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.可编辑修改，可打印别找了你想要的都有！ 精品教育资料全册教案，试卷，教学课件，教学设计等一站式服务全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式沪教牛津版小学四年级英语教学设计目 录Unit1 Meeting new peopleUnit2 Can you swimUnit3 Are you happyUnit4 Do you have any cousinsUnit5 My friendsUnit6 My parentsUnit7 At schoolUnit8 At the shopUnit9 At home Unit10 Around my homeUnit11 ShapesUnit12 WeatherMeeting new people课题M1U1 Meeting new people 学情分析学生已经接触了基本的问候打招呼句型，这节课只是复习巩固教学目标与考点分析掌握本课有关数字的新单词，并会默写数字one-sixteen；学会如何用This is .句型向别人介绍自己的新同学、自己的好朋友；会用can 的句型来介绍自己或别人能做什么事。教学重点难点This is .句型的运用；情态动词can 的用法教学方法情景教学法，讲练结合教学法 一、 教学过程Warm-up(5 minus)Free talk: 跟学生打招呼，问候，相互熟悉。 Teacher: Hello！Im . S1: Hi！Im . S2: Hello! Im . Who are you? S3: Im .复习数字one two three four five six seven eight nine ten 导入本课数字学 习。 Presentation and Practice(75 minus) 1) 单词：eleven twelve thirteen fourteen fifteen sixteen 拓展单词：classmate one two three four five six seven eight nine ten 2）基本句型：This is . (介绍用语) 这是、 See you. 再见。 - Nice to see you. 很高兴见到你。 - Nice to see you too. 也很高兴见到你。 基于课本进行讲解。 Part 1: Look and say Good morning, Peter. Good morning, Kitty. This is my sister. Her name is Sally. Shes twelve. And this is my brother. His name is Paul. Hes only six. Hi, Sally. Hi, Paul. My name is Kitty. Im Peters classmate. Hi, Kitty. We are going to the park. Goodbye, Kitty. Part 2: Ask and answer Show a photo of your friend. Then talk about him/ her. This is my friend. His names Danny. Hes nine. He can ride a bicycle. This is my friend. Her names Tracy. Shes thirteen. She can skip. S: This is my . His /Her names . Hes/ Shes . (age) He / She can . 3）语法： 1. 形容词性物主代词 my, her, his, your 在英语中有物主代词，它可以分成名词性的和形容词性的。形容词性物主代词相当于形容 词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。 例如：This is my brother. His name is Tom. 这是我的哥哥。他叫汤姆。 形容词性物主代词有人称和数的变化， 单数形式：my（我的），your（你的），his /her/its（他的、她的、它的）。 复数形式：our（我们的），your（你们的），their（他们的）。练习：1. This is my book. are over there. A. Your B. Yours C. You D. Mine2. Whose pen is it? Its . A. her B. hers C. she D. his3. bag is new and is new, too. A. Our, he B. Ours, his C. My, his D. My, her4. This room is ours, and that one is . A. they B. them C. theirs D. their5. Whose pencils are there? Theyre . A. my B. me C. mine D. our6. Is the new watch ? Yes, its . A. you, me B. yours, mine C. your, my D. your, mine7. Whose shoes are these? They are . A. me B. mine C. my D. I8. She