。
3.请为格林先生画一个教室。
4.请开门。不要开窗。
5.请开电视。不要关电视。
6.下次别再迟到了。
三.用英语写出6句教师课堂用语。
《4A Unit 8 In class》教学设计 第3篇
一、适用年级
本单元的教学内容适用于小学四年级上学期的学生。
二、教材简介
本单元的主要教学内容是祈使句。通过教open the window, please.及否定句don’t open the door. 两种句式，让学生掌握“请别人干某事”和“叫别人不要干某事”的英语表达方法。
教师可以用动作、表情和手势帮助学生理解这些表示命令、请求、建议的句子，并要求学生能在一定的情景中熟练地运用这些祈使句。
本单元的词汇以动词词组为主，教师可通过具体动作来演示这些动作，给学生以感性认识。
教师在教祈使句时，应进行必要的文明礼貌教学。
三、教学目标
1、能正确听、说、读、写单词 eat, drink, write, read, close, open。
2、能正确听、说、读、写句子……,please!并能在适当的场合正确运用祈使句。
四、教学重点
1、能正确听、说、读、写单词 eat, drink, write, read, close, open。
2、能正确听、说、读、写祈使句……,please!
五、教学难点
1、学生对新单词的认知及运用
2、培养和激发学生能与生活实际相联系，灵活运用所学的句型。
六、教学准备
多媒体课件、盒子、彩笔、白纸、练习纸
七：教学过程
step1 free talk
t: good morning, boys and girls.
s: good morning, miss wang.
t: stand up, please. good morning, what’s your name?
s1: i’m…
t: nice to meet you, s1.
s1: nice to meet you, too. sit down, please.
t: stand up, please. how are you?
s1: fine, thank you. and you?
t: i’m fine, too.
t: stand up, please. what’s this in english?
s2: it’s a …
t: can i have a look?
s2: sure, here you are.
t: sit down, please.
t: stand up, please. whose … is this ?
s3: it’s…’s.
t: sit down, please.
t: stand up, please. is this your …?
s4: yes, it is.
t: may i have a look?
s4: sure. here you are.
t: sit down, please.
t: stand up, please. do you like dolls?
s5: yes, i do.
t: i like dolls, too. sit down, please.
t: what time do you …?
s6: stand up, please. i …at…
t: good, sit down, please.
t: (多媒体呈现两个祈使句)look at the two sentences, read after me“stand up, please.”
s: stand up, please.
t: read after me “sit down, please.”
s: stand up, please.
（在free talk 中多次用到“stand up, please.”和“sit down, please.”,让学生初步体验到祈使句的用法，然后再进行这两个祈使句的教学，减少了新授的内容。）
step2 play a game“simon says”
t: now let’s play a game“simon says”
t: if i say “simon says sit down”, you do the action; if i just say “sit down”, you needn’t do the action.
play the game.
（通过“simon says”的游戏，不仅调动了课堂的气氛，而且让学生初步体验到祈使句的用法。）
t: oh, it’s late, it’s time for class. today we will learn unit8 in class.
step3 presentation
1. t: (多媒体播放一学生吃汉堡的短片)let’s watch a video. look, she is nancy, she is having lunch.
t: (多媒体呈现学生打开盒子的图片)look, she opens the box.
t: (多媒体呈现单词open)read the word after me “open”
s: open
t: we can open the box, and …
s: (引导学生说)open the…
2. t: (多媒体呈现学生关上盒子的图片)open the box? no, close the box.
t: (多媒体呈现单词close)read the word after me “close”
s: close
t: we can close the box, and …
s: (引导学生说)close the…
3. t: (多媒体呈现学生吃汉堡的图片)look，she eats a hamburger.
t: (多媒体呈现单词eat )read the word after me “eat”
s: eat
t: we can eat a hamburger , and eat …
s: (引导学生说)eat …
4. t: (多媒体呈现学生喝水的图片)eat? no, drink some water.
t: (多媒体呈现单词drink)read the word after me “drink”
s: drink
t: we can drink some water , and …
s: (引导学生说)drink…
step4 consolidation
t: read the new words after me, please.
s: read the four new words.
t: all these are the new words (多媒体呈现词组) read after me “new words”.
s: new words.
t: read the new words together.
s: read.
t: read these new words to your partner.
s: …
step5 play a game “闪片”
t: now let’s play a game. for example, what’s this?
s: it’s a …
t: good, eat a cake. can you make a phrase like this?
s: (播放图片，引导学生说) eat…drink…open…close…
step6 presentation
1. t: (多媒体呈现上面教过的四个单词)ok, i can read the new words. can you read the new words? i think you can read the new words , too.
t: (多媒体呈现单词read)read after me “read”
s: read.
