染雾四年级英语上册教案 篇一
Unit 1 My School Day
Teaching objectives:
1. Students will be able to understand and use the vocabulary related to daily routines.
2. Students will be able to ask and answer questions about their school day.
3. Students will be able to use simple present tense to talk about their daily activities.
Teaching procedures:
1. Warm-up: Review the vocabulary related to daily routines by playing a game of charades. Students take turns acting out a daily activity while the rest of the class guesses what it is.
2. Presentation: Introduce new vocabulary such as "get up", "have breakfast", "go to school", "have lunch", "do homework", etc. Use flashcards, pictures, and gestures to help students understand the meaning of the words.
3. Practice: Have students work in pairs to ask and answer questions about their school day. For example, "What time do you get up?" "I get up at 7 o'clock." Encourage students to use the vocabulary and sentence structures they have learned.
4. Production: In groups, students will create a daily schedule for a fictional character and present it to the class. They can use sentences like "He gets up at 6 o'clock. He goes to school at 8 o'clock."
5. Review: Play a memory game where students match the daily activities with the corresponding time. This will help reinforce the vocabulary and sentence structures learned during the lesson.
Homework:
Ask students to write a short paragraph about their own school day, using the vocabulary and sentence structures learned in class.
Assessment:
Observe students during the pair and group activities to assess their ability to use the vocabulary and sentence structures correctly. Review the homework assignments to see if students have successfully applied what they have learned.
四年级英语上册教案 篇二
Unit 3 My Family
Teaching objectives:
1. Students will be able to talk about their family members using possessive pronouns.
2. Students will be able to describe their family members' appearance and personality.
3. Students will be able to ask and answer questions about their family.
Teaching procedures:
1. Warm-up: Have students draw a picture of their family and label each family member with their name. This will help activate their prior knowledge and vocabulary related to family members.
2. Presentation: Introduce new vocabulary such as "mother", "father", "sister", "brother", "grandmother", "grandfather", etc. Use pictures and realia to help students understand the meaning of the words.
3. Practice: In pairs, students will take turns asking and answering questions about their family members. For example, "Who is this?" "This is my mother." Encourage students to use possessive pronouns like "my", "your", "his", and "her" correctly.
4. Production: Students will create a family tree using pictures and labels to describe each family member's appearance and personality. They can use sentences like "My sister is tall and has long hair. She is kind and funny."
5. Review: Play a game of "Guess Who" where students describe a family member and the rest of the class has to guess who it is. This will help reinforce the vocabulary and sentence structures learned during the lesson.
Homework:
Ask students to write a short paragraph about their family, describing each family member's appearance and personality using possessive pronouns.
Assessment:
Observe students during the pair and group activities to assess their ability to use possessive pronouns and describe their family members accurately. Review the homework assignments to see if students have successfully applied what they have learned.
四年级英语上册教案 篇三
教学目标
1. 能听、说、读、写词汇：drawing，great，be good at.
2.能听懂、会说句型：Do you like(学科名称)？
Yes,I do./No, I don’t. I’m good at …并且能在实际生活中灵活运用。
3.能灵活自如地运用所学句型的一般疑问句及肯定和否定回答；激发学生学习英语的兴趣。
教学重点：
1. 能听、说、读、写词汇：drawing，great，be good at.
2.能听懂、会说句型：Do you like(学科名称)？
Yes,I do./No, I don’t. I’m good at …并且能在实际生活中灵活运用。
教学难点：
1.通过练习，掌握对话 ，能自主编出对话。
2.通过趣味课堂活动，激发学生学习英语的兴趣。
教具准备
小熊玩偶， 单词卡片， 各科课本
教学过程
（一） 游戏温习旧知
1. 用小熊为投掷玩具，叫个生上讲台复习单词。
2. 展示课件中的老师照片，鼓励学生用英语句子描述老师的特征。
（二）新授
1. 引出短语“一本书”
2．引导孩子用英语说出an English book
a Chinese book
a PE book等，强调英语，美术前面要用an.
3.将2中的短语展示出来，让孩子们集体读。
4.连词成句练习，引出What’s in your hand ?并引导孩子回答。
5.同桌练习以上句型。
6. Do you like科目？的问答练习（Yes, I do./No, I don’t.
7.将以上两个对话结合起来组成对话同桌练习。
What’s in your handa/
It ‘s an English book.
Do you like English?
Yes, I do.
