英语小学四年级上册教案(精选10篇)

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教案能够展现出一名教师在备课中的发散思维过程,并且显示出教师对课标、教材、学生的一定理解和把握的水平以及运用有关教育理论和教学原则组织教学活动的能力。下面小编给大家整理了关于英语小学四年级上册教案的内容,欢迎阅读,内容仅供参考!

英语小学四年级上册教案篇1

【单元学习内容】

本单元学习的主题是询问物品的位置。

【单元学习目标】

一、能力目标:

1、能够在真实或模拟的情境中运用句型Where is...? Is she in the study? Where are...? Are they on the table? 来询问物品位置。

2、能够在情境中运用句型Yes, she is./ No, she isn’t. Yes, they are./ No, they aren’t. 进行回答。

3、能够正确说出元音字母u在单词中的发音,并能够根据其发音规律拼读学过的语音例词。

二、知识目标:

1、能听、说、认读单词bedroom、study、kitchen、bathroom、living room、bed、table、sofa、fridge、phone。

2. 能熟练朗读并模仿本单元的对话。

3. 能理解Let’ s do内容,并按照指令做出相应的动作。

4. 知道元音字母u在单词中的发音.

5. 学唱歌曲。

三、情感目标:

通过学习本单元内容养成整齐摆放物品的好习惯。

【单元学习重点、难点】

本单元重点学习句型是:Where is...? Is she in the study? Where are...? Are they on the table? 及相应回答。本单元难点是复数的用法,It has...的用法。

【课时安排】

第一课时:A Let’s talk Let’s play

第二课时:A Let’s Learn Let’s do

第三课时:A Let’s spell

第四课时:B Let’s talk Ask, answer, and write

第五课时:B Let’s learn Let’s play

第六课时:B Read and write Let’s check Let’s sing Story time

第一课时

【学习目标】

一、能力目标:

1. 能用Is it/she … ?询问物品所在。

2. 能准确选择合适的语言表达自己的意愿,并能作出准确地回答。 二、知识目标:

1. 能熟练朗读并模仿本节课对话。

2、能表演本节课对话。

3、能在实际生活中运用本节课对话,能听懂会说Is she in the bed room?Yes, she is . No, she isn’t. Is it … ?Yes,it is/No,it isn't. I have … . Where's…?

4、了解知识点: Is she in the study? No, she isn’t. (一般疑问句 am, is, are提前,肯定、否定回答等。)三、情感目标:热爱自己的家,积极参与劳动,做家务。

【学习重点、难点】

教学重点:句型Is she in/on/under/…? Yes, she is./ No, she isn’t. 词汇:isn’t

教学难点:发音it is 连读,isn’t

【学习准备】

.图片study, bathroom, bedroom, living room, kitchen;.教材相配套的教学课件[Unit 4 Let’s talk;教材相配套的教学录音带,教学光盘。

1. 我行我秀

2.演讲 My home.

【学习过程】

一、热身(Warm-up)(此环节用时5分钟)

说唱玩赛,激情引趣

1. Let's do播放上一课时的Let't do,让学生边听边做动作.

2.单词风暴 大屏幕快速闪现上节课单词,让学生快速说,达到巩固单词的目的。

PPT出示 我的家

T:Hello,everyone.This is my home.Welcome to my home. Oh, Where are my rooms? Let’s go and have a look. (火眼金睛:bedroom , living room , kitchen , bathroom , study )

【设计意图】营造轻松愉快的英语氛围,通过交流,熟悉学生,了解学生已有知识结构;复习巩固上节课的内容,引出话题,为后面新句型的新授做好铺垫。 3.Free talk

T: My home is nice. I have a living room, a bath room , a study and two bedrooms. What about you? Can you tell me about your home?

二、Make groups:

Make the student intotwo groups: sheep home and Woof home(把学生分为 喜羊羊之家和灰太狼之家,如果做的好,你可以为本组获得房间一个,比一比说的home 又大又好。)

二、呈现(Presentation)(此环节用时10分钟)

(一)话题交流,导入新课

学习cute

1.T: I have a nice home ,You have a nice home. I think School is our home too, right? Look ,Who is coming?

Ss: He is Liu Qian. T: Yes , He is a magician。He take our a magic show.

( monkey, mouse , duck , cat)

2. 魔术停留在出现的“cat”上,T: I have a cat. She’s cute. What about you? 

英语小学四年级上册教案篇2

教学目标:

1.能听懂、会说、会读交际用语:Welcome to … What are these/those?They’re …Are these/those …? Yes, they are./No, they aren’t

2.能听懂、会说、会读词汇:they’re=they are, pig, cow, chicken, duck

3.能听懂、会说、会读、会写词汇:farm, they, pig, apple, those

4.能熟练朗读对话或表演对话。

教学难点:

1.句型:What are these/those? Are these/those …?的语调和用法。

2.词汇:farm, they, those, chicken, apple, pear的读音;a和an用法的区别;名词复数形式。

教学准备:

动物头饰,水果、动物卡片,PPT、学生学案

教学过程:

Step1 Before class

Listen and Sing a song:Old Mac Donald had a farm

Step 2. Warming up

1. Free talk.

T:Hello,boys and girls.I’m your new English teacher,Miss Wang.