2. t: i can write “read”, (板书：read) can you write the word“read”?
t: who can write the word “read”?
s1: write the word “read”
t: (多媒体呈现单词write) read after me write”.
s: write
3. t: i can write the word “write” can you copy the word “write”? now let’s copy the word “write” (板书：write) now i will ask one student to copy the word “write”
s1: copy the word “write”
t: (多媒体呈现单词copy) read after me “copy”.
s: copy
4. t: now, she draws a picture. read after me “draw”.
s: draw
t: i can draw a dog. now i am drawing a dog .(画小狗)can you draw a dog for me?
s: draw a dog
t: (多媒体出示句子)read after me “draw a dog for me, please.”
s: draw a dog for me, please.
step7 say a rhyme:
“read , read ,read a book.
draw , draw, draw a dog.
copy, copy, copy the words.
write, write, write abc.”
t: look at this rhyme, fist listen to me.
s: listen the rhyme.
t: now read after me.
s: read.
t: now let’s say it together. stand up, please.
s: (站起来)say it together
t: girls, sit down, please. boys say it together.
b: say it together
t: boys, sit down, please. girls, stand up, please. girls say it together.
g: girls say it together.
step8 do the line
1. t: (多媒体出现八个单词)read the new words ,please.
s: read
2. t: look at the two lines, and make phrase. just like “ eat cake”…
step9 look ,choose and say.
t: look at these sentences, first read after me.
s: read the sentences.
t: now let’s do the work. according the picture, choose the right sentence.
s: do the line.
t: now let’s read it together.
s: read.
t: read these sentences to your partners.
ask some ss to read the sentences.
step11 homework
1. copy the new words.
2. preview part a
板书设计：
4a unit8 in class
read
write
设计构思：
《英语课程标准》强调关注学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，培养跨文化交际意识。小学英语教学要符合多元智能理论与儿童智慧教育，为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想象力、创造力和实践力，培养学生的合作意识，使探究式学习和个性发展得到最大的体验，并培养学生的创新思维和创新能力。
针对教材的特点和学生的特点，我在设计课时本着“激趣、创新、应用、拓展”的原则做了如下尝试：其一，根据《基础教育课程改革纲要》和《英语课程标准》灵活处理教材。其二，充分利用电化教学优势，优化课堂教学。其三，补充教学卡片、图片、大型板书、歌曲等。其四，充分利用和开发英语课程资源。采用任务型的教学途径，力求通过多样化的操练和游戏活动，创设空间，培养学生的兴趣和自主学习能力。
教学反思：
进入21世纪，为适应经济全球化的发展，社会对个人英语能力的要求正日益提高，小学作为学生打基础的阶段也就显得更加重要。然而，沉闷的课堂和过量的练习让学生学得太苦，枯燥的学习过程和过重的学习任务让学生对英语学习失去了兴趣，甚至导致学生厌学或者最后学到的仅仅是不能开口的“哑巴英语”。如何让英语课堂更有效率，如何教给学生一生受用的英语知识？这成为了我们英语教师不得不思考的问题。新教育实验要求把孩子培养成既受传统熏染又具国际视野的新公民，这无疑是与我们英语教学的理想目标是一致的，但如何让新教育理论贯穿在英语教学过程中成为了一个值得探讨的问题。下面我就根据新教育实验中提出的要求对我这堂课进行反思总结。
本课是4 a unit8 in class的第一教时，主要教学open, close, eat , drink, read, copy, write, draw六个动词以及祈使句。根据四年级学生的年龄特征和英语基础，学生们渴望通过不断的学习获得更多的知识，以丰富自己的交际内容，提高语言能力。
