人教版四上英语教案推荐8篇
在编写教案时，教师应该根据学生的学习风格选择合适的教学方法，例如，视觉、听觉或动手学习，教案是教师教学的重要工具，有助于规划课程内容和教学过程，下面是小淘范文网小编为您分享的人教版四上英语教案推荐8篇，感谢您的参阅。
人教版四上英语教案篇1
教学目标
1、知识目标：能听、说、认、读四会单词：boat、plane、doll、car、ballooon
2、技能目标：能根据指令做动作，练习并运用所学的单词，从而提 高学生综合运用语言的能力。
3、情感目标：增加学生对英语学习的信心和兴趣，培养学生有兴趣听英语，乐于模仿，敢于开口 ，积极参与的情感态度。
教学重难点
教学重点：学生能听、说、认、读单词boat、kite、plane、 ballooon.
教学难点：能根据指令做出相应的动作，单词kite的发音 。
教学过程
一、warm-up/review（热身/复习）
1、greeting（师生互相问候）
t： good morning，boys and girls. （面带微笑并打手势）
ss：good morning miss chen. t：how are you？（教师双手摊开）
ss：fine， thank you.
t：sit down.， please.（手势示意学生坐下）
（设计意图）：课前亲切自然的问候，拉近师生的距离
2、count the numbers from 1 to 10 and 10 to 1。 t： do you remember the numbers ？ ss：yes. t：let’s count from 1 to 10， ok ？ ss：ok. （师生共做手势共数） t：great ！ let’s count from 10 to 1 ， ok ？ ss：ok.
（师生共数，共做手势）
[设计意图]：数字的复习为下面歌曲的演唱做好充分的准备。
3、 sing the song “ten little candles dance”。 t：let’s sing the song “ten little candles dance”。 （师生跟随音乐共唱共做动作）
[设计思路及资源应用分析]：歌曲的引入，既学习了前面的数字，又用资源中快乐的歌曲和优美的舞姿把学生的积极性调动起来，让学生处于兴奋之中。
二、presentation
1、学生分组，评价安排
t：（指着黑板上的花树）look！i prepared a big flower tree and some flowers . （并拿出花给学生看）the red one stands for croup1 . the pink one stands for group the yellow one stands for group
（边说边 向学生示意）ok ？ ss：ok. t： let’s go on .
[设计意图]：评价形成的设立，给学生新知的学习起到一个鼓舞的作用，并为下面的教学过程，起到一个滚动推进的作用，还能极大的调动学生的积极性。
2、let’s learn
t：this class we’ll learn some toys . let’s watch .
（1） boat：
老师示范发音两遍（用手势示意学生静听）后让学生跟读。 draw a boat on the blackboard . t： what （.1mi.net）？ ss：
it’s a boat .
教师拿起词卡，教此单词并操练。（read it one by one， group by group. together. 师声高（低）生声低（高） or hiding game ）
（2）ball：t：let’s go on！watch ！ what’s this ？
老师示范发音两遍（用手势示意学生静听）后让学生跟读。
draw a ball on the bb . ast ： what this？
ss： it’s a ball .
教师拿起词卡，教此单词并操练。（方法如上）
老师示范 发音和动作bounce the ball
教师拿起事先准备好的球，边教边做动作边操练。 （teach the other words in the same way）
（3） balloon： 老师示范动作：blow up the balloons .
教师拿出事先准备好的三个气球 t ： what are these ？ ss：
balloons . t ： yes . let’s blow up the balloons .
（喊三名学生到前面，即一个组一名，比赛，下面的学生喊 blow up the balloons ，台上面的三名学生开始吹，到老师喊停的那一刻，看哪个组的学生把气球吹的，即可为本组赢得一支花。）
用同样的方法教授kite car doll plane依次出示图片。
[设计意图及资源运用分析]：资源的应用充分发挥光盘中老师的示范作用，学生通过模仿、对比纠正可以学到更纯正的发音，同时资源中丰富的活动设计，为学生搭建了一个高效的学习互动平台，让学生在主动参与、体验中突破教学重难点，从而实现教学目标的整合。
三、practice
（ let’s play ） missing game ：
1、教师拿起准备好的七样物品，逐一问一遍： t：what’s this ？ ss：it’s a t：close your eyes.（教师示范，学生闭眼，教师快速藏起一物品问） now ， open your eyes . what’s missing ？ 看哪一组的学生说的又快又准，即可为本组赢得一支花。
[设计意图]：missing game 能让学生在最短的时间里把他们的注意力迅速的集中起来，即操练了新单词，又增强了他们敢说、想说英语的兴趣，同时奖励措施的实施，把他们的兴趣提到了点，增强了他们说的能力。
matching game ：
2、教师拿起事先准备好的词卡，快速逐一出示并问：t：what ？ 进行抢答游戏，说对此单词的同学就能赢得此词卡，并为本组赢得一支花。
t：now . let’s play a matching game .（教师用手势示意，指着下面的学生）you say：boat boat go go go （指着台上的拿着词卡的七位学生），you match the words with the right pictures（用手势做一贴的动作）ok ？ ss：ok.
3、 please look at the blackboard . let’s check their answers . 师生逐个看一遍，对贴对的同学教师可奖励小贴士。
[设计思路]： listening and guessing game t：let’s listen and guess . what’s this ？ （放碟） a：在lily 老师问what’s this ？之后按暂停键，教师让学生举手猜。 b：放碟，订正学生的答案（说对的学生可为本组赢一支花） [设计思路及资源应用分析]：三年级的学生天生好奇、好动，通过资源中听声音来让学生猜物品，不仅可以从视觉上给学生带来全新的刺激，更能从听觉上对学生进行全新的体验，轻而易举的把学生感官系统充分的调动起来了。
let’s do t：next ’s listen and do . 老师说第一遍的时候，让学生坐在位置上跟读（让学生从语言中感知）。 老师说第二遍的时候，让学生静听（让学生从语言和动画中感知）。 老师说第三、四遍的时候，让学生站起来边拍手边做动作（让学生自己动起来，从亲身体验中感知语言）。
[设计思路及资源应用分析]：欢快的歌谣，图文并茂的视、听效果，让学生在轻松愉快的氛围中复习和巩固所学的语言。
4、let’s check t：now please take out your pictures .
let’s listen and color them . （放碟学生边听边涂色） t：now check your answers . （听音，检查答案） are you right ？ ss：yes . t：look at your pictures . let’s read after it .（让学生跟读）
let’s chant。
let’s talk。
[设计思路及资源应用分析]：在以上新知的学习之后，该部分资源的应用及时而又准确的检测了学生的学习效果，同时跟读练习又适当的拓展了学生的语言表达能力。
5、wrap up
（1） t：what have we learnt in this class . let’s watch .
t：are you clear ？ ss：yes . t：after class please say these words to your parents . ok ？ ss：ok.