I’m very glad to be here.

I want to be your friend.

OK,firstly,I want to know your names.

T:What’s your name? Who’s your friend?

Nice to meet you.Welcome to my class.(PPT)

S:Thank you.

2. Learn to say:Welcome to …

(请学生先听懂“欢迎来到我的课堂”并进行回答,然后学会自己说“欢迎来到我的班级”,向上课老师、听课教师说)

3. Lead-in and learn

T: Boys and girls,we sang a song before class.We were very happy.

We saw a lot of animals there.Right?(PPT出现农场画面)

They were on the farm.

Learn ‘on the farm’。

Step 3. Presentation and practice

1.Learn : What are these/those? And ‘pigs/cows/ducks/chickens’

(1)What are these?They’re pigs.

(2) Are these pigs?No,

What are these?They’re cows.

(3) What are those?They’re …s.

Are those …?Yes./No.

(同步出现动物卡,结合句型学习生词。)

2. Let’s say.A chant

These,these. What are these?

Pigs,pigs. They’re pigs.

Those,those. What are those?

Cows,cows. They’re cows.

Step 4.Text-learning

1.Task 1 : Let’s listen! Who is on the farm too? (谁也在农场?)

2.Task 2 : Listen and tick:What’s on the farm?

3,Task 3 : Let’s watch: (欣赏动画,将农场上的动植物摆在正确的位置。)

A. pigs

B. cows

C. apples

D. pears

4.Task 4 : Let’s follow.(跟读) ☆ 注意语音语调 ☆ 要读出感情哦

5.Task 5 : Let’s read. (让我们读吧!)分角色朗读。

6.Task 6 : Farm show! (农场秀!)(发挥想象创编并表演,说得越多越好哦!)

T:It’s great fun to visit a farm. Liu Tao and Mike have great fun on the farm. It’s great fun to have a farm,too.

30 years later, you’re grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups.

A model:

A (farmer): Look! I have a farm! Look! They’re pigs!/They’re cows! Welcome to my farm, Mr …!

B: Oh, thank you! My good friend, Mr/Miss …

A: Nice to see you!

B: Nice to see you! What are these?

A: They’re … They’re lovely!

Would you like a …?

B: Yes, please. Thank you! I like… What are those?

A: They’re …s. They’re sweet. Would you like … ?

B: Yes, please. It’s yummy!

A: Do you like my farm?

B: Yes. It’s great!

A: Welcome to my farm next time!

B: Thank you. Bye-bye!

A: Goodbye!

Step 5. Ticking time

Ticking time

I can talk about things on a farm.

I can act things on a farm.

Step 6. Homework

1.Read Story time for 5 times.

2.Make your performance better.

3.Visit a farm if it’s possible.

板书设计:

Unit 7 On the farm

--What are these/those?

--They’re …s.

--Are these/those …s?

--Yes./No,they’re …s. 

英语小学四年级上册教案篇3

内容分析:

本课是新标准英语(三年级起始)第三册第十模块,它的语言功能主要是运用There be句型去描述与月份相关的事情。第一单元以故事情境——Lingling与MsSmart谈论玲玲朋友生日个数的对话呈现,主要是在巩固There be句型的同时学习1——6月份的表达方式。第二单元则是继续描述7——12月份生日个数的情况,并谈论全年不同月份当地的天气状况以及喜欢的运动。本模块预计四课时完成,本课时为第一课时。

情况分析:

(1)四年级的学生接触英语已有一年之久,对英语学习的积极性与参与性较高,好动好胜,喜爱小组比赛。同时他们在认读和自学方面比起三年级均有一定程度的提高,能够听音指读、听音选择、听音填空等,能够认读基本单词,并能借助图文了解课文大意。

(2)在本学期第一模块学生已经学习了数词1—100,对于How many? There be 句型在听力方面也有感知与理解。同时,课文中的单词march, birthday, happy等词语学生比较熟悉,结合对话语境能够较快理解课文的背景。

教学目标:

(1)知识能力目标

①能够寻找单词中发音相同的字母组合,以旧带新,听懂、辨别并认读1—6月份的月名,January\ February\March\April\May\June。

②能够在倾听完整语篇情境中看图了解对话内容,并了解、运用There be 句型描述数量。如,January. There are three.