我用英语课中常用的free talk开始整堂课，通过询问学生how are you? what’s this in english? do you like…? what do you like? what time do you …? 来拉近师生的距离，让学生感觉和老师的距离不再那么遥远。通过一首英文歌曲“bingo”，不仅调动了课堂气氛，将学生的注意力一下子吸引到教学中，而且通过肢体动作，让学生初步体会到各个动词的表现，为接下来讲授新课做好了准备。
在新授单词部分，我通过两个video, 将单词教学与学生的生活实际相结合。在学生理解了两个video后，将画面停留在每一个动作后，然后开始教新单词。在学生掌握好单词后，我通过肢体语言，例如，边做翻书这个动作，边说词组“open the book”,然后做打开铅笔盒的动作，引导学生用open 这个单词来组成词组，这样一来给了学生思考的空间，激发他们学习的兴趣，同时又让他们掌握了一种自我学习的方法用旧知引新知，温固而知新。在新授单词操练的过程中我调动了学生的各种感官如听觉、视觉还有感觉，让学生通过听、看、读来完成一个学习的过程。操练的形式上也用了不同的方式，如教师领读学生跟读，开火车读，阶梯式的读，男女生的比较读等等来使操练不再单调枯燥，也让学生们的注意力因为这些丰富多样的形式完全集中在课堂上。
在单词的新授完成后我设计了两个活动来对这些单词进行巩固练习，一是read the new words，二是游戏“闪片”。这两个活动的设置目的是让学生对新学的单词有一个很好的巩固过程，同时也可以将学生学习的情况反馈给教师，让教师能及时发现哪些单词学生掌握的还不够牢固，以便教师能立即做出一些相应的纠正，并给学生更多的操练机会。这些巩固练习的设置从单纯的读单词，到这些单词的常识性运用，让学生有完整的认知过程，使所学知识掌握得更加牢固。
为了使学生能更好的掌握c部分的祈使句，我在教学单词的时候，将句子“read the new words.”和“ draw a dog for me, please.”中出现的新的短语“new words”和“draw a dog for me”穿插在单词的教学中，这样在完全掌握着两个新短语后，再来学习c部分的祈使句就显得相对的容易些。
在句型巩固时，进行了一个小小的休息，说是休息其实也是一个巩固的过程，通过“simon says ”这个游戏来调节课堂气氛，将学生放入一个轻松的学习氛围中，调动了学生的视觉、听觉来参与学习，让学生的注意力完全集中到学习中，有效的突破了教学中的难点，缓解紧张的学习气氛，从而更好投入到下面的活动中去。
学生学习英语是一个长期的过程，作为一个新时代的英语教师有责任不断地提高自身教学工作水平，运用新的教学理念，采取新的教学方法，让学生高效地学习英语，让不同层次的学生潜力都能得到最大限度的发挥，并让他们掌握自主学习的方法，让他们真正成为学习的主人，为他们的终身学习打好基础，创造条件。在新教育理论的指导下，教师将争取成为理念新，方法新的新教师，培养出既受传统熏染又具国际视野的新公民。
4a
《4A Unit 8 In class》教学设计 第4篇
教学内容：
b.look , read and learn .
c.look,choose and say.
d.look and say.
教学目的：
1.能听说读写单词drink , eat, read , draw , copy , write，close,open.
2.能听懂、会说和会读祈使句drink some… eat a/an… draw a …
read the new words . write the new words , please .
教学重点：
1.四会单词：drink , eat, read , draw , copy , write.
2.三会句型：drink some… eat a/an… draw a …read the new words . write the new words , please .
教学难点：
1.能正确听说读写单词。
2.能灵活运用所学句型。
教学准备：多媒体课件,单词卡片，板书
教学过程：
一、warming-up:
1.greeting
2.sing a song:《ten little indians》
ppt(闪现数字)：review numbers.
t:today we learn unit8 in class(read)
(设计意图：在课的一开始，通过歌曲的形式来调动学生的学习积极性，并由此导出课题，激发学生学习的兴趣。)
二、presentation:
1.t:in class ,what should we do?
s:listen carefully./look at the teacher/blackboard.sit in straight.
t:good.(多媒体)in class,you should open your eyes.(teach:open)
s1,can you open your...?
s:all right.
t:can you make any phrases use “open”?
s:open the door/the book...
t:sometimes you should close your mouth,then listen to the teacher carefully,yes or no?(teach:close)
t:s1,can you close the door?
s:ok.
t:can you make any phrases with “close”?
s:close the ...
let’s say a chant: open , open, open the doors.
good! good! good!
clean! clean! clean!
close ,close, close the windows
ok ! ok! ok!
clean! clean! clean!
