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立春是几月几号2015年外研版四年级英语下册教案全册

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来源:https://www.bjmy2z.cn/gaokao
2021-01-19 02:04
tags:四年级, 外研版, 英语

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2021年1月19日发(作者:我是一名警察)
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外研版小学四年级英语下册教案

一、指导思想
激发学生 学习英语的兴趣,培养他们学习英语的积极态度,使他们建立初步的学习
英语的自信心;培养学生一定的 语感和良好的语音、语调基础,使他们形成初步运用英
语进行简单日常交流和书写,为进一步学习打下基 础。
二、学情分析
我所教的四年级二班的学生共30人,通过一年的学习,大部分学生已经 入门,开
始进入状态,对英语的学习产生了浓厚的兴趣。但也有个别学生由于平时没有养成良好
的学习习惯,课堂学习效果较差,对于他们要因材施教,注重差异,找出优缺点,本学
期及时改进,共同 进步。
三、教学目的、任务
1、提升学生学习英语的兴趣,养成良好的朗读书写的习惯;
2、发音准确、朗读流利,准确掌握书中的重点内容;
3、能够进行简单的日常用语的交流;
4、能够用简单的句子进行写作;
5、熟练掌握所学歌曲、chant等
6、了解西方文化,初步知道课文的文化背景。
四、教学重点难点
1.重点:
(1)提高课堂效率。
(2)养成良好的听英语、读英语、说英语的习惯。
(3)发音清楚,语调正确,书写工整。
2.难点:使英语基础差的学生提高听、说、读、写的能力,全面提高英语成绩。
五、方法措施
1、 认真备课,钻研《新标准英语》教材,进行课堂的有效教学,提高课堂效率,
做到当堂内容当堂掌握。
2、 创新运用各种不同英语教学法来辅助教学,如:情景教学法、直接教学法和
TPR全身 反应法,并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境,使 学生们在一定的英语语言环境里习得“第二语言”。做
到“生活中有英语,英语中有生活”。
4、鼓励学生大胆说英语,肯定他们的进步(尤其是英语基础不好的学生),树立学
生的信心,培养学生 朗读和书写的习惯。
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5、注重教材的灵活性和可操作性,以满足不同层次 的学生的需求。帮助英语基础
不好的学生,提升英语基础好的学生。
6、多教授chant和 歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书
中的课文创设栩栩如生的情景,为学生提 供使用英语进行交流的机会。
7、课堂尽量英语化,打好每名同学的英语基础,重点提高差生的英语功 底,同时
适当地补充些课外内容,强化口语和应试能力,对每一单元的内容力争人人过关。
8 、练习形式多种多样,手、脑、眼、肢体并用,静态、动态结合,基本功操练与
自由练习结合,单项和综 合练习结合。通过大量地实践,使学生具有良好地语音、语调、
书写和拼读地基础,并能用英语表情达意 ,开展简单的交流活动。
六、教学进度:
时间 教学内容 课时
第一周 Module 1 3
第二周 Module 2 3
第三周 Module 3 3
第四周 Module 4 3
第五周 Module 5 3
第六周 Module 6 3
第七周 Review Module1-3 3
第八周 Review Module4-5 3
第九周 Mid-term Examination
第十周 Module 7 3
第十一周 Module 8 3
第十二周 Module 9 3
第十三周 Module 10 3
第十四周 Review Module 6-8 3
第十五周 Review Module 9-10 3
第十六周 Final-term Review 3
第十七周 Final-term Review 3
第十八周 Final examination 3



Module 1
Unit 1 she’s a nice teacher.
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教学目标:
知识与技能:
and phrases: nice a bit shy clever naughty
ces: This is Ms Smart.
She is a nice teacher.
3. Grammar: Using adjectives to describe person.
过程与方法:单词、课文
情感、态度和价值观:描述一个人或物的特征
德育目标:用适当形容词描述人和物
教学重难点:
重点:1. Words and phrases: nice a bit shy clever naughty
2. Sentences: This is Ms Smart.
She is a nice teacher.