is a student , name is Han Mei. A. its B. her C. hers D. his9. Its a dog. I dont know name. A. its B. its C. it D. its10. This ruler isnt mine. I think it is . A. he B. him C. his D. her11. schoolbag is beautiful. But is more beautiful. A. Jims, my B. Jims, mine C. Jims, me D. Jims, I12. am a boy and is a girl. A. My, she B. I, her C. I, she D. Mine, she13.I like new dress. A. She B. her C. hers D. hishttp:/www.xkb1.com/ 14.I often help mother do housework(家务活)。 A. me, she B. mine, her C. my, her D. I, hers15.Is that hat? No, its not . Its . A. your, my, Toms B. you, mine, Toms C. yours, mine, Tom D. your, mine, Toms 2. 情态动词Can can后的动词必须是原形， 否定形式cant 例如：肯定句：He can swim very fast. 否定句：He cant sing. 疑问句：Can he climb a tree？ 回答： Yes, he can. / No, he cant.练习：将下面各组词组成句子1._（an,aeroplane,hear,Lucy,can ） 2. _ (not,he ,dance,can )3._? (you,can ,see,what )4._(can ,see ,not ,we ,you)5._. (I ,can ,help ,you )6._? (I,can ,do,what)7._? (you ,can ,hear me)8._? (you ,can ,dance) 3. 名词所有格： 所有格的构成方法： (1) 一般情况(包括单数名词和不带词尾s的复数名词)加 -s： childrens books 儿童图书 todays paper 今天的报纸 (2) 带词尾s的复数名词只加省字撇()： girls school 女子学校 the Smiths car 史密斯家的小汽车 注：带词尾s的单数名词，通常仍加s： the bosss plan 老板的计划 http:/www.xkb1.com/ the hostesss worry 女主人的担心 (3) 带词尾s带词尾的人名，可加s 或只加省字撇()： Dickens novels 狄更斯的小说 Charless job 查理斯的工作 注:不带词尾-s却以咝音结尾者，一律加s却以咝音结尾者， Marxs works 马克思的著作 Georges room 乔治的房间Closure（10 minus）1）带领学生复习总结今天所学单词和句型，一般是提问的方式。 2）放学前一个一个学生检查今天单词和基本句型的朗读。Unit2 Can you swim课题M1U2学情分析学生在之前已经接触过了情态动词can的用法教学目标与考点分析学会用can 和cant 句型来介绍自己或别人能做什么事情或者不能做什么事情。教学重点难点情态动词can 的用法教学方法交际法， 讲练结合法，情景教学法 一、 教学过程1 Warm-up(5 minus)Free talk: 用之前所学的can 句型与学生进行简单的对话, 引入今天的课程。 T: Can you swim? S1: Yes, I can. S2: No, I cant. T: Can your mother cook? S1: Yes, I can. S2: No, I cant. 2 Presentation and Practice(75 minus)1）单词：paint draw read write swim jump climb 爬 draw 画画 paint 用颜料画画 swim 游泳 read读 write 写 jump 跳 hop单脚跳 picture画图 dream梦 interview 采访 guest嘉宾 everyone大家，每个人fast 快 high高 very 很，非常 welcome欢迎 both两个都 dolphin海豚 wasp黄蜂 crisp薯片2) 句型：Can she/ he . ? Yes, she/he can. No, he/she cant. Welcome to . 基于课本的简练 Part 1: Listen and enjoy Can your pong sing? No, he cant. No, he cant. Can your fish read? No, he cant. No, he cant. Can your cat climb the tree? Yes, he can. Yes, he can. Can your brother count to three? Yes, he can. Yes, he can. Part 2: Look and say Supergirl is coming! She can run fast. She can swim well. She can fly high. Can supergirl paint a picture? No, she cant, but she can run fast. Can she swim? Yes, she can swim every well. Can you swim, Alice? Yes, I can. I like swimming every much. 3) 语法： 1. 