外研四年级英语上册教案.docx

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1、外研四年级英语上册教案Module 1 Unit 1 Go straight on 一、教学目标： 情感目标： 1通过小组合作，培养学生的合作精神和竞争意识。 2通过学习 go straight on ,turn left, turn right等词组为他人指路，培养学生助人为乐的情感。 (二)知识目标 Excuse me. Where is the school, please? Go straight on .Turn left. Turn right. 能力目标 1培养学生表演对话的能力，提高其运用英语的能力。 2会运用本课的词汇模仿录音语调。 二、教学重点： 1能听懂会说、理解并掌握句

2、子“Turn left.”, “Turn right.” 和“Go straight on.”。 2. 学会运用句子“Turn left.”, “Turn right.” 和“Go straight on.”来解决指路问题。 三、教学难点： 学会运用句子“Turn left.”, “Turn right.” 和“Go straight on.”来解决指路问题。 四、教学过程 Step 1 Warm up 1.Greetings: 2.Play a game Hide-and-seek (复习上个学期学过的表示方位的词：behind, left, right.) 3. Listen to the

3、 tape and repeat the dialogue in activity 1Step 2 Presentation 1.播放儿歌兔子舞，让全体学生起立，带上动作跟唱儿歌。 2.left, left, right, right, turn around, go, go, go. 然后询问：Whats the meaning of turn around? 接着以同样方式学习turn left, turn right。 3、老师出示这两个词组的卡片，分层次操练词组。 4.引出词组go straight on,分层次操练该词组。 5. Play a game: 用形象的动作来学习这几个重点

4、词： go straight on, turn left, turn right.Do as I say： go straight on, turn left, turn right. Step 3 Listen and say 1Listen carefully and answer the questions. a. Did Doudou find its home? b. Who help it find its home? c. Which road does Doudou live in? 1 2Listen to the tape, pause after each sentenc

5、e and have the students repeat the sentence. 3Listen to the tape for the third times. 当听到课文中的第三句话时，老师出示课件street,并对学生说: I live in No.2 Park Street. 讲授live in, No.=number。 4. 板书超市supermarket，并引出Its next to a supermarket.让学生领会next to的含义，并会读。 5. 画出学校附近的地图课件，课件中有一位小女孩站在家门口，她想去学校但不知道该怎么走，接着老师点击课件上的小喇叭，引出句

6、型Wheres the _, please?老师领读句型，然后分层次操练句型。最后让学生用go straight on, turn left, turn righ来为小女孩指路。 Step 4 Practice Read the dialogue. 1.示范读。 2.请学生做小老师领读。 3.小组学习为主，分角色读。 4. 带头饰情景表演:A扮演Amy, B 扮演Sam，C扮演老爷爷, D扮演女主人。 5.出示一幅地图，让学生跟同桌相互询问路线，练习对话 A: Excuse me. Where s the , please? B: Go straight on Step 5 Summary 1

7、. 总结本节课所学内容。 2. 给获胜小组发放小奖品，肯定和表扬表现好的每一个小组。 Step 6 Homework 画一幅图画，上面有许多的建筑物和道路，用英语说一说如何到 想去的地方。 五、板书设计 Module 1 Unit 1 Go straight on. left turn left right turn right A: Excuse me. Wheres the , please? B: Go straight on .Then Turn left street excuse me supermarket next to besides cinema unit 2 Its at

8、 the station 一、教学内容:学习问路和指路。 二、教学目标 知识目标： 1.学习单词station/ houses/ hill/ train/up/ down/ near 2.学习句子 Where is train 1? The train is up/down the hill. 能力目标： 1能听说认读单词station/ houses /hill/ train/ up /down 2 2 能运用句子Its at the station.来描述位置。 情感目标：通过学习本课的知识，培养学生礼貌、热心、乐于助人的好习惯。 三 教学重点、难点： 1.认读单词station / ho