难点:Grammar: Using adjectives to describe person.
教学方法:讲授、形容词的学习
教具准备:点读笔、图片、教学挂图、单词卡
教学过程:
(一)导入:Song: There are twelve months in the year.
B: Free talk: Talk about your holiday.
(二)探究新知Step one:
1、:利用CAI课件, 出示本单元主人公的头像,介绍主人公,
以此引出本单元新单词:nice a bit shy clever naughty 出示卡片,学习新单词。
2、Learn the new lesson.
Step one: Listen to the tape .Try to read the text. Translate the sentences.
Listen to the tape again, read follow the tape.
Read the text, boys and girls.
Step Two: Talk about the pictures.
Close your books, show the pictures (parrot, Xiaoyong, Maomao, Ms Smart)
Example :( 1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong .
He’s a clever pupil.
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Step Three: Using adjectives to describe person.利用实物投影展示学生带来的照片。
(Describe the person using the adjectives
(三)巩固新知Game: 接龙游戏
Example: A: I’m XiaoLan. I’m a bit shy.
B: XiaoLan is a bit shy. I’m ZhangYong. I’m very nayghty.
C: ZhangYong is very naughty. I’m Jim, I’m a nice boy.
(四)小结:用简单方法介绍人和他的特征。
(五)Homework:抄写新单词,每个单词抄写4遍。
板书设计
Module 1
Unit 1 she’s a nice teacher.
nice a bit shy clever naughty
This is Ms Smart.
She is a nice teacher.



Unit 2 He’s cool.
教学目标:
知识与技能:
1. Words and phrases: cool little cute.
2. Sentences: This is this is my big brother, He’s cool.
过程与方法:对比、家庭成员的特征
情感、态度和价值观:根据每个人的特征并用适当的词来修饰。
德育目标:培养对家人的关心和爱护。
重点:Words and phrases: cool little cute.
难点:Sentences: This is this is my big brother, He’s cool.
教学方法:讲授、对比
教具准备:点读笔、图片、教学挂图、单词卡
教学过程:
(一)导入:Song: Row Row Row your boat.
B: Free talk: Using adjectives to describe the poem.
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(二)探究新知Step one: Warmer:
Using the adjectives to describe your classmates.
Example: ① This is Xiaoyong.
He is a clever pupil.
② This is Yuanjiaqi.
She’s very clever, but she’s a bit shy.
Step Two: Listen and point.
(1) Point out the different meanings of the word “cool”.
In this unit, “cool” means fashionable, and it is most commonly used to mean “quite
cold”. The word “cool” has other meanings as well, but they are ones that the students are
unlikely to come across in the future.
(2) Listen to the tape and underline the new words. Write down these adjectives on the
board, and then learn these new words.
Listen to the tape again. Read the text.
Close your book. Use CAI shows the pictures of text. Choose some students to describe
the pictures.
Step Three: Listen and say, then say the poem and do the actions.
Play the spoken version of the poem. And have the students. Repeat each line. Play the
tape and have the students.
(三)巩固新知Tell the students that they are going to work in groups of three or four.
Do the AB unit 2.
Game:
Explain that they are going to play a game where they
have to whisper some information to their classmate. That classmate has to whisper the
information to the next person.
The last person. That person has to say that he she heard.
Then, the other students listen carefully to find out if the message has changed at all.
(四)作业布置Homework:抄写课文P5的句子
(五)小结:能用英语表述一个人的性格
板书设计:
Unit 2 He’s cool.
mother --- nice
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big brother --- cool
little sister --- cute
father --- clever
friend --- naughty
教学反思:









