最新(新版)外研社(三年级起点)小学英语四年级下册全册教案.doc

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1、精品资料(新版)外研社(三年级起点)小学英语四年级下册全册教案.备课人使用人学科英语课 题Shes a nice teacher.课时1教学目标1. Students can read and understand the new words: nice, clever, shy, naughty2.Students can understand the following sentence structure: This is+人; 教学重难点1.The new words: nice, clever, shy, naughty, a bit 2.The sentence structure

2、: This is+ 人； HesShes 教学准备点读机、card教学过程个性化设计教学过程（一）Warm-up1. Greetings: T: Good morning boys and girls S: Good morning teacher T: How are you today? S: Im fine. Thank you. And how are you? T: Im fine, too. How was your holiday? (你们假期过得怎么样) 让学生们用简单的词汇来描述他们的假期。 设计意图：本堂课是开学以来的第一堂课，学生们刚刚度过愉快的假期。 谈论假期可以充分

3、引起他们的兴趣，同时还可以锻炼他们日常口语。2. Review T: In my holiday, I have made many friends(交了许多朋友)。 Do you want to know my friends? Ok, Lets look at them together. (见附带的可课件)设计意图：用这些人物来复习学生们已经学过的形容词例如高矮胖瘦等。（二）New teachering1. Listening (听力教学) T; Panpan also has made many friends in holiday. Lets see who they are.1）

4、Listen to the tape and answer the matching question. (见附带课件中的连一连)2） Listen the ape again and fill in the blanks (见附带课件中的填一填) 2.New words (单词教学)T: Lets look at the new words for today. (见附带课件中的写一写) Learn the new words by reading and writing (使用单词卡片) 在讲解 shy, nice, naughty 时，向学生展示图片 3.New structure (句

5、型教学) T: 叫一个男生到讲台上上， 然后用 This is+ 人名；Hes verya bit+ 形容词介绍他 再叫一个女生到前面，用同样的句型介绍。 与小组成员用此句型练习对话，介绍其成员。 练习后找几组成员到前面表演 ，并给奖励设计意图：分别从听说读写四方面来训练和提升学生的英语素养，摆脱传统以写为主忽视学生口语练习的弊端。让学生能够把课堂中学习的对话用于日常生活中。（三） Practice1. 游戏： Who is heshe? (他她是谁？) 在课件中呈现几张图片（刘星naughty; 小雪-clever; 小雨-cute; 躲在妈妈背后的豆豆- shy; 笑脸-nice）让学生学

6、习的句型介绍他们。（四）Summary 总结复习本课讲的句型和单词（五）Homework 1、复习本课内容，并向同桌、家人介绍自己的四位朋友。板书设计 查看更多内容请链接：教学后记：备课人使用人学科英语课 题Unit 2 Hes cool.课时2教学目标1. 知识目标： 认读单词cool / little / cute.2.技能目标 : 运用句子This is .Hes /shes .来进行会话练习。3、情感目标：增强小组合作意识，增进同学之间的友谊。教学重难点重点: words and sentences难点: How to use the words and sentences to di

7、scribe a person. 教学准备cards / Tape-recorder 教学过程个性化设计教学过程Preparation1. GreetingsT:Good morning ,boys and girls.How are you?S:Good morning,Miss Liu.Im fine ,thank you.And how are you?T:Im fine ,too.2. Free talk.T:Can you introduce your friends to me?(For example:This is Dongdong.Hes very clever.)S:,让更

8、多的学生做这个练习，旨在复习前一课知识，为新课做准备，在学生之间做练习时，教师可以顺便去问一下，Are you naughtyclevershy?让学生了解这种一般疑问句。Presentation1. So we can use “ This is ,HesShes”to introduce a person.Panpan uses it to introduce his friends to us in M1U1 In this lesson,he wants to introduce his family member to us.Look, this is Panpans big bro

