哪种眼霜去黑眼圈效果好-自我介绍英文版

新世纪版小学英语四年级全册教案
目录

上册
《Unit 5 When is your birthday》
······················ ··············
2
《Unit 7 A pretty girl》
··············································
10
《Unit 8 Give me the corn》
·············· ······························
18
《Unit 9 The tiger and the fox》
····································
22
《Unit 10 Let’s go to the cinema》
·········· ·························
27
《Reading 3 Mike’s pet》
··································· ···········
33
下
《Unit 5 The noisy band 》
············································· ·
37
《Unit 6 How does it feel》
········· ···································
50
《Unit 7 What about yours》
················· ··························
55
《Unit 8 What’s the weather like》
·································
60
《Unit 9 What are you going to do》
·································
67
《Unit 11 My tail》
························· ·····························
84
《Unit 12 Sandy’s homework》
····························· ············
91











1

《Unit5 When is your birthday?》
1教学目标
一.知识与技能:
能了解名词性物主代词mine,yours的基本用法。
能根据教师提供的语言模式就生日这一话题与他人展开讨论。
掌握部分形容词的比较级,并对比较级的基本用法有所了解。
能用正确的语音、语调、语速朗读所学短文。
能根据教师提供的语言模式复述课文。
能根据提示的关键语句,写短文The twin brothers。
二.过程与方法:
1. 能积极与同伴合作,共同完成与同伴比较年龄大小的任务,主动运
用所学英语进行表达和交流。
2. 通过完成听对话回答问题的任务,学习如何在交际过程中捕捉信
息。
三.情感态度价值观:
通过询问彼此的生日增进同学间的了解和友谊,并学会关心同学和朋
友。
2学情分析
在本节课中,主要教授的内容是名词性物主代词“mine”, “yours”
的基本用法以 及形容词比较级的表达方法。在课堂设计时,我以生日
为主线,通过让学生猜教师的生日,猜教师收到的 生日礼物等英语课
堂活动串联了课文中几乎所有的语言知识点。
2

3重点难点
教学重点:
在上下文中,名词性物主代词“mine”, “yours”与其相对应的形容
词性物主代词 “my”, “your” 之间的相互转换。
形容词性物主代词通常作名词的修饰语,例如:My birthday is in N
ovember.
而名词性物主代词则可直接作主语,例如:Kitty’s birthday is
in April , but mine is in November.
形容词的比较级的表达方法— —大多数单音节形容词在构成比较级
时,通常都采用在原级词尾后加 “er”构成比较级形式,例如: old
—older 但碰到重读闭音节,且词尾为单个辅音字母的形容词时,
它的比较级须在词尾辅音字母双写后,再加 “er”,例如 big—bigg
er
教学难点:
名词性物主代词“mine”与其相对应的形容词性物主代词 “my”发
音相近,但用法不同,对于初学者而言,较难分辨。
名词性物主代词与形容词性物主代词在使用中的区别。 o-fareast-
language:ZH-CN; mso-bidi- language:AR- SA'>通过询问彼此的生日
增进同学间的了解和友谊,并学会关心同学和朋友。
4教学过程
4.1.1教学活动
活动1【活动】Unit 5 When Is Your Birthday
3

Pre-task preparations:
1. Sing an English song “The Months”.
2. Daily talk:
1) How many months are there in a year?
2) What are they?
While-task procedures:
1. Learn: 名词性物主代词“mine”与其相对应的形容词性物主代词
“my”之间的相互转换。
1) Play a guessing game.
T: When is my birthday? Guess. You can ask me, “Is your
birthday in
…?”
S: …
T: My birthday is in November. Besides me, whose birthday i
s in November, too?
S: …
T: You can also say “Mine is in November, too.”
2) Game: Test your memories.
T: Whose birthday is in …?
S: My birthdayMine is in …
4

2. Learn: 句子“What about yours?”在上下文中的运用以及名词
性物主代词“yours”与其相对应的形容词性物主代词 “your”之间
的相互转换。
1) T: My birthday is in November. And it’s on November 29t
h. What about your birthday?
S: My birthdayMine is on …
T: I can also ask, “What about yours?”
2) Practice “Let’s talk”
A: How old are you,…?
B: I’m … years old. And you?
A: I’m … years old. When is your birthday?
B: My birthday is on … What about yours?
A: Mine is on …
3) Practice “Say something about your birthday gift”
My birthday gift is…
It… (beautifulnice…)
I like it very much.
What about yoursyour birthday gift?
3. Learn: 形容词的比较级的表达方法
1) 大多数单音节形容词在构成比较级时,通常都采用在原级词尾后
加 “er”构成比较级形式;碰到重读 闭音节,且词尾为单个辅音字母
的形容词时,它的比较级须在词尾辅音字母双写后,再加 “er”
5

T: Look at my birthday gift, which is bigger, the bag or th
e red box?
S: The bag is bigger.
…
small—smaller big—bigger
long—longer fat-- fatter
short—shorter thin--thinner
tall—taller
fast--faster
2)“than”用于形容词的比较级之后,引导表示比较关系的短语
T: The bag is bigger than the red box.
The red box is _______ ______ the bag.
…
3) 生日日子的比较
T: Annie is 11 years old. Annie’s birthday is on Sept
ember 23rd.
Susan is 11 years old, too. Susan’s birthday is
on September 25th.
Who is older, Annie or Susan?
S: Annie is older.
T: Annie is older. Annie is two days older than Susan.
You can also say, “Susan is two days younger than Annie.”
6

T: Tom’s birthday is on September 20th. Can you compa
re Tom with Annie?
Tom is ________ ________ ________ ________ Annie.
Annie is ________ ________ ________ ________ Tom.
T: Can you compare Tom with Susan?
Tom is _______ _______ _______ _______ Susan.
Susan is _______ _______ _______ _______ Tom.
4) 生日月份的比较
T: Jody’s birthday is in September of the year 1998.
Linda’s birthday is in December of the year 1998.
Jody is three months older than Linda.
Linda is ________ ________ _______ _______ Jody.
5) Practice “Do a survey”
Name

Birthday

_______’s birthday is on _________.
My birthday is on __________.
________ is ________ ________ ________ than me.
I’m _________ ________ _________ than ________.
6) 生日年份的比较
7

T: My birthday is in 1982.
Jody’s birthday is in 1998.
Lisa is 16 years older than Jody.
Jody is _______ _______ _______ ______ Lisa.
Post-task activities:
1. Learn the text.
1) Listen to the recorder.
2) Read the text.
3) Answer the following questions.
How old is Norman?
When is Norman’s birthday?
Is Norman two days older than Sandy?
When is Sandy’s birthday?
Who’s older, Sandy or Norman?
4) Retell the story.
2. Write a short passage about the twin brothers.
Henry and Bob are _________ ________.
Henry’s birthday is on ____________.
Bob’s birthday is on ____________.
Henry is _________ ________ Bob.
Bob is _________ _________ Henry.
…
8

Assignments:
Retell the story.
Write a short passage about the twin brothers.



















9

《Unit7 A pretty girl》
1学情分析
本班学生对英语学习具有较浓厚的兴趣,乐于用英语和同学、老师进
行交流。在课堂学习中,大部分学生能积极参与教学活动,思维活跃,
喜欢角色扮演、互动交流 、小组合作等体验式学习,能在语境中运用
所学单词和句型进行语用表达。对本课主题Clothes的 相关内容,学
生们已积累了一定的语言知识和生活经验,如掌握了一些服饰类的单
词,并能用简 单的句型介绍自己的服装,具备了良好的学习基础。本班
学生对英语学习具有较浓厚的兴趣,乐于用英语 和同学、老师进行交
流。在课堂学习中,大部分学生能积极参与教学活动,思维活跃,喜欢
角色 扮演、互动交流、小组合作等体验式学习,能在语境中运用所学
单词和句型进行语用表达。对本课主题C lothes的相关内容,学生们
已积累了一定的语言知识和生活经验,如掌握了一些服饰类的单词,< br>并能用简单的句型介绍自己的服装,具备了良好的学习基础。本班学
生对英语学习具有较浓厚的兴 趣,乐于用英语和同学、老师进行交流。
在课堂学习中,大部分学生能积极参与教学活动,思维活跃,喜 欢角色
扮演、互动交流、小组合作等体验式学习,能在语境中运用所学单词
和句型进行语用表达 。对本课主题Clothes的相关内容,学生们已积
累了一定的语言知识和生活经验,如掌握了一些服 饰类的单词,并能
用简单的句型介绍自己的服装,具备了良好的学习基础。
2重点难点
一.教学重点
10

1. 在语境中熟练运用所学的服饰类单词。
2. 能比较熟练地运用I will put onwear … with … 介绍自己参
加某些体育运动中的穿着。
二.教学难点
1. 在语境中理解词组… with …表示服饰搭配的含义,并能正确运
用。
2. 在文本的学习过程中,理解和提炼参加体育活动时服装选择的三
要素:美观、合适、鞋子的正确尺码。
3教学过程
3.1.1教学目标
一.知识目标
1. 在语境中学会正确认读、拼写和运用单词blouse, jeans, short
s, coat, tie, belt, socks, gloves及其他服饰类单词。
2. 能运用句型I often wear...in...描述自己在不同季节中的合适
穿着。
二.能力目标
1. 能用所学的服饰类词汇和句式讲述自己在不同季节中的合适
穿着。
情感目标
1. 通过文本的学习,感悟服装与季节的关系,懂得在不同的季节选择
合适的服装。
3.1.2学时重点
11