Module 2
Unit 1 London is a big city.
教学目标:
知识与技能:
Words and phrases: capital, about, beautiful, be from
Sentences: I’m from London.
London is the capital of England.
It’s very big and very beautiful.
Grammar: the present tense
过程与方法:单词、课文和对话
情感、态度和价值观:了解国外著名的旅游景点
德育目标:学语言就学她的语言文化背景
重点:Words and phrases: capital, about, beautiful, be from
Sentences: I’m from London.
London is the capital of England.
It’s very big and very beautiful.
难点:Grammar: the present tense
教学方法:讲授、对话
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教具准备:点读笔、图片、教学挂图、单词卡
教学过程:
(一)导入:A: Chant: This is a little girl, and she has a little curl. And when she is good,
she is very, very good. And when she is bad, she is very, very bad!
B: Talk Free:
T: Hello! Boys and girls. I’m a teacher. Are you a teacher?
S1: No, I’m not.
S2: No, I’m a pupil.
T: Are you naughty?
S3: No, I’m not.
T: Are you clever?
S4: Yes, I am.……
(反复操练,以此复习上节所学到的描述人物性格的单词:naughty, shy, clever, nice,
cool.)
(二)探究新知
Step 一、导入
利用卡片教授“capital”, 反复领读,读熟之后带入句子“London is the capital of
England.”中。Then translate it into Chinese. 找生用英语说出“北京是中国的首都。”鼓
励学生踊跃参加抢答赛“说首都”,学生可以用中文说。
Step 二、新授
在愉快的氛围中,师告诉学生:“Amy 和Lingling 是同班同学。一天,Amy 带来
了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇,于是就请Amy 向
她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。 今天学习过
后,请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音,听一听Amy 和 Lingling 之间的对话。师:“Where is London?” 生
在地图上指出伦敦的位置。
再放一遍录音,让学生在自己的书上勾出描述城市的形容词 (nice, big, beautiful,
small)。
请学生根据插图和上下文猜一猜每个生词的意思。“ beautiful”一词教师要反复示范,
借助肢体语言帮助学生读清并理解这一单词。个别单词处理 完之后,教师领读课文几遍。
然后鼓励学生分角色大胆试读,教师及时给予表扬。
新|课 | 标|第 |一| 网

(三)巩固新知练习
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完成SB 第一单元活动3。 把全班分成两人一组,分别扮演 Amy 和 Lingling,进
行问答练习。
例如:1、A: What’s this? B: It’s a book about London. It’s very nice.
2、A: What’s the capital of England? B: It’s London.
(四)作业布置:抄写单词
(五)小结:去描述一个名胜古迹的特征
板书设计:
Module 2
Unit 1 London is a big city.
It’s a book about London.
London is the capital of England.



Unit 2 It’s very old.
教学目标:
知识与技能:
Words and phrases: long, wide, many, river, old, famous
Sentences: This is the River ’s long and wide.
Grammar: Using adjectives to describe cities and buildings.
过程与方法:描述、对话
情感、态度和价值观:图览泰晤士河、大本钟、海德公园和伦敦塔桥
德育目标:通过图览这四个名胜古迹了解更多的地理知识
重点:Words and phrases: long, wide, many, river, old, famous
Sentences: This is the River Thames.
It’s long and wide.
难点:Grammar: Using adjectives to describe cities and buildings.
教学方法:描述、学歌
教具准备:点读笔、图片、教学挂图、单词卡
教学过程:


(一)导入:A: Song: Chant: This is a little girl.
B: Talk about: Using adjectives to describe a person’s personality and London.
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(二)探究新知Step one、 Warmer:
Revise adjectives. Tell the students that I am going to say an adjective. They have to
find something in their books that the adjective describes. Ask two or three students to say
which object the chose.
Example:T: It’s big. S1: (points to London) London.
S2: (points to elephant) Elephant. S3: (points to Beijing) Beijing.
Do more examples with the class.
Step two、Listen, point and say:
1、Listen, point and find out the new words and underlime them. Then revise them using
cards or pictures. (Write down these words on the board.)
2、After doing this, tell the students to close their books. I am going to say the first word
of a two-word place name. These places are all in London. The students have to say the
second word of the two-word name.
Example:
T: Buckingham… Ss: …Palace.
T: Hyde… Ss:…Park.
3、Have the students continue the activity in pairs. They should take turn to say the first
word.
4、Showing four pictures on the screen about River ThamesBen
Park
text for the students. Have them remember the sentences. The second times, ask some
students to introduce the pictures.
5、Games: Guessing game.
6、Do AB Unit 2 exercise 1. Quiz: Listen and say the answers.
7、Showing AB Unit2 exercise 2 on the screen. Do this exercise together.
(三)巩固新知Step three Practice
1、Do SB Unit2 activity 4. Listen and point. First, have students say something about
these pictures. Then listen and guess which one is right.