8.出示PPT,让孩子们结合图片提示，编出对话，口头练习。
（三）巩固练习
1.读熟对话。
2.和同桌互练对话。
3.展示学生的照片，老师运用be good at 引出句子，让孩子试着听，并大概听懂。
（四）作业
自编2组对话，并和同桌练习。
四年级英语上册教案 篇四
教材分析：
本模块的主题是Food. 主要语言功能是要求学生通过学习谈论有关食物的话题。它承接第二册已经学习过三餐的基础上，继续展开话题，谈论Do you want……? 主要学习Do you want some rice? Yes, please. No, thank you. Have you got chopsticks in English? 等几个句子。从食物谈到中西方食文化的一些差异。题材非常生活化，是学生感兴趣的话题之一，使学生能学以致用。本课在这一册中是第一单元，地位至关重要，承上启下，不仅要对上学期的知识进行复习，还要使学生对新学期的学习充满兴趣。
学情分析：
学生对吃的方面都十分敢兴趣，所以本节课比较吸引学生，引起学生兴趣。对于学生来说学习英语的时间很少，所以关于单词的记忆需要采取在课堂上多做些复习，保证学生至少有些记忆。目前主要要求学生会读会所以听读方面操练比较多，而写方面少些，导致学生听会说中文，但看的时候就有些记不起来，所以这方面需要加强。
教学目标：
1、能听说读写单词：Chinese、fast food、chopsticks、difficult 、want、make,some
2、能使用句子：Do you want some...?且能做出正确回答Yes,please.No,thank you.
3、掌握并能运用句型：Do you want some...?
教学重点：
掌握句型Do you want some...?Yes,please.No,thank you.并能就食物的选择向他人提问或回答他人。
教学难点：
chopsticks、difficult的发音及新句型的运用。
教学准备：
单词卡片，录音磁带，录音机。
教学过程：
1、导入：通过出示一些以前学过的事物方面的图片，引导学生说出其的英文，让学生即能复习知识又能被诱人的美食图片所吸引，提高学习兴趣。
(设计意图:提高学生兴趣,集中学生注意力)
2、引出今天课文的新单词，带领学生读新单词。
(设计意图:通过旧知识的学习,很好的过渡到新知识学习)
3、板书今天要学习的句型 Do you want some rice? Yes please. No,thank you.然后把准备好的食物卡片贴在黑板上，分组进行用出示的事物卡片代替rice说一说。
(突出今天的重点句子,简洁明了）
4、学习课文，听录音让学生跟读，然后在有老师领读，带领学生了解课文内容。
（培养学生阅读能力，提高听力能力）
5、小游戏，把事物卡片拿下来分发给每个小组的第一个学生，然后以击鼓传花的方式把食物卡片在小组中传递，当鼓声停时卡片在谁手上就用Do you want some …?提问小组队员，被提问的用Yes please. No,thank you.来做选择回答。
（让学生学习兴趣达到高潮，通过游戏掌握今天的重点句子。并进行小组比赛，让学生评出哪个组表现最好，说得最流利，小组成员配合最积极大声。）
6、最后在复习下单词和句子。
(巩固今天的内容）
(请学生谈谈自己这节课学了什么新知识，老师以鼓励表扬为主）
7、布置作业。
四年级英语上册教案 篇五
一、教学目标(Teaching aims)
1、要求学生初步掌握一周7天的表达法，并会使用What day is it today来问今天是星期几。
2、要求学生初步掌握现在进行时的用法及其所表示的意义，并会用What are you doing对现在的行为进行提问。
3、学生能熟读并理解本课课文意思。
4、“四会”词句：
Monday, Tuesday, Wednesday, Thursday, run, jump rope, join
What day is it today?Mike is jumping rope on the playground.
二、教学重、难点(Key points and difficult points)
1、会使用What day is it today这个句子来问今天是星期几，及一周7天的表达法。
2、学习现在进行时的用法及其所表示的意义。并掌握系动词be和主语的搭配。
三、教学用具(Preparations)
1、教具：录音机(带)、图片。
2、学具：跳绳。
四、教学过程(Teaching process)
(一)复习导入
1、学生一起唱上节课所学的歌曲。
2、老师拿出表盘，拨动指针问同学们：
T: What time is it?
S:It’s…
T:Is it time to go home?
S:No, it’s time to have class.
T:What time do you go home?
S:At…
3、老师请一个同学帮助进行对话：
S:What time is it?
T:It’s…
S:Is it time to play ping-pong?