一.教学重点
1. 在语境中学会正确使用所学的服饰类单词。
2. 能比较熟练地运用I often wear … in … 介绍自己在四季中
的穿着。
3.1.3学时难点
二.教学难点
1. 正确认读、拼写单词jeans, shorts, socks , gloves,注意他们
的复数形式。
2. 在文本的学习过程中,能用英语流利地讲诉人们在不同的季节中
的穿着。
3.1.4教学活动
3.2
第二学时

3.2.1教学目标
一.知识目标
1. 在语境中进一步运用单词blouse, jeans, shorts, tie, belt,
socks, gloves及其他服饰类单词。
2. 在语境中感知理解和运用单词sports shoes和sneakers。
3. 在语境中理解词组… with …表示服饰搭配的含义。
4. 能运用句型I will put on …介绍自己在体育运动中的穿着。
二.能力目标
1. 能用所学的服饰类词汇和句式讲述自己在参加某些体育运动
中的穿着。
12

情感目标
1. 通过文本的学习,懂得在选择参加运动类活动的服装时,应注 意美
观、合适、及鞋子的尺码,体验运动给我们带来的快乐。
3.2.2学时重点
一.教学重点
1. 在语境中熟练运用所学的服饰类单词。
2. 能比较熟练地运用I will put onwear … with … 介绍自己参
加某些体育运动中的穿着。
3.2.3学时难点
二.教学难点
1. 在语境中理解词组… with …表示服饰搭配的含义,并能正确运
用。
2. 在文本的学习过程中,理解和提炼参加体育活动时服装选择的三
要素:美观、合适、鞋子的正确尺码。
3.2.4教学活动
活动1【讲授】4A Unit 7
【教学过程】
Pre-task
preparation
Passage: Clothes and seasons
Read the passage with the music.
通过朗读小语篇,激发学习兴趣,复习第一课时的文本。
13

运用第一课时主要句型进行表达。
Talk about the clothes and seasons
Questions and answers
Say something about Carol’s different dresses in different
seasons.
Work in pairs.
While – task procedure
1. Carol is going to a sports meet.
1. Guess.
2. Listen and answer.
运用… be going to do …句型猜猜Carol要去干什么,并激发学生
学习兴趣。
in: Clothes and sports activities
1. Read the topic: Clothes and sports activities
导入本课话题:Clothes and sports activities
3. The clothes Carol wants to wear.
1. Listen and answer.
2. Know the key word: beautiful
3. Read the first part of the dialogue.
4. Talk about Mum’s and Carol’s idea
视听结合,问题引导,体验本课第一个关键词:beautiful。
4. The clothes Carol will put on.
14

1. Know the key word: suitable
2. Read the second part of the dialogue.
and answer.
Know the key word: high jump
4. Learn: … with …
5. Read the third part of the dialogue.
6. Fill in the blanks.
be Carol’s clothes
通过问问答答,理解并运用… with …结构。
视听结合,问题引导,体验本课第二个关键词:suitable。
通过描述Carol运动会要穿的衣服,来运用本课主要句型… will pu
t on … with … 进行语用表达。
5. The shoes Carol will put on.
1. Listen and answer.
be Carol’s shoes. : sneakers, sports shoes
the end of the dialogue.
通过动画演示,理解和学习新单词。
视听结合,问题引导,体验词汇sneakers,sports shoes。
Read the dialogue.
Play in role and read the dialogue in pairs..
Talk about Carol’s clothes for the sports meet.
通过跟读和分角色朗读来巩固本课文本。
15

通过描述Carol运动会的装扮,来运用服饰类单词和句型来进行语用
表达。
Post-task activities
Choose the clothes for sports activities
1. Watch and free talk.
2. Discuss and share the ideas with others:
We are going to a sports meet. I am going to … I will
put onwear … with … These clothes are … We will have a
good time at the sports meet.
通过观看运动会项目图片和口头交谈,让学生对运动会有进一步的感
受,并激发学 生表达的愿望。
通过重新分组,学生在组内选择和讨论运动时的着装,并在全班范围
内进行交流。
Assignment
Read U7 Grand Theatre.
Try to write: Clothes for sports
On the board:
4A Unit 7 Period 2 Clothes and sports activities
Who What activities What clothes
How Carol high jump
T-shirt beautiful
shorts suitable
16

sneakers cool
pretty
I long jump ...
skip the rope
...

















17

《Unit 8 Give me the corn》
1教学目标
1. 能正确掌握句型Give meushimherthem..., please.的结构,
并能灵活运用在情境中,请求对方把 物品递给自己或他人,并能用Her
e you are.正确应答。
2. 通过有关话题内容和情境,来正确灵活运用食物类词汇进行交际
运用。
3. 通过文本阅读和理解来巩固词汇egg plant, onion, sweet pota
to, cabbage, pea和 pork,并能灵活运用。
2学情分析
该句型在一、二年级 均有涉及,当时是注重口语的语用及其相应的回
答。由于有了之前的学习基础,学生在该语言点的复习巩 固上显得游
刃有余。本课在语用的基础上,增加了各人称的替换练习,注重人称宾
格的学习,从 口语练习到书面练习过渡。
3重点难点
1. 能正确掌握句型Give meushimherthem..., please.的结构,
并能灵活运用在情境中,请求对方把 物品递给自己或他人,并能用Her
e you are.正确应答。
2. 通过有关话题内容和情境,来正确灵活运用食物类词汇进行交际
运用。
4教学过程
4.1.1教学活动
18

活动1【导入】Helping my parents
Warming up:
Chant: Ten fat the chant with the music.
通过复习前一单元的输出儿歌复习旧知,温习语言材料,并引入新授
话题。

活动2【讲授】Helping my parents
Task 1:
Today is , Mum and Dad are at home. They’re go
ing to have a picnic in the park.
Guess: What do they want to make for the picnic?通过让学生
猜测Tom一家为野餐准备哪些食物,
Task 2:
Review the words: eggplants, sweet potatoes and onions.
1. Read and spell the words.
2. Say a chant.
复习单词eggplants, sweet pota toes和onions的同时,通过一首朗
朗上口的儿歌帮助学生巩固这三个单词的读音并且掌握这三 种蔬菜
的特征。
Task 3:
Dad is making a vegetable salad.
Learn the main sentence: give sb. Sth.
19

Mum is making a fruit salad.

Dad and Mum are making hamburgers.
1. Learn the sentence.
2. Review the words: cabbages and peas.


Consolidate the main sentence.

Review the words: chicken and pork.
2. Say a chant.
通过give sb. sth.句型的练习,学习人称宾格的用法,完成填空练
习。


巩固主要句型,完成填空练习。

巩固主要句型,完成填空练习。
Task 4:
Do the Pair work.
Pair work.
20

通过三段对话 练习,汇总三份野餐食物的制作过程,帮助学生巩固主
要单词和句型的运用。


活动3【活动】Helping my parents
Step1
Retell the story.
Step2
Summary.
Retell the story.
Be a good helper to your parents.
学 生通过板书的线索,复述本篇故事,在复述的过程中除了可以完整
地掌握故事的脉络,更重要的是能够进 一步巩固本节课的教学重难
点。
总结本节课的主旨:我们要成为父母的好帮手。
活动4【作业】Helping my parents
1. Copy and recite the words.
2. Read the words.
3. Read the story.
a short passage “Tom is a good helper.”


21

《Unit9 The tiger and the fox》
1教学目标
语言知识:
能听懂语言知识中陈列的单词和句型,能大致听懂文本。能通过语段
听读掌握词汇big, small, thin, fat, hard, soft, smooth, r
ough并能知晓其读音与意义。
初步感知句型Don’t... 运用句型 There be... It’sThey’re...
It likes to eat... 描述动物。

语言技能运用:
1. 能听懂文本材料并找出关键信息。
2. 能根据所给场景,运用已学句型 There be... It’sThey’re...
It likes to eat... 描述自己喜欢的动物。

情感与态度:
通过对动物的了解和描述,培养学生关爱动物,保护动物。
2学情分析
本班多数 学生对英语很感兴趣,课上乐于模仿,勇于尝试。但由于部
分学生活泼好动,没有养成仔细倾听的良好习 惯。因此在教学中,需要
常变换不同的教学媒介,运用新鲜的事物来刺激学生的学习情绪,使
2 2

他们在玩乐中习得的同时,对语言进行实践和运用。在学习本课之前,< br>学生已接触了部分形容词,对本课内容并不陌生。
3重点难点
重点:
1、能掌握所学单词。
2、能根据语境,运用学过的句型说出自己喜欢的动物。
难点:
能根据语境,运用学过的句型描述自己喜欢的动物。
4教学过程
4.1.1教学活动
活动1【导入】pre－task
1. Enjoy a video.
2. Student 1: Read a short passage.
3. Look at the picture:
What’s in the zoo?
What’s your favourite animal? Why?
活动2【导入】While－task

Task 1:
1. Listen to the dialogue and find the right picture.
2. Look at the picture of the zoo, listen to the dialogue a
gain.
23

Task 2:
Teach: big, strong, weak, small
1. Look at the picture and answer questions:
Where is the elephant?
How is the elephant?
(learn: big and strong)
What has the elephant got?
What does it like to eat?