9、uses / hill/ train 和理解方位介词up/ down /near / at, 并明白他们表示的方位。 2.运用句子Its at the station.描述位置 四 、教学用具：磁带、录音机、课件、单词卡片、市区地图、 五、 教学步骤 Warmingup 1.教师板书 “supermarket”,学生认读单词；师在黑板上画出本市的平面和标上“supermarket”. T:“Excuse me,where is supermarket?” S1“Turn right. Go straight on and turn left.” S2:“Turn left. Go straig

10、ht on.” 师示出“school”学生认读 T:“Excuse me,where is the school?” S3 S4.等回答。 Warming up Greeting.Revision: T：Before class ，let us play a game。I want four of you to come different here。Group one）The others look at the carts in my hand，and we say，they do the action。The one who can do the action first will be

11、 the winner。I will give him a present。Clear？ Ss：Yes。 Presentation: 1. 在学生做出talk to friends动作时， What are you doing? Ss： talk to friend T：Yes，you are talking to friend。What are you doing ? 2. 呈现课文 T：This is father。This is mother。They have three children。It time for breakfast。But where are the children

12、？What happen？ What is Sams family doing now? Lets listen to the tape. T：Listen again ，and answer the questions：What is Sam/Amy/Tom doing？ T：Now who wants to be Sam？The whole class ask him：what are you doing？ Ss： what are you doing？ S1：I am listening to music。 T：I am listening to music。Yes or no？ Ss：

13、Yes。 全班问：what are you doing？ S2：Im watching TV！ S3：Im reading a book！ 一一将句子呈现在黑板上。 Practice: 1.依次练习句子Im watching TV！ Im reading a book！ 2. T：Who wants to be father and mother？Group one is Sam.Group two is Amy。T: You did a good job。Now who want to be Sam，Amy and Tom？ 请三位学生扮演Sam， Amy，Tom。 3. Make a ne

14、w dialogue。 Make a new dialogue with your partner。I will give you two minutes to practice。 4. 学唱歌曲。 T: You did a very good job。Let us sing a song。 Summary: 提问学生怎样来询问别人正在做什么，总结全课内容。 Homework 抄写课文。 六、板书设计。 What are you doing? Im listening to music/watching TV/reading a book. Module 3 Unit 1 What are t

15、hey doing？ 一、教学目标： 学习询问他人正在做什么事情。 描述他人正在做的事情。 学生能够听、说、认 boat chess row soybean milk drink hungry 。 二、教学重点难点： 教学重点：学说问句What are they doing? 掌握句型Theyre 动词+ing +宾语 教学难点：能清晰准确地发出本课所教的单词的音， 并自如地应用。 三、教学方法：直观教学 四、教学过程： Warming up 6 师生齐唱M2中的小诗，并配以动作。 Revision 1.师板书：read , write ,listen ，play , talk 2.请学生说这

16、些动词的-ing形式。 3齐读黑板上的动词及其-ing形式。 Presentation 学习新句型 1.T：What is he/she doing ?复习Hes/Shes动词+ing . 2.T：What are they doing ? 后又释然说：Oh. Theyre 动词+ing +宾语,并板书。 3.教师指着黑板上的句子，请学生跟说多遍。 4.请学生一起认读黑板上的句子。 (2）学习新动词 1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。 2.教师模仿动作后提问：What am I doing?引入句子：Im doing taijiquan.。 3.T：What are

17、 they doing ?引入句子：Theyre doing taijiquan. 并板书。 4.用类似方法教Theyre row a dragon boat.并板书。 5.教说chess, play chess。 7.教师做饥饿状说：Im hungry. 由此教单词hungry。 8.教师 边“喝 边说：drink drink , Im drinking. Consolidation 快速反应 1.请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。 2.让学生在小组内进行训练。 表演 1.请学生打开课本P15，T：What are they doing ? 学生应回答：