9、ther . I think hes cool.(板书题目并且学习cool) 2. 领读题目，布置任务T：This class well learn M1U2Hes cool.Cool is an adjectives. So this class,were going to useadjectives to describe a person. After learning, you can try to introduce your family member .Practice1. Listen to the tape, try to find Panpans family member

10、.S;mother big brother little sister father friend.学习little,然后领读所有家庭成员2. Listen again,then answer questionT:How does Panpan describe his family member?S:nice cool(学习cool) cute(学习新单词) clever naughty3. listen and repeat,then read in groups.4. Ask some students to read the text.5. Now close your books,a

11、nd look at the picture on the blackboard.T;Look at Panpan s mother.S:Shes very nice.(练习挂图中所有图片，让学生更加熟练课文，为下面的拓展练习作准备)Production1. Talk about their familyT:Panpan can introduce his family,can you? For example,My mother is very tall.My father is very cleverNow talk with your partner.2完成练习册第一题3earn and

12、 say the poemSummary1. Listen to the tape and repeat for 5 times ,then recite the text.2. Write the words for 5 times.板书设计 查看更多内容请链接：教学后记：备课人使用人学科英语课 题London is a big city.课时3教学目标1、words: London, capital, about, beautiful, Buckingham Place, Queen.2、Sentences: London is a big city Its very big. 教学重难点

13、1、使学生能够在一定的语言情景中用刚学过的语言进行交流。2、能够灵活的运用所学的形容词及句型，并能够做到举一反三。教学准备课件,点读机教学过程个性化设计Step 一、导入利用卡片教授“capital”， 反复领读，读熟之后带入句子“London is a big city.”中。Then translate it into every palace. 找生用英语说出“大本钟，女王宫等名建筑。”鼓励学生踊跃参加抢答赛“地名”，学生可以用中文说。Step 二、新授在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来了一本关于自己家乡伦敦的书。Lingling 看

14、见这本书后非常好奇，于是就请Amy 向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生在地图上指出伦敦的位置。再放一遍录音，让学生在自己的书上勾出描述城市的形容词 （nice, big, beautiful, small）。请学生根据插图和上下文猜一猜每个生词的意思。“beautiful”一词教师要反复示范，借助肢体语言帮助学生读清并理解这一单词。个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色大胆试读

15、，教师及时给予表扬。Step 三、练习完成SB 第一单元活动3。 把全班分成两人一组，分别扮演 Amy 和 Lingling，进行问答练习。例如：1、A: Whats this? B: Its a book about London. Its very nice.2、A: Whats the capital of England? B: Its London.板书设计查看更多内容请链接：教学后记：备课人使用人学科英语课 题Unit 2 Its very cold课时4教学目标学生通过情景的设置能够用形象的词汇描绘太空中不同星体的特征。教学重难点养成良好学习习惯，丰富课外知识，善于发现和观察教学

16、准备教学过程个性化设计教学过程Step1.Warmingup.（热身） 1. Greeting. 2. Say a chant. Lets buy a computer! Its time to choose. Which one is good for you to choose?Big ones and small ones, beautiful ones, too. Do you like this one? Ill buy it for you.呈现课件，师生拍手齐说本册书第二模块的歌谣。既起到热身作用又复习曾经学过的形容词，激活旧知。Step2. Leading in (导入并感悟)

17、看课件里的图片，猜并描述。挡住图片的一部分猜是什么，再描述它的特征。如, Its a snake. This snake is long.最后呈现的图片为太空，新授生词“space”。2. This is space. We live in the earth. And there are other planets in Space like the earth. Do you want to know them? Let新授生词“planet”。并拓展了解八大行星。通过百度搜索引擎搜集八大行星图片，并通过百度查找到一段关于宇宙的英文科学视频，让学生直观的了解整个宇宙的浩瀚和神秘。1. Lo