2. Listen and know about the sentence pattern: Don’

3. Show the picture of the mouse. Ask questions.
4. Teach: small.
The elephant is _____ but ... (Teach: weak )
5. Look and say .
Task 3:
Teach: hard and soft
1. Elicit the animal: turtle.
2. Listen and ask:
How is the turtle?
3. Teach: hard.
24

t...

Touch the _______, it’s____.
4. Teach: soft.
5. Pair work

Task 4:
Teach smooth and rough
1. Read and guess.
2. Teach: smooth.
3. Listen to the dialogue.
4. Read the passage about the crocodile.
5. Learn: rough
6. The snake is smooth but...
7. Pair work.

Task 5:
Learn: thin and fat
Look at the picture and pair work:
The monkey is...
It’s...
It’s got...
It likes to eat...
The... Is...but...is...
25

活动3【导入】Post－task

1. Read and match
2. Read the dialogue again
3. Draw a thinking map and talk about the animals
4. Enjoy some pictures.
Homework














26

《Unit10 Let’s go to the cinema》
1教学目标
知识与技能:
1、会识读本单元单词feed a bird, climb the hill, walk a dog,
fly a kite, go cycling, go swimming, go boating, go fishin
g等,理解其含义并能准确地运用于一定的语言情境中。
2、通过创编对话和替换练习,能正确运用Let’s….及对let’s …
句型的多种不同应答方式。知道let's ..是let us..的缩写形式。。
3、会描述Grand Theatre中的内容, 根据课文内容回答Questions
and Answers 中 的问题,并根据实际情况回答On your own中的问
题。
4、会识读字母字母h在单词中的发音 h。
过程与方法:
通过图片以及影片的呈现方式,来辅助学生学习本单元中的单词。
2、通过阅读语篇以及语境的创设来让学生对所学单词的意义以及文
化的了解。
3、通过pair work, group work, listening exercise等活动方式
进行课堂教学,有机地将单词和句型进行整合。
4、通过pair work, group work, listening exercise等活动方式
进行课堂教学,有机地将句型进行整合,形成语用输出。
27

情感、态度与价值观:
能根据话题流利地学说一段话,并能根据话题描述自己的兴趣爱好。
2学情分析
从学情上分析,学生早前已经学过一些表示动作的词汇,如sing a so
ng, dance, draw a picture, watch TV等。本单元重点是用一些新
的表示 活动的词汇,以此作为第一教时重点。第二教时的句型教学,
学生对于句型Let’s…已经能够理解, 但还需要实际运用,因此在教
学设计中要注意句型的功能和在实际生活中的运用。在第三教时中,
学生第一次接触打电话用语,因此要让学生理解这个结构的含义,在
此老师可以加以拓展,以便学生在 情境中运用。
兴趣爱好是四年级孩子们非常乐意谈论的主题,因此在教学中要让孩
子多看多说 。四年级的孩子们已经有一定的行为自主能力,会安排自
己的时间,孩子们在课余时间有很多喜欢做的事 ,因此本单元的主题
也较能引起学生的共鸣,让他们想说,乐说。
3重点难点
教学重点:
1、通过语篇的理解,学会词组feed a bird, climb a hill, walk a
dog, fly a kite, go swimming理解其含义并能准确地运用于一定
的语言情境中。
2、通过阅读辅助文本,初步感知Let’s ---句型的含义并能初步运
用句型来邀请别人做某事。
教学难点:
28

通过语篇的理解学会go+ doing something和Let +宾格。
通过主题Hobbies来表达自己的兴趣爱好。
4教学过程
4.1.1教学活动
活动1【导入】pre－task procedure
1. Free talk : What do you like doing?
Choose color then speak.
Q1:What do you like doing in your spare time?
To learn: Spare time
教学策略:教师先问几位同学,然后反过来让同学们问老师喜欢什么,
为后面引出主题做铺垫。
活动2【讲授】While task procedure
Task 1:Listen and fill in the form
T: Let’s listen to the passage and fill in the f
orm, what are their hobbies?
Who
Hobbies
Tony
Carol
Hong Wei
教学策略:通过听整个文本,初步感知文本。
29

教学评价:(评价方式:学生每回答出表格的一个人物,小组获得一颗
星数。)
T: So many friends. They all have their hobbies. L
et’s see, who comes first and talk with Peppa?
Task 2: To know Tony’s hobby
Listen and answer:
When does Tony often go swimming with his friends?
To learn: go swimming
To learn: go doing something. (去做某事)
Read the 1st part of story
To learn: go doing sth 去做某事, go boating, go cycling
T: Nice voice, who can tell me, is there any differences in
these three colors?
Read and change
5. Practice: I like______. I often go ______ on w
eekends. I am going to _____with _____ this weekends.
教学策略:从Tony的爱好入手,引入今天要学习的主 题,通过问答来
学习四个词组,并通过小诗的学习和创编来巩固所学。
Peppa : It’s not my hobby.

Task3: To know Carol’s hobby
1. Listen and answer.
30

教学评价:学生根据短文内容,每回答出一项内容,小组获得一颗星。
2. Practice: I have got ___________. I like ______ with____
______. It is _____________.
2. Read the 2nd part of story.
教学策略:通过听文本来学习词组,学会go+doing的结构。
Peppa: That’s not my hobby.

Task4: To know Hong Wei’s hobby
Read and answer.
教学评价:学生根据短文内容,每回答出一项内容,小组获得一颗星。
To learn: climb,climb a hill, climb a tree
Practice: I like __________. (nice flowers, green trees, fr
esh air…) So I like_(climbing a hill). I often _(climb a h
ill)_with_____. It can make us_______. (happy, strong, heal
thy…)
To learn: fly a kite
5. Dialogue: What’s your hobby? My hobby is __________.
6. Kite movie: ‘flying a kite’
7. Read the 3rd part.
T: Finally, Peppa find a friend Hongwei. They can go to the
park together.
Task4: Hobbies
31

Wow, we all have lots of hobbies.总结

活动3【活动】post－task activities
三、Post-task activity:
1. Read Text
2. Group work: I have a lot of hobbies.
I often …, … and … in the spare time.
Let’s…
It can makes us… (happy healthy strong…)
教学评价:学生能流利地、正确地表述自己的兴趣爱好,所在小组获得
三颗星
学生能较流利地、正确地表述出兴趣爱
好, 所在小组获得两颗星
学生能在老师的帮助下完整地表述出兴趣爱
好, 所在小组获得一颗星
活动4【作业】Homework
Homework:
a short passage about “My hobbies ”.
2. Talk about your hobbies.



32

《Reading 3 Mike’s pet》
1教学目标
To master words and the phrases:
leg tail arm strong grey walk
down the street
master the sentences:
It has long arms. Its arms are long. …
2重点难点
3. Grammer: is,are的用法;an的用法;have,has的用法
Teaching important points:
To master the phrases and the sentences
Teaching difficult points:
Grammer: is,are的用法; have, has的用法
3教学过程
3.1
第一学时

3.1.1教学活动
活动1【导入】预学
你会读并能写出下列单词、短语的意思吗?
monkey_________ dog_________ leg_______
__ tail ________ arm ______
_ strong ________
33

grey_________ walk down the street ______
______
活动2【讲授】探究
Teaching procedures:
Step 1: Warm up and greetings
Step 2: Revision and lead-in
Chant.
PPT: Look at the pictures and say the words of animals.
(elephant, pig, cow, cat, giraffe, duck, dog, monkey)
Step 3: Presentation
(1) PPT: The new words and expressions:
leg 腿 tail 尾巴 arm 手
臂 strong 强壮的
grey 灰色的 walk down the street 沿街走
(2) PPT: (Let’s talk.) Sentences:
This is an elephant.
It is grey.
Its nose is long.
Its ears and eyes are very big.
Its legs are very strong.
Its feet are very big, too.
Its tail is small and short.
34

Grammer summary: is, are 的用法区别。
区别Its 和 It’s 的意义。
(3)Practice speaking: Work in pairs.
It has long arms. Its arms are long.
(仿照上面的句子,看4个动物图片说句子并写出来。)
展学案
活动3【练习】做一做
1.将汉语和对应的英语单词连线。
elephant 手臂
pig 猫
cow 腿
cat 猪
giraffe 大象
duck 猴子
dog 长颈鹿
monkey 鸭子
leg 狗
tail 强壮的
arm 奶牛
strong 尾巴
2.听音,并根据听到的先后顺序将图片重新排列。
(1)______(2)______(3)______(4)______(5)_______
35

3.我会根据课文内容填空。
This is____ elephant.
It is grey.
Its nose ____ long.
Its ears and eyes _____ very big.
Its _____ are very strong.
Its feet are very big,_____.
_____ tail is small and short.