2、Do AB Unit2 exercise 4. Write about your school building.
Step four、 Learn to sing
1、Have the students look at the picture and describe it (children playing a game).
2、Tell the students that this song, 'London Bridge is falling down' is a traditional
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English song. Explain that London Bridge is a very famous bridge in London.
3、Play the spoken version of the song and have the students repeat each line. Play the
tape and have the students sing the song.
4、Explain the actions and have the class sing the song again. Choose some students to
come to the front and play it. Let's see
Have the students sing and do the actions after class.
Games:
1、Guessing game
Tell the students that I am going to say adjectives and they have to think of some places
in China that these adjectives describe.
Example T: Old. S1: Great Wall. S2: Palace Museum.
(四)Homework:抄写课文第11页的句子,每句抄写2次。
(五)小结:了解英国的四大名胜古迹
板书设计Designs:
Unit 2 It’s very old.
The River Thames —— long and wide
Big Ben —— old and tall
Hyde Park —— beautiful
Tower Bridge —— famous and beautiful
课后反思:

Module 3
Unit 1 Robots will do everything.
教学目标:
知识与技能:
ces: One day, robots will do everything.
2. Words and phrases: robot everything one day housework learn our
that
3. Using will to describe things in the future
过程与方法:Describing things in the future and talking about abilities
情感、态度和价值观:对机器人将来能力的期待
德育目标:要养成好习惯、自己的作业自己完成
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重点:ces: One day, robots will do everything.
2. Words and phrases: robot everything
one day housework learn our that
难点:Using will to describe things in the future
教学方法:讲授、对话
教具准备:点读笔、图片、教学挂图、单词卡
教学过程:
(一)导入:(1) Warming up: ---Greeting.
Listen and act : e.g. wash clothes watch TV run walk play the flute
play football jump do homework make a cake row a boat play table tennis
(运用肢体语言来复习动词及动词词组,为本课will 的学习做好铺垫)
(二)探究新知(2) Presentation: Show a robot to the class and say “Today we’re
going to talk about the robots.”
Describing the robots, it can sing. It can dance. One day, robots will do everything. (运
用图片展示robot的含义)
Ask to the students “What else will the robots do?” Show the CAI to students. (让
学生看课件了解机器人能做什么不能做什么)
Now show the text to the students. Look at the book and ask. What can Daming’s robot
do? Will robots do the housework? Will robots help children learn?...
Write the answers on the board: It can walk.
Then drill this sentence and then change the word “walk”.
Talk about the sentences: They will do the housework. They will help children
learn.


Write the sentence on the board One day, robots will do everything. (用磁卡带替换动词
及动词词组,让学生运用所学。同时理解one day的含义)
Continue the words learning: housework help children learn…
In groups, talk about the robots then report.
(三)巩固新知(3) Practice:
Do exercises in AB.
In pairs act the text.
Draw a robot and say what the robot can do .In pairs or in groups then report.
Production: Look at Exercise 3 in the book and talk about what the robots will do in the
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future.
Game: Guess what their robots will do. Then act. (让学生先画出自己的机器人,并
展示给其他学生看,让其他学生猜一猜。运用任务并检查。)
(四)作业布置Homework: 抄写单词
(五)小结:动词一般将来时态也可以表示对未来的期待和预想
板书设计Design:
Module 3
Unit 1 Robots will do everything.
It can walk.
One day, robots will do everything.



Unit 2 On Monday I’ll go swimming.
教学目标:
知识与技能:
and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday
2. Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will.../No, I won’t.
过程与方法:课文、歌曲、游戏
情感、态度和价值观:一般将来时可以表示今后打算
德育目标:用将来时说出自己一周的打算
重点:Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
难点: Sentences: On Monday I’ll go swimming.
Will you play football on Monday?
Yes, I will.../No, I won’t.
教学方法:讲授和游戏


