外研版小学四年级英语下册教案
-
Module 1
Unit 1
S
he’s a nice
teacher
教学目标：
1
、学习、掌握单词、词组：
nice a bit shy
clever
naughty
2
、
学生能听懂、
会说句子：
This is Ms Smart.
She is a nice
teacher.3
、用适当的形容词描述人和物。
教学重点：
1
、学习、掌握单词、词组：
nice
a bit shy clever
naughty
2
、学生能听懂、会说句子：
This is Ms
Smart.
She is a
nice
teacher.
教学难点：
用适当的形容词描述人和物。
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
1. Greeting.
2.
Free talk
Talk about your holiday.
Step 2: Presentation
1.
利用课件
,
出示本单元主人公的头像，介绍主人公。
以此引出本单元新单词：
nice a bit shy
clever naughty
出示卡
片，学习新单词。
2. Learn the new lesson.
(1)
Listen to the tape .Try to read the text.
Translate the sentences.
(2) Listen to
the tape again, read follow the tape.
(3) Read the text, boys and girls.
3. Talk about the pictures.
Close your books, show the pictures
(parrot, Xiaoyong, Maomao, Ms
Smart)
Example : (1) This is Parrot.
Parrot is a very naughty bird.
(2) This is Xiaoyong.
He’s a
clever pupil.
4. Using
adjectives to describe person.
利用实物投影展示学生带来的照片。
Describe the
person using the
adjectives .
Step 3: Teacher-student interaction
Game:
接龙游戏
Example:
A: I’m
XiaoLan. I’m a bi
t shy.
B: XiaoLan is a bit shy. I’m ZhangYong.
I’m very nayghty.
C:
ZhangYong is very naughty. I’m Jim, I’m a nice
boy.
Step 4: Homework
1
、抄写新单词。
< br>2
、读熟课文。
板书设计：
教学反思：
Unit1
S
he’s a nice teacher
nice
a bit
shy
clever
naughty
This is
Ms Smart.
She is a nice teacher.
Unit2 He’s cool
教学目标：
1
、学生能听懂、会说并认读单词：
cool little
cute.
2
、学生能听懂、会说并认读句子
:
This
is this is my big brother, He’s
cool.
3
、根据每个人的特征并用适当的词来修饰。
教学重点
:
1
、学生能听
懂、会说并认读单词：
cool little cute.2
、
学生能听懂、会说并认读句子
: This is
this is my big brother, He’s cool.
教学难点：
根据每个人的特征并用适当的词来修饰。
< br>
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step
1: Warm up
1. Chant
describe your e: This is is a clever
pupil.
Step 2: Presentation
Listen and point.
1.
Point out the different meanings of the
word “cool”.
In this unit,
“cool” means fashionable, and it is most
commonly used
to mean “quite
cold”.
The word “cool” has
other meanings as well, but they are ones that
the students are unlikely to come
across in the future.
2. Listen to the
tape and underline the new words.
Write down these adjectives on the
board, and then learn these new
words.
3. Listen to the tape again. Read the
text.
Close your book. Show
the pictures of text. Choose some students to
describe the pictures.
Step
3: Teacher-student interaction
1.
Listen and say, then say the poem and do the
actions.
Play the spoken
version of the poem. And have the students. Repeat
each line. Play the tape and have the
students.
2. Tell the students that
they are going to work in groups of three or
four. Do the Part5 and Part6.
3. Game.
Explain that they
are going to play a game where they have to
whisper some information to their
classmate.
That classmate
has to whisper the information to the next person.
The last person to say what
he/she heard.
Then, the other students
listen carefully to find out if the message has
changed at all.
Step 4: Homework
1
、抄写课文
Part2
的句子
2
、用英语表述一个人的
性格
Unit 2 He’s cool.
mother --- nice
big brother --- cool
little
sister --- cute
father --- clever
friend ---
naughty
板书设计：
教学反思：
Module 2
Unit1 London is a big city
教学目标：
1
、学生能听懂、会说并认
读单词和词组
: capital, about,
beautiful, be from
2
、学生能听懂、会说并认读句子
:
I’m from London.
London is the capital of England.