36

《Unit4 What’s going on?》
1教学目标
1.通过学习掌握单词channel, cupboard, mirror, towel, lamp, p
ush, pull, wash up 的读音、拼写、意义及在句中的运用。
2.掌握现在进行时态的一般疑问句及其回答:Is heshe doing…? Y
es, heshe , heshe isn’t.
3能根据所给情景,有情感有意义的进行交流。
4.能熟练地读、背、默出Wonderland,
2学情分析
本班学生思维活跃,英语基础较好。
3重点难点
掌握单词cupboard的构词。
理解push和pull这组反义词。
正确掌握cupboard中oar的发音ə。
能在语境中正确使用pull和push。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【讲授】Unit 4
【教学过程】
一、Pre- task preparation
1. Music Box:(复习音标,为新课中有同样发音的单词作铺垫。)
37

ea i: eat sea read
please
ea e head heavy bread
weather
ar ɔ: war ward warm
quarter
ar ɑ: car park hard
garden
er ə: her verb term
person
er ə father worker sister
teacher
oo u: school food tooth
smooth
oo u good foot look
book
(教学策略:复习音标,为新课中有同样发音的单词作铺垫。)
Talk:
What do you usually do in your spare time?
Do you like watching TV?
What programme do you like to watch?Cartoons or TV plays? W
hy?
38

What cartoonTV plays do you like to watch?Please talk abou
t it.
二、While-task procedure
Task 1 learn the new word: channel
1. Learn to talk about programme and channel.
1) T: I often watch cooking on Channel Young. What about yo
u?
Show some programmes and channels to students. Let them lea
rn to say:
I often watch ______ on ______.
2) Work in pairs:
A: What programme do you like best?
B: I like ________ best.
A: Which is your favourite channel?
B: My favourite channel is________.
I often watch _______ on ________.
(教学策略:让学生在对话中学会用I often watch (节目) on (频道)
的句型进行表达。)
Task 2: Learn new words and phrases.
Sakura Momoko:
How does she look like?
How old is she?
39

Which grade is she in?
How many people are there in her family?
Watch the movie:
Sakura Momoko is watching TV with her family. They’re wat
ching TV plays. It’s her Mom’s favourite. After watchin
g TV, Mum goes into the kitchen and begins to washes the di
shes.
(1) Learn the new phrase: wash the dishes =wash up
Ask: Do you often help your mum do housework at home?
What do you often do?
(2) Learn the new word: cupboard kʌbəd
Compare: cupboard blackboard cardboard
(教学策略:掌握单词cupboard的构词,正确掌握cupboard中oar的
发音ə,并能 与其他音近的单词作比较。)
Ask: What’s near the door? There is a cupboard near it.
Pair work:
a: There is a cupboard with _________ in it.
I can put _________in it.
b: This is a bedroom.
There is a cupboard with __________ in it.
I can put _________________ in it.
(3)Learn: towel
40

Watch the movie: Momoko in the bathroom. She is taking a b
ath. She puts her towel on her head. She feels comfortable.
towel tauəl
Look at the pictures: There are three towels. Which one do
you like best?
I like ________ best, because_________.
(4)Learn: lamp
Watch the movie: After taking a bath, she remembers that sh
e has some homework to do. She has to sits at the desk and
begins to do her homework. It’s difficult to her.
lamp læmp
Comparing with light
(教学策略:让学生了解lamp是指台灯,而light则理解为电灯,日光
灯)
: pull and push
When she asks her sister for help , she pulls her arm.
pull pul pushpuʃ
Pair work:
(1)The students __________ hard.
They want to win the match.
(2)The dolphin is so clever.
It can ___________.
41

(3)The bus breaks down.
People get off and ___________.
(4)How funny!
The cat can
_____________.
Learn: trolley trɔli
Task 3: learn: mirror.
1) Watch the movie: Before going to bed, she dances in fron
t of the mirror. She always has a dream of being a beautifu
l girl like this.
2) mirror mirə
3) Make a riddle:
It can be _______, ________ or _________.
It feels ______ and _________.
I can ___________ in it.
What is it?
(教学策略:学生试着自己创编谜语,培养观察能力和语言表达能力。)

三、Post-task activities
1. Listen to the tape and read after the tape.
42

2. Spell the words: channel, cupboard, mirror, towel, lamp,
push, pull, wash up to the passage and fill in
the blanks.
1. Momoko often watches _______ on _______ 5.
2. After watching TV, Mum ________ in the kitchen.
3. There are many _______, some pens and a ______on the des
k.
4. Momoko puts her______ on her head when she is taking a
bath.
5. Momoko ______ her sister’s arm to ask for help.
6. In her dream, she sees herself in the _____.
【Homework】
.Recite and copy the words.
channel, cupboard, mirror, towel, lamp, push, pull, wash up
a short passage about your room.
【On board】
channel, cupboard, mirror, towel, lamp, push, pull, wash up
【教学过程】
一、Pre- task preparation
1. Music Box:(复习音标,为新课中有同样发音的单词作铺垫。)
ea i: eat sea read
please
43

ea e head heavy bread
weather
ar ɔ: war ward warm
quarter
ar ɑ: car park hard
garden
er ə: her verb term
person
er ə father worker sister
teacher
oo u: school food tooth
smooth
oo u good foot look
book
(教学策略:复习音标,为新课中有同样发音的单词作铺垫。)
Talk:
What do you usually do in your spare time?
Do you like watching TV?
What programme do you like to watch?Cartoons or TV plays? W
hy?
What cartoonTV plays do you like to watch?Please talk abou
t it.
44

二、While-task procedure
Task 1 learn the new word: channel
1. Learn to talk about programme and channel.
1) T: I often watch cooking on Channel Young. What about yo
u?
Show some programmes and channels to students. Let them lea
rn to say:
I often watch ______ on ______.
2) Work in pairs:
A: What programme do you like best?
B: I like ________ best.
A: Which is your favourite channel?
B: My favourite channel is________.
I often watch _______ on ________.
(教学策略:让学生在对话中学会用I often watch (节目) on (频道)
的句型进行表达。)
Task 2: Learn new words and phrases.
Sakura Momoko:
How does she look like?
How old is she?
Which grade is she in?
How many people are there in her family?
45

Watch the movie:
Sakura Momoko is watching TV with her family. They’re wat
ching TV plays. It’s her Mom’s favourite. After watchin
g TV, Mum goes into the kitchen and begins to washes the di
shes.
(1) Learn the new phrase: wash the dishes =wash up
Ask: Do you often help your mum do housework at home?
What do you often do?
(2) Learn the new word: cupboard kʌbəd
Compare: cupboard blackboard cardboard
(教学策略:掌握单词cupboard的构词,正确掌握cupboard中oar的
发音ə,并能 与其他音近的单词作比较。)
Ask: What’s near the door? There is a cupboard near it.
Pair work:
a: There is a cupboard with _________ in it.
I can put _________in it.
b: This is a bedroom.
There is a cupboard with __________ in it.
I can put _________________ in it.
(3)Learn: towel
Watch the movie: Momoko in the bathroom. She is taking a b
ath. She puts her towel on her head. She feels comfortable.
46

towel tauəl
Look at the pictures: There are three towels. Which one do
you like best?
I like ________ best, because_________.
(4)Learn: lamp
Watch the movie: After taking a bath, she remembers that sh
e has some homework to do. She has to sits at the desk and
begins to do her homework. It’s difficult to her.
lamp læmp
Comparing with light
(教学策略:让学生了解lamp是指台灯,而light则理解为电灯,日光
灯)
: pull and push
When she asks her sister for help , she pulls her arm.
pull pul pushpuʃ
Pair work:
(1)The students __________ hard.
They want to win the match.
(2)The dolphin is so clever.
It can ___________.
(3)The bus breaks down.
People get off and ___________.
47

(4)How funny!
The cat can
_____________.
Learn: trolley trɔli
Task 3: learn: mirror.
1) Watch the movie: Before going to bed, she dances in fron
t of the mirror. She always has a dream of being a beautifu
l girl like this.
2) mirror mirə
3) Make a riddle:
It can be _______, ________ or _________.
It feels ______ and _________.
I can ___________ in it.
What is it?
(教学策略:学生试着自己创编谜语,培养观察能力和语言表达能力。)

三、Post-task activities
1. Listen to the tape and read after the tape.
2. Spell the words: channel, cupboard, mirror, towel, lamp,
push, pull, wash up to the passage and fill in
the blanks.
1. Momoko often watches _______ on _______ 5.
48

2. After watching TV, Mum ________ in the kitchen.
3. There are many _______, some pens and a ______on the des
k.
4. Momoko puts her______ on her head when she is taking a
bath.
5. Momoko ______ her sister’s arm to ask for help.
6. In her dream, she sees herself in the _____.
【Homework】
.Recite and copy the words.
channel, cupboard, mirror, towel, lamp, push, pull, wash up
a short passage about your room.
【On board】
channel, cupboard, mirror, towel, lamp, push, pull, wash up









