四年级冀教版英语教案

2024-04-13

四年级冀教版英语教案（通用6篇）

篇1：四年级冀教版英语教案

Lesson One : How are you ? 教学目标：

1.能听说读写How are you ? Fine，thanks.说出并且听懂Nice to meet you.2.能在真实地环境中进行会话。

3.培养学生大胆自信地运用英语进行交流。教学重、难点：

How are you？ Fine, thanks.书写时应注意的问题以及How are you 的其它回答方式。

2、You can call me...的用法。教学课时： 1课时教学过程：

㈠ Warming up

1、Free talk.复习:What’s your name? Nice to meet you!How are you？ How old are you？ How many ? How much? How do you feel?等问句及回答.2、Sing a song‚How are you?‛为学生学句型作铺垫㈡ New concepts ⒈先教单词fine.教师先把nine写在黑板上让学生拼读，然后出示fine让学生试读，反复带读fine一词并检查学生的发音。比较fine, nine, five, bike等读音,引导学生发现读音规律。

2.教师指着自己对学生说:I’m fine，today.用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上,可向学生用汉语解释fine一词意思是身体好。强调书写时注意开头字母要大写，逗号句号位置及I’m的缩写形式。

3.教师和一个学生打招呼:Hello,…How are you ?然后指着黑板上fine 一词,启发学生回答:Fine, thanks或 I’m fine, thanks.同时教Very well.Thank you.的回答方式。

4.教师把very well.写在黑板上.解释very well意思是身体非常好.5.教师带读very well ,并检查学生发音.6.师生之间进行打招呼问候,如 T: Morning ,boys and girls.Ss: Morning, Miss liang.How are you? T: Fine, thanks.How are you? Ss : Very well, thank you.7.同桌两人或前后两人进行会话练习.8.听会话录音N1,模仿语音语调.11.出示Mr.wood的图片，向学生自我介绍‚Hello!I’m your new teacher!You can call me Mr.Wood.Nice to meet you.‛告诉学生向别人介绍自己时也可以说You can call me…，先生用Mr.女士用Miss。或Ms.让学生用这个句型自我介绍。You can call me…

12.让学生听会话录音N2两次，第二次跟读，模仿语音语调。13．三人一组作对话,上教室前面表演。14.做课堂练习A连线题,并且结对练习一问一答.㈢ Homework 课下以小组为单位编一个对话，用上‚How are you ? Fine, thanks./Very well,thank you.Nice to meet you!‛

五、板书设计：

Lesson One: How are you? nine fine five bike

How are you? I’m fine, thanks.Very well, thank you.教学目标：

1.能听说读写: He, she，What’s your/his/her name? My /His/Her name is ——.2.通过学习本课，能掌握相关的词汇；用英语介绍自己的朋友。3.培养学生大胆自信地运用英语进行交流。教学重难点：

He, she，What’s your/his/her name? My /His/Her name is ——.的运用。教学课时： 1课时教学过程：

㈠ Warming up

Lesson Two: Friends

1、Greeting

2、Sing a song‚Try to find‛用以复习friend.㈡ New concepts ⒈Put a puppet on each hand and model a conversation: Puppet1: Hello!I am a boy.My name is _.What’s your name? Puppet2: Hi!I am a girl.My name is_.Nice to meet you.Puppet1: Nice to meet you,too.(Indicates a boy/ girl in class.)What’s his/ her name ? Puppet2: I don’t know.(To student.)Are you a girl or a boy ? Student: I am a boy/girl.Puppet1: What’s your name? Student: My name is _.Puppet2:Nice to meet you,_.（To Puppet2）He/She is a boy/girl.His/Her name is ——.T: What’s your name?(教师单独指一名学生提问.)S1: My name is ________.T: What’s her/his name?（教师随意找一名学生对另一名学生提问)S2: Her/His name is _____.2.教师板书What’s your name? My name is ——.指导学生书写时注意的问题,引导学生书写What’ his name? His name is ——.What’s her name? Her name is ——.3.小组模仿练习What’s your/his/her name? My /His/Her name is —— 4.自编歌曲 Song: What’s his name? What’s her name? Do the Hokey Pokey turn around.We’re good friends.He’s my friend.She’s my frieng.Do the Hokey Pokey turn around.We’re good friends.（边唱边指一男孩和一女孩,加上Hokey Pokey turn around等动作）

5.看书，听会话录音,模仿语音语调。6.介绍Steven and Kim T:（指着一个男生）Is he a boy? S1: Yes, he is a boy.T:（指着一个女生）Is she a boy? S2: No, she is a girl.T: Very good!向学生介绍Steven and Kim两个新朋友并请自愿的同学介绍他们.He is a boy.His name is Steven.She is a girl.Her name is Kim.7.做接龙游戏。教师（指着一名男生）问一个学生What’s your name? What’s his name? 然后让这个回答问题的学生继续向另一个学生问同样的问题，直到教师命令停止为止。（注：如指的是女生则用What’s her name?来询问及用第三人称转述）

8.五个人一组表演课文。㈢ Homework 学生以组为单位用He, she，What’s your/his/her name? My /His/Her name is ——.等自编新对话，下节课向大家展示。

五、板书设计：

Lesson Two: Friends I——my You——your boy——he——his What’s your name? My name is ——.girl——she——her 教学反思：

Lesson 3:Is this your pencil? 教学目标：

1：掌握单词blackboard chalk 2:了解名词所有格形式：Steven’s ___ 3:听懂，并能在生活中正确的使用Is this your____? this is these are 教学重、难点：

1：单词 blackboard chalk（不可数）2: 名词所有格形式：Steven’s ___ 教学难点：

1：一般疑问句 Is this your____? 2：正确使用this is these are 教学课时： 1课时教学过程：

（一）、greeting

1、Teacher: How are you ? Students: Fine , thank you.How are you? Teacher : Fine ,thanks.（二）Review 1.Sing: What’s his name? What’s her name? Do the Hokey Pokey turn around.We’re good friends.He’s my friend.She’s my frieng.Do the Hokey Pokey turn around.We’re good friends.（边唱边指一男孩和一女孩,加上Hokey Pokey turn around等动作）

2.Play ‚STOP GO‛练习介绍自己的同学。10名学生在教师的指令下在教室内前进，教师说停时，学生介绍离自己最近的同学。如：This is ____.She is a girl.She is my friend.What’s his/her name? His / Her name is______.3、听音画画写单词,复习学习用具.pencil,pen, marker, desk, chair,book…（在黑板上画,一生画.一生写单词）

（三）New concept 1.What’s this? 教师利用黑板和粉笔等的实物进行展示并板书单词带领学生朗读。可以指导学生blackboard一词的构成‚black‛ 黑色的‚board‛(木, 纸)板帮助学生记忆单词.2.板书This is a blackboard.后,指着黑板问 Is this a blackboard?（板书）引导学生观察两句的不同:this 和is位置,标点的变化,大写的字母等.3.让学生观察书上的句子.让学生找出句型的不同，This is a 或者This is，问问学生知道是为什么吗? 向学生简要介绍可数名词和不可数名词的区别。举例已学过的如,water 水tea 茶 meat 肉 milk 牛奶chicken鸡肉rice米饭等不可数名词.4.练习句型This is a_____.This is_____.（利用课开始时复习的画,也可以利用教室里的实物.）

5.将表示名词单数的句型发展到用These are 表示的复数形式。要求学生注意到名词单复数的变化。当学生在展示This is a_____.This is_____.句型时,教师加入相同的物品,如: S1: This is a pencil.（再递给他一只笔,把铅笔合在一起,请他表达）,引出These are pencils.板书这个句子,比较 ‚This is a pencil.‛和‚These are pencils.‛,让学生总结不同.教师再加铅笔,引导学生使用These are pencils.6.结对练习使用‚These are…‛特别提醒学生如果是可数名词要注意复数形式.6.T:Is this your pencil?（询问一生）让学生猜想句子的意思.得到肯定回答后,向同学们说: This is ⅹⅹⅹ’s pencil.让学生猜想句子的意思,然后讲解。

7.学生自己试读第3幅图，找出与图1的不同之处，进行板书。This is Steven’s pencil.8.Play a game.Guess.（请一生背朝大家后,准备好物品, 用不同的物品练习）Is this ⅹⅹⅹ’s pencil case…? This is ⅹⅹⅹ’s pencil case…

9.听音跟读.（四）作业：写出我们学过的学具,看谁写得对,写得全.五、板书

Lesson 3:Is this your pencil? This is a blackboare.This is chalk.This is a pencil.Is this a blackboard? This is a chair.This is Steven’s pencil.These are pencils.Lesson4: Where is it? 教学目标：

1、掌握单词 eraser paper

2、认识单词 pencil case scissors

3、掌握句型 Where is it?以及方位词 in on under above below beside behind in font of 教学重点：

1、eraser paper

2、句型 Where is it?及回答。教学难点：

句型 Where is it?及回答。教学课时： 1课时教学过程：

一、Greeting T : How are you ?