18、ok, listen and say, “What did you hear?” 2. Teach the new words.呈现并学习单词“sun”, 词组“near to”, “far from”。结合课文内容及课件图片理解其含义。3. Look at the books and find some adjectives, such as, big, hot, near, far, cold, and beautiful.通过本环节找到和新句型并板书。4.课文学习。Listen and repeat. Then read by themselves.Step4 Practice（操练）1

19、.课文巩固，根据课文选词填空。2.复述课文，尝试根据图片进行复述。教师准备八大行星的图片，学生边复述课文，边选择相应行星的图片往黑板上贴上。Step 5.Development（拓展）做游戏，介绍班级某一名同学，大家猜是谁？例如：He is tall. He is thin. He is naughty. He is near to the door. Who is he? Step 6. Conclusion(总结)总结本课所学，并渗透情感教育，我们生存的宇宙空间浩瀚而神秘，我们应该努力学习，丰富自己的文化知识，去探索神秘的宇宙。大家可以在互联网的帮助下，通过百度去网上搜索相关内容。Step

20、7. Homework （作业）1. Listenand read the text. 2. Try to recite.Blackboarddesign（板书设计）: Unit2 Its very hot. This planet is near to the sun. far from Its very cold板书设计查看更多内容请链接：教学后记：备课人使用人学科英语课 题Robots will do everything.课时5教学目标1、学会用 “ Will they? Yes, they will./ No, they wont.”以及 “ I can walk / talk.”

21、的语言结构。2、用will谈论将来可能发生的事情；运用情态动词“can”描述能力。教学重难点能用 “will” 谈论将来可能发生的事情。教学准备教学过程个性化设计教学过程：Step1Greetings.T: Hello! Boys and girls. Im Ms Shan. Ss: Hello, Miss Shan.T: How are you? Ss: Im fine, thanks. And how about you?T: Im great. Thank you so much. Step 2 presentation1. Look at the picture on the scre

22、en.T: Today, a new friend comes to our class .look! This is a robot.Show the word card (robot; robots) and practice reading.2. Listen to the tape and answer the questions.T: Have you got a robot? Oh! No, you havent. But our good friend Daming has got a robot. Lets take a look. Open your books and tu

23、rn to page 14. What can Damings robot do? 大屏出示 Listen to the tape and answer the questions.T: What can Damings robot do?Write the sentences on the blackboard: It can walk/ talk .Boys and girls and read individually.3. Listen and underline.T: Yes, the robots are wonderful. In Sams mind , robots will

24、do more things . Now listen and underline the sentences beginning with “will ” (大屏出示)Get them to say.（1.）Get them to answer : Will they do the housework ?Write the sentence: Will they do the housework? Show the word card (house ; work ; housework ) 齐读然后单个读。Ask the students “Will they do the housewor

25、k？ Yes or No ?”Practice reading the answer: Yes, they will. Show the card and put on the blackboard.(2.) Get them to answer the question: Will they do our homework? (板书)Show the word card （our）and practice reading . Do our homework Will they do our homework? 男女生读，单个读。T asks the whole class “Will the

26、y do our homework ? yes or no ?” 读卡No , they wont .Practice reading the answer : No , they wont .(3) Get them to look at screen. Will they help children learn? Encourage them say out the sentence.Get them to answer: They will help children learn. 板书Show the word card (learn ) and write “They will he

27、lp children learn .”(4.) Yes, one day, robots will do everything. Show the word card (one day, everything) and practice reading.Step 3 Practice1. Read the sentences on the blackboard together.2. lets say a chant .Will they do the housework? Yes, they will .Yes, they will.Will they do our homework? N

28、o, they wont . No, they wont .Robots will do everything. Robots will do everything.示范后齐读两遍。3. Listen and repeat.Now look at your books, listen and repeat.4. Practice in pairs and show. lets say it in different roles . Group one is Sam and group 2 is Daming.5. Activity 3 in the studentsbook . Point a