（2）t：this class . which group is winner ？ let＇s count .（师生共数）group1（2、3）：one two ， which group is winner ？ ss：group 2 .（1、3） t：let’s clap for them . ok . ss：ok . （师生共拍） t：so much for this class . bye . s：see you.
[设计思路及资源应用分析]：sally和lily老师以简洁的语言为我们总结学习内容，而且还布置了课堂延伸活动，不仅加强学生对新知的认知，更总结本课教学的重点内容，清晰而明了。
四、design of the bb：
unit 6 happy birthday ！ boat ball kite plane car doll
人教版四上英语教案篇2
一、教学内容：
综合练习
二、教学目标：
1、 掌握形容词以及比较级的使用。
2、能听得懂、会说、会读和会拼写tall ,light ,young ,old ,heavy。
3、掌握会话中出现的三会单词和词组twin ,minute ,centimeter, child ,cute, also, chat.
4、能听得懂、会说、会读和会写四会句型：who taller than david?
gao shan is taller than david .
5、能听得懂、会说、会读日常交际用语. whose bag is heavier ,yours or mine ? i'm as tall as you . suyang is younger than su hai .
6、了解字母组合or在单词中的读音。
7、 会说英语歌谣《iwish iwas taller.》
三、教学重、难点：
正确掌握b部分出现的四会单词light lighter , heavy heavier和句型who is taller ,you and suyang? whose ruler is longer ,yours or mine?
四、课前准备：
1、 准备录音机和本课h部分的磁带
2 、练习题的投影片。
3 、课前写好本课的课题。
五、教学过程：
a、 跟音乐集体唱歌曲。
b、 1、free talk. 师生交流
2、请学生之间用所学的句型问答，分组比赛
c、revision 复习
1、看a部分投影片，创设情景让学生表演
2、让学生复述a部分第一段和会话。
3、学生小组内表演会话内容。
4、教师让学生根据实际情况说自己的优势
i'm taller than ___
i'm younger than ___
i'm stronger than ___
my father is taller than
my pencil is longer than ___'s...
5、让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6、学生拿出课前准备好听写本，听写本课四会单词。
d、学生一齐拍手唱歌谣两遍。
e、 practice and consolidation练习和巩固
1、游戏; 用所学的句型来猜班级的同学
2、教师投影本单元的练习题请学生完成
六、布置作业：
1、 朗读本课的会话，要求学生能够复述、背诵。
2 、学会唱歌曲。
七、板书设计： 投影本单元的练习题目
人教版四上英语教案篇3
教学课题: there be 句型专题
一、教学目标:
1、掌握there be 结构所表达的意义。
2、能听懂和看懂包含there be 句型的简短对话。
3、能运用学过词汇和there be 句型来简单描述一下某处有某物。
二、重点难点：
there be 句型的肯定式、否定式一般疑问句及其回答方式。
三、教学过程：
1、there be概念。 there be 。.。句型，表示的是“存在”， “某地有某人或某物”，其结构为there be(is，are)+某物 / 某人 + 某地。 2、be动词的用法。单数名词和不可数名词用is, 复数用are. 3、there is的句子结构：
there is a book on the desk.
there is some water in the bottle. 5、there are的句子结构：
there are some pictures on the wall. 6、练一练。
7、there be句型就近原则及练习。
四、小结及there be口诀。
?篇3：pep小学三年级英语微课教学设计】
pep小学三年级英语微课教学设计 pep小学三年级英语微课教学设计
六家子镇学校张平
教学目标：
1、能听说、认读eye, face ， ear, nose, mouth, 这些关于身体
部位的单词，并能用英语介绍自己身体的这几个部分
2、初步了解表示接触的指示用语，能听懂，并按指令做出相应的
动作。
3、。激发学生学习兴趣，培养听说习惯和能力。
教学重点：关于头部的单词eye, face ， ear, nose, mouth的学习 。 教学难点：eye, face 两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。mouth 一词的尾音发音较难，教师可适当提醒学生，注意口型 教学过程：
step 1.warm up and revi-sion 1.greetings :
hello,boys and girls! nice to meet you! sit down please!
step 2.presentation
1、 利用多媒体展示学生感兴趣的动画人物“大耳朵图图”，让学生与图中人物进行口语交流let’s say “hello, tutu.”
2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。同时引出新单词eye.