（设计意图：与学生进行聊天式的对话，让学生从中明白上课时应有的纪律，并且复习和巩固了本课的两个四会单词：open,close.此环节中培养了学生运用单词去说句子的能力。在chant中加强动作的练习度，为下文的教学充分地做好热身运动。）
2.t:oh,now miss li is tried and thirsty. are you thirsty?
s:yes./no.
t:after class we can drink some water.don’t drink in class!(teach:drink)
look!there are many things to drink. what are they?
s:milk/orange juice/water/coffee.
t:what would you like to drink?
s:i’d like to drink some ...
(设计意图：由小诗的练读，创设出drink some water的情境，自然地导出drink一词进行教学。然后让学生充分地学会运用这一单词。)
3.t:oh, i’d like drink some tea.(ppt:先呈现图片，后出现单词)
here “t” is the first. now i put “t”here ,it changes“eat”.(teach:eat)
what do you like eating best? for example,i like eating fish. what about you?
s:i like eating ...
t: (ppt) look at this tiger. he is very hungry.you can give him something to eat.you can say“eat,eat,eat, eat a/an/some...,please.”
s:eat,eat,,eat, eat a/an/some...,please.
t:oh ,miss li is also hungry. shall i eat in class?
s:no.
t: please don’t eat in class ,and don’t drink in class.（出示don’t...=do not...教学）
(设计意图：由tea过渡到eat的教学，可以帮助学生记忆和准确发音，减少单词教学中的难度。)
4.t:we can see “eat”,ea pronounce/i:/,can you read these words:beat,neat,heat.
ead→read.(teach:read)
can you make any phrases with “read”? s:read...
t:look at the picture,is she right?
s:no.
t:what should we say?
s:don’t read in the sun.
t:good.read in the sun is bad for our eyes.
(设计意图：由学生所熟悉的eat的发音，了解字母组合ea的发音，并让学生自己去思考含有ea字母组合的单词发音，逐步过渡到read的读音，充分培养了学生的思维和想象能力。并在每一个环节都渗透本课don’t….的句子，让学生潜移默化地去接受这一新句。)
5.t:can you read these new words?(指黑板上的新单词)
they are new words.(teach:word)
let’s read the new words.
s:all right.（引导学生用该句回答，并出示句子呈现在黑板上）
t:right→write. (teach: write )
write the new words on the...
write... on the...
s:(make sentences)
t:we also can write the new words on the copybook.
copybook→copy (teach:copy)
(设计意图：尽可能做到以旧引新，不断地扩大信息量，层层深入，分散了难点，突出了重点，为学生的学习搭建了平台，并鼓励学生参与，大胆表达，使学生在轻松、自信的学习过程中获得成功的体验，使学生快乐学习。)
6.t:i have a new word. do you want to know? please hands up, then you can come here and copy the new word on the blackboard. (teach:draw)
who can say“draw,draw,draw a ...for me.”
s:draw,draw,draw a ...for me.
t:（ppt）look!is the boy right?
s:no.
t:what can we say to him?
s:don’t draw on the wall.
(设计意图：在学科中渗透美育和德育教育，让学生从小养成良好的学习和生活习惯。)
三、consolidation:
1.read all the new words in the blackboard.
activity 1: who has a good memory?
(设计意图：总体复习本课的新授单词，并利用ppt设计一些趣味的题型来巩固，进一步培养学生的观察和记忆能力。)
2. ppt：（part b and c）look at the pictures, then say and write the sentences.
activity 2: choose the correct answer.(看图片，将句子正确的代号选到相应的图片下)
(设计意图：在单词教学中渗透本课句子的教学，这一环节进一步考查学生对句子活用能力，真正让学生做到学以致用。)
3.activity 3: read a story.《the little rabbit》 and try to act it out.
m-the little rabbit’s mother
w-the wolf
r-the little rabbit
m: don’t open the door, please. don’t open the windows. copy the new words and draw a dog for me at home.
r: all right
w: i’m your mother. open the door!! open the windows!!
r: no! you’re not my mother.
m: open the door, please.
r: all right. mummy, sit down, please. drink some water,please.
m: thank you.