(2)情感态度目标

①培养学生对所学英语中接触的外国文化知识的兴趣。

②让学生通过课文的学习感受生日聚会的快乐,并能在自己快乐的同时表达对父母的爱。

教学重点:

(1)单词:January\February\March\April\May\June

(2)句型:“There be”功能句的简单运用

教学难点:

(1)单词:January和 February单词比较长,记忆比较难;而April\June则是发音难点。

(2)There is和 There are 学生对单数复数概念模糊,容易搞错。

教学过程:

一、Warmer

1、Play a Game: Count count count数数看

T claps hands and asks Ss “How many are there?”

Ss listen ,count and try to say the number or the sentence “There is/ are…”

【设计意图:用老师拍手,学生数数的活动作为热身,既能复习数字,又能在听力方面不断倾听句型There be,为学生在听后运用句型There is / There are做铺垫。】

2、Lead in the evaluation

(1)Put up the cards of the months(出示1—6个月的月份卡,排成桥型),let Ss count the cards and learn to say “There is/ are…”;(板书主要句型于黑板四线格上,并用不同色粉笔突出is和are)

Ss count and learn to say and make out “There is ”and “There are”

(2)Talk about the evaluation——分组PK

【设计意图:巧妙呈现本节课的课堂评价方式:把月份卡(六个月份名的缩写制作成椭圆形卡片)排成桥形贴在黑板上,把全班分成两个小组,要求各小组通过课堂上的表现力争尽快从此岸到达彼岸。同时,通过月份卡的呈现,引导学生数数,并学习运用句型There be准确描述。】

二、Lead in

1、Lead in

T:We’re counting just now. Lingling is counting, too. She is counting her friends’ birthdays.

Present the picture of Lingling’s counting by CAI

【设计意图:由我们自己的数数活动过渡到玲玲的数生日的事情,直接导入课文,简单明了,切中本节课的对话背景。】

2、Listen, read and find the answer

Ask Ss a question about Lingling’s counting ——“How many birthdays are there in a year?”,and let Ss open their books, then plays the tape

Ss read the book, listen to the whole lesson and try to find the answer

【设计意图:通过整体语篇的听力输入,要求学生们速听速读课文,整体感知对话情境,进而思考回答问题。培养学生认真倾听,认读思考的良好自学习惯。】

3、Present the Topic

Show Picture Two to Ss and present the task of this module

Read the title together: ——Module 10 The Months

Unit 1 There is one birthday in May.

S三、Presentation and Practice

1、Listen and fill in the blanks

Ask Ss the questions about Picture Two——“How many birthdays are there in January/ February/ March/ April/ May/ June?”

Ss listen to each sentence and fill in the blanks

《随堂练兵卡》一、听音填空

一月January. There are .

二月February. There are .

三月March. There is .

四月April. There are .

五月May. There is .

六月June. There are .

【设计意图:抓住课文的重点段落,让学生有针对性地倾听,再通过随堂练兵一听音填空这个听力练习任务,引导学生再次边听边精读课文第二段,完成听力任务,使阅读更具目标性和实效性。】

2、Learn the months

Present the months of this exercise paper(《随堂练兵卡》)by CAI and ask Ss “ 哪个月份生日个数最少?”

Ss read the paper(《随堂练兵卡》) and find out ——March / May, then learn together

(1)Present the word, the phonetic symbol and the calendar from CAI, then Listen its pronunciation

(2)Read the word by syllables and then read after T

读单词的方法:小组开火车读,大小声读,男女生读

Game: 四面开花(请一个学生起来读单词,接着此学生前后左右的学生紧跟着读。看一看哪个学生反应慢,必须再次接受处罚:独自读单词三遍。)

(3)The same way to learn the names of the other months通过提问“哪个月份生日个数最多?”“哪两个月份名称类似”等等逐一呈现剩下的月份名并学习

(4)Practice the words ——快速反应

老师说节日名称,学生对出月份英语名称;老师说月份如“五月,五月”,学生说出其对应英语名称“May”;反之亦然。

【设计意图:由针对玲玲朋友生日个数的情况提问继而学习月份名,由浅入深,逐一突破重难点。在学习新单词的过程中引导学生运用以旧带新(march—— March)、比较法(February_——January)、元音音节法来突破发音难点,模仿发音,同时结合各个月份的节日、月份的儿歌来练习记忆单词。最后让学生谈论自己喜欢的月份,进行巩固拓展。

这种新旧知识滚雪球式的融合形式能充分调动学生积极的情感,变机械和单纯的游戏为情感的表达,回归语言学科教学的本质,让复习操练更具人文性和学科性特点。】

3、Practice

Play a Game:Guess Which month看由来猜月份

Present the origins of the months by CAI

Ss read the origins and guess the month

CAI呈现如下。

(1)在罗马传说中,有一位名叫雅努斯的守护神,生有先后两张脸,一张回顾过去,一张要眺望未来。人们认为选择他的名字作为除旧迎新的月名,很有意义。——January

(2)这个月份正是大地回春,鲜花初绽的美好季节。由拉丁文“开花的日子”演变而来。——April

【设计意图:借助外国文化知识的渗透点燃学生对月份学习的兴趣。让学生在饶有趣味的猜测中复习巩固月份单词,同时月份由来更作为课堂知识的课外延伸,达到课已尽、学无涯的目的。】