Ss: Fine , thank you.How are you? T : Fine ,thanks.二、Review T:What’s your name? S: My name is_____.T:What’s his/her name? S: His / Her name is _______.学生之间互相练习。What is it? What’s this? What are these?

三、New concept

1、Guess:What’s this? T: I have a bag, there are many things is the bag.Please guess: What’s this? Ss:_____________.(学生依次答出pen , paper, perncil case)

2、（当教师拿到橡皮的时候问学生）T: What’s this? Ss:It’s an eraser.T: Why we say ‚an‛ not say ‚a‛?(教师可用汉语解释其原因,并告诉学生paper是不可数名词)T: What’s these? Ss:These are scissors.T: scissors 总是以复数形式出现，Why?(一般学生都知道其中的原因，而教师在学生表述不清的时候加以点拨。)教师将这些图贴在黑板上并将英语写在图下。

播放录音，找个别学生跟读，以次来考察学生是否认真听课。

3、练习：

What’s this? This is a What are these? These are（在练习过程中，教师指导学生This is a 后面接名词单数，而These are后面接的是名词复数。教师可故意将名词复数接在This is a 后面，把名词单数接在These are后面，以次来了解学生的掌握情况）

4、Where is it?

（这个过程可以利用之前的游戏来引入）T: What’s this? Ss:This is a pencil.教师将铅笔放在课桌上，问： Where is the pencil? Ss: The pencil is on the desk.T:Oh,thank you!But my book is lost!Can you find itt ? 带领学生复习以前学过的方位词：on ,under,beside，above, below,behind, in front of。并将单词写在黑板上。

T: Look here,there is a picture.Where is the school?（教师出示一张表示across from的图片，并将其进行练习）C、练习Game：

Samon says: The ______is ______the _______.(on ,under,beside，above, below,behind, in front of)学生之间互相练习。

Guess:Where is the _____? The ______is ______the _______.（将全班同学分成四组，每组都请出一个A同学闭上眼睛，再让B同学藏东西，之后这组其他同学提问Where is the _____？如果A同学一次不能说出其准确位置，那么就依次请C、D、E、F……同学进行提示，直到A准确说出被藏物品的确切位置，最快完成的为胜利组。）

D、巩固（Do action.）

在这个环节中找三个同学，一个同学说另两个同学按找那个同学说的摆出位置关系。

E、播放录音，学生跟读。

四、作业：让学生每人准备一个用硬纸片做成的小容器，摆出他们所学过的所有位置关系，并用笔写下来。

五、板书：

Lesson4: Where is it? pen eraser paper pencil case sicssors

in beside behind on above in front of

under below under below

教学反思：

Lesson 5 :How Many Do I Have? 教学目标：

1．复习1-100的数字。

2．掌握标准用语How many ?.3.能在生活和学习中积极使用How many?.教学重难点：

1．教学用点：标准用语How many ?.2．教学难点：How many?.句型和准确读写100以内的数词。教具、学具：

1．实物：铅笔盒、铅笔、彩笔、书、橡皮等。2．每个学生椅子下放一张实物图片，后面写有数字。教学课时： 1课时教学过程：

（一）Review： 1．Greeting：

T：Hello!Boys and girls!(注意使用复数名词).How are you? How old are you? 2．Reivew:复数名词和数字。

①延续上节课的猜测游戏：桌子上放着一个铅笔盒，里面有一支铅笔。T: What’s this? S: It’s a pencil-case.(教师将铅笔盒藏起来再问学生)T:I can’t find my pencil-case.Where is it? Ss：On the desk.T: Thank you.Where is my pencil? Ss：It’s in the pencil-case.T: Oh, I have one pencil.(板书)（找一名学生）Where is your pencil? S: On the desk.T: Give me, please.Now I have two pencils(板书)You say it, please.Ss:_____________.（下面依次用类似方法及其他学生的其它用品进行练习并板书 books, erasers, markers…… 在练习过程中，可以向学生多要些东西。设一些小圈套，把数字和复数名词错误的进行组合，如one markers,three book等等，学生们要通过重复正确答案表示同意或纠正错误。这样既可以集中学生的注意力，又可以练习听力，还有利于及时纠正学生错误）

T：I want more and more books, do you want to count with me ? OK, let’s play a game ‘Clap’.(注意学生的发音，纠正十几和几十的读法)。Game: Please count from one to one hundred.（在1-20的时候，用1-to-1,1-to-2的节奏，20-29用twen – ty-one的节奏，然后数整十到一百，用one-to-twenty 的节奏。根据学生人数调整所数的数字，争取让每个学生都数到，可以在数到个别数字时做出不同的变化。）

②Practice T: OK,Let’s play a game.Find friend.T: What else do you have? Please find out the cards under your chairs.（教师拿出自己手中的数字卡片，让持有相同数字的同学站起来读出卡片上的数字,并读出卡片正面上的单词，组成一个数字短语）

S: I have 35 apples.(这个游戏也可以变换一下形式，让同学与同学之间来做这个游戏，这样能够让更多的同学融入到学习中来。)(二)New concept :How many ?.1．引入句型How many ?.练习几组之后，问一个学生：What do you have? S:I have 19 monkeys.T: Can you say it, again?(尽量用表情和体态来表现)How many monkeys?(用手指着19)S:19 monkeys.T:(举起三块橡皮)Look!How many erasers do I have? How many?(开始数)One, two, there.How many eraser? Three erasers.（举起两本书）How many books do I have?

Ss：Two books.T: Let me put five books on the two books.How many books do I have?(如果学生不能正确理解put……on，教师可以边说边做动作)Ss: Seven books.T: Let me put twelve books on the seven books.How many books do I have? Ss: Nineteen books.请单个同学解释put……on的含义。如果学生还是不能理解的话，教师可以适当多做几次示范。

（在这个环节中教师可以给学生们多做几组不同的示范，例如：put……in，put……out等等。）

2．练习句型How many ,总结句型特点。

T：（找一名刚才在游戏中没有被提问过的学生，拿起他的卡片）What’s this? Ss：A chair.T:(翻过来，看chair数字)How many chairs in our classroom? Ss: Twenty-two chairs.T:(问全班)Can you ask?(换另一个同学的卡片)S1：What’s this? S2:A boy.T:How many boys? Ss: Twenty boys.T:Ask and answer in your group.在小组内练习，可以用卡片，也可以用实物。小组练习以后，有些学生可能出现将不可数名词放在How many 之后的现象，要给予提示，请学生总结：

How many 句型用来提问数量，How many后面的名词要加s(也就是用名词复数)。3．巩固练习五．板书设计

Lesson 5: How many Do I have? pencil—--2 pencils 1 book-----5 books 1 marker---12 markers 1 eraser----4 erasers How many ereasers?------ereasers.七、课后反思：

