最新2016-2017学年秋季学期外研版小学四年级英语上册教案可打印教材教案.doc

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1、四年级英语教案（上） Module 1 Unit 1 教案1一、教学重点词汇：morning，afternoon 日常用语：Nice to meet you二、教学栏目Look and learn，Listen and enjoy 三、教学目标1. 帮助学生学Look and learn中的单词。 2. 通过Listen and enjoy的儿歌，帮助学生学习日常用语Nice to meet you感受单元话题四、教学步骤Pre-task preparations1. 用Hello! Hi! 等招呼语和学生打招呼，鼓励学生尽量用英语提问了解老师的情况。如：How old are you? Wh

2、at do you like? 等等，增进师生之间的了解。根据学生的提问进行简单的自我介绍。然后告诉学生你的名字，帮助学生理解单词name的含义。T: Hello.S1: Hello.T: Im your (new) English teacher.My names 接着，让学生理解My names 的意思，然后请学生用My names 在小组内介绍自己的姓名。2. 出示Listen and enjoy栏目的图片，请学生边看图片边听录音。听完后，教师微笑着和一 位学生握手，说Nice to meet you，通过“握手、问候”的动作让学生明白Nice to meet you. 的意思，重复几遍

3、，请全班学生跟读Nice to meet you. 然后让学生跟读儿歌并模仿录音的语音语调，鼓励学生边说儿歌边做互相问候的动作。While-task procedures1. 拿着Look and learn的morning图片，用Good morning. 向学生问候，让学生听清并理解morning的含义，再跟着教师读。T: Good morning, boys and girls. (show the flashcard for morning) Morning.Ss: Morning. T: M-O-R-N-I-N-G, morning.Ss: M-O-R-N-I-N-G, mornin

4、g.接着，向不同的学生用Good morning. 问好，如向一个学生问好，或向全体男生、女生问好，引导学生用Good morning, 来回答。T: (show the flashcard for morning) Good morning.S1: Good morning.T: Good morning, boys.Boys: Good morning, Miss/Mr 用同样方法教学单词afternoon，evening和问候语Good morning. Good afternoon. Good evening.。2. 出示morning，afternoon，evening，night的

5、单词卡片，请学生看图说单词，或看单词朗读，比一比谁的反应快。T: (show the flashcard for afternoon)S1: Afternoon. A-F-T-E-R-N-O-O-N, afternoon.3. 准备一天四个时段的挂图，四图中分别出现不同人物，学生看图并根据图片所示的时间与画中的人物问候。如：Good morning.，假如问候正确，教师做出相应的回答，如Good morning.。4. 出示一些卡通人物图片，请个别学生上来抽卡片，然后根据抽到的卡片扮演不向人物，进行自我介绍，其他学生要问候作介绍的同学。S1: Hello, my names Ss: Good

6、morning, S2: Hello, my names Ss: Good morning, Post-task activities1. 出示不同时段的挂图，让学生用Good morning./Good afternoon./Good evening. 和自己的名字改编Listen and enjoy的儿歌，然后与同桌两人一组练习。教师可以请几个小组上台表演。S1: Good morning. Good morning.My names Jenny. J-E-N-N-Y, Jenny.What about you?S2: Good morning. Good morning.My names

7、 Bob. B-O-B, Bob.Nice to meet you, Jenny.2. 小组活动。学生分为四人一组。发给每组一套人物卡片，请学生根据抽到的卡片扮演不同人物，表演打招呼和自我介绍的对话。S1: Good morning.S2: Good morning. My names Are you ? 教学反思：本节课的核心句型是Her names 。我从My names进入课堂，让学生扮演不同的人物从而掌握形容词性物主代词的用法，学生积极性很高，课堂教学完成很顺利。Module 1 Unit 1 教案2一、教学重点词汇：new，classmate，her，name，sit 句型：Her

8、names Jill.二、教学栏目Listen and say，Listen and enjoy，Make and say 三、教学目标1. 通过Listen and say的情景对话，帮助学生学习核心句型Her names Jill.2. 通过角色扮演，帮助学生初步运用核心句型。 3. 通过Make and Say活动，让学生进一步巩固和运用核心句His/Her names 。四、教学步骤Pre-task preparations1. 接龙游戏。用Listen and enjoy的儿歌向学生问好，学生回答老师的问候以后，接着用问题What about you? 随意向任意学生提问。T: Go

9、od morning. Good morning. My names What about you? (point toS1)S1: Good morning. Good morning My names What about you? (point to S2)S2: Good morning. Good morning. My names What about you? (point toS3)S3: 2. 准备一个小木偶，以小木偶的语气用第人称作自我介绍，引出生词new。在学生听懂的基础上，鼓励学生主动站起来和小木偶打招呼，并作自我介绍。T: Hello. My names Peggy.