It’s
very big and very
beautiful.
3
、一般现在时的用法。
教学重点：
1
、学生能听懂、会说并认读单词和词
组
: capital, about,
beautiful, be from
2
、学生能听懂、会说并认读句子
:
I’m from London.
London is the capital of
England.
It’s very big and very
beautiful.
教学难点：
一般现在时的用法。
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
1. Chant.
This is a
little girl.
Free.
T:
Hello, boys and girls
！
Are
you naughty?
S3: No, I’m
not.
T: Are you clever?
S4: Yes, I am.……
（反复操练，以此复习上节所学到的描述人物性格的单词：
naughty, shy,
clever, nice, cool.
）
Step 2: Presentation
1
、利用卡片教授
“capital”
，
（
1
）反复领读，读熟之
后带入句子
“London is the capital of
< br>England.”
，然后翻译成汉语。
（
2
）
找学生用英语说出<
/p>
“
北京是中国的首都。
”
鼓励学生踊跃参加
抢答赛
“
说
各国的首都
”
，学生可以用中文说。
2
、
在愉快的氛围中，
老师告诉学生：
“Amy
和
Lingling
是同班同
学。一天，
Amy
带来了一本关于自己家乡
—
伦敦的书。
Lingling
看
见这本书后非常好奇，于
是就请
Amy
向她介绍伦敦的情况。现在我
们就来跟
Amy
学一学怎样描述城市和景物。
今天学习过后，请大
家也来介绍一下自己熟悉的城市、地区或景
物。
（
1
）
请学生听录音，听一听
Amy
和
Lingling
之间的对话。
老师：
“Where is London?”
学生在地图上指出伦敦的位置。
<
/p>
（
2
）
再放一遍
录音，
让学生在自己的书上勾出描述城市的形容词
（
nice, big, beautiful,
small
）
。
3
、请学生根据插图和上下文猜一猜每个生词的意思。
<
/p>
“beautiful”
一词教师要反复示范，
< br>借助肢体语言帮助学生读清并理
解这一单词。
个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色
大胆试读
，教师及时给予表扬。
Step 3: Teacher-
student interaction
完成本课的活动
4
。
把全班分成两人一组，分别扮演
Amy
和
Lingling
，进行问答练
习。例如：
A: What’s this?
B: It’s a book about
London. It’s very nice.
A:
What’s the capital of
England?
B: It’s London.
Step 4: Homework
1
、抄写单词。
2
、描述一个名胜古迹的特征
< br>
板书设计：
教学反思：
Unit 1 London is a big city
capital
about
beautiful
be
from
London is the capital of England.
It’s very big and very
beautiful.
It’s a book about
London.
London is the
capital of England.
Unit2 It’s very
old
教学目标：
1
、
学生能听懂、
会说并认读单词：
long, wide, many, river,
old, famous
2
、学生能听懂、会说并认读句子：
This is the River Thames.
It’s long and wide.
3
、用恰当的词形容城市和建筑的特点
教学重点：
1
、
学生能听懂、
会说并认读单词：
long, wide,
many, river,
old, famous
2
、学生能听懂、会说并认读句子：
This is the River Thames.
It’s long and wide.
< br>教学难点：
用恰当的词形容城市和建筑的特点。
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
Free talk
用恰当的词形容一个人或形容你所知道的伦敦。
Step 2: Presentation
1.
Revise adjectives.
Tell the
students that I am going to say an adjective. They
have to find
something in their books
that the adjective describes. Ask two or three
students to say which object they
chose.
Example
：
T: It’s big.
S1: (points to London)
London.
S2: (points to elephant)
Elephant.
S3: (points to Beijing)
Beijing.
Do more examples with the
class.
2. Listen and say.
(1) Listen, point and find out the new
words and underline them. Then
revise
those using cards or pictures. (Write down these
words on the
board.)
(2)
After doing this, tell the students to close their
books. I am going
to say the first word
of a two-word place name. These places are all in
London. The students have to say the
second word of the two-word name.
Example:
T: Buckingham…
Ss:
…Palace.
T: Hyde…
Ss:…Park.
(3) Have the students continue the
activity in pairs. They should take
turn to say the first word.