a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye（开火车读） c.让学生拼写这个单词e-y-e
d.老师借助肢体语言，指着自己的眼睛说：this is my eye
e.let’s do.follow me: eye eye 唰唰唰（跟着老师一起做动作）。 3.用同样的方法依次新授新单词：face、ear、nose、mouth
4.powerpoint制作：打开幻灯片后每点击一身体部位就会出现相应的单词。（注mouth一词的尾音发音较难，适当提醒学生，注意口型。）
5、认读face、ear、eye、nose、mouth的单词卡片和图片。 step3：practice 1.let’s do:
eye eye 唰唰唰 ear ear 呼呼呼
nose nose 闻闻闻
mouth mouth 巴巴巴 face face 拍拍拍
2.i say you do.（老师说，学生快速做相应的动作，然后找一位学生出来做出动作。） 3.play a game
出示多媒体课件，蝴蝶飞哪读到哪，飞到双手拍三下，飞到双脚跺三下，飞到单词读单词。 （这种游戏把课堂还给学生，有效激发学生的表现欲望，在轻松而又愉快的气氛中巩固所学知识。）
4.what’s miing?（出示多媒体课件，出示学生感兴趣的动物图片，让学生一眼能看出并猜出什么部位没有了。） 5.are you happy? now let’s sing a song: if you’re happy! 6.板书设计：
unit 3 look at me
a let’s learn
教学目标：
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
认知目标
学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用how many.。.。.。进行口语交际。
能力目标
能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
情感目标
通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
教学重点：
让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力；
教学难点：
让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
教学方法：
1、教法设计根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2、学法指导引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3、教学手段根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
教学过程：
1、热身（ warm up）
一中外不同家庭全家福为背景，播放中文歌曲《让爱住我家》开头曲，让学生静静闭上眼睛感受家的氛围。
再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗？”
2、单词学习(word learning)
第一步，先由大屏幕学习本科单词，有老师详细解释；
第二步，反复领读与自我练习；
第三，拼写阶段，四线格练习；
第四，memory game的游戏。
[设计意图]该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。
3、单词游戏(memory game)
[设计意图]既增添课堂气氛又争取让我的学生限度的当堂掌握新学的单词。记不过不要紧，目的不是必须当堂掌握，而是限度的提升课堂效率，并限度的挖掘学生潜能。
最后谁答对了还会有奖励，即道具“卡片鱼”，这样道具也不会被浪费。
4、课文学习(text learning)
以问题导入“我们知道ammy的家庭有六位成员，可ammy却说有七位，这是为什么呢？”接下来利用视频学习课文并找出答案。
[设计意图]让学生带着问题学课文找答案，增强目的性。本环节有两处特色，第一是，所选视频是实景实人视频而不是动画，增强真实感，限度的再现英语环境。第二是，由老师进一步解释ammy为什么把狗也看作是家庭成员，以此培养跨文化意识。
5、语法学习(grammer learning)
此环节学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出winner。本节课所教授的句子是“how many people are there in your family?”
[设计意图]学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。提高他们的表达能力，反复练习语法知识，学以致用。
6、知识拓展(extra tips)
由老师补充搜集课本上没有的知识，如，本课中其实爸爸妈妈在英语国家还有其他的口语化叫法mammy dady等。
[设计意图]一是，让学生开眼界。二是，为我下一步的作业布置铺路子。
7、课后作业(homework today)
（1） “说出你的爱”：回家后用英语称呼你的家人，如“mom，i love you!"
（2） “我学我用”：准备下节课带自己的全家福一张，向你的同学介绍你的家庭成员。
[设计意图]巩固所学，将课内的学习延伸到生活。
8、结束(the ending)
最后以i love my family歌舞表演结束本课。
[设计意图]第一，号召同学们stand up and move your body!让同学们站起来一起唱一起跳。因为这首歌曲是精心挑选的，并且会配以动作教学。第二，从另一个侧面向孩子们昭示，只要课堂上认真听课，四十五分钟过后必定会有轻松的一刻。第三，使本节课在一个轻松愉快的氛围中结束，让每个人被这首歌所感染，心中充满浓浓的爱意，体会到英语的魅力，使思想境界得到升华。
教学课题：
译林版《牛津小学英语》6a第五单元parta(listen，read and say)
教材分析：
本课是江苏译林版牛津英语6a unit5的中第一教时的内容，这是学生初次接触过去时，只要求学生能在教学过程中，掌握其时态结构和过去分词的构成，并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时，所以在制定教学步骤的过程中，通过和一般现在时进行比照，来掌握一般过去式的结构。
教学方法：
我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
教学目标：
1、能正确的听、说、读、写词汇holiday, last, early, meet, before
能正确的听，说，读词汇fun, national day, a film, wonderful
2、能正确的听、说、句型what (else) did you do?？we/i?
3、能正确地运用对话中的日常交际用语和三会句型did you like the film?
it was a funny cartoon. we all liked it very much.。 were there any fruit trees on the farm? there were apple trees, orange trees and pear trees.
4、能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5、能运用本课所学语言谈论过去所做的事情。
教学重点：
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：
能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
课前准备：
1、教具准备
a.单词，句型卡片。
b.练习题纸。（每人一张）
c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2、板书准备
预先写好课题unit 5 on the farm
教学过程：
step 1 greeting and warming-up
1、 t-ss greet.（师生问好，活跃课堂，拉近师生距离）
2、 t: look at this man, what’s his job?
ss: he is a farmer.
t: his name is macdonald. he has a beautiful farm.
before class, let’s listen to a song, it’s about macdonald and his farm.
step 2 presentation and practice
1、 teach: national day ，holiday, last
t: what day/date is it today?
出示cai指名回答these seven days is this week.(cai出示this week)
these seven days was last week.（ cai出示last week）
t: what date was it?指名回答
t: yes. it was the first of october.
and it was the national day. （cai出示national day领读）
when national day comes ，we usually have a long holiday 。 i had a wonderful holiday.
2 。t：do you want to know what i did this national day holiday?
you can ask me what did you do?
指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。
3、活动：washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻灯片呈现，让学生了解老师的活动
t:ok, boys and girls. do you want to go to the farm?
ss: yes. cai出示农场里人们干活的场景
t：ok，here we are. now we’re on the farm.
what can we do on the farm?can you guess?指名回答cai出示
s1:milk cows.
t：great. i can’t milk cows. can you teach me?示意学生动作。
教师边动作边带领学生朗读milk cows同时出示词组贴到黑板上
t：what can we do?指名学生回答
s2：？
t：good. collect eggs. （cai出示）师带领学生边做动作读词组。同时出示词组贴到黑板上
t：what else can we do?指名回答s3：？
t：right. water flowers.带领学生读短语。
t：what else can we water? it’s big and green.
ss：water trees.
t: good.出示词组water trees带领学生朗读，并将词组贴到黑板上。
t：what else can we water? it’s on the ground.指名回答
ss: water grass.看cai, t :what are these? they’re carrots.领读carrot出示单词图片pull up carrots
t: let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。
t：what else can we do?
s4:？
t：boys and girls, let’s pick oranges. boys ，you’re tall and strong, please stand up and pick oranges.
师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。
t：what are these? ss：they’re oranges.
t: do you want to taste my oranges?问几组学生，do you want to taste my oranges?