4、Read the dialogue of Picture Two

Read Picture Two of the lesson after the CD—Rom

Read by themselves

四、Extensive Reading

1、Present the form,ask and answer

Present the form of the birthdays from January to June in class, ask Ss to describe it

出示一张课前老师调查的关于班级上1—6月份同学生日个数的统计表格,让学生看表格描述

2、Practice in pairs

Ss read the form and describe with partners

【设计意图:语言的学习主要在于运用。在理解课文的基础上联系生活,让学生在真实自然的任务型活动中拓展运用阅读信息,补充阅读材料,让学生有话可说,提高阅读能力和语言表达能力。】

五、Sum-up

Sum up the lesson and expend to the emotion education——Don’t forget to express our love to parents on our birthdays. And then finish the blackboard writing.

六、Homework

两种不同的作业供学生根据自己的需求和能力去选择完成。

★ 继续完成调查表的内容,用There is/ There are 句型描述班上1-6月份生日的人数,并尝试仿写句子。如January. There are eight.

★★请你运用There are句型描述1——6月份的天数,并尝试把句子写下来。 

英语小学四年级上册教案篇4

课题累型:

新授

教学目标:

1、基础目标

(1)学生能听、说和认读thirteen、fourteen、fifteen、sixteen、seventeen、eighteen、nineteen、twenty八个数字单词,并做到发音正确、规范。

(2)帮助学生在学习新知识的过程中复习旧知识,并能结合已学句型“How many……can you see ?/ Do you have?/ I can see……/ I have……/等句型进行回答、替换和运用。

2、拓展目标

(1)将单词教学融入句型及对话教学之中,鼓励学生在实际情景中恰当地运用已学句型。

(2)培养学生的注意力和观察力,发展学生的发散思维,激发学生的学习兴趣,培养学生的协作精神。

教学重点:

掌握八个新授数字单词,并能结合已学知识在实际情景中运用。

教学难点:

thirteen、 fifteen、 eighteen、 twenty的发音。

教学准备:

录音机和磁带,教师自己准备的一幅彩图画,数字单词卡片,在讲台上放15本书,一个盒子,18支铅笔,一个篮球。

学生分析:

本单元授课对象是农村小学四年级学生。经过一年多的学习,对英语保持着浓厚的兴趣 。在上册对1—12的数字的英语学习后,他们期待后面更大数字的学习。所以这一单元,特别是数字词汇的学习,他们会学得主动而轻松。因为教师对学习的了解,本单元就该更关注后进生,给他们更多的机会表现自己,激发他们的学习积极性,让所有学生自然地同步前进,并为接下去的学习打好基础。

教学过程:

一、Warm-up/Revision(热身、复习)

1、Everyday English(每日英语)

2、Sing a song.“Ten Little Candle Dance”(师生表演唱)

3、Introduce themselves to new teachers (自我介绍)

Eg:My name is……。I’m a girl/ boy.

I’m from……I like……etc.

4、Play a guessing game(猜数字)

T:which number is in my pocket?

二、Presentation(新知识呈现)

1、Learn to say new words.(学习新数字)

(1)数学练习,学习thirteen(13)

A、从5+5=10,5+6=11,5+7=12,5+8=13,引出数字thirteen,并练习朗读该单词。(跟读,开火车读,齐读)

B、Make 13 (让学生用英语编数学算式?+?=13)

Eg:What’s six and seven? Six and seven is 13.

C、用英语讲解西方国家对13的看法,结合幸运数字讲解西方人很忌讳13,并举例说明。

(2)实物呈现,学习fifteen(15)

A、引导学生利用身边的东西(如书本、同学、书包等)来数一数和说一说。

Eg:T:Look!what are they? Ss:Books.

T:How many books can you see?

Let’s count,please.

Ss:One,two……fifteen. B、练习朗读该单词(跟读,打行读,小组读,齐读)

C、用15造句子。

Eg:This is 15. Seven and eight is 15.

I like 15. My brother/ sister is 15.

I have fifteen……

(3)猜一猜,学习eighteen(18)

A、T:I have something in my bag. Guess. What do I have?

Ss:……

T:Look!What are they?

Ss:Pencils.

T:How many pencils do I have? Guess. Please!

Ss:……

T:Open it and see. Count please. One……eighteen. Oh, eighteen pencils. That’s right. I have eighteen pencils.