18、They are rowing a boat. 2.四人小组中，请学生A 和B向学生C和D模仿一个动作，然后由C和D提问：A 和B在做什么？ 3.让小组内学生互换角色。 4.请几位学生到教室前模仿动作，教师提问：What are they doing ?然后让全班或个别学生回答。 游戏 1.教师在黑板上贴上正面写有数字，反面写有： do taijiquan, row a boat, play chess等动词词组的卡片。 2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。 3.台上的同学必须用英语Theyre 动词+i

19、ng +宾语来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What are they doing?请求他的朋友，帮忙回答。 Homework 1.抄写单词：row , play, drink, boat, milk 2.收集有关人物或动物正在进行某种动作行为的 照片、图片、图案，并用英语7 说说他们正在做什么？ Unit 2 Whats the elephant doing？ 一、话题：Animals 二、教学内容： A: What are they doing？ B：Theyre playing football. A: What is it doing?

20、 B: Its drawing pictures. 三、教学目标： Knowledge aims: 1Enable the students to learn the four skill sentences by heart: What is it doing? Its eating bananas. What is she doing? Shes jumping. 2Enable the students to use the sentences to ask and answer questions. 3Help the students to understand the senten

21、ces: The elephant is drinking water with its trunk. Ability aims: 1Enable the students to use the main sentence structures in authentic/semi-authentic situations. 2Make the students observe things carefully and highlight their ability of using the language creatively. Emotion aims: 1Make the student

22、s love animals. 2Make the students do everything whole heartedly. 五、教学重难点： 教学重点： 1Enable the students to learn the four skill sentences by heart: What is it doing? Its eating bananas. What is she doing? Shes jumping. 2Enable the students to use the sentences to ask and answer questions. 教学难点： Help t

23、he students to understand the sentences: The elephant is drinking water with its trunk. 课前准备： 教师准备录音机与磁带；图画。 教学过程： Step 1. Warm- up and revision Ts questions: Do you like animals? Whats your favourite animal? What can the animal do? Can you ? 8 What is he/she doing? Step 2. Presentation and practice

24、 Step 3. Consolidation andextension Presentation 1. Show a picture of a forest. T：Oh! There are so many animals! Can you tell me where they live? OK! Lets go to the forest. 2. Look, ask and answer. T shows a big picture of a forest. Look at the forest! The cat family is fishing. The two baby cats ar

25、e talking. T imitates the two baby cats. C1: Look at the What is it doing? C2: Its Ask and answer. T: What else can you see? T: Look at the monkey. What is it doing? 板书：What is it doing? Its drawing pictures. Pair work T: You can practice with your partner，using sentences: Look at theWhat is it doin

26、g or what is she doing? Learn the structure: The elephant is drinking water with its trunk. T: Look at the elephant. What is it doing? T: How do we drink water? (We drink water with our mouths.) T: The elephant is drinking water with its trunk.(出示单词duck, must, but, trunk来对比，找出发音规律） T: 板书I amwith my.

27、 3. Read and answer. Read and answer T：Here is a passage about the picture. You can listen and answer the Qs: T：What is the mother kangaroo doing? Read the passage. First, read after the tape, then read with the partner. Listen and find the differences. T: Id like to read this passage for you. But s

28、omething are different, you try to find them out. OK? Read the passage together. Module 4 Unit 1 Do you want some rice？ 9 一、教学目标 1.知识目标： (1)学会本课新句型“Do you want some rice ?”关于询问对方的意愿及其回答“Yes,please.”“No，thank you”。 (2)复习旧句型“Have you got .?”及其回答“Yes，I have”“No，I havent”； 复习“What are they doing ?”及其回答“

29、They are doing sth.” 掌握单词及词组： Chinese fast food, want, some, make, nice, chopsticks, difficult，Chinese fast food, make noodles 2.能力目标： 使学生能运用句型“Do you want some rice ?”并且在日常口语交际的活动中懂得运用，并懂得回答自己的意愿。 掌握本课的新单词，使学生能够懂得听，懂得说，并且懂得用。 小组合作，完成一个调查报告。 3.情感目标： 提高学生学习英语的兴趣，激发学生学习的热情。 使学生认识到中西方文化的差距。 培养学生的合作竞争意识