给学生分发橘子出示taste oranges单词图片let’s learn how to read it.带领学生读/ei/，/ei/，taste.
step 3 listen, read and say
1 。t: helen was on the farm last week. what did she do last week? let’s ask her together, ok? cai出示问题，引导学生提问，what did you do last week? cai出示答案。
t: what did she do last week? ss: she visited a farm?。
t: yes, helen visited a farm with her family on monday and tuesday.
do you want to visit a farm?出示词组visit a farm领读数遍，并将词组贴到黑板上。
t：helen visited a farm. here ed is pronounced /id/，领读visited，将ed贴到黑板上visit后面。
2、 t：what did helen do on monday? who can ask? cai出示，指名学生提问。
t: what did helen do on monday?引导学生一起回答，she watered trees.拿出ed/d/，领读短语数遍。并将后缀贴到黑板原词组后面。
t: what else did helen do? let me ask her.师问what else did you do on monday, helen?，please listen ！ cai出示答案。
3、 t: what else did she do? together answer.
ss: she pulled up carrots.师出示ed/d/，领读单词，并将后缀贴到原来单词后面。
t: helen visited a farm on monday. she pulled up carrots and watered trees.贴图mon. how about tuesday? can you ask her? boys have a try.要求男生齐问。cai出示答案。
4、 t: what did she do on tuesday?
ss: she milked cows.出示ed/t/领读该词组，并将ed贴到原单词后面。
5、 t: what else did she do on tuesday?
ss: she collected eggs.
t: here ed is pronounced /t/，/d/ or/id/？which one?引导学生一起复述，helen visited a farm. on monday she watered trees and pulled up carrots.
t: how about tuesday?
ss: he milked cows and collected eggs.
6、 t: helen did a lot of things on a farm.
what else did she do on the farm? let’s watch the cartoon.出示cai，
t: what else did helen do on the farm?再次出示cai，提醒学生看屏幕。
ss: she picked oranges.师拿出ed，
t：who can add ed for us?指名，stick for us.领读picked oranges
t: she picked oranges and tasted them.师做动作表明品尝。which one?指名回答。
here ed is pronounced /id/ ，who can add for us?指名加后缀。
7、 t：were there any fruits on the farm?
ss：yes.
t: were there any apple/pear/banana trees on the farm?学生齐答。引导学生齐说
ss: there were apple trees, orange trees and pear trees.
t: nancy wants to go to the farm. so i think the farm is wonderful.（出示wonderful一词，领读）
8、 t: helen did a lot of things on the farm.
she had a wonderful holiday.
but her friend nancy also had a good time, what did she do last week?
let’s listen, read and choose. cai出示，学生听。
提供问题，what did nancy do last week? ok, you can choose. cai出示选项。师读三条选项。指名学生回答。
出示watch a film.词组领读。 here ed is pronounced /t/。指名读音素。并将单词卡片贴到黑板上。
9、 t: nancy watched a film with her family.
did she like the film?
did her family like the film?
yes, they all like the film very much.
t: let’s enjoy the whole cartoon.播放整篇课文录音。
do you like the cartoon? ss: yes.
t: it’s interesting. cai出示课文前言。
t：please read the narration and try to answer the questions. read by yourself.学生自读前言。
t：attention please. ok, show time. is the first day of school after the holiday today?指名回答，带领学生读体现该答案的原句。
10、 t: take out your books and turn to p38,let’s read after the tape, please try to imitate it.跟录音读。
跟读过程中教授fun出示单词卡片贴到黑板上出示cai，here are five sentences for you. read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。
t: let’s check the answer.集体校对。提醒学生看黑板。
11、 t：look at the screen. here’re five pictures from the dialogue. i’d like to read it. i want to be helen. who wants to be nancy?指名一个学生与师示范朗读。
t：choose one picture which you like and practise it with your partner.学生选择一幅图操练指名学生朗读。
step 4 retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 （通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。）
step 5 do a report
t: i had a good time this national day holiday.
please look at the screen.(cai)学生看视频表格，师描述自己的国庆节假期。
t: according to the things what i did, complete the passage. please take out the paper and write down the words.学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
（让学生用自己的语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力）
step 6 assign homework
1、 listen to the tape and read after it.
2、 copy the new words and phrases for three times.
3、 finish the story about your holiday
人教版四上英语教案篇4
一、学情分析：
我们六(1)班和六(3)共113人。两个班部分学生基础比较好，能准确掌握所学的知识点。但也很多学生由于基础较差，单词量不多，没有掌握做题技巧，主要在听和写两方面较弱。针对学生不足的方面，进行专项，有效的复习。
二、复习目标：
1、认读四会单词，在学生原有的基础上增加一定的单词量，并且按照要求背诵四会单词。能完成四会单词默写，分类的练习。
2、认读教材中出现的一些词组的用法。能完成英汉互译和连线的习题。
3、掌握教材中出现的句型，和一些简单的与教材内容有关的语法知识。能够区分教材中出现的句型，运用翻译补充所学句子。
4、能够认读教材中的短文，能独立完成一些较容易阅读题。
5.能跟每单元的内容，例如：myweekendplan,mypenpal,introduceparents’jobs,等相关的写作练习。
三、复习内容及要点：
1、单词。单词是英语的`基础和复习的重点。
1)按词性归类复习单词。有关交通工具，地点，职业，情绪等方面的单词。
2)按词汇表复习单词。每天听写一个单元单词。
2、词组。词组是学习英语的关键，它是复习英语的良好途径，同时又是学习句子的基础。把词组归类，分类掌握。要让学生学会自己组词。
3、句子。句子是学习英语的重点，也是本册教材的重点和难点。
1)指导学生在语境中复习句子。
2)根据句子类型指导学生在比较中复习句子，教给学生适当的语法知识。
3)让学生能够运用句型进行问答练习。
4、阅读，写作。根据每单元的话题进行练习。
四、复习方法及原则
1、加强单词的朗读和默写，给学生明确的任务，使他们也能尽自己能力过好单词关。将词组复习与单词分类复习相联系。在复习过程中，要紧紧抓住教材中的短文，做到精读和导读相结合，在较短时间内起到良好的教学效果。把单词、词组、句子和阅读作为一个有机整体，在复习过程中将它们紧密联系起来，合理安排复习内容，提高学生整体运用知识的能力。。
2、以听说读写为主要途径，让学生多读，在复习中培养学生郎读英语的习惯，在学生多读多说的基础上不断提高听和写的能力。听说读写要有机结合，才能相辅相成。学生基础差，见过的英语习题比较少，要从习题入手，让学生尽可能的多做习题。
3、进行分类专项训练，帮助不同层次的学生获得不同的提高和收获。学生两极分化现象严重，那么对不同层次的学生就要提出不同的要求。对于成绩较差的学生复习重点应放在单词，句型等基础知识上。
总之，紧张的复习工作已经全面展开，我们要以学生为主体，要求从实际出发，让所有的学生都获得一定的提高和进步，不但在考试中取得好成绩，也为以后的学习打下坚实的基础。
五、期末复习课时安排：
课时安排复习内容
12月25，26日复习unit1,2,3的重点单词
12月29,30,日复习unit1,2,3的重点句子
12月31日,1月4日复习unit4,5,6的重点词汇
1月5，6日复习unit4,5,6的重点句子
1月7,8日词汇句型专项练习
1月9日写作练习
1月12,13日综合练习
人教版四上英语教案篇5
unit 19 the merchant of venice
Ⅰ.brief statements based on the unit
the merchant of venice is the most outstanding “romantic” comedy written by william shakespeare, the greatest british playwright and poet of renaissance. this play is mainly about the process of a story that shylock, a cruel and greedy moneylender, is punished by antonio, a merchant of venice, with the help of his friends-portia and bassanio. the central theme of the play is the triumph of love(between portia and bassanio)and friendship(between antonio and bassanio)over insatiable greed and brutality(as presented by shylock).a happy ending is brought about when shylock is punished.here we can see the true progressive significance of the merchant of venice and of its author:consistent hatred for the oppressors and sympathy for the oppressed.meanwhile,it provides us an opportunity to learn some language points as well as revising direct and indirect speech.