B、练习朗读该单词(跟读,开火车两人读,小组读,齐读)

C、用eighteen说词组。

Eg:eighteen books

eighteen dogs……

(4)看一看,听一听,数一数,学习twenty(20)

A、T:(拿着球)Look, What’s that? Oh, It’s a ball. I like balls. And I can bounce the ball. Now, I bounce the ball, please count!教师拍球,学生数数,数至20,然后故意把球拍丢了。

B、练习朗读该单词(跟读,指读,男女读,齐读)

(5)看图添画,学习14、16、17、19。

教师也用简笔画边画苹果,边提问学生:What can you see? How many apples can you see?(本环节的教学内容可以从数字12添到20。再出示这几个数字卡片让学生读一读。)

2、Listen and repeat.(先给学生听一遍录音,让学生复述自己听到的,然后再翻书指着单词跟读)

3、小结规律,让学生看着黑板上8个新数字,读一读,你发现了什么?让学生明白13、15、18、20的读音是没有规律的,而14、16、17、19是比较简单,只要在4、6、7、9后加[ti:n]。

三、Practice and consolidation(操练和巩固)

1、明辩是非读单词。(教师指着黑板上的单词,如果指的和读的是一致的学生就跟,反之保持沉默)

2、听音举卡片,老师说一个数字,学生要边讲边举起该数字卡片,比一比哪一组动作最快。

Eg:T:Thirteen, thirteen, Where is 13?

Ss:Thirteen,thirteen, Here it is.

3、同桌游戏(划拳),两人各出示手指表示的数字再两个相加,谁先把答案说出来,谁就可赢得对方的卡片,看谁的卡片赢得的多为胜者,可用以下句型出示手指。

Eg:How many, how many fingers?

Five and seven is twelve. How old are you? How old are you? I’m____

四、Extension(拓展)

Talk about the picture

教师出示一幅课前画好的彩图(类似活动手册第16页,图的量还可加大,丰富一下,还加上风筝、白云、小鸟、花草等,把颜色、数字、动植物都画进去)。

教师引导学生就图展开讨论,教师先示范引导:Look this is a picture. Is it beautiful? What can you see? What colour? How many? ……

让学生先小组讨论时尽量运用所学句型,最后让几对学生到讲台前谈论图画,展示他们的讨论结果。教师可适时板书几个句子。

五、Homework(自选)

1、一:(1)模仿录音朗读3遍,并制作自己的英语录音专集。

(2)Listen and connect the dots.(听音连点)

2、二:Read, think and write.(看、想、填)

five fifteen six twelve eighteen

seventeen thirteen nine

3、三:Make a survey.(填写调查表,请用上How many…do you have?I have…。You have…)

板书设计:

Unit 1 …seventeen,eighteen,nineteen,twenty!

A & B Let’s learn Let’s play

5+6=11 5+7=12 5+8=13 thirteen

4→14 fourteen

15 fifteen

6→16 sixteen

7→17 seventeen How many……?

18 eighteen They are……。

9→19 nineteen How nice!

20 twenty The orange one is a bird.

英语小学四年级上册教案篇5

一、教材分析:学习7-12月份

二、教学目标

1、知识目标:

1)基本能够听懂,会说,会读词汇:July, August, September, October, November, December.

2)学会用“There are…birthdays in …”以及“There is one birthday in …”的语言结构。

3)复习词汇:flowers, festival, birds, snow, rain, warm, hot, cool, cold, sunny.

2 技能目标:谈论月份以及关于各个月的情况。

3情感目标:从小培养学生爱护环境的意识。通过学习月份的歌曲,培养学生的乐感和美感。

三、教学重点:词汇:July, August, September, October, November, December.

“There are…birthdays in …”以及“There is one birthday in …”的语言结构。

教学难点:November的读音。

四、教学准备:录音机、磁带,教学卡片、挂图、日历等。

五、Teaching steps:

Step1: Warmer

1. Greetings

T: Hello, boys and girls. Ss: Hello, Miss Yi.

T: How are you today? Ss: I’m fine , thanks . And how are you?

T: I’m great. Thank you so much. Look! How is the weather today?

Ss: It’s sunny today.

T: How do you feel now? Are you happy? Ss: Yes. We’re so happy.

T: Let’s sing a song , ok? Ss: OK!

T& Ss: Spring is warm, spring is warm.

Summer is hot, summer is hot.

Autumn is cool, autumn is cool.

Winter is cold, winter is cold.

2. 复习1-6月份的英文。

Step2: Presentation

1、Lead in

T: How many months are there in a year?

Ss: There are twelve months in the year.(引出课题)

板书:Unit 2 There are twelve months in the year.

T: Let’s pass the toy dog and say the words from January to December.

Ss: January, February, March, April, May, June….接着老师带着学生一起说: July, August, September, October, November and December. (在游戏的过程中引入新单词)

T: Today, we’re going to learn the months.

2、教授—July

T: Boys and girls, let’s play a game, ok? Ss: OK!

T: I will speak these names of the months. And you can show me your fingers to show. Ss: Yes.

T: May. Ss: (show five fingers) May.