教具准备:点读笔、图片、教学挂图、单词卡
教学过程:
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(一)导入:Warming up
Write the numbers1-7on the board. Write the words Monday to Sunday under the
numbers. Have them predict the meaning of the words, Monday, Tuesday and so on.
Point to the words and say them. Have the students repeat them.
Now tell the students that you are going to say a day and they have to use an ordinal
number and say which day is it.
(二)探究新知Now point ,ask and answer
Have the students suggest activities that they do and write a list on the board .e.g. play
football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school,
walk in the park, play with a friend, do homework. Then draw the following calendar on the
board:
Monday Tuesday Wednesday Thursday
Sunday Friday Saturday
Have the students copy the calendar in their exercise book .They should write activities
on the calendar.
Then have the students work in pairs and tell one another what they will do on the seven
day of the week.
e.g.S1: On Monday I will watch TV.
S2: I will do my homework on Monday.
(三)巩固新知Listen and say ,then sing and clap
Before singing the song
Have the students look the picture and say what type of song this is.
Have the children say the names of any clapping songs or games they know. Then act.
While singing the song
Play the tape and let the student listen to the melody. Then play the spoken version of the
song and have the students repeat the line.
Divide the students into seven groups. Asking each group a day of the week respectively.
Have the students in each group write their day on a piece of paper. Explin that they must
hold up their day of the week as they sing that word in the song, now have the class sing the
song.
(四)作业布置Homework:
(五)小结:一般将来时可以表示今后打算、还有will=’ll
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板书设计Design
Unit2 On Monday I’ll go swimming
homework 家庭作业
help 帮助
Monday 星期一
Tuesday 星期二
Wednesday 星期三
Thursday 星期四
Friday 星期五
Saturday 星期六
Sunday 星期日



Module 4
Unit 1 Will you take your kite?
教学目标:
知识与技能:
1 words and phrase:picnic take great ball why beacause so
2 Sentence: We’re going to have a picinic
Will you take your kite?
Yes,I will./No, I won’t.
3 Grammar: Talk about plan
过程与方法: 单词、课文和句型
情感、态度和价值观:正因为是春天、一野餐形式做准备
德育目标:春季是户外运动的好时机、劳逸结合、多到户外去运动。
重点: words and phrase:picnic take great ball why beacause so
Sentence: We’re going to have a picinic Will you take your kite?
Yes,I will./No, I won’t.
难点: Grammar: Talk about plan
教学方法:讲授、对话
教学过程:
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(一)导入:A: Songs: London Bridge Following Down
B: Free talk: Our school
(二)探究新知New concepts:
Step1: Warmer:
Teacher show some pictures about the “Hyde Park River Thames”
S1: This is Big Ben. It’s very old and very beautiful.
S1: This is Hyde Park. It’s very beautiful.
S3: ...
Step2: Listen and point.
T: It’s a ball. (Show the ball) I’m going to play ball. Will you play with me?
S2: Yes, I will.
T: I’m going to go to Hainain. Will you take a ball? (同时板书)
S2:No,I won't.
Step3: Teacher shows the cards about the new words. Students follow the teacher .The
students read one by one .I play the tape and the students follow the recorder.
S1: Will you go to Huanren tomorrow?
S2: Yes, I will.
S3: Tomorrow we’re going to have a Music lesson.
S4: No, I won’t.
Will和going to 的用法评出最好的一组。
(三)巩固新知Game:A: Two students play a game .They choose one food or one
object and do the action.
S1: Will you take some noodles?
S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
B: Four students look some pictures and tale about.
A: We’re going to go to Hainan tomorrow. I will take my coat and my hat. Will you take
your swimsuit? (用CAI)
B: No, I won’t. I’ll take my coat, too. Will you take your gloves?
C: YES, I Will…


D:
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评出最佳一组给sticker
(四)作业布置:
(五)小结:通过简短的幽默对话初步接触动词的一般将来时
板书设计Design:
Unit 1
Will you take your kite?
take We are going to have a picnic.
picnic Will you take your kite?
great Yes, I will. / No, I won’t.
ball
why
because
so