49

《Unit5 The noisy band》
2教学目标
1. 通过文本阅读和理解来识读词汇musical instruments, beat th
e drum, guitar, violin, piano, triangle, band,理解其含义,知
晓其词形,。
2. 通过对有关话题内容的表述,来正确运用词汇 “musical instru
ments, guitar, violin, piano, triangle”于一定的语言情境中。
3. 通过阅读与理解文本,初步感知句型Who’s doing…? It sound
s…
4. 通过文本内容阅读,初步感知有关“play + the+乐器”的语法知
识。
5. 通过阅读和理解文本来体验音乐为自己以及为他人表演所带来的
快乐。
6. 通过阅读理解文本以及词汇的学习,能对文本内容进行复述。
3学情分析
四年级的学生活 泼好动,纯真可爱。本学期我带了XX班,孩子们上
课时能够专心听讲,,积极主动的发言,思想比较单 纯,善于提问。这些
学生,已经是学过了三年半年的英语,英语的语音、语调都较好。我在
教学 中始终注意教学与学生的实际相结合,在课堂中捕捉每一个可利
用的环节,培养学生的良好学习习惯,给 学生提供适当的榜样示范,让
学生养成课前预习,课上专心听讲,课后复习的好习惯,用实践来填平认知与行为之间的鸿沟。
50

4重点难点
1. 通过文本阅读和理解来识读词汇musical instruments, beat th
e drum, guitar, violin, piano, triangle, band,理解其含义,
知晓其词形。
2. 通过对有关话题内容的表述,来正确运用词汇 “musical instru
ments, guitar, violin, piano, triangle”于一定的语言情
境中。
3. 能正确朗读单词 “instrument, violin, piano”的读音。
5教学过程
5.13. 能正确朗读单词 “instrument, violin, piano”的读音。
Procedures Contents Methods Purpose Pre－task Preparation
Warming up： Free talk： We can learn ________ at
school. I often ________and _______ at school. Show
the picture of our school. 通过复习前几课旧知，引入
话题。

While－task Procedure
1. To learn the word： band, drum
2. To learn the word： musical instruments
3. To learn the words： triangle, violin, piano,
guitar

51

1. Read the whole story.
2. Fill in the blanks.
3. Review the story.
4. Read and learn： band.
5. Practice： Our school band is _______.
6. Read and learn： drum, beat the drum, play the
drum.

1. Read the whole story and answer the questions.
2. Read and learn： musical instruments.

1. Read the whole story and fill in the table.
2. Listen and match the pictures and the words.
3. Read and learn the words.
4. Practice： The ___________ sounds _______. I love
it!
5. Pair work： Make a dialogue.
6. Retell the 2nd part according to the words on
the blackboard.
通过阅读文本填空，初步了解文本内容，感知主题。 通过图片观察
学习单词。 通过再次阅读文本回答问
题，进一步学习文本内容。通过观察图片和朗读，学习词汇的音形义。
52

通过细读文本填表，学习文本主要内容。 通过欣赏声音和图片，
学习词汇。 通过拼读学习单词发音。 通过复述文本，回顾故事内
容。 通过对话练习巩固新授。

Post－task Activities
1 Review the end of the story.
2 Read the whole story.
3 Retell the whole story.
4. Answer the questions Practice： So many musical
instruments!
I like to learn the ______. It sounds ________.
I love it! I want to play the ______ for ______.
Because ________. Fill in the blanks or
according to the questions.
通过再次整体阅读文本，复习文本内容。 通过语段输出和复述，
理解文本，感知主题，巩固新授。
5.1.1教学活动
活动1【讲授】通过阅读文本填空，初步了解文本内容，感知主题。
通过图片观察学习单词。
1. To learn the word: band, drum

2. To learn the word: musical instruments
53

3. To learn the words: triangle, violin, piano, guitar

1. Read the whole story.
2. Fill in the blanks.
3. Review the story.
4. Read and learn: band.
5. Practice: Our school band is _______.
6. Read and learn: drum, beat the drum, play the drum.


1. Read the whole story and answer the questions.
2. Read and learn: musical instruments.

1. Read the whole story and fill in the table.
2. Listen and match the pictures and the words.
3. Read and learn the words.
4. Practice: The ___________ sounds _______. I love it!
5. Pair work: Make a dialogue.
6. Retell the 2nd part according to the words on the
blackboard.

54

《Unit6 How does it feel?》
1教学目标
1. 能正确掌握句型How does it feelsmell taste?的结构,并能
灵活运用在情境中询问对方对某样事物的感受或喜好,并能用It is
feelssmellstastes…正确应答。
2. 通过有关话题内容和情境,来正确灵活运用食物类和感官类词汇
进行交际运用。
3. 通过文本阅读和理解来识读词汇blog和choose,理解其含义。
4. 通过听的信息输入来学会捕捉语篇中的关键信息。
5. 了解博客这种新媒体,能利用博客解决生活中的问题,并能初步学
习有主题的博文撰写。
6.多吃水果、养成良好的饮食习惯,懂得食物的搭配。
7.体验交往、合作和分享的快乐。
2学情分析
我所教学的内容是新世纪教材四年级第二学期 Unit 6 Farmland。
根据单元整体设计的要求,本单元以 “picnic”为主题,三个子话题
分别涉及为野餐做购物准备,做色拉及野餐活动。第一课时,主要学习
单词板块,“touch, feel, smell, taste, sweet, sour, hot”这七
个单词学生先前 的学习中已接触过,能读单词,并知道含义,并能进行
简单的口语表达。其中,除了“sour”为拓展 词汇,其余都是基础性词
汇,应掌握音、形、意,并能通过学习进行比较熟练的口语、书面表达。
第二课时,主要在制作fruit salad的情景中学习 “It feelssmel
55

lstastes…”句型。三个动词在第一课时中已学习,但它们的三单一
形式还是首次学习,学生容易漏加s,需加强训练。第三课时,主要在
原课文的基础上进行了单 元的整合和文本的再构,主要是在猜谜的情
景中学习句型板块的 “How does it smellfeeltaste?”的句型。
此句型是 “It feelssmellstastes的特殊疑问句,其中 “How do
es it feel?” 在4AU9F中出现过,学生能口语表达,并知道含义,但其
他两个动词为首次学习,尤其是 “How dodoes…”的特殊疑问句学
生不曾学习过,是本单元的重、难点,需训练到位,让学生能做到正确
熟练的口语、书面表达。
3重点难点
1. 通过文本阅读和理解来正确掌握句型How does it feelsmell
taste?的结 构,并能灵活运用在情境中询问对方对某样事物的感受或
喜好。并能正确用三单一形式It feelssmellstastes…进行应答。
2. 如何能灵活运用综合运用句型和词汇在相关主题下,进行具有完
整语义的博文。
4教学过程
活动1【导入】Pre－task
Warming up:
Chant: Shopping for the picnic
Sing the chant with the music.
通过复习前一单元的输出儿歌复习旧知,温习语言材料,并引入新授
话题,。
56

活动2【导入】While－task Procedure
Step1: To learn the sentence pattern: How does it feelsmel
ltaste?
It isfeelssmellstastes…
Say something about the apple through touching ,smelling an
d tasting the apple.
Work in pair: talk about Tom’s picnic fruit.
How does…feelsmelltaste?
It isfeelssmellstaste?
通过直观教学方式,激发学生的好奇心,通过触摸、嗅闻和品尝主人公
购买的水果来学习句型。

Step 2 :To learn the word: blog
Listen and answer some questions.
Learn the new word: blog
通过听小故事和回答问题,了解感知主题。
在听故事的过程学会抓住关键信息
Step 3 :To learn the word: tip
Visit the whole blog.
Learn the new word: tip
通过阅读和上下文,推测tip的含义,复习动词choose。
57

Step 4 :To visit the blog and to learn how to make the frui
t salad.
1. Read and talk about the 1st tip: Choose your favorite fr
uits.
2. Play a guessing game: What’s her or his favourite?
通过一个趣味猜测游戏,激发学生学习兴趣。在互动游戏中创设情境,
复习巩固新授句型。
3. Free talk: My favourite fruit.
I choose the ... It’s my favorite. It feels ... It smells
...
It tastes …
在对不同小窍门浏览和交流中,不断对三单一形式陈述表达的方式进
行巩固操练,和熟练运用。
4. Read the 2nd tip: Choose the fruits in season.
5. Get to know about the phrase “fruits in season”.
6. Talk about the spring fruits.
I choose the ... It’s the spring fruit. It feelssmellsta
stes ... It is good for us.
了解到选择水果要考虑是否时令的问题,增长科普见闻。
7. Read and talk about the 3rd tip: Choose the fruits of di
fferent colours.
58

I choose the ... It’s … It feels smells tastes ... I
t can make the salad colourful.
通过对水果色拉中水果颜色的搭配,熏陶一些美食艺术的理念。
活动3【导入】Post－task Activities
Step1 :To visit Tom’s blog .
1. Visit and read Tom’s blog about making a fruit salad.
通过再次整体阅读博客文本,复习文本内容,加深对完整博文的印象。
Step2 :To write one’s own blog .
1. Try to write a blog according to Tom’s blog.
通过撰写博文,灵活整合运用所学句型和词汇。 通过语段输出理解文
本,感知主题,巩固新授,并初步了解博客新媒体。
活动4【作业】My favourite...
Hello, everybody! Welcome to my blog. Fresh fruit salad is
a delicious snack. I want to make one.
I choose the ________. It’s my favourite . It feels
______________. It smells __________. It tastes ___________.
I choose the _________ . It’s the spring fruit. It ______
__________.It is good for us. I choose the__________. It __
______________. It’s __________. It can make the salad col
ourful.
My fruit salad looks yummy now!