T: March. Ss: (show three fingers) March.

T: July. 提示学生show seven fingers. (July)

T: Do you like July?

S1: Yes. I like July. We can go to the park in July.

3、教授—August

T: How old are you?

Ss: I’m 10 years old.

T: When is your birthday?

Ss:八月。

T: Oh , your birthday is in August. Whose birthday is also in August?

S2: My birthday is in August, too.

T: How many birthdays are there in August?

Ss: There are….

4、教授-- September

T:Boys and girls, when is Teacher’s Day? Who can tell me?

S3: 九月十日。

T: You’re so clever. September,10 th . Do you like September?

S4: Yes. I like September .

T: What can you do?

S5: We can go to school.

T: Sounds great.

5、教授—October

T:You can guess so well. Do you know which month it is? “ It’s cool and it’s in Autumn. There are 31 days in it. And there is National Day ,too.”

S6: October.

T: Yes, you are right.

6、教授—November

T: I like November. What do you like?

S7: I like June.

S8: I like March.

T: Do you like November?

Ss: Yes, we like November.

7、教授—December

T: Oh ,I’m a weather reporter now. In Beijing , it’s cold and there is snow in December . (播报天气预报)Can you hear which month it is?

Ss: 十二月。

T: December . Whose birthday is in December?

S9: My birthday is in December.

T: How many birthdays are there in December? Let’s count.

Ss: There are ….birthdays in December.

T: I heard Ms Smart are counting birthdays now. Please listen to the tape.

Step3: Practice

1. Listen and do.

T: Boys and girls , please listen and do.

T:1) Whose birthday is in July? Please Stand up.

2) Whose birthday is in August? Put your hands on your head, please!

3) Whose birthday is in September? Touch your ears, please!

4) Whose birthday is in October? Clap, please!

5) Whose birthday is in November? Point to the teacher, please !

6) Whose birthday is in December? Laugh, please!

2. Group work

完成课本活动3:先请几个学生朗读对话示例,然后把学生分成小组,让他们根据图中给的信息展开对话,发表自己对各个月份的看法。

e.g. S1: Do you like January?

S2: Yes, I like January .

S1: Why?

S2: There are lots of festivals.

S3: Which month do you like?

S4: I like October.

S3: Why?

S4: We can fly kites.

S5: Which month is your favourite?

S6: My favourite month is June.

S5: Why?

S6: It’s warm. I can ride a bike

Homework:1熟记1-12月份的单词

2、询问父母,然后在课堂上互相介绍自己父母的情况。

英语小学四年级上册教案篇6

教学内容:

Look and say & Ask and answer

教学目标:

1.Basic aims:

a. Using verbs to describe actions. e.g. paint, read

b. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses. e.g. Can you swim?

c. Using modals to talk about ability. e.g. Yes, I can. / No, I can’t.

2 .Developing aims:

a. Asking about ability.

b. Do a survey in class.

3.Education aims:

Talking about ability to establish friendly relations with your classmates.

教学准备:

pictures, word cards, cassette player,

教学过程:

一、Warming-up

1. Song

2. Responding to simple instructions e.g. Sing a song. Draw a circle. Pre-task

二、preparation

1. Revision Invite individual students to come

2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.

The rest of the class say: He/She can/can’t… Invite individual students to stand up.

Point to the pictures and ask: Can you …?

And prompt them to use: Yes, I can. /No, I can’t. to answer your questions.

三、While-task procedure

(1) Introduce: paint

1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.

2. Read the word with action.

3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,

4. Ask and answer in pairs.

(2)Introduce: read

1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.

2. Read the word in different voices.

3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.

(3) Listen and say

1. Play the cassette: Look and say. Students listen.

2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.

3. Invite individuals to read the dialogue to the class.

四、Post-task activities

(1)Production

1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.

3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.

(2)Assignment

1. Complete Workbook page two.

2. Write about your ability using ‘I can…’

英语小学四年级上册教案篇7

教学内容:

Look and read Play a game

教学目标:

1. 知识目标:Using possessive adjectives to show possession Using nouns phrases to identify people,animals,events,objects and activities Asking simple questions to obtain yes/no answers

2. 能力目标:Communicate with teachers or other learners

3. 情态目标:爱护绿化

重点难点:

Its stalk is long. Has it got …?

Teaching aids:pictures,recorder

教学过程:

一、Warming –up

1,Sing a song

2,Daily talk

Revision Review:stalk,leaves,flowers,roots,

二、Presentation

1.Show a picture of a plant with flowers. Ask:What is it?Is it a tree? To elicit:a plant/ Ask:What colour are the flowers? What colour are the leaves? To elicit:They?re… Ask:Are they long or short? To elicit:They?re long(short) .

2.Draw another plants. Say:Look at this plant.Its flowers are red. Look at that plant .Its flowers are purple.

3.Listen to the tape.