Unit 2 Will it be hot in Haikou?
教学目标:
知识与技能:
1. Words: weather hot cold sunny snow rain windy
2. Sentences: Will it be hot in Haikou?
Yes, it will. / No, it won't.
3. Using “will” to describe weather in the future.
过程与方法:Describing weather in the future and talking about weather.
情感、态度和价值观:用英语进行对天气的预想
德育目标:养成学生有规律的生活习惯
重点:1. Words: weather hot cold sunny snow rain windy
2. Sentences: Will it be windy in Beijing?
Yes, it will. / No, it won't.
难点: Using “will” to describe weather in the future.
教学方法:对话、说唱
教学过程:
(一)导入:Warming up: Look say and act: hot cold rain sunny
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snow
.
windy (复习学过的有关天气的形容词,为本课的学习打好基础)
(二)探究新知Presentation:
Show a map pf China. Write city’s name on the map.
Show the cards of weather to students. And listen to the tape then point to the pictures.
Draw the simple pictures on the board. And write the words.
Learn the words and draw the pictures in the exercise books. (同时讲解 rain与 rainy
的区分)
Show the robot to the students and say “The robots will do everything. So the robots
will broadcast the weather, too. Now let’s act. Listen again and repeat the text then act (表
演机器人天气预报员,以小组的形式操练句型)
Show CAI to students. (看课件,模仿并跟读,引出本课的重点句子,板书句子。)
(三)巩固新知Practice: Game: Listen and stick. Listen to tape and stick the cards on
map. ( 听 一听,贴一贴的活动调动了学生的积极性,训练了学生的听做能力。它是让
学生听到某地的天气情况,把 相关的图片与城市连在一起。)
Do this game in groups or in pairs.
Do the exercises in AB.
(4) Production: Look at the CAI and ask “What will the weather be?”
(出示各种天气的课件,展开游戏,让学生运用 “Will it ______________? ” 来
提问。)
In groups or in pairs to continue the game.
(四)作业布置Homework :
(五)小结:问天气情况Will it be _________?
板书设计Design:
Unit 2 Will it be hot in Haikou?
hot
cold Will it be _______in_________?
sunny Yes, it will. / No, it won’t.
rain
windy
snow
课后反思:

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Module 5
Unit1 I was two then.
教学目标:
知识与技能:
The Ss can describe the past.
Using the simple past tense. They were young then. I was two then.
The Ss can grasp the new words and phrases.
Using the simple past tense of the irregular verb “be” to talk about the past.
Cultivate the Ss’ cooperation.
过程与方法:讲授、接触过去时
情感、态度和价值观:看图回忆过去
德育目标:有个家真好
重点:The Ss can grasp the new words and phrases.
难点:Using the simple past tense of the irregular verb “be” to talk about the past.
教学方法:讲授、接触过去时
教学过程:
(一)导入:Sing the song
“OH, we love holidays.”( 调动学生的学习兴趣,营造英语教学气氛 )
Review some adjectives.
E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the
pictures.( 为后面的课文教学做铺垫)
3. Free talk
Have the Ss talk about countries and their capitals (the USA an d China)
(二)探究新知Leading
Take out a photo of my family. Then introduce it. “It’s old. Because I was four then.
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.
Look, there are my parents. They were young then. But now they are old.” Point to me and
say “I was fat and short then. Now you can look at me.” Then get the Ss to look at today’s
story. ( 教师可以通过肢体语言及神情让学生领会这段英语的意思。)
Write the sentences on the board. And mark “were, are, was, is”
╱They were young then. ╱ I was four then.
╲They are old now. ╲ Now I am thirty.


Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is”
when we describe the present. (板书明确,再通过句式操练,学生更容易理解,并加深印
象。)
3. Teach the words with the pictures. Then have the Ss say the sentences with the wards.
“Grandparents are grandma and grandpa.”
e.g. “Who are they? They are my grandparents.”
Compare “now” and “then”. Then say the sentences.
Teach “hair” with pointing to Ss’ hair. Explain “Cute means very lovely”
Listen to the tape. Then repeat.
Have the Ss act out the story in groups.
(三)巩固新知Point and say.
Using the multi-media. Have the Ss look at the pictures.
Then say the sentences with the present and the past tense. ( 教师运用多媒体课件教
学,让学生感知语言内容,调动学生的视、听觉,参与学习中来。 )
2. Do the Activity the Ss to bring a photo of themselves or their relatives to
class. The photo should show them or their relatives when they were young. Then have the Ss
come to the front to show and talk about their photos.
(四)作业布置
(五)小结Read and write the new words and sentences.
Do Activity III.