情态动词can 意思是“会，能”，表示会做某事。 句子结构： 肯定句：主语 + can + do(动词原形) 否定句：主语 + can + not + do(动词原形) 一般疑问句：Can you/he/she/they run fast？ 特殊疑问句：What can you/he/she/they do？ 例如：My friend can ride a bicycle. My brother can hear the bird. I cant draw flowers. I cant swim. 注：can 的否定有两种书写形式 cant 和 cannot练习：将下列句子变成一般疑问句并根据要求回答问题Example：Horriblecanrun.(Yes)CanHorriblerun?Yes,hecan.Hecanrun.1、MissVoodoocanplayping-pong.(No)_?_2、Jessiecanplaythedrum.(Yes)_?_3、Bobbycansing.(No)_?_4、Nancycandrawahouse.(Yes)_?_5、Petercanplaycomputergames.(Yes)_?_根据划线部分提问Spookycanbuy._Icanplaytheviolin. _Youcangetpizzas._Youcangetpizzas._Sandycangivestars._Wecanwashthevegetables._翻译：他会打篮球。_我不会买鞋子。_他们会游泳。_你会写作业吗？_我们会走到学校。_ 2. 连词 but But 是个表示转折关系的并列连词，意思是“但是，然而”。 例如： I can run, but I cant swim. 我会跑但是我不会游泳。 My sister can sing, but she cant dance. 我妹妹会唱歌但是不会游泳。3 Closure(10 minus)1）带领学生复习总结今天所学单词和句型，一般是提问的方式。 2）放学前一个一个学生检查今天单词和基本句型的朗读。 教学反思Unit3 Are you happy?教学目标1、帮助学生学习Look and learn中表示感觉的单词thirsty, happy, sad, tired, full, hungry.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。重点难点：词汇：happy, sad, tired, hungry, full, thirsty句型：Im happy.使用教材构想学生能表达自己的感觉，能询问并转述别人的感觉，能对别人的感觉作出适当的回应。教学过程一、出示目标：1、 能听、说、读、写Look and learn中表示感觉的单词thirsty, happy, sad, tired ,full, hungry. http:/www.xkb1.com/ 2、通过猜谜游戏和看图造句活动，巩固词汇学习，结合句型Im happy/表达感受。二、导入：1、播放歌曲Are you happy?让学生欣赏，借助肢体动作帮助学生理解歌曲大意。2、教师边做动作边借助夸张的表情和人物图片来帮助学生理解happy的意思。三、自学指导：出示课本11页Look and learn的图片，根据人物的表情来理解单词的意思，然后听录音3次。先学一：听录音，学生跟读 thirsty, happy, sad, tired ,full, ,hungry.先学后检测练习-利用Im来表达自己的感觉。教师做出各种表情，学生用Youare来描述老师的感觉。教师的协学措施：学生已学会后教一活动1、表演：看单词做动作。教师根据学生的表情提问：Are you?学生做出表情并说一说活动2、分别利用 thirsty, happy,sad,tired ,full,各写一句话来介绍自己的感觉。学生各写一句话活动3、小组活动学生两人一组练习词汇和句型。教学反思本课是选自英语（上海教育出版社）小学三年级起点四年级上册Unit 3Are you happy ?第一课时。在备课的过程中，我根据针对小学生好动、好奇、喜欢亲身经历的心理特征，我利用现有的教学资源进行加工制作了多媒体课件，让学生操练所学过的语言文化知识，转移到学习新知上。现将我对这节课的反思如下：一、歌曲导入，激发兴趣。在Warming up 阶段，我播放课件，让学生唱了首歌，If you are happy .学生通过歌曲，马上做好准备，进入英语学习的氛围中。在这一过程中通过课件的利用和图片的直观教学，学生表现出极强的学习兴趣。通过提问Are you happy？引入课题。并教学happy。然后通过多媒体课件和TPR活动教学其余的五个单词。二、扩展内容，提升能力。 如果按第一课时的安排就讲6个表示感觉类的单词。我觉得比较枯燥，于是我把教材重新进行整理，将Are you hungry？Yes, I am. / No, Im not. Have some water. Thank you.也融入课堂中。让学生在对话中自然的学习新单词。学生的学习积极性很高。而且说的很好。另外我还把10页的课文转变成了一篇阅读内容。