4.Say sth.about the plant .

Show a picture of a tree. Introduce:a trunk,branches.

Make sentences:Its trunk is big. It branches are long.

Listeen to the tape.

Say sth about the tree.

Play the cassette:

Play a game/ Listen and repeat.

Play this game.

三、Consolidation

1.Photocopiable pages 44-45.

2.Workbook page 29.

3.Grammar practice book 4a page 35.

板书设计:

Unit 2 Look at,,, Its stalk is…

Its trunk is…

leaves are …branches… roots flowers

英语小学四年级上册教案篇8

教学目标:

1、能听懂、会说、会读、会写句型What’s the time,please ? It’s …

2、能运用句型What time do you …? 了解同学一天的作息时间,完成信息交流的任务。

重点难点:

1、了解辅音字母n和p在单词中读音

2、能听懂、会说、会读、会写句型What’s the time? It’s …

课前准备:

录音机、磁带、图片、教具钟、数字卡片、表格

教学过程:

Step1 Warm up

1、Greetings

2、Sing a song 《This is the way 》

3、Free talk围绕本单元句型交谈。

4、Say the number before .

5、迅速记电话号码。

a.迅速说出自己家的电话号码。

b.认读老师出示的号码。

Step 2 Review .

师拿出教具钟,边拨边问:What’s the time,please?

Ss: It’s …

先由师生对话,转向生生对话,如男女生之间,小组之间,排与排之间。

Step 3 C Ask and answer .

1、出示挂图,生明确图意。

2、Practice in pairs .生口头操练。

3、指名到前面表达。

在学生回答完时间后,引导学生根据画面内容用It’s time to …的句型作补充回答,进行自编对话。

4、指导学生书写。

Step4 D Work in groups .

1.Review .

a.生听口令做动作。get up have breakfast .go to school have lunch go home watch TV go to bed .

b.认读这些动词词组。

2.填表,每小组发给一张表格。

a.师示范第一栏:T: What time do you get up /go to school …?

S: I get up /go to school …at …

b.小组内完成。

c.交流、反馈。

板书设计:

Unit 7 It’s late

What’s the time ,please ?

It’s …

练习设计:

用What time do you …的句型了解家人一天的作息时间。

英语小学四年级上册教案篇9

教学目标:

1.按要求完成练习。

2.能在情景中运用所学的句型和日常交际用语。

3.能遵守学校的各项制度,热爱和尊重老师

重点难点:

1.能在情景中熟练所学的句型和日常交际用语

2.能够认读并表演E部分对话。

课前准备:

教学挂图、光碟

教学过程:

A、Free talk

1.Greetings

2.Say a rhyme: Don’t be late again.

3. Listen and do :

Close your books , please .

Don’t open your books . Greetings.

Say a rhyme.

Listen and do :

B、Revision

1.用祈使句进行会话练习。教师对其中一位同学说:“stand up”这个学生用接力的形式对下一位同学发号2.小组分角色朗读。

看图猜故事情节。

表演。

角色表演。

小组分角色表演。

教师采用多种教学方法,帮助学生复习和巩固祈使句。体现在参与的过程中掌握、运用知识,提高学生的综合运用语言的能力。

C、Presentation Read and act.

让学生听录音理解意思。

跟录音读对话。

同座表演对话。

Look and read.

学生独立看图,朗读句子。 认读单词、句型。

听录音感知图意。

找单词中的共同因素。

朗读。

说出含有相同因素的单词。

齐读单词。

D、Look and read

补充一些祈使句

No smoking. 禁止吸烟

No parking.禁止停车。

No entry 不准入内。

No littering 不准乱扔垃圾 了解图意。

读对话,理解图意。

让学生仔细观察生活,留意生活中,知识的运用是无处不在的。课后再去收集一些祈使句用语和图片,并鼓励他们设计一些祈使句,或放在家里,或在公共场所等。

E、Homework

1.Listen to the tape two times .

2.Copy the words of this unit

英语小学四年级上册教案篇10

教学目标:

1.能够听说读写表情情绪的五个单词:tired, angry, excited, happy, sad ,以及四会句子:How are you? You look so happy. You look sad taday.”

2.能够听说认读读句子:How are you?Liu Yun? You look so happy.I’m sorry to hear that并能在实际情境中运用。

3.学唱歌曲:The way I feel

教学重难:

使学生熟练掌握四会单词和句子,并能在实际情境中运用。

教学难点:

学生陈述产生某种心情的原因。

教具准备:

1.教师准备本课时所需的词卡。

2.教师准备录音机和录音带。

教学过程:

一、Preparation

1、Free talk

How do you feel if you have the llu?

What do you do if you have the llu?

2、拼句子活动

出示小黑板

(1)is with the what matter you?