30、和良好的竞争感。 二、教学重点 1.学习句型 Do you want ? Yes,please./No,thank you. Have you got ? Yes,we have./No,we havent. 2.掌握单词及词组： Chinese fast food, want, some, make, nice, chopsticks, difficult，Chinese fast food, make noodles 三、教学难点 单词“difficult”“chopsticks”；培养学生学习英语的热情，学生能在学完本课后，能把所学的知识运用到日常生活中，并能初步的认识到中西方文化的差异

31、性。 四、辅助资源 水果、食物、筷子、课件、单词卡片 五、教学过程: I.Warming up： 1.演唱歌曲：Row you boat 2.Chant：Noodles and rice II. Revision: 1、Guess: T: Today I bring some Chinese food for you. Guess：What do I take? 出示单词： noodles, rice, cake, sweets, peanuts, meat, milk, fish, apple, banana, orange, pear） 然后用课件展示食物列表复习。 2.复习“Have y

32、ou got?”句型。 T：Ive got lots of food. Have you got an apple? III. New sentences and words. 1.T : Do you want some apples? S1: Yes. 10 T: Yes,please. T: Do you want some noodles? S2: No . T: No,thank you.板书： A:Do you want some rice？ B:Yes,please./ No,thank you. 2.引导全班学生齐读问句和答句。 3.Practice：Ask and answe

33、r: 4.T:Ok,you are great. Look, what am I doing？ Ss：吃面条 T:Yes，I am eating noodles. T:Noodles are very nice. Its nice. 5.T:(呈现实物“chopsticks”）How to say this in Chinese? Ss:筷子 T：Yes，but we can say “chopsticks” in English. 7.T：make noodles is difficult or is easy? 板书：make noodle 8.fast food 9.Chant：Do y

34、ou want some rice? Yes,please，its nice. Do you want some noodles? No,thank you.its difficult. IV呈现课文。 1、在上一课的故事中，Daming和Amy在公园里逛了半天，感到有点饿了，所以They are eating Chinese fast food 出示课件，提出问题： 1.Does Amy want some rice? 2.Does Amy want some noodles? 3.Has Amy got chopsticks in England? 4.Has Amy got fast f

35、ood in England? 2、回答教师的问题，并跟录音磁带朗读课文。 3、Chinese fast food和English fast food 的区别，待会全班进行交流。汉堡和薯条是English fast food的代表，“noodle and rice”是Chinese fast food的代表。 4、学生分角色朗读课文。 IV. Practice: T: Now work in groups. V.总结 T: 今天我们学习了怎样用Do you want some?询问对方需要的食物。You are very good. Now, lets say a chant. Do you

36、want some rice? No, thank you. No, thank you. Do you wantsome noodles? Yes, please. Yes, please. .Homework 用“Do you want some ?询问家人想吃什么，然后自己试着准备。 Unit 2 How much is it ? 一、教学目标 11 1、学习本课四个单词colourful pretty cheap expensive。 2、句子：Its cheap/pretty/expensive/colourful.来描述价格和颜色。 3、根据实际情景运用本课时的四个形容词。 二、教

37、学重点 1、单词：colourful pretty cheap expensive 2、句子：Its cheap/pretty/expensive/colourful.来描述价格和颜色。 三、教学难点： 1、单词expensive的读音 2、根据实际情景运用本课时的四个形容词 四、教学过程 热身、复习 (Warm-up/Revision) 1、Talk about the weather Whats the weather like today? What do you want to wear? 2、Show us your clothes孩子们走到台前，介绍一下自己的衣服的颜色，样子。 T