Lesson 6 Where Are They? 教学目标

1．复习Where is ?句型。方位词和人称、物主代词 2．学习重点单词 classroom,gym,library 3.在具体的语境中，理解动词-ing形式的意思。教学重、难点

1．教学重点：词汇classroom,library,gym以及方位词。2．教学难点：代词和物主代词的使用教学课时： 1课时教学过程

（一）问候

（二）复习并引入新课

1．用歌曲复习Where is ?句型以及方位词。

T:(用《两只老虎》的调唱)This is a pencil,2 Where is it?2(边唱边把铅笔放在桌子上)S:It’s on the desk.T:(把钢笔放在书下面，接着唱)This is a pen.2 Where is it? 2 S:Under the book.然后用橡皮、铅笔盒练习in the pencil case 用纸和黑板练习on the blackboard 后边两组练习全班一起唱边问，找个学生回答。

（三）出示词汇卡片，认读：classroom, library, gym.1．T：（叫一名同学起立，继续唱问全班）He is.2 Where is he?全班：在教室里

T:Yes,(唱)，He is in the classroom(边说边把教师的卡片贴到黑板上)Say it ,please.2．Where is Danny?(出示图书馆的图片)S:He is in the library.3.T:Where is Steven? Do you know?(出示体育馆的图片)T:yes,he is in the gym.Say it ,please.Gym(贴卡片)T:The boys ask,and the girls answer.(指着图)B:Where is steven? G:He is in the gym.(变换卡片上的人物来练习)4.Play a game: Reading a book.Drawing a picture.Playing ping-pong.Jumping up and down.Writing some letters.5.Play a game：Simon says 老师发出如jumping, writing等指令让学生做动作。

6．小组内同学互相交流(一人边做动作边问，对方答)如：What am I doing?

7、放录音，学生跟读课文。8．练习：1.第六课No.1）连线 classroom Jenny drawing Danny reading gym kim playing steven putting library Mr.wood writing 板书：

课后反思：

Lesson 7 8 ：Are you ready for a quiz? Again，please！

一、教学目标: a、知识目标：

(1)全面复习本单元所学的词汇、标准用语和问答。(2)利用课本中的测验检查学生的掌握情况。b、技能目标。

使学生牢固掌握和较熟练运用本单元所学知识。c、情感态度。

通过探究、体验、合作等途径，使学生参与其中，乐于学习。

二、教学重点：本单元知识的运用学生能读、写、说、准确的理解：名词（教室用语）：

blackboard, chalk, eraser, paper, pencil 物主代词：her, his, my, your 代词：he, she 标准用语：How are you ？ Fine，thanks.What’s your name ？ My name is ______.What is it ？ It is______.Where is it ？ It is ______.三、教学难点：准确的理解运用这些词汇物主代词：her, his, my, your 代词：he, she

四、教学过程:

（一）Class opening and review 1.Greeting 2.Review 1)Sing a song : ‚How are you ?‛ 通过这一步骤既可复习标准用语：How are you？ Fine，thanks.并请几个学生站起来，让学生有一个消除紧张气氛的过程，又可为进一步扩展学习交流作好复习铺垫。

2)T: What is he/she doing?

Ss: He/She is ……答对的给小礼物 T: They are standing.Let’s count.Ok? Ss: Yes.T: How many students? Ss: ……

T:复习数字（40、55、100......）

3)复习What’s your name ？ My name is ______.What is it ？ It is______.物主代词：her, his, my, your 代词：he, she T: You did very well.What’s your name ？ S1: My name is ________.T: What’s your friend’s name ？ S1: Her/His name is _____.T: Can you introduce your friend to the others ? Ss: Make the dialogue.T: Check.What is it? Ss: It is______.T: This is ______.These are______.Is this……? Are these……? Can you put it on the blackboard? S: Yes.(给小礼物并复习单词desk book blackboard chalk eraser paper pencil并贴在黑板上，为下面复习Where is it ？ It is ______.做准备)4）复习Where is it ？ It is ______.T: Where is the ________？ S1: It is ______.（复习巩固Where is it ？ It is ______.）

（二）Test: T: Hi, class!Let’s have some fun!Let’s give Danny a test!A.1.T: Danny, what are these? Danny: Two erasers, Mr.Wood!T: Yes or no, class? 2.T: where is the chalk, Danny? D: Above the scissors.3.T: Look, Danny, what is it? D: It’s a book.4.T: Danny!Is this a pen or a pencil? D: It’s a pencil.5.T: What’s her name, Danny? D: His name is Jenny, Mr.wood.Okay, class.Is Danny right? Look at the answers below.Answers: They are two erasers.The chalk is below the scissors.It’s paper.It’s a pencil.Her name is Jenny.B.习题

1.完成下列单词，并在括号中写出该词的中文意思。

1.ch__k()2.blackbo _()

3.cl _ _sroom()4.eras _ _()

5.pape _()6.pen _ _ _()

2.选择填空

()1.How _____ is this dress?

A.many B.much C.nice()2.______ spell it? Yes, I can.A.Can B.Are you C.Can you

()3.What’s your name? __________.A.Her name is Jiang Hong.B.This is Jiang Hong.C.My name is Jiang Hong.()4.Is he a boy? No, she is a girl.A.he she B.she he C.her his

（三）、Class closing.Sing a song : Where is Jenny?可换歌词

Homework:（可根据黑板上的贴的物品的位置写一个小练笔）。

五、板书

Lesson 7 8 ：Again，please！

blackboard, chalk, eraser, paper, pencil her his my your he she How are you ？ Fine，thanks./I’m fine, thanks.What’s your name ？ My name is ______.What is it ？ It is ______.（可数名词、不可数名词）Where is it ？ It is ______.六、课后反思：

Lesson 9 Months of the Years

一、教学目标：

1、知识目标：使学生掌握表示十二个月份的词和句式What’s the date? It’s _____.2、能力目标：能够能够听、说、读、写十二个月份的单词和理解句式What’s the date?It’s _____.并能在实际生活中运用。

3、情感与态度：根据小学生的特点，引导他们在宽松和谐的气氛中学习英语，调动他们学习的积极性、主动性，发挥创造性。

二、教学重、难点：

单词：January 一月 February 二月 March 三月

April 四月 May 五月 June 六月 July 七月 August 八月 September 九月 October 十月 November 十一月 December 十二月

重点句型：What’s the date? 今天几号？

It’s _____.今天____.三、教学过程：

Ⅰ.Greeting: Free talk.A: Hello!My name is _____.What’s your name?

B: My name is _____.How are you?

A: Fine, thanks.How are you?

B: Fine,too.A: Nice to meet you!

B: Nice to meet you, too.A: How do you feel?

B: I feel ____.A: Can you sing a song?

B: Yes, I can.A: Can you say twelve months? B: OK!

Ⅱ.New concepts

1.Learning:

The teacher take out word cards show them to class.Ask one student to choose one card.Then tell others this month how to say.Lead all students to read.2.Observe the teacher post these cards on the blackboard.Ask students observe these words.Talk about ‚what’s‛ feature.①.It’s big letter of begin.②.January looks like February.……

3.How’s the weather in different seasons.It’s cold and snowy in _____, _____, _______.4.Play a game.One class take a season card.The other class guess which month it is.5.Part two:

Teacher asks : Which month is it now?

Student answers: Feburary.T: Do you know what’s the date?(as ask as take out a cacendar)

Point to date of today.Let’s student have a try to day.Then write: It’s Feburary 22 on the blackboard.Lead the class read this sentence.Ⅲ.Practice.Use your English calendar to practice how to say dates.Ⅳ.Homework.Everyone makes one a piece of English calendar.Ask them to draw some picture about month nether on it.四、板书

Lesson 9 Months of the Years January February

Mary April ….…

What’s the date?