通过做阅读判断来检验学生对课文的掌握程度。提高了学生的阅读能力。三、当堂检测，有效巩固。 为了检测学生对本节课的掌握程度，我做了一个当堂检测。有三道题。第一是听音标号。目的是检测学生对六个单词的掌握程度。第二是阅读判断，目的是检测学生对课文的理解程度，从而提高学生的阅读能力。第三是一个机动题目。有一点难度。是根据句子的描述来写出对应的单词。第一题正确率为100%。第二题有个别学生出错。正确率为95%。效果还不错。Do you have any cousins?课 题Do you have any cousins?课型第 几课时第一课时课时教学目标1、 帮助学生学习Look and learn中表示家庭成员的单词。2、 通过Culture corner,帮助学生意识到英语国家对亲属的称谓特点。3、 通过家谱制作和介绍，帮助学生巩固词汇学习，结合句型I haveThis is my介绍家庭成员。教 学重 点与难 点grandparent, grandfather, grandmother, parent, uncle, aunt, cousin教 学方 法与手 段角色表演法，小组合作 教师行为学生行为 课堂变化及处理 主要环节的效果Pre-task preparations1利用多媒体播放一首有关家庭成员的儿歌，请学生欣赏。播放儿歌的同时，出示单词卡片aunt，uncle和cousln。2出示Look and learn中Jill的家谱，指着图片中的Jill的父母提问；帮助学生复习学过的表示家庭成员的单词。T： (point to Jills father in the picture) Who is he?While-task procedures1-出示Look and learn中Jill的家谱，指着图片中的其他家庭成员逐一介绍或自问自答，引出生词grandfather, grandmother等。然后出示单词卡片，让学生跟读和拼读。 T. (point to Jills grandfather) Who is he? Hes Jills fathers father. Hes Jills grandfather. (show the flashcard for grandfather) Grandfather.G-R-A-N-D-F-A-T-H-E -R, grandfather. 然后，指着家谱图中的人物图片说单词，让学生快速反应。 T: (point to Jills aunt) Uncle? 2在黑板上画出Jill的家谱图，请学生上来把单词卡片贴在适当的位置上，贴完之后让全班一起拼读单词。接着教师介绍Jill的家庭成员。 T. (point to the family tree) Jill has one uncle.His names John. Hes Jills mothersbrother 3在黑板上画出你的家谱，边画边向学生介绍你的家庭成员，告诉学生你有几个叔叔、阿姨、侄子、外甥等。 Ss: He is JillS father. Ss:Grandfather. G-R-A-N-D-F-A-T-H-E-R, grandfather.Ss: No. Aunt. A-U-N-T, aunt.学生扮演Jill，并用学过的句型 I haveHis/Her names介绍Jill的家庭成员。S1: Im Jill.I have one cousin. His names Dan.教师行为学生行为 课堂变化及处理 主要环节的效果T: Look!I have three cousins. They are Jerry,Mark and Susan.I have two uncles. Who are they?4出示一个大家庭的家谱，并给家谱中每位成员写上姓名，要求学生在小组内仿照之前学的儿歌用chant形式做问答练习。Post-task activitieshttp:/www.xkb1.com/ Ss: Theyreand 接着请个别学生借助照片介绍自己的家庭成员。SI: ImThis is my family.I haveHis/Her namesHes/ShesS1: Who is that? Who is that? Is he your uncle? Yes or no?S2: (act as one family member) Hes Jack. Hes Jack.Yes, he is. Hes my uncle Jack.1小组活动。将学生分为四人一组。要求学生在纸土画出各自的家谱。在小组内交流各自的家谱图，并互相介绍家庭成员。 S1: This is my family tree.I have two uncles.Theyre 2学生记录同组某个同学的家庭成员(主要是uncle，aunt，cousin)信息，向其他学生介绍。 S2: (show Sls family tree) Look, this is Sls family tree. He/She hasuncle(s)/aunt(s)/cousin(s). His/Her names板书设计Do you have any cousins?parent,grandfather, grandmother,grandparent,uncle, aunt, cousin 补充设计作业设计教学后记 课 题Do you have any cousins?课型第 几课时第二课时课时教学目标1、通过Lisen and say的对话，帮助学生学习句型Do you have any ?及其回答。