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广州版四年级英语教案

发布时间:2013-09-22 21:05:21  

Unit 8 Sports Stars

Teaching Objectives:

1. To review the words and the sentences of the dialogue.

2. To act out the dialogue in class.

3. To learn the grammar.

Focus and Difficult points:

1.以Be动词开头的选择疑问句及其回答:

---Is she jumping high or low? ----She is jumping low.

---Are you playing football or table tennis? ----I am playing football.

2.----What’s your favourite sport?

----My favourite sport is the long jump.

Teaching procedures:

一.Warming up.

a. Greetings.

b. Review the words.

c. Act out the dialogue in class.

d. Review the sentences.

---Which sports are you good at?

---We’re good at playing table tennis.

(复习be good at 用法)

二.Presentation and practice.

a. Look at some pictures and find their differences.(引出选择疑

问句)

选择疑问句讲解:

(1) 含义:向对方提出两种或两种以上的情况,要求对方选

择一种情况回答的疑问句就是选择疑问句。

(2) 特征: 选择疑问句用or 连接供选择的两种或两种以上

的情况,回答时必须是完整的回答或其省略形式。不能直接用yes /no 来回答。

(3) 小学阶段只学习以Be 开头的选择疑问句中两种情况之

间的选择。

句型结构:Be (Is /Are)+主语+(v.-ing)+ A or B? E.g.:1) ----Is your mother a teacher or a doctor?

----She is a doctor.

2) ----Are you playing football or table tennis?

----I am playing football.

b. Look at your books and turn to Page 38.

Work with Language

Part 1 In pairs, answer these questions about the pictures. For example:

Picture (1): ---- Is she jumping high or low?

---- She is jumping low.

Picture(2): …

c. Practice

Let pupils act out their dialogue.

d. Look at Part 2 and answer the questions.

1) ----What’ (favourite “最喜欢的”)

2) What sport are you good at?

(What = Which)

e. Make a survey.

三.Consolidation:

Do the exercises and check the answers.

[巩固练习] (见附页)

四.Homework:

Finish the book 《创新学习》Unit 8.

选择疑问句讲解:

(1) 含义:向对方提出两种或两种以上的情况,要求对方选择一种情

况回答的疑问句就是选择疑问句。

(2) 特征: 选择疑问句用or 连接供选择的两种或两种以上的情况,

回答时必须是完整的回答或其省略形式。不能直接用yes /no 来

回答。

(3) 小学阶段只学习以Be 开头的选择疑问句中两种情况之间的选

择。

句型结构:Be (Is /Are)+主语+(v.-ing)+ A or B?

E.g.:1) ----Is your mother a teacher or a doctor?

----She is a doctor.

2) ----Are you playing football or table tennis?

----I am playing football.

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