It’s ____ _____.五、课后反思：

Lesson 10 :First,Second,Third

一．教学目标：

1.知识目标：学生能听、说、读、写序数词，及标准用语：What day is it? It’s ___.2.能力目标：使学生掌握本课所学序数词，并能用序数词进行实际运用。

3.情感、态度、价值观：通过多样性的活动，激发学生学习英语的兴趣，调动积极性，使学生在英语课堂中不断体验成功，感受乐趣，树立自信心，促进学生综合语言运用能力的发展。

二．教学重、难点：单词的读音及序数词的实际运用。

三．教具、学具：十二生肖的动物图片

四．教学过程：

（一）Class Opening and Review:

1．Greeting：

T：Hello，everyone.How are you?

Ss: Fine, thank you.How are you?

T: I`m fine，thanks.Nice to see you again.Ss: Glad to see you again.2.Review:

Let`s count from one to one hundred.(让学生以报数的形式说基数词)

Ss: one ,two,three,four,five…one hundred.Let`s chant: Monday Monday 星期一，猴子花钱做飞机，Tuesday Tuesday 星期二，猴子的屁股摔两瓣。Wednesday Wednesday 星期三，猴子爬上花果山。Thursday Thursday 星期四，猴子猴子去考试。Friday Friday 星期五，猴子遇到大老虎。Saturday Saturday 星期六，猴子上树摘石榴。Sunday Sunday 星期天，猴子休息上公园。

（二）New Concepts：

1．教师准备十二生肖的动物图片，讲十二生肖动物开运动会的故事，讲完后让学生戴上头饰按故事中动物的出场顺序排好队，教师指着他们分别说Mouse is the first.Cow is the second.Tiger is the third.Rabbit is the fourth.Dragon is the fifth.Snake is the sixth.Horse is the seventh.Sheep is the eighth.Monkey is the ninth.Cock is the tenth.Dog is the eleventh.Pig is the twelfth.教师边说边板书十二个序数词，讲解读音后领读。

2．让学生听录音练说序数词。

3．教师说：Sunday is the first day of the week。

（让学生模仿此句说Monday，Tuesday，Wednesday, Thursday，Firday, Saturday, Sunday）

4．让学生看序数词并总结：（先让学生说，然后教师小结）

（1,2,3 变体，th从4起。8加h，9去e。拿来f代ve，ty变成tie。）

5．教师问一学生：T：What day is it ?

Ss: It`s Friday.教师接着补说March , twelfth.教师边说边板书问句及答语，让学生观察答语，并找出答语的顺序（先说星期月份几号）教师说几个日期，让学生用英语说（五月1号星期二，十月3号星期四…）

6．放录音，学生看书跟读：

7．让学生练习读This is a race.Li Ming is the first.The girl is the second …

8.放录音，学生休息并唱歌曲：（Old MacDonald had a farm...（三）Class Closing:学生做练习《活动手册》

五．板书：

Lesson 10 :First,Second,Third

First second third fourth fifth sixth

seventh eighth ninth tenth eleventh twelfth

What day is it?

It’s ___.六．课后反思：

Lesson 11When Is It?

教学目标：

1．知识目标：复习上一节课的序数词、并能掌握，学习以及新单词yesterday , today , tomorrow和句式When is ____ ? ______.2．能力目标：掌握并学会运用yesterday , today , tomorrow这三个新单词，以及学习掌握句式When is ____ ? ______.3．情感与态度：了解怎样用英语表示新年、春节、国际劳动节、教师节、儿童节、国庆节等节日,并结合其进行相关情感教育，如尊敬老师，热爱劳动等。

教学重点：

学习掌握句式When is ____ ? ______.以及生词 yesterday , today , tomorrow。

教学难点：

正确使用句式 When is _____ ? ______.进行问答。

教学过程：

一、Class Opening and Review

1．Greeting.教师先用How are you?等用语问好，并和学生谈论一下天气，为下一课的学习做铺垫。

2．Review教师拿出日历提问：What day is it? 重点复习first , second , third, fifth , ninth , twelfth。

二、New Concepts

1．教授‚When is _____ ? ______.‛

利用日历演示：When is it ? 指着今天的日期，引导学生进行对话。

教师：What day is it ?

学生：_______.教师：Today is _____.When is ______ ? Today.When is _____ ? Say it please ，class.学生：When is ______ ?

教师：When is _____ ? Today.When is ______ ?

学生：Today.教师：When is breakfast/lunch/supper ? In the _____.学生：____ morning/afternoon/evening.学生模仿练习

2．介绍节日

教师指着6月1日向学生提问，引出儿童节 Children’s Day，然后合上日历提问学生：When is Children’s Day？引导学生回答：It is June first.然后教师拿出节日图片，用条件的话也可以放相关的影像资料，学生说出节日的汉语名称，教师向学生介绍英语表示方法。如新年 New Year’s Day，春节 Spring Festival，劳动节 International Worker’s Day，儿童节 Children’s Day，教师节 Teacher’s Day，国庆节 National Day。在教一些比较长的单词的时候，可采用倒推火车的方法，如val—tival—Festival。

Practice：

教师提问：When is ______（节日名称）？

学生用英语回答出日期。

小组练习。

3．教授‚yesterday , today , tomorrow‛

教师利用日历，指着今天的日期问学生：What day is today? 学生回答：Today is____.然后分别指着昨天和明天的日期问：What day was yesterday/ is tomorrow?向学生介绍重点单词yesterday , today , tomorrow，学生跟读。

4．利用课本和录音带

学生跟录音带看书读。

4．练习

学生分组练习，编对话。对话中要用到When is _______ ? yesterday , today ,tomorrow 等新知识，也要用到前面学过的旧知识。

5．表演

学生将他们编的对话当众表演出来。

三、Class Closing :完成手册上的练习。

附：板书

Lesson 11When Is It?

When is ? It is ____ _____.Children’s Day

New Year’s Day

Spring Festival

International Worker’s Day

Teacher’s Day

National Day

Lesson 11When Is It?

课后反思：

Lesson12 Rain and Sun

教学目标：

1、知识目标：学生可以读、写、说出并听懂描叙天气状况的形容词： cloudy, rainy, snowy, sunny, windy 以及句子How is the weather today? It’s ____.2、能力目标：能够在句子How is the weather today? It’s ____.灵活运用这些形容词，并能够进行简单的表演。

3、情感与态度：了解怎么样用英语表达现实生活中的天气情况，并能简单的对话。慢慢的让学生对英语在实际生活的应用产生兴趣，以便学生更好的学习。

教学重点：能用所学单词和句型描叙天气。

教学难点：运用本课所学的语言知识进行实际交流，谈论天气。

教学过程：

Greeting and reviewing.Say ‚hello‛to the students.提问 How’s the weather? Sing a song.如‚the month song‛ 用手势复习介词。

教师用两只手摆出 on,in,under,above,below,等位置关系，让学生猜单词，然后，用一只铅笔和一本书摆出这些位置关系，让学生练习说句子 The ____ is _____ the ______.用卡片复习天气：sunny, snowy, cloudy, rainy, windy

可以让学生做一个‚What’s missing?‛的游戏。先让学生读一读这些词，将词卡扣过去，教师拿走一张，让学生再看词卡，并迅速说出教师拿走的单词，速度一定要快。

六、new concepts.(一)what is it? 用剪笔画分别带出新的名词单词： sun, snow, cloud, rain, wind.教单词sun,教师提问what colour is it? Is the sun hot or cold? Is the sun far from here? Do you like the sun? 简笔画教cloud,结合所学介词来造句。如：The cloud is beside the sun.教rain,教师提问：Do you like the rain? 出示卡片教师再提问：Where is the cloud? Where is rain?让学生练习用介词造句。教授单词wind, TPR教学，用卡片巧妙的教授课本句型：The wind is blowing the tree’s leaves.教授单词：snow, TPR教学。

之教师教读课文。Play ‚point to ‚ game.教师说单词，同学们做动作；教师做动作，同学们说单词。Play ‚ what are missing‛game.Play ‚ guessing game‛.12Listen and draw.13Try to describe the weather.后让

学

生

比

较

sun,wind,snow,cloud,rain,和sunny,windy,snowy,cloudy,rainy,总结规律，区别意义和用法。

(二)song.让同学们对歌曲中不懂的部分提问。指着课本的图向学生提问，并教读学生歌词。Let the students listen to the radio, and sing after the tape.板书设计

Lesson12 Rain and sun How’s the weather?