Ⅱ.teaching goals
1.talk about shakespeare and his plays.
2.learn to recount detail in conversation.
3.review direct and indirect speech.
4.write a short play.
Ⅲ.background information
1.william shakespeare
for any englishman,there can never be any discussion as to who is the world’s greatest post and dramatist（剧作家）.only one name can possibly suggest itself to him,that of william shakespeare.every englishman has some knowledge,however slight,of the work of our greatest writer.all of us use words,phrases and quotations（引用语）from shakespeare’s writings that have become part of the common property of english-speaking people.most of the time we probably don’t know the source of the words we use,rather like the old lady who was taken to see a performance of hamlet and complained that it was full of well-known proverbs and quotations!
shakespeare,more perhaps than any other writer,made full use of the great resources of the english language.most of us use about five thousand words in our normal employment of english;shakespeare in his works used about twenty-five thousand! there is probably no better way for foreigner to appreciate the richness and variety of the english language than by studying the various ways in which shakespeare uses it.such a study is well worth the effort,even though some aspects（方面）of english usage,and the meaning of many words,have changed since shakespeare’s day.
it is paradoxical that we should know comparatively little about the life of the greatest english author.we know that shakespeare was born in 1564 in stratford-on-avon,and that he died there in 1616.he almost certainly attended the grammar school in the town,but of this we cannot be sure.we know he was married there in 1582 to anne hathaway and that he had three children,a boy and two girls.we know he spent much of his life in london writing his masterpieces.but this is almost all that we do know.
however,what is important about shakespeare’s life is not its products,the plays and the poems.for many years scholars have been trying to add a few facts about shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing（理论化）about the plays.sometimes,indeed,it seems that the the poetry of shakespeare will disappear beneath the great mass of comment that has been written upon it.
fortunately this is not likely to happen. shakespeare’s poetry and shakespeare’s people (macbeth, othello, hamlet, falstaff and all the others)have long delighted not just the english but lovers of literature（文学）everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2.hamlet
the play hamlet is considered to be the summit of shakespeare’s tragedies（悲剧）.it was written in 1601~1602 and first published in 1603.
the action of the play is laid in medieval（中世纪的）denmark.the king suddenly dies.gertrude,queen of denmark,within two months marries the new king,claudius,brother of her husband.
the son of the late king,hamlet,returns from the university,where he has received his education.heavy is the heart of the young man.the country is in a state of unrest.there is said to be war.he thinks his father was murdered but he does not dare to tell others.one night hamlet dreams of his father.he talks to his father,who tells his son he has been murdered by his brother claudius.hamlet hates the murderer very much and he decides to kill claudius.
the ghost made a sign to hamlet
that he should go with him
the struggle between hamlet and claudius is increasing.claudius pays close attention to hamlet.hamlet pretends to have gone mad.
to expose claudius,hamlet thinks of a plan:a group of actors are engaged to perform a play which recalls his father’s murder.when claudius appears deeply affected by the performance and leaves the hall before the play is ended,hamlet knows he is right.to get rid of hamlet,claudius sends off hamlet to england with his two men,who used to be hamlet’s friends and now are ordered to spy on him and kill him.
while at sea,hamlet discovers a letter,in which claudius orders the two men to kill him.hamlet manages to escape from the ship and returns to his homeland,denmark.
in the end,claudius is killed by hamlet.his mother is poisoned and dies.if you want to know whether hamlet is alive or not,please read the play or see the film.
but soon laertes made
a deadly stroke at hamlet
Ⅳ.teaching time:five periods
the first period
teaching aims:
1.learn and master the following:
(1)words and phrases:
merchant,duke,masterpiece,mercy,enemy,pay back,as well as,after all
(2)everyday english:
correct me if i’m wrong,but…
one of the most important facts is…
as far as i know,…
you shouldn’t forget that…
you could,for example,say…
after all,…
what shouldn’t be forgotten is…
the way i would go about it…
but in this particular case…
2.train the students’ listening and speaking abilities.
teaching important points:
1.improve the students’ listening ability.
2.improve the students’ speaking ability and learn some useful phrases as well as everyday english.
teaching difficult points:
1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.
2.how to get the students to finish the task of speaking.
teaching methods:
1.talking,speaking and listening to improve the students’ ability to use english.
2.individual,pair or group work to make the students finish each task.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings and lead-in
t:good morning/afternoon,everyone.
ss:good morning/afternoon,mr/ms.
t:sit down,please.class begin.first,please tell me if you are interested in plays,especially some of the world-famous plays.
ss:yes.
t:there was a great british playwright and poet in the world’s history of literature.he wrote about 37 plays and a large number of poems in his life.here’s a picture of him.do you know who he is?