2、通过Do a survey调查活动，帮助学生进一步巩固和运用句型Do you have any ?及其回答。教 学重 点与难 点词汇：any familyhttp:/www.xkb1.com/ 句型: Do you have any cousins?Yes,I have one cousin.教 学方 法与手 段师生表演，小组合作教师行为学生行为 课堂变化及处理 主要环节的效果Pre-task preparations1出示Jill的家谱图，让学生看图复习表示家庭成员的单词。然后提问，要求学生根据家谱快速回答，学生回答后，教师出示相关单词，请学生拼读。 T: Her hair is long. Who is she? 2和学生做快速问答游戏，帮助学生加深对家庭成员之间的关系的理解。 T: Hes your fathers brother. Who is he? T: Shes your fathers sister. Who is she?教师示范后，请学生两人_组互相问答。While-task procedures1出示Listen and say的图片，接着教师根据图片提问并介绍图片。 TWho is the boy? 播放Listen and say的录音。 1、Whos this man/woman? (Hes/ShesJillsgrandfather/grandmother.) 2) How many aunts and uncles does Jill have? ( She has one uncle and one aunt.) 3、Whats Jills cousins name? (His names Dan.)再次播放Listen and say的录音。接着在黑板上写下核心句型Do you have？帮助学生理解句型，然后对个别学生提问。T: Do you have any aunts and uncles？然后把挂图贴在黑板上，请两个学生上来根据图片进行对话S1: Shes Jills aunt.S1: Hes my uncle.S2: Shes my aunt. S1: Hes Jills cousin.学生看书听录音。听完后，教师提问鼓励学生思考后回答问题。学生跟读。S1: Yes,I have one uncle and one aunt.SI: Do you have any uncles?S2: Yes,l have three uncles.3学生两人一组，手拿各自的家庭照向同伴询问和介绍各自的家庭成员，然后请几对学生上前向全班作介绍。 4让学生看Do a survey栏目的表格和对话，告诉学生他们将要对同学的家庭成员进行调查。将学生分为四人一组，要求学生在小组 内展开调查。最后请几个小组派代表向全班汇报 。 Post-task activitiesl，对子活动。发给学生两张家谱图(A，B)。两张家谱图中各有部分信息缺失（参见“参考资料）。让学生两人一组玩游戏。一个学生拿图A，另一个拿图B，两人通过询问获取信息，完成家谱。 2邀请一个学生手持自己的全家福照片作介绍。 SI: (point to his ph oto) This is a photo of my family. Theyre my parents. Theyre mygrandparents. I have one uncle. His namesWhat about you? Do you have any uncles?S2：S1: Do you have a big family or a small family?S2: I have a big family.S3: Do you have any brothers, sisters or cousins?S2: I have no brothers, no sisters, but I have two cousins.S3: Do you have any uncles and aunts?S2: Yes, I have two uncles and three auntsSI: (have Picture A) Do you have any aunts?S2: (have Picture B)Yes,I have one aunt.SI：Whats her name?S2: Her names _ Do you have any uncles?S1：S1: Hello, ImIm nine years old. Look!This is a photo of my family. This is me and these are my parents.What about you? Do you have any uncles and aunts? 板书设计Do you have any cousins?any familyDo you have any cousins?Yes,I have one cousin. 补充设计作业设计教学后记课 题Do you have any cousins?课型第 几课时第三课时课时教学目标1、帮助学生学习字母e在闭音节中的发音。2、通过Say and act的情景对话，帮助学生进一步巩固和运用句型Do you have any ?3、通过学习任务（Task）,帮助学生巩固和运用本单元所学的知识。教 学重 点与难 点语音：e (ten,pen)词汇：that 句型：Do you have any ? 日常用语：How old is he？Hes 11 years old.