10、 Im new here. Nice to meet you.S1: Good morning, Peggy. My names Nice to meet you too.T: Good morning, my new friend.将木偶交给回答的学生，请他(她)扮演小木偶，去和同学对话。While-task procedures1. 请一个男生和一个女生上台做自我介绍，然后教师向全班学生介绍这两个学生，引出新句型His/Her names 和生词classmate，请全班学生跟读和拼读单词classmate。S1: Hello. My names Nice to meet you.S2:

11、Hello. My names Nice to meet you too.T: (point toS1) Hes/Shes His/Her names Hes/Shes (S2s name) classmate. Is he/she your classmate?Ss: Yes. T: C-L-A-S-S-M-A-T-E, classmate.Ss: C-L-A-S-S-M-A-T-E, classmate.接着请同学用classmate来组词，如：my classmate，an old classmate，a tall classmate，a new classmate。最后，请学生用cla

12、ssmate来造句，如：I have a classmate./ is my classmate.2. 呈现Listen and say的图片，向学生介绍并提问。l) Who are they?2) Whos the girl?播放Listen and say的录音，然后出示Listen and say的图片并提问，检查学生的理解程度。T: (point to Jill in Picture2) Look at the girl. Who is she?Ss: Shes Kittys new classmate.T: Whats her name?Ss: Jill.T: Yes. Her na

13、mes Jill. J-I-L-L, Jill.引出生词her，学生听懂和能拼读以后，要求学生用her组词，特别注意的是，学生组词时必须手指女生，然后再用her来造句。T: Her. H-E-R, her.Ss: Her. H-E-R, her.T: (point to your book) This is my book. (hold the things of a girl and point to the girl) This is her book. This is her bag/pencil. Can you make phrases with “her”?S1: Her book

14、, her ruler, T: Who can make sentences with “her”?S2: Her bag is new.用同样方法教学his。然后可以加入my，your通过对比帮助学生理解这几个单词的含义。T: My names Your names His names Her names 然后把挂图贴在黑板上，让学生看图介绍图中人物。S1: Im Kitty. This is my classmate. His names Joe.3. 出示Listen and say的四幅图片，要求学生根据听到的内容给图片排序。然后，再放一遍录音，请学生跟读，跟读时注意语音、语调，同时检

15、查图片顺序是否正确。然后和学生操练对话。T: (act as Miss Fang) Good morning, boys and girls.Ss: Good morning, Miss Fang.T: This is your new classmate. Her names Jill.最后，让学生两人一组练习对话，请几组学生上来表演。S1: (act as Miss Fang) Good morning, boys and girls.S2: Good morning, Miss Fang.S1: This is your new classmate. Her names Jill.4.

16、让学生看Make and say的图片，然后将范例句型写在黑板上，让学生朗读，最后请学生拿出自己的朋友或兄妹的照片，制作个人信息卡，并用所学的句型两人一组作介绍。S1: (show a picture of his/her sister) This is my sister. Her names Linda. Shes ten years old. Shes thin.S2: (show a picture of one of his/her friends) This is my friend. His names Jack. Hes nine years old. Hes tall and

17、 thin.Post-task activities1. 将学生按四人一组分成若干小组，发给每个小组四张人物信息卡，小组活动时请每位学生抽取一张卡片，根据卡片上的信息作介绍。S1: This is my new classmate. His names Tim. Hes nine years old. Hes short.或者让学生每人抽一张卡片，通过询问了解其他同学卡片上的人物信息。S1: Hes my new classmate.S2: Whats his name?S1: His names Tim.S2: How old is he?S1: Hes nine.2. 猜谜游戏。描述一位班

18、上的同学，请大家一起猜猜他(她)是谁?然后请猜对的学生上台做小老师，描述一个同学，让其他同学猜。T: Hes my friend. Hes tall and thin. Hes eleven years old. Whats his name?S1: His names 教学反思：本节课让学生以角色扮演的形式进行语言输出，鼓励学生根据不同情境表演对话，学生很踊跃。Module 1 Unit 2 教案1一、教学重点词汇：draw，write，jump，run，fly句型：What can you do? I can 二、教学栏目Look and learn三、教学目标1. 帮助学生学习Look