It’s sunny snowy cloudy rainy windy

What’s this?

It’s(the)sun snow cloud rain wind

课后反思：

Lesson 13: How’s The Weather Today?

教学目标：

知识目标：

1、学生学习掌握描述天气的词汇cloudy, rainy, snowy, sunny, windy。

2、学生学习掌握句式How’s the weather today ? It’s ______.3、学生复习句式Is it ______? 并能够正确回答。

4、复习日期表达方法。

能力目标：

培养学生根据实际情况描述天气的能力。

情感目标：

关注学生的学习，培养学生乐学、好学的精神。

教学重点：

1、学生能够读、写、说出并且听懂描述天气的词汇cloudy, rainy, snowy, sunny, windy。

2、学生能够读、写、说出并且听懂句式How’s the weather today ? It’s ______.教学难点：

学生能够掌握并综合运用本课的教学内容。

教学准备：

录音机、磁带、图片

教学课时：1课时

教学过程：

一、Class Opening and Review

1．Greeting

Teacher: Hello, boys and girls.Class: Hello.Teacher: How are you?

Class: Fine, thanks.How are you?

Teacher：Fine, thank you.What day is it?

Class: It is _________.Teacher: What day is tomorrow?

Class: It is ________.（设计意图：学生复习问候用语和日期表达方法。）

2．复习snow，wind，rain，cloud，sun

教师逐个出示5个单词的图片，问：What’s this？学生回答It is ______.教师板书单词。

（设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。）

二、New Concepts

1．教学snowy

教师出示sunny图片。

Teacher: The weather is snowy.It’s snowy.Snowy.Say it, please.Class: Snowy.Teacher: What’s the meaning of it?

Class: 下雪的。

学生拼读、练习读单词。

教师把snowy板书在snow后面，学生对比发现它们的差别。

（设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。）

2．教学windy，rainy，cloudy，sunny

教师引导学生在wind，rain，cloud，sun的后面加上y，把它们变成形容词，并让学生试读出单词。

注意特别强调sunny的不同。

（设计意图：加强新旧知识之间的联系，让学生发现学习的规律，掌握学习的方法。）

3．练习Is it _____? It this _____ ?

教师举起天气图片，提问：Is it rainy? 或 Is it a rainy day?

学生根据图片，做出正确的回答：No.It’s ______./ Yes.It’s rainy.学生互相提问。Is it _______? Yes./ No.（设计意图：学生练习天气词汇，复习一般疑问句的正确问答。）

4．教学How’s the weather today?

教师出示一个天气词。

Teacher: How’s the weather?

Class: It’s _______.Teacher: How’s the weather today?

Class: It’s _______.（学生根据当天的天气回答。）

如果学生不能顺利回答，教师进行提示。

（设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。）

5．听录音，跟读。

6．编对话。

编简单的对话。可以用上：

What day is today?

What day is tomorrow?

How’s the weather today ?

Is it ______ ? Yes./ No.（设计意图：学生在编对话的过程中，综合运用所学的知识。）

三、Class Closing

让部分学生展示自己编的对话。

板书设计：

Lesson 13: How’s The Weather Today?

snow snowy

wind windy

rain rainy How’ the weather today? It’s _____.cloud cloudy

sun sunny

课后反思：

Lesson 14：What Time Is It？

教学目标：

知识目标：

1．复习天气词汇和句式How’s the weacher? It’s _____.2．学生学习英语中整点和半点的表达方法。

3．学生学习掌握What time is it?和When is____?的正确问答。

能力目标：

培养学生用英语表述生活实际的能力。

情感目标：

培养学生积极学习英语的态度，养成良好的学习习惯。

教学重点：

学生熟练运用What time is it ? 和When is ____? 进行对话练习。

教学难点：

区分What time is it ? 和When is _____?回答的不同。

教学准备：

‚表‛的模型、图片、录音机、磁带。

教学过程：

一、Class Opening and Opening

1．Greeting

Teacher: Good morning, boys and girls.Class: Good morning.Teacher: What day is it?

Class: It’s _______.2．复习

教师出示图片，提问What is it？学生回答中使用sun, cloud, wind, rain, snow。教师再问How’s the weather?学生用It’s _____.(sunny, cloudy, windy, rainy, snowy)回答。

（设计意图：复习有关天气的内容，巩固所学，为理解课文做准备。）

二、New Concepts

1．教学整点表达法。

教师出示表的模型，拨出7点，并说出It’s seven o’clock.学生学着说。

教师示范What time is it? It’s seven o’clock.师生问答。

Teacher: What time is it?

Class: It’s _____.教师不同的整点，学生回答。

（设计意图：直观演示，使学生学会整点的表达。）

2．教学半点表达法。

教师出示表示4点半的钟表，说出It’s four thirty.学生学说。

师生用What time is it? It’s ____.问答半点时间。

提示o’clock只用于整点。

（设计意图：学习半点的表达方法，与整点进行区分。）

3．练习What time is it? It’s _____.学生分组练习What time is it? It’s _____.（设计意图：学生在练习中熟练使用整点和半点的表达。）

4．教学When is _____? At _____.教师提问：When is breakfast/lunch/supper ? 学生回答In the _____.讲解具体点钟的表示方法：At __________.小组内练习句型When is________?

（设计意图：学生学习在几点的英语表达方法At _____）

5．练习What time is it ? 和When is it?

教师分别用What time is it ? 和When is it?提问，学生回答。

（设计意图：学生比较What time is it ? 和When is it?回答时的不同之处。）

6．课本和录音

学生看书听录音。学生提出不理解的内容，教师讲解。

跟读课文。

（设计意图：理解课文，模仿标准的语音，提高听力。）

7．综合练习

学生根据自己的一天活动模仿课文进行对话练习。

三、Class Closing

板书设计：

Lesson 14：What Time Is It？

What time is it? It’s _____.When is ______? At ______.课后反思：

Lesson 15：Are You Ready for a Quiz?

教学目标：

知识目标：

1．将书中的小测试用作复习。复习日期表达、时间表达、天气等内容。

2．学生学习故事‚The Month Family‛。

能力目标：

1．继续培养学生的听说读写能力。

2．了解特殊疑问句的构成及用法。

情感目标：

进一步培养学生学习英语的兴趣,培养学生课外阅读的兴趣。

教学重点：

1．复习本单元重点句型及回答。

2．理解故事‚The Month Family‛。

教学难点：故事的理解。

教学准备：日历、表、录音机及磁带。

教学过程：

1．Greeting

Teacher: Good morning, boys and girls.Class: Good morning, _____.Teacher: How are you today?

Class: I’m fine, thanks.How are you?

Teacher: Fine, thank you.How’s the weather today?

Class: It’s _____.（学生根据天气回答。）

Teacher: What day is today?

Class: It’s ________.（学生根据实际回答。）

2．复习

(1)利用日历复习What day is it?教师举起日历。

Teacher: What day is it?

Class: It’s Monday, July twelfth.…

Teacher: What is the first day of the week?

Class: Sunday.…

Teacher: What is the third month?

Class: March.…

(2)利用图片复习天气词汇。

Teacher: How’s the weather?

Class: It’s cloudy.Teacher: How’s the weather in December?

Class: It’s cold and snowy.…

(3)用钟表复习整点和半点的时间表达。教师拨出时间，向学生提问。

Teacher: What time is it?

Class: It’s seven o’clock.Teacher: What time is it?

Class: It’s four thirty.Teacher: When is breakfast?