59

《Unit7 What about yours?》
1教学目标
1.通过相关话题Different meals的内容来学习核心词汇breakfast,
lunch, supper, dinner并理解其意。
2.通过学习文本内容,能用I have ---for breakfast lunch supp
er.来正确描述自己的三餐。
3.通过学习文本中MIngming和Sue的三餐,了解中西方饮食的不同之
处。
2学情分析
本单元以“Meals”为主题,三个子话题分别是Mingming’s meals;O
ur lunch time;Tom’s lunch box。整个单元的教学以日 常三餐作为
主线,第一课时所展现的情景是Mingming和Sue的日常三餐,让学生
通过 学习文本进行对比,了解中西方饮食上的一些差异和不同;第二
课时的场景是Sue和Sandy在学校 午餐时的场景,通过两个孩子的午
餐食物的比较来理解a big eater;第三课时的场景展现的 是Tom找
不到自己的午餐盒,Sue和Sandy在询问他相关信息,在一次让学生体
会到当 别人有困难时要伸出友善之手。本单元对于学生来说既熟悉又
陌生,熟悉的是三餐天天接触而且单词也不 陌生,但难的是如何合理
安排三餐和健康饮食的概念学生比较缺乏,也不能很流利的用英语来
表 述。因此本单元的学习主要是在熟练掌握核心单词和句型的运用上,
对于健康三餐的理念有所了解并能简 单描述。
3重点难点
60

能识读和运用词汇: breakfast, lunch, supper, dinner。
4教学过程
4.1
教学过程

4.1.1教学活动
活动1【导入】Pre－task
Task 1 Enjoy a song: favourite food
Task 2 Free talk:
What food do you like to eat?
How does it taste? How do they taste?
教学策略:通过学唱歌曲活跃课堂气氛,并通过free talk来为本课
时内容的学习做好铺垫。
活动2【讲授】While－task
Task 1: Get to know the things Mingming and Sue are talking
about
1. Listen and think:
How many meals does Sue have in a day? What are they?
Where will Sue stay in China?
What are they talking about?
To learn: breakfast lunch supper
Read and spell the words
教学策略:通过整体感知故事了解一天几餐和解决三个核心词汇的学
习。
61

教学策略:通过创设一段情境,让学生听回答问题,了解故事 背景,为
主文本的学习作铺垫。
Task 2: Get to know Mingming’s three meals in details
meals (餐) When What
breakfast
lunch
supper
dinner
1. Read the story and fill in the blanks:
Check the answer
评价方式:学生能说出表格一项内容的,所在小组获一颗星。
3. To learn: dinner
4. Let’s try:
A: What do you often have for breakfastlunch supper?
B: I often have ____, ___ and ______ for ______.
What about you?
A: I often have ____, ____ and _____ for _____.
B: Then what does your motherfather usually have for break
fast lunch supper?
A: He She usually has _____, _____ and _____ for ______.
Let’s try:
Step 1
62

A: My breakfast lunch supper is… I often have…. For bre
akfast lunch supper. What about yours?
B: My…is… I usually have... for breakfast lunch supper.
What about yours?
C: …is… I often have... for breakfast lunch supper. Wh
at about yours?
B: …is... I usually have... for breakfast lunch supper.
(rich, plain, light, delicious, yummy, tasty, fat…)
Step 2
A: Can you tell me, what does… have for herhis breakfast
lunch supper?
B: She He usually has... for breakfast lunch supper.
Hers His is….
教学策略:通过阅读文本、填写表格, 深入了解Sue的三餐,并学习本
单元核心单词dinner,并在supper的对比理解中进行区别 ;通过创编
小对话运用核心词汇。
评价方式:
学生能根据所给句型流利地、正确地完成对话内容的,所在小组获三
颗星
学生能根据所给句型较流利地、正确地完成对话内容的, 所在小组获
得两颗星
63

学生能根据所给句型在老师的帮助下完成对话内容的,所在小组获一
颗星
活动3【练习】Post－task
Task 1 Enjoy Mingming’s meals
Read the whole story: Mingming’s meals
Task 2 Get to know something about Sue’s meals
Listen and answer:
Are Sue’s and Mingming’s meals the same?
2. Read and fill in the form:
meals (餐) When What
breakfast
lunch
supper
Check the answer
评价方式:学生能说出表格一项内容的,所在小组获一颗星。
Task 3 Get to know the different meals between China and we
stern countries
Try to say:
Chinese people often have... for breakfast lunch supper
dinner.
Western people usually have... for breakfast lunch supper
dinner.
64

Read Minming’s and Sue’s meals
教学策略:通过加入辅助文本Sue’s meals,让学生通过对比Mingmi
ng’s meals,了解到中西方饮食文化的不同,帮助学生更好地理解和
运用本课时的核心词汇和知识。
评价方式:
学生能根据所给句型流利地、正确地描述中西方饮食差异的,所在小
组获三颗星
学生能根据所给句型较流利地、正确地描述中西方饮食差异的, 所在
小组获得两颗星
学生能根据所给句型在老师的帮助下完整地描述中西方饮食差异的,
所在小组获一颗星
Task 4 Say something about my own meals
My _______Meals
In the morning, I often have breakfast at ....
I usually have …, … and … They are my favoutite.
At noon, I usually have lunch at school. I usually have
…, … and … for my lunch. But at weekends, I often hav
e… So…!
In the evening, I always have …, … and … for my supper.
I like to have a big dinner with… It’s ….
Do you think my meals are ...?
65

教学策略:通过让学生说一说自己的日常三餐,对本课时所学 语言知
识进行综合运用,培养学生综合语言表达的能力。
评价方式:
学生能根据所给句型流利地、正确地描述自己的三餐,所在小组获三
颗星
学生能根据所给句型较流利地、正确地描述自己的三餐, 所在小组获
得两颗星
学生能根据所给句型在老师的帮助下完整地描述自己的三餐,所在小
组获一颗星
活动4【作业】Homework
1. Read and enjoy the story: Different meals
2. Complete the work sheet
活动5【活动】板书
Unit 7 Period 1 Different meals
Meals When What
breakfast at 6:30 bread, milk and an egg
lunch at 11:40 rice, vegetables, meat, noodles
supper at 5:30 rice, fish, vegetables, soup
dinner on Sundays



66

《Unit8 What’s the weather like?》
1教学目标
知识与技能:
1、能正确朗读、默写单词:rain sun wind snow cloud, rainy sun
ny windy snowy cloudy,并能在真实情景中运用以上单词。
2、能正确朗读和运用词组: in the sun
3、能自主阅读小故事weather, 并能做简单的阅读分析。
过程与方法:
1、通过比较、归纳等方法,学生能掌握单词和词组的拼写。
2.创设真实的情境,学生能整合已有的语言知识,运用新单词。
情感态度与价值观:
1.学生知道自然现象千变万化,从身边的小事做起,热爱大自然。
2.学生懂得在灾害天气时如何保护自己。
2学情分析
在新世纪英语Book 4BUnit 8中,Wonderland所呈现的单词是: ra
in, sun,wind, snow, cloud, rainy, sunny, windy, snowy, clou
dy。其中rain, sun, wind, snow和cloud在三年级第二学期Un it5
Wonderland中已经进行学习,rainy和weather在三年级第二学期Unit12 Grand Theatre中已经出现,所以本课学习时,我们要更加强调
的复习和巩 固这些单词,了解他们的用法。本课的句型是:What’s t
he weather like? It’s…。并且同时本单元也补充了表示将来时
67

的时间状语 ,从而复习巩固将来时的使用。本单元的单词和句型都和
天气有关,所以在设计三个课时内容的时候,都 与天气有关。
3重点难点
教学重点:
1.能正确朗读、默写单词:rain sun wind snow cloud, rainy sunn
y windy snowy cloudy,并能在真实情景中运用以上单词。
2.能自主阅读小故事weather, 并能做简单的阅读分析。
教学难点:
1.单词 snowy 的发音。
2. 能自主阅读小故事weather, 并能做简单的阅读分析。
4教学过程
4.1
Unit 8 What’s the weather like