19、and learn中几个关于动作的单词。2. 通过提问让学生感知句型What can you do? 的含义。通过卡片游戏，让学生初步学习用I can 来描述自己的能力。四、教学步骤Pre-task preparations1.全身反应活动。说动词，全体学生起立，听教师的指令，跟说一遍并做动作，做错的同学坐下，最后一位站着的同学为胜者。T: Standup, please.Ss: (stand up)T: Swim/Skate/Read/Dance/Paint/Sing/Walk/Pick flowers/2.出示图片，播放与句型I can 有关的儿歌录音，帮助学生复习句型。教师根据儿歌的内容

20、指向图中的相关内容。接着，让学生跟读儿歌。Ss: What can you see?I can see a treeWhat can you hear?I can hear a bird.While-task procedures1.边说边做动作，引出动词run，让学生听清楚它的读音，理解它在句中的意思。T: (mime walking) I can walk. (walk fast) I can walk very fast. (mime running) Look! I can Run. Run.Ss: Run.T: Run. R-U-N, run.S: Run. R-U-N, run.用

21、同样方法教学Look and learn的单词write，draw，jump和fly。2.出示五个动词的卡片，卡片正面是图，反面是单词。出示图片时，要求学生看图快速出单词；出示单词时要求学生拼读单词，并做相应的动作。T: (show the picture for run)S1: Run.T: (show the word for write)S2: (mime writing) Write. W-R-I-T-E, write.3.在黑板上写上What can you do? I can run. 句型，让学生跟读。一边做动作，一边用I can 句型说一说。然后出示不同动作图片卡，让每个学生抽

22、一张，根据图片用I can 回答。T: (mime running) I can run. I can run fast. What can you do?S1: (pick the flashcard for run) I can run too.T: What can you do, (S2s name)?S2: (pick the flashcard for write) I can write.4.看图造句竞赛。准备单词卡片若干，其中五张是本课刚学的单词，其余的可以是学生三年级学过的单词，如swim，read，sing，dance，paint，skate等。教师手持图片，要求学生看图造

23、句，每位学生要注意听前面同学所造的句子，造句时不要和前面同学的重复，看看谁能坚持到最后，谁就是胜者。T: (show the flashcards for the verbs run, paint, swim, etc.)S1: I can run.S2: I can paint.S3: My father can run.Post-task activities1.我画你猜。在黑板的左半边画简笔画，边画边让学生猜你在画什么，学生猜中后，请他们上来在黑板的右半边写出相应的单词。完成句子You can 。T: (draw on the blackboard) Guess. What can I

24、do?S1: You can draw. S2: You can paint.T: (finish drawing) What can I do?S3: You can write a story.T: Youre right!S3: (write the word write) You can write a story.然后请几个学生上来画画，让其他学生猜一猜，说一说。教学反思：本节课核心句型是Can you？我复习了去年学的几个表示动作的词语，很多学生都忘记了，不过进行巩固之后效果很好，学生都很愿意表达，所以上课的氛围很轻松。 Module 1 Unit 2 教案2一、教学重点词汇：fa

25、st句型：She can swim. Can you swim?二、教学栏目Listen and say, Ask and answer, Think and say三、教学目标1. 通过Listen and say的对话，帮助学生感知句型She can swim 和Can you swim?2. 通过Ask and answer栏目，让学生进行句型操练，从而巩固对句型What can he/she do? He/She can . 的运用。3. 通过猜谜游戏，帮助学生进一步理解和运用句型Can you .?四、教学步骤Pre-task preparations1.出示一些画家、运动员等不同职

26、业的名人图片，简单介绍他们的能力，让学生仿说。也可以提问，让学生回答。T: (show the picture of an athlete) can run.He/She can run very fast.(show the picture of Miss Zhang)Miss Zhang can run fast.(show the picture of some students)Who can run fast in our class/school?Ss: can run fast.2.出示run，write，draw，jump，fly的单词卡片，要求学生看图说单词。接着请学生说说自

27、己能做的事情，并将学生提到的动词写在黑板上。T: I can run fast. What can you do?S1: I can sing.S2: I can write a story/draw/paint/ 然后让学生一起边做动作边读黑板上的单词。While-task procedures1.出示挂图中Supergirl的图片，请学生看图回答问题，或者教师自问自答。帮助学生理解句型She can 。T: (point to Supergirl) Who is she?S1: Shes Supergirl.T: What can Supergirl do?S2: She can run.