29、nd say. Say in pairs and show then. Show on the screen at the same time.6. Look at the pictures. guess what will they do by asking “will they ? Or They will ”Step 4 summaryToday we learned “It will”句型以及情态动词“can”描述动作。Can you?四Homework:画一个机器人，并使用“This is . It can . It will 等句型进行描述板书设计查看更多内容请链接：教学后记：备课

30、人使用人学科英语课 题On Monday Ill go swimming.课时6教学目标1使学生能根据提示认读表示星期名称的单词；2能口头运用句型On Monday Ill go swimming.来描述自己的计划；3通过学唱星期歌来激发学生学习兴趣；教学重难点重点：学会如何谈论计划；难点：1.星期名称的表达； 2.在日常生活中能熟练运用目标语言谈论自己的计划。教学准备教学过程个性化设计一、Warm up.Contents: 1 Sing songs. 2 Greetings and do free talk.3 Play a game.Methods:1 Sing songs(1)Twelv

31、e months. (2)London Bridge is falling down. (3)The Zoo (4)Im listening to music.二Presentation1 Talking about weeks.让学生说说星期的由来；提到Sunday是一周的第一天，Saturday是一周的最后一天，在日历中以前三个字母大写体现出来，方法与月份一样并举例；把同学们带来的资料贴在班级的English Corner上进行交流。2 Show task.假期到了，珊珊给自己制定了一个美好的活动计划，她想邀请你和你的朋友们一起玩，今天，我们要通过学习给自己制定一个计划，找到兴趣相同的朋友

32、，和珊珊一起过一个快乐的假期，OK？Purposes:1 让学生把上网查找到的资料拿到班级来交流，培养学生跨文化意识，增加学生的知识面，也让学生把这些知识带给家长、朋友，起到传播文化的桥梁作用。 2 学习的知识要能在生活中找到影子，否则就没有实践意义。 3 展示任务，学生通过努力学习，给自己制订一个活动计划，寻找兴趣相同的朋友，促进学生团结，增强友谊。三Consolidation1 Learn new words about weeks. 采用直拼法教学让学生寻找发音规律。（边教边板书）2 Look at a video and sing the song.看英语小天才、听歌曲帮助学生记忆。3

33、 Answer my questions.示三个单词：yesterdaytodaytomorrow问：What day wasis will be yesterdaytodaytomorrow?4 Listen to the text and number.学生听音标号（请一个同学上台做并做讲评鼓励）5 Show verbs words: go、play、visit、read、help让学生畅所欲言，边说边比动作。6 Show some sentences.（1）Were going to go to Hainan. (2) Were going to visit my grandpa.(3)

34、 Were going to get up at 5 oclock. 采用变魔术把句型变为（1）Ill go to Hainan. (2) Ill visit my grandpa.(3) Ill get up at 5 oclock.7 Do practices: On Sunday Ill go swimming.学生模仿教师的句型进行练习。8 Look at the CD-ROM and repeat.9 Make a plan about yourself.教师先示范填表后请一同学上台展示并讲评。10 Do a survey.用上节课的句型：Will you -? Yes, I wil

35、l. No, I wont.进行调查，允许学生离开座位向同学做调查11 Make a conclusion.请三个不同层次的学生说说今天的学习心得，总结是否能结找到伙伴与珊珊一起过假期.可以给自己制订一个月份的计划。四 Home work.1 让学生在家听课文录音培养学生的听力、语感，弥补课堂上受时间限制朗读不够的缺陷。 2 学生采用直拼法抄写单词，可能有些单词根据直拼法会漏掉字母，鼓励学生细心观察。 3 请同学利用课余时间阅读别人查阅到的资料，增加知识面。 4 把制订的一周活动安排告诉家长、朋友，或课堂上没调查完的可在家继续完成，让课堂上没能让学生畅谈计划在课外得到补充。5学生根据自己的能力