(4) Showing four pictures on the screen
about
The same
time, I am going to read the text for the
students. Have
them remember the
sentences.
The second
times, ask some students to introduce the
pictures.
Step 3: Teacher-student
interaction
1. Showing Part3 on the
screen. Have the students look at the picture
and describe it (children playing a
game).
2. Tell the students that this
song, 'London Bridge is falling down' is a
traditional English song. Explain that
London Bridge is a very famous
bridge
in London.
3. Play the spoken version
of the song and have the students repeat
each line. Play the tape and have the
students sing the song.
4. Explain the
actions and have the class sing the song again.
Choose
some students to come to the
front and play it. Let’s see
winner?
5. Have
the students sing and do the actions after class.
6. Games:
Tell the students
that I am going to say adjectives and they have to
think of some places in China that
these adjectives describe.
Example:
T: Old.
S1: Great Wall.
S2: Palace Museum.
Step 5: Homework
1
、抄写课文第
11
页的句子，每句抄写
2
次。
2
、了解英国的四大名胜古迹
板书设计：
Unit 2 It’s
very old
The River Thames
——
long and wide
Big Ben
——
old
and tall
Hyde Park
——
beautiful
Tower Bridge
——
famous and
beautiful
教学反思：
Module 3
Unit1
Robots will do everything
教学目标：
< br>1
、学生能听懂、会说并认读单词和词组：
robot,
everything, one day, housework, learn,
our, that
2
、学生能听懂、会说并
认读句子
: One day, robots will do
everything.3
、
能够用
will
描述未来
将要发生的事。
教学重点：
1
、
学生能听懂、
会说并认读单词和词组
：
robot, everything, one day,
housework, learn, our, that
2
、学生能听懂、会说并认读句子
:
One day, robots will do
everything.
教学难点：
能够用
will
< br>描述未来将要发生的事。
教学准备：
< br>多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
Listen and act :
e.g: wash clothes, watch TV
,
run, walk, play the flute, play football,
jump, do
homework, make a cake, row a boat, play table tenn
is.
（运用肢
体语言来复习动词及动词词组，为本课
will
的学习做好铺垫
)
Step 2: Presentation
Show a
robot to the class and say “Today we’re going to
talk about
the robots.”
1. Describing the robots, it can sing.
It can dance. One day, robots
will do
everything. (
运用图片展示
robot
的含义
)
2. Ask to the
students :
“What else will the robots
do?”
(
让学生看
课件了解机器人能做什么不能做什么
)
3.
Now show the text to the students. Look at the
book and ask.
a.
What can Daming’s robot
do?
b. Will
robots do the housework?
c. Will robots help
children learn?
...
Write
the answers on the board. And talk about the
sentences:
It can walk.
It can talk.
They will do the housework.
They will help children learn.
4. Write the sentence on
the board: One day, robots will do everything.
(
替换句中动词及动词词组，
让学生运用所学
，
同时理解
one
day
的含
义
)
Step 3: Teacher-student interaction
Look at Patr4 in the book and talk
about what the robots will do in the
future.
Step 4:
Homework
1
、抄写单词。
2
、学生画出自己的机器人，说一说它能做什么，
并展示给其他学
生看。
板书设计：
It can walk.
One day, robots
will do everything.
They will do the
housework.
Unit1 Robots will do
everything
robot
everything
one
day
housework
learn
our
that
教学反思：
Uni
t 2 On Monday I’ll go
swimming
教学目标：
1
、学生能听懂、会说并认读单词
: homework,
help,
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday
2
、学生能听懂、会说句子
:
On Monday I’ll go
swimming.
Will you play
football on Monday?
Yes, I will.../No, I won’t.
3
、用将来时说出自己一周的打算
<
/p>
教学重点：
1
、学生能听懂、会说并认读
单词
:
homework,
help,
Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday
2
、学生能听懂、会说句子
:
On Monday I’ll go
swimming.
Will you play
football on Monday?
Yes, I
will.../No, I won’t.
教学难点：
用将来时说出自己一周的打算
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
Write the numbers1-7on the
board. Write the words Monday to
Sunday
under the numbers. Have them predict the meaning
of the words,
Monday, Tuesday and so
on.