Student1: At _____.…

（设计意图：有重点地复习本单元学习内容，为小测试做准备。）

3．Quiz

Are you ready to listen, class? Stand for the right answer.(1)What day is it? It is Monday, June14th.It is Monday, June 10th.(2)When is breakfast? At 7 o’clock in the morning.At 3 o’clock in the morning.(3)How is the weather in December? It is warm and rainy.It is cold and snowy.(4)What is the third day of the week? It’s Tuesday.It’s Friday.(5)What is the fifth month ? The fifth month is August.The fifth month is May.How did you do , class? Look at the answer below.（设计意图：利用小测试进行复习，并练习听力。）

4.Story ‚The Month Family‛(use the storybook and audiotape)

(1)阅读准备

教师提问让学生为阅读故事做好准备。

Do the students remember their first day of school?

Were they excited?

How old were they ?

When did school start this ysar?(2)阅读

(3)讨论

教师用问题帮助学生加深对故事的理解。

Where is he/she ?

Is he old or young?

What time is it?

Is he /she happy or sad?Why?

How many girls and boys are there ?

Do you like this story?Why or why not?

（设计意图：学生在阅读理解故事的过程中，提高英语的综合能力。）

5．Class Closing

Sing ‚The Month Song‛.板书设计：

Lesson15: Are You Ready For a Quiz?

What day is it?

When is breakfast ?

How is the weather in December?

What is the third day of the week?

What is the fifth month ?

Lesson 16：Again, Please!

教学目标：

知识目标：

1．学生复习掌握天气词汇cloudy, rainy, snowy, sunny, windy。

2．学生复习序数词first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth。

3．学生复习月份名称January, February, March, April, May, June, July, August, September, October, November, December。

4．学生复习句式How’s the weather today? It’s _______.What day is it? It’s _______.When is it? It’s______.能力目标：

1．能把所学单词运用到日常口语交流当中，在适当的情境中能灵活运用。

2．了解各种节日及其日期。

情感目标：

通过游戏激发学生学习兴趣，通过创设情境调动学生积极参与性，通过鼓励树立学生学习英语的信心。

教学重点：

能够认读、掌握天气词汇、序数词、日期表达法和所学的句式。

教学难点：

学生能够灵活运用所学知识，How’s the weather today? It’s _______.What day is it? It’s _______.When is it? It’s______.等句子。

教学准备：单词卡片、录音机、图片

教学过程：

1．Greeting

Teacher: Hello, class.Class: Hello, _____.Teacher: How’s the weather today?

Class: It’s _____.2．复习天气词汇

教师出示图片。

Teacher: How’s the weather?

Class: It’s ______.Teacher: What’s this?

Class: It’s _____.教师分别板书sun，cloud，wind，snow，rain等名词和sunny，cloudy，windy，snowy，rainy等形容词。

（设计意图：复习天气词汇，并与它们的名词形式进行区分。）

3．复习序数词

教师出示数字，学生说出相应的序数词。

学生逐个依次说出first，second等序数词，直到班里最后一个学生。

4．复习月份和星期名称

Teacher: What is the second month of the year?

Class: February.Teacher: What is the sixth day of the week?

Class: Friday.…

（设计意图：把序数词和月份、星期联系起来，复习月份和星期名称，为复习日期表达做准备。）

5．复习What day is it? It’s ______.教师出示日历。

Teacher: What day is it?

Class: It’s _____.…

Teacher: What day is today?

Class: Today is ______.Teacher: What day is tomorrow?

Class: Tomorrow is _______.Teacher: What day was yesterday?

Class: _____.（设计意图：用日历并结合实际复习日期的表达法。）

6．复习When is it? It’s ______.Teacher: When is New Year’s Day ?

Class: January First is New Year’s Day.Teacher: When is _____?

Class: _______.（设计意图：利用节日复习句式When is it? It’s ______.）

7．Sing ‚The Month Song‛

篇2：四年级冀教版英语教案

冀教版四年级英语上册教案

Lesson1 Where’s the Library 教学目标： 1. 知识目标：能听、说、读、写单词classroom, gym, library, 能表演本科对话Where’s the gym? 2. 能力目标：能用Where’s the……进行问路。 3. 情感目标：通过学习有关校园设施，激发学生热爱学校的情感。通过对话的学习，使学生更加懂礼貌，培养学生助人为乐的品质。教学重难点：本课单词和对话。教具学具：卡片，录音机以及磁带。教学过程： Step1. Greeting. “Welcome to school, Hello, boys and girls!” 放完暑假刚刚回到学校，那么学生对去年一年学过的知识都有些淡忘，那么新课导入可以相互问候的方式来复习先前学过关于问候的知识，然后可以用聊天的`方式聊到暑期都做了些什么，可以复习一下第二册书中学过的关于食物，动作，游戏系列的短语，最后可以采用Where are you going in holiday?引出一些地点名词来导入新课Where’s the……句型。 Step2. Revision. Say to the students“How are you?”“Nice to meet you.”“How do you feel today”等学过的问候语，提示学生回答。 Ask “What did you do in the holiday?”来复习第二册书中学过的关于食物，动作，游戏系列的单词和短语。Then ask “Where did you go this holiday?” Step3. Presentation. 1.The teacher says “This holiday I went to the gym. I play ping-pong in the gym. What’s the gym? I can show you.” Show the picture. 2.Spell and read “gym”, Then stick it on the wall in the classroom. 3.Teacher says “Jenny went to the library to read a book.” Show the picture of library. Spell and read “library”, Then stick it on the wall in the classroom. 4. The teacher says “Where are you, my students?” to teach “classroom”. Step4. Practice. 1.Listen to the tape and repeat. 2.Game. “Guess the word” The teacher says “I can play ping-pong. Where is it?” So point to and says “gym”. Step5.Presentation. 1.Teacher shows picture “Danny” and says “He wants to read a book, but he doesn’t know where the library is.”. Let Danny and teacher show the dialogue. “Where is the library?” 2.Write the dialogue on the blackboard,read a few times. 3.The teacher explains “Excuse me , thanks”. Step6. Practice. 1.Listen to the tape and repeat. 2.Do the pair work and play in the role. Step6.练习板书设计： Lesson1 Where’s the Library? gym D: Excuse me. Where’s the Library? library T: I can show you. Here it is. classroom D: Thanks. T: You’re welcome. 课后反思： Lesson2 : Turn Right, Turn left 教学目标： 1.知识目标：掌握本课重点概念: office stairs Turn right,turn left,go straight,go up the stairs 2.能力目标：使学生能够熟练地运用“Where are you going? To the……” 3.情感目标：感知英语的实用性，增强学习英语的兴趣。教学重难点： 1.重要概念Turn right,turn left,go straight,go up the stairs 2.学生能够熟练地运用“Where are you going? To the……” 教具、学具： 1.本课图片. 2.录音机及磁带 3.单词卡片教学过程 1.Greeting 2. Review Ask and answer用以复习Lesson1: T: Where is the gym/library/……? S: 可以用汉语回答,以便引出新知识: Turn right, turn left, go straight, go up the stairs 3.New Concepts: Part1: Using the map of school,point out “office” and “stairs” as you and the students say the words a few times.then teach the structure “where are you going? To the……”Model the dialogue with a volunteer.For example: T:please walk to the door.(indicate your meaning with gestures if necessary) S:(walk to the door) T: Where are you going? S: To the…… Listen to part 1 once then answer these questions: a: Where is the teacher going? b: Where is Jenny going? Listen to part 1 again and students try to follow it. Part2: Act out “turn right,turn left,go straight,go up the stairs”say the words with the students a few times as you do the actions. 其中课上让学生们起立，通过刚刚讲授过的短语来让让老师发口令，同学们配合做动作向左转向右转，然后可以由同学来发口令，让学生做动作。由于四年级孩子的年龄特点，让他们做肢体动作很容易提起他们的积极性，在玩中学，是孩子学习事半功倍的一种好方法。 Write the words on the blackboard as you and the students say them a few times. Listen to part 2 again and students try to follow it. 4.Practice:Listen and do. 5.作业: 对话练习. 板书设计: Lesson2 :Turn Right Turn Left Where are you going? To the office …… Where is the office? Turn right…… 课后反思： Lesson3: Bicycles 教学目标： 1、知识目标：掌握本课重点概念: bicycle, tire,seat,wheel,chain,bell near,far from 2.能力目标：使学生能够熟练运用本课对话。 3.情感目标：培养学生学习英语的兴趣。教学重难点：创编对话教具、学具： 1. bicycle，near,far的图片. 2.录音机及磁带 3.单词卡片教学过程: 1.Greetings 2.Demonstrate: Part1: Show a picture of “bicycle”.Explain that most English speakers shorten this word to “bike”. Hold up the large picture of the bicycle ,teach the name of each part and students say them a few times. Drill the students on the new vocabulary as you point to the bicycle and its parts. Listen to part 1 and students try to follow it. Play a game: What’s missing? Part2: The seat is (near) the bell. The chain is( far from )the bell.(通过自行车部件的演示使学生理解near ,far from的含义。) Listen to the part2 and follow it. Part3: Play the tape as students follow in their books.discuss the questions: a:Where does LiMing want to go? b:Is the library far or near? Listen to part 3 again and students try to follow it. 3.Practice:Place an object close to or far from another object.Ask “Is the……near or far from the……?” 4.Homework：创编对话板书设计: Lesson3:Bicycles Bicycle的简笔画 far near 课后反思： Lesson 4 Cars and Trucks. 教学目标： 1.能听、硕、读、写单词car, truck, bus, cab. 2.能够听懂并学唱歌曲教学重难点： 1.能听、硕、读、写单词car, truck, bus, cab并能在实际生活中运用。 2.学唱歌曲。教具学具：some pictures, audiotape, puppet, model, CAI. 教学过程： Class Opening and Review 1. Greeting 2. Review “bicycle, near, far ” T: (出示课件) What’s this? Ss: It’s a bicycle. T: What can you see on the picture? Ss: I can see a house. T: Yeah! The bicycle is ? the house. Ss: The bicycle is near the house. T: (出示课件) The bicycle is ? from the house. Ss: The bicycle is far from the house. New Concepts Bus, car, cab, truck 1. Demonstrate T: (出示课件)The school is ? from our house. Ss: Far. T: Yes! The school is far from our house. We’re tired to go to school by bicycle. So let’s take a . (Show the picture of “bus”) Look. This is a bus. Bus. Read after me ,please. Ss: Bus, bus. T: (板书“bus”)Let’s take a bus. Ss: Let’s take a bus. (在句型“Let’s take a ___.” 中操练所学单词，做到“词不离句，句不离词”，避免学生孤立的学习单词。) Use the same method to teach “car cab and truck”. Note:Ⅰ. Explain the complete word for “cab’ is “taxicab. Ⅱ. Pay attention to “car” and “cab”. They’re similar to each other. 2. Game: Hide it! (Do it with toy car, toy cab, toy bus and toy truck.) T: I’ll choose a student go out the classroom, then I hide the car, Then the student come back to find the car. The other students can say “near” or “far” to help him find the car. Do you ununderstand? 3. Game: Lucky Man! T: (出示课件) Look! There are many teddy bears, some of them have questions, if you can choose them out and answer them correctly, your team will get one car. Are you clear? Ss: Yes. T: Ok! Now let’s begin.(Team One and team Two) More drill. (Let’s take a _____.) T: (出示课件) Look at the pictures carefully, and choose out the correct vehicle. Can you? 4. Listen to the tape and follow. Song “The Wheels on the Bus” 1.Show a model of bus to teach “wheel, wipers, horn”. 2.Use the actions of the baby to teach the action “around and around”, “swish and swich”, “beep and beep”. “up and down”, “waa waa waa”, “shh shh shh” 3.Look at the CAI and listen and do. 4.Read the song. 5.Sing with CAI. 6.Sing the song with the actions. Homework: Make a model(模型) of your favourite car. 板书设计： Lesson4 ： Cars and Trucks