教 学方 法与手 段小组合作，情境表演教师行为学生行为 课堂变化及处理 主要环节的效果Pre-task preparations1快速提问。要求学生根据实际情况迅速作出应答。 T. Do you have any uncles? T. How many uncles do you have? 2邀请个别学生走到讲台前做自我介绍，然后鼓励其他学生向他们提问。 While-task procedures 接着，播放录音，要求学生跟读。举例说明日常用语How old is he? Hesyears old.的用法。2出示图片，要求学生根据Say and act的图片编对话，教师可以将一些关键的句型和单词写在黑板上。 Whos that man? Do you have any uncles/aunts？ Yes,I have./No,I dont. I haveuncle(s)/aunt(s). 最后，将学生按三人一组分组，并根据对话中的角色进行表演。S1: Yes,I do.SI:I have three uncles.SI: Hi, everybody! ImI have a big family. S2: Do you have any cousins? SI: Yes,I do.I have three cousins. S3: Do you have any uncles? S1: Yes.I have two uncles.1让学生看Say and act的图片和对话，然后看图回答问题。 (Picture l)Whos this girl? (Picture 2)Whos the boy? Whats his name? (Picture 3)How old is the boy? (Picture 4)Whos the man? Is he Jills father?SI: Hello，(S20 narne). S2: Hello_ Welcome to my home. (show some photos) These are my family photos.S3: (point to a photo) Are these your parents?板书设计Do you have any cousins?语音：e (ten,pen)词汇：that句型：Do you have any ?日常用语：How old is he？Hes 11 years old. 补充设计作业设计教学后记My friends课 题My friends课型第 几课时第一课时课时教学目标1、 帮助学生学习Look and learn中表示衣服的单词。2、 结合学过的句型I have ，让学生通过介绍自己的物品来巩固和运用所学单词。教 学重 点与难 点T-shirt，short， skirt，dress ， shirt教 学方 法与手 段小组合作，情境表演 教师行为学生行为 课堂变化及处理 主要环节的效果Pre-task preparations 1让学生朗读学过的儿歌（见Unit 4“参考资料”），鼓励学生用friend替换aunt，uncle用朋友的名字替换儿歌中的人名。一边念儿歌，一边展示相应的服装图片。Whos that? Whos that?Whos that girl? Whos that?Whos that girlIn the short black dress?Thats my friend Tess.2出示一个布娃娃，扮演布娃娃作自我介绍。 通过介绍布娃娃的服装引出本单元的词汇。 帮助他们理解a pair of的含义和用法。 T：(hold up a dolI)Hello, Im Molly. I have a pair of blue trousers.I have a pair of white socks 然后，让学生说一说自己喜欢哪件pink T-shirt.1 have a red skirt. While-task proceduresnice.1 用多媒体呈现一个服装店的场景。指着图中 的衣服自问自答，或直接介绍，逐个引出单词T：Whats this? Its a skirt 出示Look and learn的单词卡片，让学生跟读和拼读单词。 2、出示本单元所学的服装类单词卡片，问全班 T：(point to a skirt) Whats this? Its a skirt 看看哪些学生穿着这些衣服，请穿着相应衣服的学生介绍他们自己的穿着。 s1:1 like the skirt. Its yellow and blue. S2:I like the shortsTheyre black. Theyre cool.教师行为学生行为 课堂变化及处理 主要环节的效果3快速反应游戏。请几个学生在讲台前站成一排，给每个学生一张衣服的卡片，教师 请几个学生上来扮演顾客，根据示范做角色说单词，请学生快速做出反应。如教师说skirt 请手拿skirt卡片的同学往前走一步并根据图片内容说I have a white and blue skirt.谁动作慢，就输掉游戏。 Sl:I like this skirt. Its green and white. Its beautiful too。4出示一个布娃娃。通过介绍布娃娃在不同季节穿的衣服，帮助学生进一步理解所学单词. s1：Look at these skirts! Theyre nice！S2:I like this skirt. Its red and white. Itbe
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