4.1.1教学活动
活动1【导入】Unit 8 What’s the weather like
活动2【活动】第一教时 Wonderland
【教学过程】
Pre-task preparation
Warming up:
Ask and answer:
1. What’s the weather like today?
It’s…
The weather is very important to everyone. Now I’ll tell y
68

ou a story about the weather.
Let’s get to know.
(教学策略:让学生根据日常问题的问答,引出本课主题:weather 天
气。)
While-task procedures
Task 1: To learn: sunny windy rainy snowy
1. T: Listen to the story and answer the question.
T: What weather does the man like?
(教学策略:让 学生听一段有关介绍天气的听力内容,对这段语段做一
个初步的了解,对培养学生英语的听力能力和语用 能力。)
What weather do you like? I like sunny weather because I ca
n play on the beach. It’s nice and soft on the sand. A
nd I like windy weather, too, because I can fly my kite. I
t’s my favorite thing to do. Do you like rain? I like rain
y weather because I can jump in puddles. It’s fun. I think
you like snowy weather, and so do I. I like snowy weather b
ecause I can make a snowman.
I’m going to put a hat on a snowman this winter.
2. T : Read the article again and fill in the blanks.
What weather do you like? I like ______ weather becaus
e I can play on the beach. It’s nice and soft on the san
d. And I like ______ weather, too, because I can fly my k
69

ite. It’s my favorite thing to do. Do you like _____? I li
ke ______ weather because I can jump in puddles. It’s fun.
I think you like _______ weather, and so do I. I like _____
___ weather because I can make a snowman. I’m going to put
a hat on a snowman this winter.
(教学策略:让学生阅读以上语段,自主进行填空练习,再一次通过语
段引出 新授单词,培养学生英语的阅读能力和语用能力。)
3. Show the picture and ask: What’s the weather like today?
It’s sunny.
It’s sunny today. Some children are playing in the sun.
T: Let’s describe the pictures.
Sb. the sun
Eg. My sister rides a bike in the sun.
T: I like sunny weather because I can____________in the sun.
T: We can see lots of clouds in the sky. It’s a __________
day.
I like cloudy weather because I can ____________on a c
loudy day.
4. T: Look at the words and read together.
Noun( 名词) Adjective (形容词)
the sun sunny
cloud cloudy
70

wind windy
rain rainy
snow snowy
5. T: What can you see? Let’s have a look.
The cloud looks like____________.
Listen! What can you hear?
The wind blows hard. It’s a windy day.
There’re lots if dark clouds in the sky.
Maybe it’s going to _____________.(rain)
You’d better____________.
Eg. You’d better take an umbrella.( wear raining coats)
Watch a VCR and try to answer some questions.
Let’s talk: What is the man doing in the rain?
He is dancing in the rain.
He is singing in the rain.
He is walking in the rain
T: What do you like to do on rainy days?
I like to jump in puddles.
Task 2. Practice
1. T: Let’s fill in the blanks.
A: Mum, can I go out and play football today?
B: I’m afraid you can’t. It’s a ________ day.
71

A: But it isn’t ________ now.
B: Look out of the window, Tom. There’re so many dark clou
ds in the sky. It’s going to ________. You’d better stay
at home.
A: All right, Mum.
(raining, rainy, rain)
T: Let’s try!
A: Dad, is it going to __________ today?
B: Maybe! The weatherman says it’s a _________ day.
A: But when? It isn’t __________ now.
B: Look, Jenny. What’s this?
A: Oh, __________. Hurry up, Dad! Let’s go and make a snow
man.
(snow, snowing, snowy, snow)
Let’s choose!
What a___________day! The____________is shining.
(sunny, sun)
Listen! Pitter-pat! Pitter- pat! It’s ________outside. It’s
a__________day.
There’s lots of _________in spring.
(rainy, rain, raining)
I can see many _________in the sky. It’s a _______day.
72

(clouds, cloudy
Whoo- whoo! The ___blows hard. It’s a _______day.
(windy, wind)
What a_________day! There is much ________here and there.
Look, it’s_________again.
(snow, snowy, snowing)
It’s raining cats and dogs. (倾盆大雨)
Let’s Match!
_______: to rain cats and dogs, to rain heavily
_______: to rain with strong wind and thunder
_______: to rain lightly
_______: to rain fir a short time
(shower, storm, drizzle, heavy rain)
Task: Read and answer the questions.
Weather
What weather do you like? I like sunny weather becaus
e I can play on the beach. It’s nice and soft on the san
d.
And I like windy weather, too, because I can fly my k
ite. It’s my favorite thing to do. Do you like rain? I lik
e rainy weather because I can jump in puddles. It’s fun.
I think you like snowy weather, and so do I. I like s
73

nowy weather because I can make a snowman. I’m going to pu
t a hat on a snowman this winter.
T: What can the boy do on sunny days?
What can the boy do on windy days?
What can the boy do on snowy days?
(教学策略:第二次让学生自主阅读语段,完成简单的阅读理解,培养
学生的理解能力和语用能力。)
Post-task activities
1. T: Let’s retell the article.
Weather
I like ______ weather because I can _________. It’s ____
___________.
I like ________weather, too, because I can _______. I
t’s my favorite thing to do. Do you like ____? I like ____
weather because I can jump in puddles. It’s fun.
I think you like _____ weather, and so do I. I like _
___ weather because I can _____. I’m going to ______ this
_____.
( 教学策略:根据前面提供的语段进行复述,培养学生语用能力和写
作能力)
【作业布置】
1. Copy the words:rain sun wind snow cloud, rainy sunny win
74

dy snowy cloudy
2. Retell the article: Weather
On the board:
Noun( 名词) Adjective (形容词)
the sun sunny
cloud
wind
rain
snow














cloudy
rainy
75
windy

snowy

《Unit9 What are you going to do?》
1教学目标
1. 能听说认读单词spea k、leave、make、plan、parents、holiday、
visit、place、 think.及相关词组。
2. 初步学习be going to…句型。灵活运用What are you going t
o do? 进行问答练习。
3. 结合上课主题整合一段话。能够用英语简单谈论自己的假期计划。
4. 培养学生在做事前能制定计划的习惯。
2学情分析
经过了近四年时间的英语学习,学生已掌 握了一定量的词汇量,一些
基本而常用的句型,简单的语法知识等。同时,他们已经基本养成了良
好的学习习惯,如:在课上认真听讲;认真完成作业;能听、读、背教材
上的课文;能在课内课外能简 单地运用日常英语。但是,本班学生中3
0%的学生,不善于即时记忆新学的知识,运用新知识,语音不 准,口语
能力较弱,而且部分学生有作业拖拉、学习习惯差等不良学习习惯。
学生人数众多,也 在一定程度上束缚了学生课堂中的语言活动,也导
致个体发言、表现的机会少,容易使学生产生被忽略感 。所以,在这节
课时的教学中, 将尽可能体现“合作学习”、“语言思维训练”和“学
生愉悦的语言学习情绪体验”。
3重点难点
重点:运用所学词汇组词、造句。
难点:
76

1. leave sp. leave for sp., 和 visit sb. visit sp. 的区
别。
2. 了解部分祖国的名胜古迹,有条理地运用I am going to …句型
来制定计划。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】教学设计
Pre-task Preparation
Warm-up:
1. Song “Happy New Year”


2. Pair work.

to the song.
Happy New Year
2. Answer the questions about the festival.
通过相关歌曲儿歌营造课堂气氛,唤起学生的学习欲望,引入主题。
While-task Procedure
Task 1 holiday
1. What day is a holiday?
77

New Year’s Day is a holiday.
_______ is a holiday.
2. What can you do on holidays?
We can ________.
Tom and Alice are talking about their summer holidays’ pla
n. Let’s listen.

Task 2 make plan
1. plan
What is Tom doing?
make a plan
What can you make a plan for?
2、make
What else can you make?

Task 3 leave
is Tom going?
2. leave , leave for
When is he going to leave for Shanghai?
3. Choose.
Task 4 parents visit
Who is Tom going to Shanghai with?
78

1、parents
a. What do you often do with your parents?
b. Do you love your parents?
c. grandparents
What can you do for your grandparents?
2. visit
a. visit sb.

b. visit sp.
What place do you want to visit?
c. What is Tom going to visit in Shanghai?
d. Do you want to visit Shanghai? Let’s watch a short film.


e. Read a passage about Shanghai
Task 5 speak
There are many foreigners there, you can speak English.
1、 speak (ea i: )
2、People in different countries speak different languages.
Fill in the blanks.
3、say、speak、talk、tell

79

Task 6 think place
1、think
a、think…over
b、What do you think of Shanghai?
c、 Show some pictures. What do you think of ____?

2、place
They are beautiful places.

1、Read the word.
2、Answer the questions.

Listen to the dialogue.

1. He is making a plan for the Summer holidays.

2. We can make a plan for …

make a face
make a salad…

80

He is going to Shanghai.
He’s going to leave for Shanghai on June 8th.

1. With his parents.

Read the word.
I often …… with my parents.
Yes, I love my parents.

I can ____.

I’m going to visit ____(sb.) this evening.
I’m going to visit _____(sp.)
This summer holiday.

He’s going to visit the Bund…,
Watch a short film.
Read and fill in the blanks.
Read the word.
People in ____ speak ___.

Fill in the blanks.
81

Read the word.
Shanghai is _______.
______ is ______
Read.
由谈论节日及在节日中所做的事,学习holiday.
将所教的内容 有机的融入到对话之中,让学生能通过语段来学习单词,
使这些凌乱的内容变为一个整体,有系统性。
通过反复运用,体会正确掌握这些词语的读音,巩固词语。
拓展学生的词汇量。
通过动画,清晰的区分leave, leave for的意义,在实例中正确运
用。 适时的渗透情感教育,让学生尊敬父母,懂得感恩。并教育学生能经常
看望自己的祖父母,能帮他们 做一些力所能及的事。
通过问答练习,了解visit的用法。
通过观看短片来了解世博,培养学生热爱上海,为自己是上海人而感
到骄傲。
了解不同的国家语言也是不同的。
区分这几个意思相近的单词。

Post-task activities

1、Listen to the dialogue again, then finish Tom’ plan.
82

2、What do you think of Beijing?