(group play.)
(设计意图：这一游戏，将本课的重点单词和句子进行了综合操练，进一步培养了学生的综合语言运用能力。通过学生所熟悉的《小兔子乖乖》的故事编演，让学生在趣味中自己去探究学习,进行小组合作和交流。)
四、homework:
1.read and copy the new words.
2.use the new words to make 5 senten
《4A Unit 8 In class》教学设计 第5篇
一、说教材
1、 教材简析
我说课的教材是牛津小学英语4a第八单元。本单元的主要教学内容是祈使句。通过各种肯定与否定句式让学生掌握“请别人干某事”和“叫别人不要干某事”的英语表达方式。此课作为第八单元，承接在第七单元《it’s late》的后面。在教授时，教师可以用动作、表情和手势帮助学生理解这些表示命令、请求、建议的句子，并要求学生能在一定的情境中熟练地运用这些祈使句。
2、 本课时教学内容
本着“词不离句，句不离篇”的原则，以及学生的接受能力，我对第八单元教学内容的顺序进行了自我整合。作为第一课时：我安排了e部份：read and act 以及b 部分：eat 、drink 、write 、read这四个单词，还适当拓展渗透了一些评价语：it’s late / early. it’s dirty /noisy /ugly等。
3、 教学重点、难点和关键
根据本单元的教学要求，我把本课的教学重点设置成能听懂、会说、会用一些简单的祈使句。教学难点是能让学生在实际情境中运用这些句型。教学关键是让学生通过模仿、学习表演和完成任务等各种教学形式，掌握这些句型。
4、 教学目标
根据本单元的教学内容、重点和难点，我确定了一下教学目标：
（1） 语言知识与技能目标：
能听懂、会说、会运用日常交际用语中一些简单的祈使句。如：read the storybook. don’t watch tv.
(2) 情感态度目标：
培养乐于模仿、敢于开口、积极参与的学习态度。
(3) 学习策略目标：
能积极与他人合作，共同完成学习任务。
(4) 文化意识目标
让学生养成良好的行为习惯和学习习惯。如不在课桌上、书本上乱写；不在图书馆大声读书；不吃、不喝脏的食品；早睡早起等等。
二、说教法和学法
1、采用“任务型教学方式”，通过设置各种现实情境，让学生在我的指导下感知、体验、参与、合作、实践、培养学生在用中学，学中用的良好习惯。
2、根据语言整体输入与输出的原则，采用语言整体教学法，以句为单位进行教学，培养学生用英语整体思维的习惯。
3、根据四年级学生形象思维占主体的特点，我采用直观情景教学法。运用多媒体创设情境，辅助教学。让学生在情景中学，在情景中用，培养学生在真实情景中灵活运用语言的能力。
三、说教学过程
根据任务型教学原则和本课的教学实际，我设计了以下教学过程：
（一）热身活动，引发兴趣，以旧带新。
game 1: 听命令，作动作，复习一些表示命令的短语。如：stand up. sit down. look at the blackboard.
open your book . close your book .come here.
game 2:看动作，说短语，复习一些学生已经学过的短语。如：get up , have breakfast , go to school , go
home , watch tv , go to bed , play basketball , play the piano等。
（设计思路：这两个游戏的安排，一下子就把学生拉入学英语的氛围中，调动学生全身心参与，而且为下面的教学起到了以旧带新的作用。）
（二）呈现新知，预备任务。
这一层次的教学分三个环节：
1、 巧妙过渡，引出新知。
多媒体出示一只钟（时间显示7：00）
t：what’s the time?
ss：……
t ：it’s time to go to school . shall we go to school now ?