28、T: Can she run fast?S3: Yes, she can.T: She can run fast.播放Listen and say的录音，学生先听，然后跟读。根据对话内容提问，检查学生的理解程度。T: Can Kitty swim?Ss: No, she cant.接着问班上学生谁跑得快、游得好，会画画等，让学生理解核心句型Can you ?T: Who can swim in our class? Can you swim, (S1s name)?S1: Yes, I can./No, I cant.最后，请学生两人一组小组操练Listen and say的对话，然后邀请部分

29、小组在班上表演对话。2.小组活动。学生分为四人一组，根据Listen and say图片在小组内介绍Supergirl，Kitty和Alice会做的事情。教师可以先做示范。T: This is Supergirl. She can run very fast. She can fly. She can swim very well. But she cant draw.S1: This is Kitty. She can draw. She cant swim.然后把挂图贴在黑板上，让学生根据挂图用句型He/She can 说一说。S1: This is Kitty. She can skat

30、e.S2: Look at the boy. He can swim.3.准备swim，write，jump，run，fly，draw等单词卡片，请学生任意抽出一张，教师根据卡片对学生提问。T: Can you swim?S1: Yes, I can.T: Can you fly?S2: No. I cant.教师示范后，学生两人一组做对子活动。4.让学生看Ask and answer，两人一组练习对话，操练句型What can do? He/She can 。S1: Can Kitty dance?S2: No, she cant.S1: What can she do?S2: She ca

31、n draw and skate.Post-task activities1.出示Think and say中的cat，fish，rabbit，mouse，bird，elephant等动物图片，请学生根据图片，用句型Can a/an ? Yes, it can./No, it cant.对话。S1: Can a cat/fish/rabbit ?S2: Yes，it can, but it cant /No, it cant, but it can 然后出示更多动物图片，让学生任意说说其他动物会做的事。一2.让学生先在卡片上画自己，然后和同伴交换卡片，两人一组互相问答，根据同伴的回答完成卡片反

32、面的信息栏，分别写上同伴会做和不会做的事。Card (Front)PictureCard (Front)PictureS1: (give his/her card to S2)S2: Can you paint a picture?S1: Yes, I can.S2: Can you swim?S1: No, I cant.(S2 completes the card)最后，请几个学生向全班介绍他们的同伴，让其他学生猜一猜他们说的是谁。S1: Hes tall. Hes ten. He can swim very well. He can draw well.S2: Can he run fa

33、st?S1: Yes, he can.S3: Is he (name)?S1: Yes, he is./No, he isnt.教学反思：本节课是对本单元核心内容的巩固复习，在表演对话的时候我启发学生思考为什么超级女孩要介绍超级狗，这种介绍体现了对话的真实性，帮助学生在自编对话是注意真实性，通过表演将所学的词汇和句型在合适的情景中运用。 Module 1 Unit 3 教案1一、教学重点词汇：happy，sad，tired，hungry，full，thirsty句型：I m happy.二、教学栏目Look and learn三、教学目标1. 帮助学生学习Look and learn中表示感觉

34、的单词thirsty，happy，sad，tired，hungry，full。2. 通过猜谜游戏和看图造句活动，帮助学生巩固词汇学习，结合句型Im happy/ 表达感受，为询问别人的感觉打下基础。四、教学步骤Pre-task preparations1. 播放歌曲Are you happy?的录音或动画，让学生欣赏，借助肢体动作帮助学生理解歌曲大意。2. 教师边做动作边放慢语速唱歌，借助夸张的表情和人物图片来帮助学生理解happy的意思。T:（smile happily and point to the face) Im happy. (point to the picture of a c

35、hild whois smiling) Is he/she happy?Ss: Yes, he/she is.While-task procedures1. 出示一些表现出喜悦之情的人物的照片，帮助学生进一步理解happy的含义。T: (show the picture of a boy who is smiling)The boy is smiling. He is happy.将单词happy写在黑板上，学生看板书拼读单词。把挂图贴在黑板上，指着不同表情的人物图片，通过问答引出Look and learn中的单词sad，thirsty，hungry，full，tired。T: (point

36、 to the girl crying) Is the girl happy?Ss: No, she isnt.T: No, shes not happy. Shes sad. Sad, S-A-D, sad.Ss: Sad. S-A-D, sad.2. 出示Look and learn的单词卡片sad，happy，hungry，full，thirsty，tired，请学生认读单词，然后看单词做动作，或一个学生做动作，全班说单词。把挂图贴在黑板上，让学生根据图片中人物的表情，用Hes/Shes 说一说。S1: (point to the girl crying) Shes sad.S2：(po