38、：“How much is it?/Oh, its cheap./Its expensive/Its pretty./Its colourful.” 呈现新课 1、教师出示几件衣服的实物，并标出价格，说：“Guess, how much is it?” 教师追问 “Is it cheap?/Is it pretty?” 引导学生自己表述：“Its cheap/expensive/colourful/pretty.” 师根据学生的回答适时的出示相应的单词 cheap/expensive/colourful/pretty. 2、观看课件展示，跟读练习 3、小组活动 孩子两人一组。教师先和一个孩子进

39、行示范 Practice Guessing game： How much is it? 孩子两人一组，运用一些衣物小卡片，猜测价格。 (四）Homework 用“How much is it?询问家人购买的蔬菜的价格，然后自己试着把对话写下来。 Module 5 Unit 1 Can you run fast ? 一、教学目标 1.知识目标 正确读、说、拼、辩单 词 can. run, fast. jump, high, far, ride 正确认读句子 Can you run fast/jump far/jump high/ ride fast? Yes, I can. / No, I ca

40、nt. 12 2.能力目标 能用can句型来询问别人的能力和回答。 能正确朗读、理解课文和表演课文。 3.情感目标 培养学生良好的合作和竞争意识。 (2)培养学生良好的听说读写的学习习惯。 二、教学方法： 小组合作法，英语口语六最训练法 教学过程 1. Greeting 2. Warming up :Do and say. a. The teacher says, the pupils repeat and do the actions. b. The teacher does the actions, the pupils say and do. 3. Task 1 Words a. 4个小

41、老师教读单词，教师给予指导 b. Learn to read in groups(小组内学习） c. Show in groups(小组展示） d.按要求写出单词 run(现在分词）_ jump_ high_ ride_can_ 4. Task 2 Phrases a. Listen and find the phrases(听音找出词组） b. Learn in groups run fast跑得快 jump far跳得远 jump high 跳得高 ride fast骑得快 c. Show in groups (评析：让学生带着任务学习，培养学生学会倾听的习惯。) 5.Task 3 Sen

42、tences a. Listen and find (听音，找出有关can的问句和答语) b. Learn in groups (小组内用自己喜欢的方式学习） Can you run fast? Yes, I can. Can you jump high? No, I cant. c. Show in groups 我是小记者 根据下列词组提示，采访一下你组的成员会干什么事情。 例如：Can you play football? 6. Task 4 Text a. Listen and repeat b. Read in groups） c. Role play S: They are so

43、cool. They play basketball/football very well. T: Can you play football well? 引出单词：team 组词 football team/ basketball team 询问：Do you want to be in our football team?意思并单个提问学生。如果不愿意就问Why?引到学生说出答案I cant play football well. 或I can play football badly. .While-task 1）open the book,听课文录音。 2)生词学习，老师读单词或者短语，

44、学生从课文中划出，并写上汉语意思。 football team well run fast control badly really catch goalkeeper fantastic 3)再听录音，注意生词的读音。 control goalkeeper fantastic 4）学生预习，划出含有can的句子，并试着自己翻译。 5）课件一句句展示课文句子，老师领读，简单解释意思。 6)再读课文，思考问题找到玲玲擅长的运动。 a.Can Lingling run fast? (No,she cant.) b.Can Lingling control the ball？ c.Can Lingli

45、ng jump high? (Yes,she can.) d.Can Lingling catch the ball well? (Yes,she can.) 6）把全班同学分成三部分，分角色读课文。 .class-exercise 1.拓展练习，展示刘翔照片 T:Who is he? S:He is Liuxiang. 让同学描述刘翔，老师总结 He is good at running. He can run fast. He is a fantastic runner 2小组之间谈论个人喜欢哪些运动健将，为什么以及他们擅长什么项目。教师允14 许学生使用少量汉语。 示例： I like Tian Liang.He can dive very well. I like basketball very much.I like Michael Jordan.He can jump very high and run very fast. V. Homework 1、表演，朗诵对话 2、完成课堂活动用书练习3 教学板书设计：You can play foo