T:What day is it today?(如果学生回答不出来，老师可以告诉他们这个句子的意思。)
S:今天星期三。
T：Oh, it’s Wednesday.(用手或数字示意周三)Sorry, we play ping-pong on Tuesday.(示意周二并将上面句子写在黑板上，讲解其意思。)
(二)新授
1、在刚才初步了解新句型的基础上，老师重点练习What day is it today及其回答句：It’s Sunday. It’s Monday. It’s Tuesday.It’s Wednesday. It’s Thursday. It’s Friday. It’s Saturday.(方法是：老师取出一本日历，从星期日开始练起，问答一组撕掉一张，直至星期六)
2、老师出示一张图片并介绍说：
Look! What are they doing?(他们在干什么呢)They are playing. This is Tom. He is jumping rope. This is Mike. He is playing volleyball. Oh, they are Tom’s classmates. They are playing football.(教师指着图片上玩悠悠球的男孩问)Who’s that boy?(That’s…)What is he doing?同时老师告诉学生这个句子的意思。这样学生会说：他在玩悠悠球。老师可以马上说：Ah，yes, he is playing with a yo-yo.当介绍这张图片时，老师可以拿一个悠悠球边玩边说：This a yo-yo. I am playing with a yo-yo.
3、老师放课文录音，让学生听音复述。老师最后完整地介绍一遍这段对话，并将重点句子写在黑板上。
What day is it today?
It’s Tuesday.
What is he doing?
He is jumping rope.
Playing volleyball.
Playing with a yo-yo.
Let’s join him.
4、讲述现在进行时态的用法和结构：当我们描绘当前人正在做某事时，我们用be+动词的现在分词来构成进行时态，其中be有人称、数的变化，还会有时态的变化。
(三)巩固练习
1、听录音，跟读课文。
2、老师领读黑板上的重点句型。
3、放录音，让学生跟读第20页的新单词和词组。
4、让学生两人一组练习新对话。
5、老师抽查学生新单词和新对话的掌握情况。对掌握好的学生给予表扬，鼓励他们进行领读。
6、做《活动手册》上的听力练习。
I. Listen and connect.
录音内容：
Jump rope on Monday.
Play basketball on Sunday
play volleyball on Thursday
play football on Wednesday
Ⅱ.Listen and complete the dialogue.
录音内容：
Tom: Hello, Mary! What day is today?
Mary:It’s Wednesday.
Tom:Class is over. Is it time to jump rope?
Mary:No, it’s time to play games.
Tom:Look! Peter is playing with a yo-yo.Let’s join him.
Mary:OK. Let’s go.
(四)作业
1、反复听课本上第19、第20页的内容，并跟读。
2、做《活动手册》第Ⅳ题：
参考答案：
2 1 5 4 7 3 6
3、让学生画一些打球、做游戏、跳绳、玩悠悠球的图片以备下节课使用。
四年级英语上册教案 篇六
教材分析
本节通过学生最熟悉的环境——my home 的有关介绍以及拟人化的动物在家中的行为动作的生动画面，展示“家”的一般结构、设置用途，及其用英语如何说明、描述，然后依次经过let’s learn let’sdo let’stalk let’ssay let’swrite writeandsay 等环节，为师生提供了交错循环出现并呈螺旋上升的教学载体，内容图文结合，生动有趣，结构性知识点的出现都不是机械的，而是通过不同的场景，大大满足了学生喜欢新奇的心理。编者意图是使学生初步认识介绍家庭环境设置、物体的位置，培养学生综合运用语言的能力和学习英语的兴趣。
学情分析
本节内容是学生非常熟悉的，但由于学生的兴趣、爱好、识记、基础知识和技能方面参差不齐，教学设计必须照顾到那部分词汇积累较少、听说技能有困难的学生。
教学目标
（一）知识目标
1、学会单词：study (书房) , bathroom, livingroom,bedroom,kitchen .
2、会用句型：“whereis (are )…？”,“is (are )…？”.
（二）能力目标
1、使学生通过图文结合，理解语句内容，培养学生善于借助情境理解语义的能力。
2、通过“do alk play write write and say ”等活动提高学生听、说、读、写的能力。
（三）情感目标
培养学生进一步学习英语的兴趣，大胆说英语的自信及激发他们用英语交流的欲望。
教学重点和难点
重点：学习本课生词，掌握“whereis (are )…？”,“is (are )…？”句型，会朗读句子，理解语义。
难点：能用上本课所学的家里设施和用品的单词介绍自己的家，知道“take ”“have ”在本课中的运用。