(2)you feel How do /

(3)throat,my sore is

把学生分成两个大组,让他们快看,快拼句子,最后哪组拼提既对又快就可以获胜,教师给予奖励。

【设计意图】通过自由会话和连词成句来复习巩固前面所学的内容,为新课做好铺垫

二、Presentation

(一)Let’s learn

1、上面的活动结束后,获胜的小组肯定会很兴奋,这时老师指着他们对另一组学生说:Look! They are so excited” 老师反复说几遍,让学生看老师的口形,听清后跟读,教师板书单词:excited 教师问:How do you feel ?生答:I’m excited. 之后老师指其中一生问:How does she/he feel ?示意让生答:She/he is excited 这样示范一两遍后,让学生互相问答。(先找一生站起来,并做出兴奋的样子)。

2、教师做出“开心”的样子对学生说:You are very happy. I am happy, too.Look at my face.This is a happy face. 然后在黑板上画happy face.和sad face. ,这时教师指着sad face 问学生:Is it a happy face?以此来教学单词happy 和 sad。并板书这两个单词。然后找两同学上台,其中一生做笑脸的表情,另一学生做难过的表情,老师问:How does she/he feel?让生答:She’s/he’s__________

3、老师出示一张画有“无聊”的人物图片,问学生:Is he happy ?学生肯定答:No. 老师接着问:How does she feel?学生有可能会答:He is sad .老师这时补充说:He is bored. 并板书此单词,老师再用肢体动作和表情来帮学生理解其含义。

4、教师课前安排好两名学生这时在下面搞小动作,被老师发现了,老师立刻停止讲课,并做出生气的表情,当这两生听见没有声音时,问老师:How are you ,Miss Liang?师接着说:I’m angry. 并板书教生认读(师这时表情变为笑脸)然后同桌之间互相做表情,进行问答。

5、“边听边做”活动

教师发指令,师生一起做,如:Stand up! Run! Walk! Jump! Jump! Jump10 times.活动结束后,教师说:I’m very tired. 并板书:tired. 让学生拼读。

6、教师放Let’s learn 录音,学生跟读单词。

7、Practice

(1)请你猜活动

教师先示范,教师做出的各种表情,让学生猜:Are you happy. /tired/bored....?然后再找一生上台做表情,让其他学生猜,并用以上的问答最后学生两人一组,一个做表情,另一个猜,并会使用:Are you....?和Do you feel ...? 两个句子提问。

【设计意图】通过设计此活动,来复习巩固所学的单词,同时活跃了课堂气氛,放松了学生的心情,为下面继续学习提高了学生的参与积极性。

(二)Let’s try

1、 You look so happy. But how do these children feel?放Let’s try 录音,让学生看图,静听一遍,然后再放一遍,让学生看图,听音,标号。

2、Tom is tired. Mary is sad. Jack is bored. But what’s the matter with them? 学生看书上 Let’s start 图说:Look at the picture. What are they doing? What’s the matter with them? They look so tired. I’m sure they have had a big trip. 教学新词 trip 并板书a big trip 领读。

(三)Let’s talk

3、They look so tired. They had a big trip. But

(1)How i s Liu Yun? Is she happy? Is she excited? Why? (让学生听音回答问题)

(2)教师再问:Is Sarah happy? How does she feel? Why? 让学生接着听音回答。

(3)请学生打开书再听录音,当听到I failed the math test. 这句时,停止听音,板书此句话,拿出准备好的一张成绩很差的数学试卷,让学生了解此句意思,然后再听两遍录音。

(4)、听音、跟读、正音。

【设计意图】通过多次听音,训练了学生的听力,从而为学生学习阅读课作了铺垫。

三、Practice

1、师生表演对话。

2、分两组进行对话练习。

3、找两生上台表演对话,根据本部分进行关键词的替换练习。(至少找三对)

4、书写四会句子、单词。

四、Production

Pair work

1、师先示范,师做出开心的表情问学生:Look at me. How do I feel? 学生说:You look so happy. 师马上肯定地说:Yes. Because you have done a good job. 教师再做出不开心的表情问学生:How do I feel now? 学生说:You look sad. 师说:Yes, because I have a headache提示学生说:I am sorry to hear that. 然后再找一名学生做表情,让师猜,并用以上此主句型,最后小组之间各找一生做不同表情,其他几个问,以此来练习本课所学的主要内容。这时教师在班里走动指导,帮助学生陈述产生这种心情的原因。

2、各小组找代表来进行相互问答练习。

【设计意图】通过师先示范,再指导学生表达自己的各种情绪和产生这种心情的原因,这校既培养了学生合作学习的意识,又增强了学生的集体荣誉感和耐挫折能力。

五、Progress、

1.做基础训练P16第1、2、5题。

2.homework:抄写四会单词和句子。

3.Sumarry.

板书设计:

Unit 2 What’s the matter, Mike?

tired angry

How are you?

excited happy

I’m……

sad bored.

You look so happy.

I’m sorry to hear that 

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