篇3：四年级冀教版英语教案

1 对教材的认识, 要全面吃透教材

本节课是本课的第1课时, 我个人认为它的课型是“以拓展为主, 以复习为副”的拓展课。本节课的重点有两个:一是掌握一般用于描述天气的几个形容词:rainy s un n y, w i n dy, c lou d y, s n ow y。二是熟练运用“How is the weather today?”这一标准句型来进行询问天气状况。从每一位参赛者的教学过程中, 我们都可以明显地感受到这两点。可似乎大家都忽略了一个问题就是, 本节课已不再是一节真正意义上的新授课, 本课内容在四年级上册第14课第二部分就已经接触过了。所以在备课的时候, 我对这部分内容很纠结, 到底是该将本节课定位在复习型课上, 简单地重复学生已有的知识, 还是应该在复习旧知识的基础上加以拓展运用呢?最终, 我选择了后者。

2 对学情的认识, 要全面认识学生

四年级学生已具备了自学的能力, 应及时消化已学习过的知识。教师在教学过程中更应该注重刺激学生的大脑记忆, 达到对新旧知识的一个归纳总结和迁移应用。如果教师平时不注重对旧知识的归纳总结和迁移应用, 学生更是认为现在所学的知识与以前所学过的知识没有什么必然联系, 也就达不到系统掌握某一知识的目的。所以我在备课时就选用了几幅前一课的图片, 并要求学生用英语简单描述图片内容, 其实就是让学生用前一课所学的知识来描述图片内容, 说白了也就是复习前一课第一部分的内容, 可在竞赛的过程中, 我发现在座的学生好像对前一课第一部分的内容一点都不了解。当然这是在竞赛, 学生也是人家临时安排给我们的, 所以, 在此之前, 我对在座的10位学生情况一点都不了解, 为了教学秩序的正常进行, 我只好让学生自己在书上找, 然后读出来, 可有的学生连书都懒得翻, 在我再三的要求下, 书是翻开了, 可就是找不到地方。对学生的基础知识把握不准, 是我这节课遇到的最大意外。所以, 在平时的备课过程中, 对学情的分析很重要, 我们要全面认识自己的学生, 只有这样, 我们才能做到有的放矢。

3 对教学策略及教法的认识, 要全面理解教学大纲, 确立教学目标

我们要选择适合自己所教学生的教学策略和教学方法。本节课所学内容与前一节课联系紧密, 所以我在设计教案时选用了几幅前一课出现的与天气状况有关的图片, 并要求学生用英语简单描述图片内容, 目的在于引导学生根据已学知识描述图片, 并通过学生自己对图片的观察, 让学生自己参与发现问题, 最终总结出当时的天气状况如何。这一教学策略要求学生要对已学知识了如指掌, 如果学生对前一课内容不熟悉, 这一方法收到的效果也就一般了。

4 对教学过程的认识

首先, 英语教学录音资源很重要, 这不但可以纠正学生的发音问题, 更能激发学生的学习兴趣。我感觉这很必要, 也很适用。

其次, 在教学过程中都采用了多媒体辅助教学, 收到很好的效果。但一味地追求课堂气氛, 过分渲染就会喧宾夺主, 目标失色, 实践性的东西就会被抹杀掉了。幻灯片上明明出现的是两种天气状况, 而教师在教学过程中, 却只说出了一种天气状况, 没有提到“当两种天气状况同时出现时, 该怎样去表达”。我们在教学过程中遇到类似的问题, 即使这已经是课本上以前出现过的东西, 教师也应该及时提醒学生, 及时复习旧知识, 以达到课堂教学所要求的综合性、实践性、迁移性、系统性和刺激性。

再次, 我们更应该注重课堂细节问题。比如说:“在世界上独一无二的东西前面一定要加定冠词‘the’”, 这样的细小问题, 如果我们在日常教学中多加注意, 及时地提醒学生, 重复地次数多了学生也会在无意识中自然而然地掌握了, 要知道好的习惯是培养出来的。再比如说:“疑问句后面一定要带问号, 一句话的首字母要大写”等, 这都是些常识性的问题, 也是学生作业中经常出现的问题, 这就需要我们平时多加注意。