Point to the words and say them.
Have the students repeat them.
Now tell
the students that you are going to say a day and
they have to
use an ordinal number and
say which day is it.
Step 2:
Presentation
1. Have the students
suggest activities that they do and write a list
on
the board.
e.g
：
Play
football, ride a bike, go swimming, read a book,
watch TV
,
go to the cinema,
go to school, walk in the park, play with a
friend, do
homework.
2. Then draw the following calendar on
the board:
Monday, Tuesday, Wednesday,
Thursday, Friday , Saturday, Sunday
Have the students copy the calendar in
their exercise book .They
should write
activities on the calendar.
Then have
the students work in pairs and tell one another
what they
will do on the seven day of
the week.
e.g: S1: On Monday I will
watch TV
.
S2: I will do my
homework on Monday.
Step 3: Teacher-
student interaction
1. Listen and say,
then sing and clap.
了解歌词大意，然后听录音学唱。
2. Follow and
say.
七人一组进行游戏，看哪组完成的最快。
3. Draw and
say
让学生拿出在家画好的机器人，向同学们展示。
Step 4: Homework
用动词一般将来时态写一写自己对未来一周的活动安排。
板书设计：
Unit2 On Monday I’ll go
swimming
homework
help
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
On Monday I’ll go
swimming.
Will you play
football on Monday?
Yes, I
will.../No, I won’t.
教学反思：
Module
4
Unit 1 Will you take your
kite
？
教学目标：
1
、
学生能听懂、
会说并认
读单词：
picnic, take, great, ball,
why, because, so
。
2
、
学生能听懂、会说并认读句子：
We’re going to have a
picnic
.
Will you take your k
ite
？
Yes
，
I will./No, I won’t.
3
、能向别人描述自己的计划
教学重点：
1
、
学生
能听懂、
会说并认读单词：
picnic, take,
great, ball,
why, because, so
。
2
、
学生能听懂、会说并认读句子：
We’re going to have a
picnic
.
Will you take your k
ite
？
Yes
，
I will./No, I won’t.
教学难点：
能向别人描述自己的计划
教学准备：
多媒体、点读笔、图片、单词卡
教学过程：
Step 1:
Warm up
1. Songs: Monday, Tuesday...
2. Free talk: Our school
Step 2: Presentation
1.
Listen and point.
T:
It’s a ball. (Show the
ball) I’m going to play ball. Will you play
with me?
S2:
Yes, I will.
T: I’m going to go to
Hainan. Will you take a ball?
(
同时板书
)
S2: No,
I won’t.
2.
Teacher shows the cards about the new words.
Students follow the
teacher .The
students read one by one.
S1: Will you
go to park tomorrow?
S2: Yes, I will.
S3: Tomorrow you
’re going to
have a Music lesson.
S4: No,
I won’t.
Step 3: Teacher-student interaction
1. Two students play a game
．
They choose one food or one
object
and do the action.
S1: Will you take some noodles?
S2: No, I won’t.
S1: Will you take a cake?
S2: Yes, I will.
2. Four
students look some pictures and tale about.
S1
: We’re going to go to
Hainan tomorrow. I will take my coat and
my hat. Will you take your swimsuit?
S2
: No, I won’t.
I’ll take my coat, too. Will you take your
gloves?
S3: Yes, I Will.
S4: I will take my
swimsuit.
评出最佳一组给予奖励。
Step 4: Homework
写一写你计划去什么地方会带什么东西。
板书设计：
教学反思：
Unit 1 Will
you take your kite?
take
picnic
great
ball
why
because
so
We are going to have a picnic.
Will you take your kite?
Yes, I will. / No, I won’t.
Unit2 Will it be hot in Haikou?
教学目标：
1
、学生能听懂、会说并认读单词：
weather, hot, cold,
sunny,
snow, rain, windy
2
、学生能听懂、会说并认读句子：
Will it be hot in Haikou?
Yes, it will. /
No, it won't.
3
、使用
will
描述未来的天气情况。
教
学重点：
1
、学生能听懂、会说并认读单词：
< br>weather,
hot,
cold,
sunny, snow, rain,
windy
2
、学生能听懂、会说并认读句子：
Will it be hot in Haikou?