37、int to the boy who is eating) Hes hungry.或者教师描述图中的人物，让学生猜测你描述的是谁。T: He has He is sad. Who is he?S1: Is he (name)?T: Yes, he is./No, he isnt.3. 看图造句。出示单词卡片：thirsty，happy，sad，full，tired，hungry要求学生看图连续说两句话，要求前后两句话之间要有逻辑关系。教师可先做示范，并在黑板上写出例句，帮助学生造句。T: (show the flashcard for thirsty) I am thirsty.I want

38、some juice.S1: I have a new bag. Im happy.S2: Im tired. I cant run.Post-task activities1. 头脑风暴。要求学生四人一组讨论：在什么情况下会感到happy/sad/hungry/thirsty，在这些时候喜欢做什么。T: Im happy. I sing a song. I dance. I listen to the music. I go shopping.S1: I can swim very fast. Im happy.2. 请学生完成下列句子，然后说一说。How do you feel?I hav

39、e a new book. I am .I run and run. I am .I eat two hamburgers. I am .I cant fly a kite. I am .I am .1want a big cake. I am .1want some water.教学反思：本节课对句型的学习，学生能用英语表达自己的感觉，并且学着如何询问别人的感觉并作出适当的回应，引导学生仔细观察人物的表情，正确理解人物的感觉。学生掌握得还不错。Module 1 Unit 3 教案2一、教学重点句型：Im happy. Are you thirsty, Ben?日常用语：Thanks二、教学栏

40、目Listen and say, Play a game三、教学目标1. 通过Listen and say对话，帮助学生学习句型Are you .(adj.)?及其回答。2. 通过Play a game猜谜游戏，帮助学生进一步巩固和运用句型Are you .?四、教学步骤Pre-task preparations1出示表示各种感觉的单词卡片，如thirsty，happy，sad，full，hungry，请学生看图说出人物的感觉，复习表示感觉的单词。接着，教师再说各种情景，要求学生根据情景快速接龙，注意学生接的句子要和前一句有关联。T: You have a new bicycle.S1: I

41、have a new bicycle. Im happy.T: I want some water.S2: You want some water. You are thirsty.或给出情景，让学生回答问题。T:（show a picture of a new bag)You have a new bag. Are you happy?S: Yes. I have a new bag. Im happy.2学生根据教师的指令做Quick response活动，教师一边发指令一边和学生一起做动作。T: Run, run, run very fast. Jump, jump, jump high

42、. Swim, swim, swim very well. Climb, climb, climb trees.Ss: (do the actions)学生跟着教师做好动作后，教师说Im tired. Are you tired?，然后把句型写在黑板上。While-task procedures1在黑板上写出核心句型Im happy. Are you happy?，让学生跟读数遍。接着通过自问自答，让学生理解句型的含义，然后和学生做问答，让学生根据实际情况回答。T: (show the flashcard for hungry) Im hungry. Are you hungry?S1: Ye

43、s, Im hungry./No, Im .T: (show the flashcard for sad and mime crying) Im sad. Are you sad?S2: Yes, Im sad./No, Im .2出示Listen and say的图片，播放录音，要求学生跟读。然后根据图片和录音内容对学生提问，检测学生是否理解对话内容。T: (point to Picture1) Who are they?S1: Theyre Kitty and Ben.T: What does Kitty have? How does she feel?S2: She has a new

44、kite. Shes happy.让学生看Culture corner的对话，引导学生讨论图中右边的男孩想表达什么。告诉学生在别人不开心的时候，可以用Im sorry. Its too bad这样的语言表示同情。由此让学生思考在Listen and say的对话中，Ben的自行车坏掉了，Kitty应该怎样表示同情。鼓励学生表演情景对话。3播放Listen and say的录音，要求学生按照课文中的三个角色(Ben，Kitty，Mum)跟读。跟读后，将同学分成三人一组，进行分角色对话，邀请个别小组上台表演。4让学生两人一组做问答练习。一位学生做动作表示各种感觉，另外一位学生用Are you .?

45、提问，做动作的学生回答。(S1 smiles)S2: Are you happy?S1: Yes, Im happy.Post-task activities1让学生两人一组根据Listen and say的对话编对话，鼓励他们创设不同的情景使用所学的句型。然后请几对学生上前表演对话，鼓励他们用夸张的表情和动作辅助表演。S1: You run and run. How do you feel now?S2: Im tired. Im hungry too.S1: Sit down and have some cakes then.S2: Thank you.2猜谜游戏。让学生做Play a game游戏。请两个学生上来，