3、Read a short essay, and answer the questions.

4、Write: My plan.
Listen to the dialogue.
Fill in the blanks.

Watch a short movie.

Work in groups.
Discuss the questions.
再次将所学单词整合在一篇短文中使学生能巩固本课的新授内容。
通过观看北京的宣传片让学生对北京有个初步的映像,为阅读Alice
的计划埋下伏笔。
通过阅读和完成练习了解怎样制定计划,并能模仿短文制定自己的暑
假计划。
Homework
1. Make a plan for the summer holiday New Year’s Day Sun
day….

83

鼓励学生运用本节课所学语言。进一步的思考为下节课学习打下基
础。
《Unit 11 My tail》
1教学目标
1.通过课文阅读、角色扮演、听音回答等,能正确理解和简单表达单
词:tail, wagging, top, danger, peacock,并能正确发音和朗读。
2. 通过文本听读、对话练习等,能掌握It is for doing sth. 的结
构及意义,并能在真实情景中运用句型What is … for?对某种功能
进行询问,用It is for doing sth. 进行恰当回答。
3. 通过理解文本、创编对话、复述或描述小动物等,懂得造物的神奇,
不同动物的尾巴有不 同的本领,进而懂得尊重和爱护与人类不同的物
种,并懂得尊重和理解人与人之间的差异。
2学情分析
四年级的学生,随着知识的增长,理解能力的提高,识记逐渐占据主导
地 位。所以他们不仅仅能记忆押韵的,朗朗上口的英语儿歌,也能够通
过图片很快背诵。这个阶段儿童思维 发展开始从具体形象思维向抽象
逻辑思维过渡,但是他们的抽象逻辑思维在很大程度上仍然是直接与感性经验相联系,仍有很大的不自觉性和具体形象性。所以语法的讲
解在这个阶段会比较困难,所以 我设计了一个故事来带动词句的教
学。
3重点难点
【教学重点】
84

1. 通过听、说、读、写等多种学习方式,能运用句型It is for doi
ng sth. 来表述动物尾巴的功能。
2. 能熟练朗读课文,进行角色扮演,复述和描述小动物。
【教学难点】
1. tail, wagging, danger的读音。
2. 能理解It is for doing sth. 的句型结构和意义,并运用句型复
述和描述小动物。
4教学过程
4.1.1教学活动
活动1【导入】Pre－task preparation
Enjoy the music about forest.
T: Let’s enjoy the music.
What is the music about?
S: It’s about the forest.
Read the word: forest, in the forest
活动2【讲授】While－task procedure
Step 1:
To learn the first part of story.
It is a fine day. There is an animal party in the forest.
All the animals are showing their tails.
1-1. There is an animal party in the forest.
T: What are the animals doing in the forest?
85

1-2. Listen to the passage and answer this question.
All the animals are showing their tails.
1-3. Learn the word: tail
1-4. Read the part one of the story.
Step 2:
To learn the second part of story.
A dog is wagging his tail. He’s very happy today.
Hello, welcome to our party. What’s your tail for? My tail
is for climbing trees. I can climb to the tops of the tr
ees.
My tail can help me fly, fly high! Look, my tail can help
me swim, swim fast.
2-1. T: Here comes a dog, What is the dog doing?
He is wagging his tail.
To learn: wag, wagging
T: Why is he wagging his tail?
He is very happy today. He says: Welcome to our party.
2-2. Listen to the dialogue and answer the questions.
First, read the questions.
What is ____’s tail for? It’s for _____.
Think it over:
What is the dog’s tail for? __________
86

2-3. Read after the voice.
Learn the word: top
the top of … at the top of ….
2-4. Read after the voice.
Learn the phrase: help sb. do sth.
Make some phrases and sentences.
2-5. Read the part two of the story.
Step 3:
To learn the third part of story.
What a short tail you’ve got! What’s your tail for? My ta
il can tell others, ‘Danger, run away.’
Here comes a peacock. He opens his tail.
What’s your tail for? My tail says, ‘Look at me. How
beautiful I am!’
3-1. Read the dialogue and answer two questions.
What’s the rabbit’s tail for?
It’s for telling others “___________”.
What’s the peacock’s tail for?
It’s for telling others “___________”.
Read it by yourself in a low voice.
3-2. Answer the first question.
Read and learn the word: danger.
87

danger—dangers, dangerous
3-3. Answer the second question.
Learn the word: peacock(s)
3-4. Read the part three of the story.
Step 4:
To learn the fourth part of story.
All the animals are happy. They like their tails. They begi
n to dance. They dance with their tails.
4-1. Look at the picture and say.
How do the animals feel?
Do you like their tails?
What do they begin to do?
4-2. Read the part four of the story.
活动3【活动】Post－task activities
1. Read the whole story together.
2. Read and role play. Open the book and turn to page 7
1, read the story in role play.
3. Retell the story by filling the blanks and reading the t
able.
3-1. Try to retell the story by filling the blanks.
3-2. Retell the story by reading the table.
活动4【作业】Homework／Assignment
88

Read and act out Grand Theatre
Retell the story to your parents or friends by two forms.
★ By filling in the blanks
★ ★ By reading the table
活动5【活动】板书On board
4B Unit 11 Period 3 A party in the forest
What’s … tail for? It’s for …..
monkey’s climbing the trees
parrot’s flying high
fish’s swimming fast
rabbit’s telling others the danger
peacock’s showing the beauty
活动6【测试】Work sheet
1. Fill in the blanks and retell the story. (根据
故事内容填空并能进行复述)
It is a fine day. There is an animal party in th
e forest. All the animals are showing their tails.
A dog is wagging his tail. He’s very happy today.
Monkey’s tail is for _______________________. It c
an ______________________________________.
Parrot’s tail is for ___________. It can help it _
__________________.
89

Fish’s tail is for _____________. It can help it _
_________________.
Rabbit’s tail is for ___________________________. I
t can tell others, “______________________________.”
Peacock’s tail is for ____________________________.I
t can tell others, “______________________________”.
All the animals are happy. They like their tails.
They begin to dance with their tails.

2. Fill in the table and retell the story by th
e table.(根据学到的故事完成表格)
It is a fine day. There is an animal party in th
e the animals are showing their tails.
A dog is wagging his tail. He’s very happy today.
Whose tail is this? What’s…like?
What’s … for?
What can… do?
the monkey’s …
the rabbit’s
the parrot’s …
the fish’s …
the peacock’s
90

All the animals are happy. They like their tails.
They begin to dance. They dance with their tails.
《Unit 12 Sandy’s homework》
1教学目标
在语境中学习、理解下列句型结构:CanMay Can May构成的一般疑
问句及其肯定和否定回答Yes, please . Yes , you may . No, I’
m afraid you can’t . 并能在语境中熟练、正确地运用。
2学情分析
本单元的句型Can May…构成的一般 疑问句及其肯定和否定回答已
在2A、3A中接触过,学生较容易理解;重点放在不同回答的操练上,Y
es, please . Yes , you may . No, I’m afraid you can’t 。
其中No, I’m afraid you can’t. 是新出现的语言知识点,学生
较难理解意思,是重点。
3重点难点
教学重点:
熟练掌握情态动词CanMay…?构成的一般疑问句及其肯定和否定回
答。
Yes, please . Yes , you may . No, I’m afraid you can’t .
能在实际语境中用CanMay…?请求对方允许,用 Yes, please . Y
es , you may . No, I’m afraid you can’t .来应答别人的要求
教学难点:
单词afraid 的例句以及 I’m afraid …的含义。
91

4教学过程
4.1.1教学活动
活动1【导入】Pre－task preparation
1 教师活动:
Revision :Talk about What do you like and What don’t you
like ?
2学生活动:
(Students work in pairs.)
I am ….I like … …. easy for me . I don’t like
….. …. difficult for me . I feel bored…..
3教师活动:
Ask two questions:
4学生活动:
Students answer the questions.
May Can I …?( go out and playgo home go to schoo
l)
活动2【讲授】While－task procedure
1 教师活动:
Dialogue 1
2学生活动:
1). Look and answer:
Look, Where are they ? They are in the classroom. .
92

What is girl doing now ?
2). It’s so hot . May I open the window ?
3). Read the dialogue. (in pairs)
4). Act out the dialogue .
3教师活动:
Dialogue 2
4学生活动:
1. Look and answer:
I’m so hungry. May I have …..?
Yes,please . Yes, here you are .yes you may .
2. I’m so hungry. May I have swim…..?
I’m afraid you can’t .
Can I go out and play ? I’m afraid you can’t .
3. Listen and read the dialogue .
4. Act out the dialogue.
活动3【活动】Post－task activities
1 教师活动:
Fill in blanks
2学生活动:
1) A: It’s so ______。 Can I _____________?
B: Yes , ____________.
A: I’m still _________. May I _____________?
93

B: I’m afraid ____________.
3教师活动:
Make a new dialogue and act out .
4学生活动:
Students make a new dialogue and pair work.
活动4【作业】homework
★ Read Farmland.
★★ Change the story into dialogue.
1 A: It’s so ______。 Can I _____________?
B: Yes , ____________.
A: I’m still _________. May I _____________?
B: I’m afraid ____________.
★★★ Students make a new dialogue


94