36、来完成自己喜欢的作业，以保护学生完成作业的兴趣。板书设计： Module 3 Unit 2 On Monday Ill go swimming. Sunday go swimming. Monday play with my friend. Tuesday go to the park.On Wednesday Ill do my homework. Thursday visit my grandma. Friday help my mother. Saturday read my books.板书设计查看更多内容请链接：教学后记：备课人使用人学科英语课 题Will you take your

37、 kite ？课时7教学目标听 能听懂will及一周七天的英语单词谈论的出行计划。 说 能够询问别人的打算,简单制定自己的计划并能够进行交谈。 读 能够看图熟练朗读课文中含有will表示将来计划的句子。写 能够看图抄写出简单的计划: On Sunday Ill read my books . 教学重难点重点:学习单词:picnic 句型:“Will you take your tomorrow?”“Yes , I will ./No ,Iwont .” 难点:新单词相关语句在实际生活中的应用。 教学准备教学过程个性化设计教学过程 Review the words (教师拿出单词卡带学生朗读一遍

38、) 设计意图:让学生回忆以前所学的单词,为下面的教学做铺垫。 Step2:presentation T: Look at the picture . what are they doing ?(把图片贴在墙上) Ss: 不同的回答。(拿出符合或贴近的答案) T: Yes ,theyre going to have a picnic (野餐).(呈现单词卡picnic). Read after me, picnic. Ss: picnic .(教读三遍) T: picnic . Show me your finger . (跟我一起拼写) p-i-c-n-i-c . Ss:p-i-c-n-i-c

39、 . T: Im very happy . Because were going to have a picnic tomorrow . (在黑板上呈现句型“Were going to have a picnic .”) Follow me , please .Were going to have a picnic . (用动作和指着黑板的句型、图片教单词。) Ss: Were going to have a picnic .(可教读三遍) T:Because . (呈现单词卡because) Read after me , because . Ss: because . T: Show me

40、 your finger . B-e-c-a-u-s-e . Because. Ss: b-e-c-a-u-s-e . Because . T: Would you like to have a picnic ? Ss: Yes . T: Why ?(为什么) Ss: T: Learn the new word . Why . Ss: Why. T: Why .Show me your finger . W-h-y , why . Ss: W-h-y , why . T: Were going to have a picnic . I will take my bag and my kite

41、tomorrow .(拿出准备好的包) Can you guess it ?(包里有球、饼干、蛋糕、水果) What would you take ? S1: cake. S2:fruit . S3:. T:那你们知道带走、拿走用英语怎么说吗? Ss:不知道。 T: Ok . Follow me , please . Take . Ss: Take . T: Take . Show me your finger . T-a-k-e , take . Ss: T-a-k-e , take . T: Can you guess it ?(包里有球、饼干、蛋糕、水果) S1:球(ball) T:Oh

42、! Yes , here you are . S1: Thank you . S2:蛋糕(cake) T: Its great . Here you are . S2: Thank you . S3: T: Read after me , great . Ss: Great . T: Great . Show me your finger . G-r-e-a-t , great . Ss: G-r-e-a-t ,great . T: Were going to have a picnic . Will you take your kite ?(拿图片问学生,然后板书) S1: 是的。(Yes

43、, I will .) T: follow me , please . (Yes , I will .)(板书) S1: Yes , I will . T: Will you take your kite ? S2: 不想带。(No , I wont .) T: Read after me . (No , I wont .)(板书) T: All together . Read after me , please . Will you take your kite ? Ss: Will you take your kite ?(看着图片跟老师读) T: Yes , I will . Ss: Yes , I will .(看着黑板读) T: No , I wont . Ss: No , I wont .(看着黑板读) T: All together . You can ask me . Will you take your kite or ?Do you understand ? Ss: Yes . T:One, two , begin . Ss: Will you take your ball ?(全班看老师手里的图片问) T: No , I wont . Ss: Will you take your bread ?(全班看老师手里的图片问) T:Yes , I