(teacher shows the picture.)
ss:william shakespeare.
(bb:william shakespeare)
t:quite right.he lived from 1564 to 1616(bb:1564~1616).he is considered to be the greatest playwright and poet of the renaissance(14th~16th centuries)in europe.as a playwright,he wrote tragedies,comedies,historical plays.as a poet,he wrote narrative poems and sonnets.can you follow me?
ss:yes.
t:today,we are going to learn unit 19.the merchant of venice (bb:unit 19 the merchant of venice).in the first period of this unit,we’ll learn something more about his plays as well as 玊he merchant of venice.獸irst,let’s learn some new words and phrases.look at the screen.
(teacher shows the screen and deals with them as usual.)
merchant/′m/ n. 商人
△venice/′vens/ n. 威尼斯（意大利港口城市）
△bassianio/b′sni/巴萨尼奥（男子名）
△portia/′p/鲍西娅（女子名）
△antonio/′t/安东尼奥（男子名）
△shylock/′a /夏洛克（男子名）
pay back 偿还；报答
△ducat/′d/ n. 古时候在欧洲通用的金币
duke/dju:k/n. 公爵
masterpiece/′mstpis/ n. 杰作；最佳作品
mercy/′msi/n. 怜悯；仁慈
△revenge/ri′vend/ n. 复仇；报复
enemy/′enmi/ n. 敌人
as far as 到目前为止；就某种程度或范围而??
after all 毕竟
bb:pay back,as far as,after all）
step Ⅱ warming up
t:well.now please open your books at page 65.look at warming up.look at the pictures and read each quotation one by one.try to understand each one of them.then tell from which plays,of which the titles are below the pictures,they come.work in pairs to prepare for a few minutes.
(a few minutes later.)
t:are you ready?
ss:yes.
t:who’d like to have a try?any volunteer?
s1:the first one and the third one are from hamlet; the second one from/king henry Ⅳ;the fourth one romeo and juliet;the last one troilus and cressida.
t:you did a good job.sit down,please.then what do you think these famous words mean?can you explain them in english?
ss:yes.but not clearly and exactly.
t:so,let me explain them to you.listen carefully and tell which one i am referring to.do you see my point?
ss:yes.
t:no.1:why must you be the son of my family’s greatest enemy?refuse your family for my love.
ss:“romeo,romeo,why are you romeo?deny your father,and refuse your name…”
t:no.2:that is a question whether to live on in this world or to die,that is,to take action or to do nothing.
ss:“to be or not to be;that is a question.”
t:no.3:it is best not to lend(money) to others and not to borrow from others.when we lend something.we risk losing both the thing we lend and the friendship with that other person.
ss:“neither a borrower nor a lender be.”
t:no.4:a person who has great responsibilities,such as a king,is constantly worried and therefore doesn’t sleep soundly.
ss:“uneasy lies the head that wears a crown.”
t:no.5:empty words,not real thoughts or ideas from the heart.
ss:“words,words,only words,no matter from heart.”
t:great.however,i still want to suggest you find these plays,from which the quotations come from,to read or watch them if you haven’t before.do you think so?
ss:yes.
t:what other plays of shakespeare do you know?
ss: twelfth night; king lear; othello…
(teacher writes them as well as those talked about just now.)
t:can you explain what they are about?choose one of them and have a try.any volunteer?
s2:i’d like to talk about othello.othello,a dark-faced moor,serves as a capable general in venice and wins the love of a beautiful,strong-minded girl desdemona,daughter of a senator.her father objects to her secret marriage with the moor,but othello is just then much needed as commander to lead troops to a war with the turks,and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus,accompanied by his new bride.after their arrival there,the turks have already met with destruction in a sea storm and the war is over,but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him.othello falls into the trap,kills desdemona,and finds out the truth at last and kills himself.the officer under othello is shipped back to venice after his villainy is exposed to await fit punishment.
t:anybody else?
s3:i’d like to talk about…
step Ⅲ listening
t:well done.we’ve talked much about shakespeare and his plays.next,let’s listen to the introduction to the merchant of venice,the most outstanding “romantic” comedy.it will tell us how the story takes place and helps us learn about the main characters in it.can you follow me?
ss:yes.
t:ok.now please look at the listening part at page 66.first,read through the questions in exercise 1.then listen to the tape to find the answers.
(teacher allows the students a few minutes to prepare,and then plays the tape.after that,teacher checks the answers.)
suggested answers:
ex.1 1.venice
2.three months
3.three thousands ducats
4.a pound of his flesh
t:well done.now please read through the requirements of exercise 2.then i’ll play the tape again for you to finish the following chart.
(after the students prepare for a while,teacher begins to play the tape.at the end,check the answers with the whole class.)
suggested answers:
step Ⅳ speaking
t:up to now,we’ve learnt much about shakespeare and his plays.can you tell me what makes his play a masterpiece,han mei?
s4:the ideas behind the play are about problems which are still important to people of different ages in modern times.
t:can you give some examples shown in the merchant of venice?any volunteer?
s5:mercy versus revenge and love versus money.
t:quite right.now,please read the two situations in speaking first.then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong.are you clear about that?
ss:yes.
t:and behind the situation,there are some useful expressions.study them first,then use them in your dialogue if possible.do you remember?
ss:yes.