这几个句型学生们已经学过，学生在已有知识的前提下，必然会回答：yes. /ok. /all right .在此基础上：教师直接引出祈使句：go to
school now .（并板书go to school.）教师问：shall we have breakfast now ?（连说三遍）引导学生回答：no. 教师在此时适时说出：don’t have breakfast. it’s late. it’s time to go to school . （并板书：don’t …… it’s late .）
(设计思路:通过这一环节,首次给学生呈现祈使句的肯定形式与否定形式,让学生有一个感性认识,为接下来的教学,便于学生模仿,操练,灵活运用奠定基础. 此外,我设计的评价语it’s late. it’s early.在《unit 7 it’s late 》中或已学过，或已提前渗透。以及在下面带到的短语have lunch均在第七单元时就渗透了。)
2、引用旧知，二次呈现
多媒体继续出现种的画面（时间显示白天11：30）教师问：shall we go home ? 学生回答：no. it’ s time to havelunch .教师适时说：don’t go home. it’s early .it’s time to have lunch .
(设计思路：这里是第二次呈现祈使句的肯定和否定形式。熟话说得好：一次生，两次熟。学生的思维记忆就会再加深一次印象。)
3、学习新单词eat drink
承接上一环节it’s time to have lunch.教师说 what’s for lunch ?（午餐吃些什么呀？）多媒体出示一些吃的食物，喝的饮料，教授单词eat和drink. 在单词的读音上，由tea teacher clean 引出eat由dress和think引出 drink （可尝试由学生自己归纳，读出。） 随后本着词不离句的原则，让学生看着画面上的内容用eat…… /drink……来造句。比如：eat the cake / hamburger / bread . drink the milk / coffee / juice等等。
(设计思路：借着这个环节，让学生一方面练习了eat和drink，另一方面又顺便复习了食品类，饮料类单词。)
接着，借助多媒体创设一些食物和饮料洒落在地上的情景。引导学生用don’t eat…… don’t drink……练习。教师适时引出评价语because it’s dirty并板书“dirty”随后适当对“dirty”这个单词进行教学。
4、学习新单词read write 承接上一环节,教师在板书“dirty”时，说：“boys and girls，look at me，what am i doing？”（老师可用夸张的手势在空中书写）让学生明白。引出新单词write，在单词的发音上，可通过出示它的同音词right来帮助学生。
随后老师在黑板上书写write这个单词，边写边说write“w”，write“r”，write“i”，write“t”，write“e”。鼓励学生一起说一起写。接着又用类似方式引出新单词read。在单词的发音上，可由tea teacher clean eat 引出。随后借助多媒体创设情境，让学生根据画面用don’t write…… don’t read……练习说话。教师根据学生的说话内容，适时渗透评价语.：it’s ugly .it’s noisy.并教学单词ugly / noisy .
5、 小结祈使句
(设计思路：及时总结有利于学生对知识的梳理、归纳、记忆。)
6、 呈现短文
oh, we’re tired . let’s have a rest . please do the puzzle .can you ?
（哦，我们累了，让我们来休息一下。来拼拼图吧。你会吗？）多媒体画面出现一幅凌乱的拼图。并出示短语do the puzzle（在此情此景下，学生很容易明白do the puzzle的含义） 接着出示短文内容，播放录音，让学生带着以下问题去听读短文。
1、）it’s .（几点几分）
2、）david would like to .（干什么事）
3、）mr black would like to .（干什么事）
随后师生核对答案，跟录音读，分角色读。
（三）综合运用
教师出示一些短语：
it’s 22:00 . it’s 8:00 . it’s 17:00 .
play football read the book loudly（大声地） write on the desk eat the ice-cream get up drink the milk
it’s late . it’s early . it’s dirty . it’s noisy . it’s ugly .
供学生选用（也可不用），仿照短文，自编情景小对话。
(设计思路：这一环节的设计把知识的学习转变成知识的应用，能充分体现学生的学习能力，同时这些活动也对学生的学习能力和想象能力提出了更高的要求。)
（四）作业布置homework
1、read the text
2、write the new words four times
3、搜集或自制几条文明标语。
四、说板书
unit 8 in class
go to school .
don’t …… it’s late / early .
read the book .
don’t read …… it’s noisy .
eat / drink the ……
don’t …… it’s dirty .
write ……
don’t write …… it’s ugly .
《4a unit 8 in class》说课 来自网。
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