板书设计:
Module5
Unit1 I was two then.
grandparents
╱ ╲
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.
grandpa grandma
hair then so
who/hu:/ me/ mi: /
Now Then
Grandparents are old. Grandparents were young.
Lingling’s hair is long. Lingling’s hair was short.
Lingling isn’t two. Lingling was two.
课后反思:



Uint2 They were young.
教学目标:
知识与技能:
Sentences: They weren’t old then. They were young.
Grasp the simple past tense. And using the past tense to talk about some changes.
Have the Ss say the chant.
Have the Ss valve their time.
过程与方法:讲授、过去时
情感、态度和价值观:说曾经辉煌
德育目标:用适当的形容词修饰
重点:Sentences: They weren’t old then. They were young.
难点:Grasp the simple past tense. And using the past tense to talk about some changes.
教学方法:讲授、过去时
教学过程:
(一)导入:Have the Ss retell the story.
Check up Ss’ homework.( Activity IV)
Get the Ss to act out the dialogue. (Have the Ss interest in English)
(二)探究新知Leading
Describe the photos or pictures with comparing the present and the past.
Tell the Ss “wasn’t”and “was not” are the same. And “weren’t” is the same as “were
not”.
'.
.
Play the tape and have the Ss listen and find out the adjectives. And report
them.( Review the adjectives and find out the differences)
Learn the chant.
First, get the Ss to look at the pictures and describe them.
(A small chick and two big fat hens.) Then play the spoken version of the chant and get
the Ss to repeat the words then chant.
(三)巩固新知Listen and repeat.
Chant and do the mimes at the same time.
Have the Ss do Activity IV.
Look at the pictures. Compare “now” and “then”. Then describe the pictures. (Cultivate
the Ss’ oral English.)
4. Do the Activity Book. Have the Ss work in groups. Sa will act out Sb who was in
many years ago. Then Sc will introduce the two Ss. Find out some changes with the past and
present tense.
(四)作业布置
(五)小结:接触一般过去时
板书设计
Unit2 They were young.
They weren’t old then. weren't →were not
They were young. wasn't → was not
A: Was it fat?
B: No, it wasn’t. It’s thin.
课后反思:









'.
.
Module 6
Unit 1 Were you at home yesterday?
教学目标:
知识与技能:Words and phrases: oldolder youngyounger strongstronger than
2﹑Sentences: Samˊshorter than Lingling.
3﹑Grammar: Adj. comparison
过程与方法: 单词、课文和句型
情感、态度和价值观:对一类的人或物进行对比
德育目标:对比是用确切的语言、特别是形容词的用法
重点:Words and phrases: oldolder youngyounger strongstronger than
Sentences: Samˊshorter than Lingling.
难点:Grammar: Adj. comparison
教学方法:讲述、对话、对比
教学过程:
(一)导入:A: song: Monday Tuesday
B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.
(二)探究新知Write the adj. of the students using on the blackboard. (big small fat thin
tall short)
Then tell students the adj. what we'll learn. Write them on the blackboard:
Old Young Strong
Learn to read and make sentences like this (Fengqi is ao is old.)
Then let 2 students stand up, Then say :( Fengqi is strong, Wang kunpeng is stronger.)
Write “er” behind strong. Students will understand the meaning. Make sentences like
this.(Wang kunpeng is stronger than Fengqi.)
(Xiaoxiao is younger than Lili.)(Lili is older than Xiaoxiao.)
Show out the picture of Amy and Lingling, and handwriting: “Module 5 Unit 1 Amy's taller
than Lingling.”
Show out two bags and let Ss make sentences with (bigger than).
Show out two rulers and use (longer than).
(三)巩固新知A game: Make more sentences about everything. (Eyes hands books and so
on.)
(Step 3) Practise: (Exercise 1 of Activity Book. Talk about pictures and Ss.)
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