(the students begin to work.teacher goes among them to see how they are going on with the work.a few minutes later,teacher asks some pairs to act out before class.)
sample dialogues:
situation 1
a:in the merchant of venice,shylock gets the chance to kill antonio,and he would.what’s even more,he refuses the duke’s persuasion to have mercy on antonio.but when the the roles are turned around,the duke shows mercy to shylock despite the fact that nobody really likes shylock.what would you do if you had your worst enemy in your power?
b:in my opinion,people should be kind and mercyful.the punishment on my enemy should depends on the situation.if he tries to correct his fault and is able to get along well with me in future,i will forgive him.after all,a friend is better than an enemy.
a:i agree with you.what shouldn’t be forgotten is that all the things has a limited line.
b:how do you like the play the merchant of venice?have you read any other plays of shakespeare?
a:it’s worth reading.the ideas behind it are still important to today’s people.besides,i’ve read romeo and juliet, king lear and so on.
b:great!would you like to tell me the stories some day?
a:no problem.
situation 2
a:you know,in the merchant of venice,bassanio cann’t marry portia because he doesn’t have enough money.what a pity!and this happens everywhere around the world.what do you think about a situation like that?
b:from my point of view,love is more important than money.if money is lost,we can earn it by our hands.however,if love is lost,it can never be back again.
a:money is necessary,but not the most important.money can bring you many things,but it can not buy you happiness.
b:yes.great minds think alike.
step Ⅴ summary and homework
t:in this class,we’ve mainly talked about shakespeare and his plays.while we were doing each task,we’ve learnt some useful expressions,such as pay back,as far as,after all.after class,i hope you can practise using them again.besides,remember to preview the reading part in this unit.so much for today.goodbye.
ss:goodbye.
step Ⅵ the design of the writing on the
blackboard
unit 19 the merchant of venice
the first period
Ⅰ.william shakespeare (1564~1616)
king henry Ⅳ/hamlet/romeo and juliet/troilus and cressida/twelfth night/king lear/othello
Ⅱ.phrases:
pay back,as well as,after all
step Ⅶ record after teaching
人教版四上英语教案篇6
一，分析教材和教学内容：
?新目标英语》教材的语言教育理念是：知识用于行动，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。它采用任务型语言教学(task-based languageteaching)模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
本单元的教学主要内容是：学习“问路指路”的常用表达方式，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二，分析教学对象：
本节课授课对象是5年级学生。通过5年级上的英语学习，学生已经学过词汇：big, small, old, new,以及句型：where is…?it’s in / on /under/…。而本单元教学主要内容指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。另一方面，这个年龄的学生乐于接受新事物，本单元学习的问路指路常用表达方式很实用，能够激发他们学习的乐趣。
三，教学目标
根据《英语课程标准》关于总目标的具体描述，结合第七单元的教材内容，我按知识，能力，情感三个方面将本单元section a部分的教学目标细化：
1.知识目标：
使学生重点掌握表示建筑物种类的名词,如post office, hotel, bank, supermarket, street, payphone, avenue,方位介词,如next to, across from, in front of, near, between,behind，以及短语go straight, turn left。
使学生掌握重点句型，is there a/an…? yes, there is. no, there isn’t.
where’s…? it’s….
2.能力目标：
使学生能够用正确的方位介词描述某一场所各建筑物之间的位置关系;
使学生能够运用一般现在时询问街道上某一场所的位置以及能够运用所学语言为他人指明某一场所的路线;
3.情感目标：
1)通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。
2)通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际。
四，分析教学重点和难点
教学重点是掌握表示建筑物种类的名词以及方位介词;能围绕“问路与指路”的交际用语进行交际。
教学难点是学会应用合适的方位词和短语描述指路的信息。
五﹑教学方法和手段
根据以上对教材的分析，结合学生已掌握的知识，本课我将使用任务型教学法，以活动教学为主，合作学习贯穿课堂，在教学中采取以教师为主导，学生为主体的各种互动方式进行教学，，以此不断提高学生听、说能力;通过播放听力录音帮助学生熟悉听力教学技巧，引导他们理解对方问路、知路需求，熟练指明方向;积极创设有利英语语言环境，不断提高学生英语学习兴趣与激情，引导他们熟练运用英语听、说、读、写、译综合技能。
六、教学过程
根据七年级学生的身心发展特点，结合本课教学内容，我在教学中采用了四个环节：导入、知识呈现、任务型练习、作业布置。
本课导入，我采用小组竞赛抢答问题的方式。将本班分成四个小组，每个小组派一名代表来抢答，抢答正确率的一组获胜。问题是关于地点名词的。如：where dowe borrow books? where do we send letters? where can we stay by paying for therooms?等。这部分导入的目的主要是引起学生的兴趣，引出1a部分出现的地点新名词。然后用ppt以一张张图片的形式呈现post office,library, hotel,restaurant等，边出示边领读这些地点名词。再随机抽取要求学生看ppt上的图片说出这些地点，最后让学生完成1a的单词和图片配对练习。这个环节的设计既是为了呈现巩固地点名词，也是为了后面部分的学习做准备。接下来趁热打铁完成1b的听力练习，圈出1a中听到的地点，并且校对。接下来，我会与一名基础较好的学生进行1cpairwork的示范，然后给出2到3分钟时间让学生两人一组进行操练，再抽几组进行反馈。对于基础相对较差的学生，我会在板书中呈现关键句型给予他们必要的帮助，is there a… near here? yes, there is. it’s on….
在进入2a前，我会请班上3位学生一起站到讲台上来。请a同学站在b同学的旁边，指着a问其他同学，“where isa?”让学生使用方位介词回答这个问题。“a is next to b.”然后请b同学和c同学面对面的站着，指着b问其他同学，“where isb?”再请c站到a和b的中间，指着c问其他同学，“where is c?”等，以此引出方位介词across from, between, in frontof, behind等，让学生对这些方位词有更直观地了解。通过这个环节，我自然引出了方位介词，以此为基础可以顺利过渡到2a的图片和句子配对练习以及2b的填入方位词的听力练习。为了更好地巩固这些方位介词，接下来我会让学生使用where引导的特殊疑问句及其回答进行pairwork，再抽几组相对基础较差的学生进行操练反馈。
接下来进入3a的学习，首先我请两名基础较差的学生读3a的对话，有读错的单词正下音，然后要求全体学生齐读这个对话，进一步理解对话的含义。根据对话的内容，要求学生用手指指出相应的路线，找出paul和nancy在图中的位置。
在完成这个环节后，我设计了一个小游戏which place isit?用来调节课堂气氛，巩固所学的词和句型。请一位学生背对黑板，老师任意指出3a地图某一地方，该学生向其他同学发问，如is it on? is it nextto…?直到猜出这个地名为止。
接下来，为了进一步练习问路和指路的句型，训练学生口语交际的能力，培养学生助人为乐的品质，我布置给学生一个“谁是热心小交警”的任务。要求学生使用3a的地图以及3b的3个问题，同桌之间一人当交警，一人为外地观光旅游者;旅游者在当图上先确定自己所处的位置，然后向交警问路，同桌之间展开对话。然后我随机抽取几组学生到讲台前表演，评选“热心交警”若干名。
最后，做个小结，再次重申本节课的重点，问路和指路的句型，以及涉及到一些地点名词和方位介词。根据这课的教学内容，我布置的作业是让每位学生制作一张从学校出发到自己家的路线图，并做简要英文说明，用上本课所学的方位介词和句型。
本课总结：
本课利用图片和ppt来展开课堂教学，用pairwork问答式的交际活动或小组活动，进行口头练习;通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。
板书设计：
主要是呈现本课中的地点名词，方位介词，以及问路指路的关键句型。
教学反思：
这节课我尽量体现“以学生为主体，以教师为主导”的教育理念，主要运用“任务型”的教学模式，采用合作学习的方式，使学生能愉快高效地对新学语言进行感知、体验、学习和运用，努力使这节课具有交际性和实用性。但是在构思整个教学过程中，我的每个教学环节的设计都是以课本为本，并没有任何的扩展和推陈出新的地方，让我觉得缺少了些新意。还有教学任务较多，一节课时间有可能不够。希望各位老师提出宝贵的意见，谢谢大家!