最后, 本次竞赛给我的感受是普遍一致, “只见树木, 不见森林”的感觉, 很少“同课异构”。本课的教学重点决不只是简单地重复学生已有的知识, 而应该是对学生已有知识进行系统梳理和综合拓展运用。

摘要：课堂教学的形式多种多样, 然而, 如何在四十五分钟的课堂教学中要质量, 全乡以“教学细节与有效课堂教学”为主题的优质课竞赛活动, 以冀教版小学英语四年级下册13 How is the Weather Today?为例, 采取的是同课异构现场授课方式与授课学校同进度进行, 本文中是我个人针对本次英语竞赛发表的一些观点。

篇4：浅谈冀教版英语的语法教学

关键词：英语语法；时态；词性；句子成份；复合句

冀教版初中英语教材语法内容只是渗透在教材之中，没有单独进行总结和归纳。怎样才能使学生学好语法内容并灵活地运用呢？笔者结合四年多新课标冀教版教材的应用谈谈自己的体会。

一、总结教材中所渗透的时态

英语每个句子至少包含一种时态，如果不让学生总结每种时态的构成式，学生很难学会造句，从而就会感到学习困难，甚至厌学。教学本教材时，我认为先学习教材中的句式，再通过句式中渗透的语法内容总结出其规律，然后让学生记住这一规律，并能够运用这一规律造出新的句子。采取这种“先……再……然后……”的模式，学生会越练越想练，越说越想说，从而对学习英语产生兴趣。如：含有实义动词的“一般现在时”，其构成规律是：“主语加动词原形……”或“主语第三人称单数加动词第三人称单数形式……”。如：I like English. He likes English.当谓语动词部分中，含有助动词do或does时，谓语动词一律用原形。如：I don'tlike English.He doesn't like English.Do you like English? Does he like English?Don't be late!等等。如果把含有实义动词的“一般现在时”，改为“一般过去时”，除时间状语作相应的变化外，在陈述句的肯定句中，实义动词一律用过去式，没有人称和数的变化。如果在否定句中和疑问句中，只把助动词do或does改为did，而实义动词一律用原形。如：陈述句的肯定式：He helped me yesterday.They came back home last week.陈述句的否定式：“He didn't help me yesterday.They didn't come back home last week.一般疑问句：Did he help you yesterday? Did they come back home last week?如果把含有实义动词的“一般现在时”，改为“一般将来时”，除时间状语要用表示将来的时间外，谓语部分一律用will/shall或am/is/are going to 加动词原形（进行时或其它形式表示将来的除外），只是在疑问句中把will/shall或am/is/are提到主语之前。在陈述句的肯定式或否定式中，把will/shall放在主语之后。如：陈述句：He walks to school every day.He won't walk to school tomorrow.He is going to ride to school tomorrow.一般疑问句：Will he walk to school tomorrow?ls he going to ride to school tomorrow?等等。如果将主动语态的“一般现在时”改为被动语态的“一般现在时”，主动语态的宾语变成被动语态的主语，主动语态的主语要变成被动语态介宾或省略。如：主动语态：We learn English.→被动语态：English is learnt (by us)。不论是主动语态中的各种时态还是被动语态中的各种时态，都分别进行总结归纳，使其简单化，使学生感到英语有规律可寻，能走一些捷径，提高了效率，同时也提

高了学生的学习兴趣。

二、认识词性和句子成份

若要造出合理的句子，就得了解句子中的成份，以及组成句子的词的词性。尤其是书面用语不能写出不符合句子成份规范的错误句子。使用冀教版英语教材进行教学时，我适时地补教了这部分内容。主语常由名词或相当于名词的词担任，置于句首。谓语或谓语动词常由动词担任，置于主语之后。表语是表述主语的身份或特征的，常由名词或形容词担任，置于系动词之后。宾语常由名词或相当于名词的词来担任，置于及物动词或介词等之后。定语是限定或修饰名词的词或相当于名词的词，常由形容词或相当于形容词的短语或从句担任。形容词常置于名词之前，相当于形容词的短语或从句常置于名词之后。状语是修饰动词、形容词、副词以及全句的，常由副词或相当于副词的短语或从句担任。修饰动词时，可置于动词之前，也可置于动词之后；修饰形容词或副词时，常置于它们之前。通过讲句子成份和词的用法，帮学生寻找规律，使他们能造出合理的句子，从而写出更好的短文。

三、突破复合句中的难点

在复合句中，难点是地点状语从句与定语从句的区别及that引导同位语从句与that引导定语从句的区别。

1.where引导的定语从句：从句前应有一个表示地点的名词作先行词，先行词在从句中必须充当状语。地点状语从句则没有表地点的名词充当状语。如：Go back to the village where you came from.(定语从句)；Go back where you came from.（状语从句）

2.在抽象名词answer，belief，fact，hope，idea，news等词之后可用that引导同位语从句。同位语从句引导词无意义，不充当成份，不可省略。如：I had no idea that you were here.同位语从句与其说明的名词或代词应为同一内容，同位语从句前一般没有逗号。关系代词that引导的定语从句，先行词即可指人又可指物，在从句中作主语或宾语。在讲清楚的基础上，反复练习，用此方法来达到突破难点的目的。

篇5：冀教版四年级上册英语教案

知识与技能：

Key words and phrases :country project also call speak right city cousin there

Sentences: San Francisco is in the west.

Task aim: Learn about the cities of America .And grasp the position words .Use the simple sentences to describe the position of something.

过程与方法：单词、课文、对比新课标第一网

情感、态度和价值观：美国三大主要城市的地理位置

德育目标：培养学生的方向感

重点：Key words and phrases :country project also call speak right city cousin there

Sentences: San Francisco is in the west.

难点：Learn about the cities of America .And grasp the position words .

Use the simple sentences to describe the position of something.

教学方法：讲授、对比

教学过程：

(一) 导入：

Sing the song together.”I am the music man.”(construct funny atmosphere)

Show some pictures or maps about London.

Free talk ( Have students describe the picture)(review and present the new lesson)

(二)探究新知Teacher’s Q: Which countries speak English/

S: England, American…

Q: What do you know about America?

S: In Chinese they may say something about it.

OK, today let’s do it in English.

Show a map of America.(Teacher draw it before the class)

And introduce “This is my project .It about America” (show “project…) read it and understand it.

b. Use questions to show new words

Q: what language do the people speak in America?

S: people speak English in America.

Q: what’s the capital of America?

S: Washington D.C is the capital of the USA.

Q: where is it?

S: It’s in the east.

New words :speak , east新|课 | 标|第 |一| 网

c. Use the map to show the position of New York and San Francisco. And present the text contest on the blackboard. (teach new words “ city , west , cousin )

d. Make sure that all the contest on the blackboard and use a color chalk underline the new words.

Listen and repeat. And read it in pairs.

Repeat some key sentences with a teacher .Understand the meaning of it.

Competition between two students. Read it “Who can read it more quickly?”

(Improve the students ability of oral English)

(三)巩固新知

Do you have a friend? If you have, please draw her / his house .And tell us where is his / her house?

(Practice “I live in Beijing. My friend lives in …)Give them 2’ to remember the new words and the meaning of it .Then finish the part 1 on Activity book. Check the answer in groups

Point ,ask and answer

Show some pictures on TV.( on the blackboard)

A: Where is New York? B: It’s in the east.

( Look at pictures and describe the position of it )

3. Show a map of China and deal with the part 3 on activity book

(四)作业布置

(五)小结Practice to read and remember the new words .( look at the phonetic symbol and say them out)

Important sentences ( make a simple translation)

板书设计

Unit 1 Did he live in New York?

It’s about America.

It’s called USA.