人教版四上英语教案篇7
6a unit2 what a day!
?教材解读】
本单元的话题是谈论天气情况和周末活动。story time以日记的形式记录yang ling周末的一天，让学生进一步认识和理解一般过去时的.用法。教师可以利用学生用书五年级上册unit7 at weekends的词汇设计教学活动，要求学生运用一般过去时描述刚过去的周末活动。
?学习目标】
1.学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy和会运用句型：it was sunny / cloudy / windy / rainy.
2.学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
3.学生能初步感知动词过去式的不规则变化及读音
4.学生能初步感知天气表达的句型
5.学生能够对英语书写日记格式有一定的了解
?教学重点】
1.学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy和会运用句型：it was sunny / cloudy / windy / rainy.
2.学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
3.学生能初步感知动词过去式的不规则变化及读音
4.学生能初步感知天气表达的句型
?导学过程】
step 1 warm up
greeting
free talk
t: hello, boys and girls.
would you know something more about me?
two days ago, i was in shanghai. do you know shanghai ?
it’s a big and beautiful city. i
review : was(am的过去式) ago
but now ,i am in zhangjiagang. it’s beautiful, too.
利用简单的两句话，区分时态的不同
3.t: can you let me know something about you?
look at the screen, you can choose one part to tell me something about you.
出示favourite food, favourite animal, hobbies三个话题
在favourite food话题中引出本课相关单词dumplings, honey
在favourite animal话题中引出本课相关单词parrot延伸到parrot show
在hobbies话题中引出i like drawing and writing diaries very much.
teach: diaries diary
t:look ,these are my pictures. let’s look at them.
teach: sunny cloudy windy rainy
t: these pictures are about the weather.
teach: weather
step 2. presentation
1.show a picture
t: this is yang ling.
she likes drawing and writing diaries ,too.
出示日记抬头部分
t: this is a diary of hers. what a day!
what day is it today? sunday
what date is it today? 20th september(9月20号)
渗透英文日记的书写格式
引出课题unit 2 what a day! t:let’s look at yang ling’s pictures.
what can you see in the picture?
(1)s:i can see some children in the park.
t:who are they?
s: su hai, mike, liu tao and yang ling.
(2) we can see some parrots in the park.
(3) fly kites
(4) rain
4.let’s talk出示课文相关图片展开讨论
look and match在此过程中教授动词过去式的特殊变化形式
go→went see→saw become→became fly→flew are→were
then read the sentences in the right orders. (teach: wet)
5.read the diary by yourself, then finish the exercise. (t/f)
6.read the diary
找出表达天气变化的句子，再过渡到事件变化的句子
在此活动中教授bring过去式brought, can过去式could
step 3.consolidation
1.let’s read
a.read after one.
b.read together.
c.read one by one.
2.t:what do you think of her day?
happy? interesting? terrible? bad?
step 4.homework
1. read the text.
2. try to retell the diary according to yl’s pictures.
板书设计：
unit 2 what a day!
it was sunny / cloudy / windy / rainy.
go→went fly→flew
see→saw are→were
become→became bring→brought
人教版四上英语教案篇8
教学目标：
1.能听说、认读eye, face , ear, nose, mouth,这些关于身体部位的单词，并能用英语介绍自己身体的这几个部分
2.初步了解表示接触的指示用语，能听懂，并按指令做出相应的动作。
3.激发学生学习兴趣，培养听说习惯和能力。
教学重点：
关于头部的单词eye, face , ear, nose, mouth的学习。
教学难点：
eye, face两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。mouth一词的尾音发音较难，教师可适当提醒学生，注意口型
教学过程：
step 1.warm up and revi-sion 1.greetings :
hello,boys and girls! nice to meet you! sit down please!
step 2.presentation
1.利用多媒体展示学生感兴趣的动画人物“大耳朵图图”，让学生与图中人物进行口语交流let’s say “hello, tutu.”
2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。同时引出新单词eye.
a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读)
c.让学生拼写这个单词e-y-e
d.老师借助肢体语言，指着自己的眼睛说：this is my eye
e.let’s do.follow me: eye eye唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词：face、ear、nose、mouth
4.powerpoint制作：打开幻灯片后每点击一身体部位就会出现相应的单词。(注mouth一词的尾音发音较难，适当提醒学生，注意口型。)
5.认读face、ear、eye、nose、mouth的单词卡片和图片。
step3：practice
1.let’s do:
eye eye唰唰唰ear ear呼呼呼
nose nose闻闻闻
mouth mouth巴巴巴face face拍拍拍
2.i say you do.(老师说，学生快速做相应的动作，然后找一位学生出来做出动作。)
3.play a game
出示多媒体课件，蝴蝶飞哪读到哪，飞到双手拍三下，飞到双脚跺三下，飞到单词读单词。(这种游戏把课堂还给学生，有效激发学生的表现欲望，在轻松而又愉快的气氛中巩固所学知识。)
4.what’s miing?(出示多媒体课件，出示学生感兴趣的动物图片，让学生一眼能看出并猜出什么部位没有了。)
5.are you happy?now let’s sing a song: if you’re happy!
6.板书设计：
unit 3 look at me
a let’s learn