Yes, it will. / No, it won't.
教学难点：
使用
will
描述未来
的天气情况。
教学准备：
多媒体、图片、单词卡
教学过程：
Step 1:
Warm up
Look, say and act.
教师用语言和肢体表达的有关天气的形容词让学生们猜：
hot
, cold,
rain, sunny, snow,
windy
。
Step 2: Presentation
Listen
and say.
1. Show a map o
f
China. Write city’s name on the map.
2. Show the cards of weather to
students. And listen to the tape then
point to the pictures.
3.
Show the robot to the
students and say “The robots will do
everything. So the robots will
broadcast the weather, too. Now let’s act.
Listen again
and repeat the text then act (
表演机器人天气预报
员，
以
小组的形式操练句型
)
4.
看课件，模仿并跟读，引出本课的重点句子，板书句子。
Step 3: Teacher-student interaction
1. Game: Listen and stick.
Listen to tape and stick the cards on
map.
（
听一听，
贴一贴的活动
调动了学生的积极性，
训练了学生的听
做能力。
它是让学生听到某地
的天气情况，把相关的图片与城市
连在一起。
）
Do this
game in groups or in pairs.
2.
Look and ask “What will the weather
be?”
出示各种天气的课件，展开游戏，让学生运用
“Will it
_________? ”
来提问。
Step 4: Home
work
看未来三天的天气预报，
并用
will
描述未来的天气
情况
板书设计：
教学反思：
Unit 2 Will it be hot in Haikou?
hot
cold
sunny
rain
snow
Will it be
_______in_________?
Yes, it
will. / No, it won’t.
Module
5
Unit1 I was two then
教学目标：
1. The
Students can describe the past.
2.
Using the simple past tense. They were young then.
I was two then.
3. The Students can
grasp the new words and phrases.
4.
Using the simple past tense of the
irregular verb “be” to talk about
the
past.
教学重点：
The Ss can grasp
the new words and phrases.
教学难点：
Using the
s
imple past tense of the irregular verb
“be” to
talk about the past.
教学准备：
多媒体、图片、单词卡
教学过程：
Step 1:
Warm up
1. Sing the song
2. Review some adjectives.
E.g: tall, short; fat, thin; big, small
etc.
Have the Students make
the sentences with the pictures. (
为后面的
课文教学做铺垫
)
（二）探究新知
Leading
1.
Take out a photo of my family.
Then
introduce it. “It’s old. Because I was four then.
Look, there are
my parents. They were
young then. But now they are old.”
Point to me and say “I was fat and
short then. Now you can look at
me.” Then get the
S
tudent
s to look at today’s
story. (
教师可以通过肢体
语言及神情让学生领会这
段英语的意思。
)
2.
Write
the sentences on the board. And mark “were, are,
was, is”
╱
They
were young then.
╱
I was four then.
╲
They are old now.
╲
Now I am
thirty.
Explain to the
Student
s. We usually use “were, was”
when it’s the
past. And using “are, is”
when we describe the present. (
板书明确，再通<
/p>
过句式操练，学生更容易理解，并加深印象。
)
3. Teach the words with the pictures.
Then have the Students say the
sentences with the wards. “Grandparents
are grandma and
grandpa.”
e.g:
“Who are they? They are my
grandparents.”
4.
Compare “now” and “then”. Then say the
sentences.
Teach “hair” with
pointing to S
tudent
s’ hair.
Explain “Cute means
very lovely”
5. Listen to the tape. Then
have the Students act out the story in
groups.
Step 3: Teacher-student interaction
1. Using the media. Have the Students
look at the pictures.
Then say the
sentences with the present and the past tense. ( <
/p>
教师运
用多媒体课件教学，让学生感知语言内容，调动学生的视、
听觉，参
与学习中来。
)
2. Do the exercises in part 4 and work
in pair.
（四）作业布置
Tell the Students to bring a photo of
themselves or their relatives to
class.
The photo should show them
or their relatives when they were young.
Then have the students come to the
front to show and talk about their
photos.
板书设计：
Unit1 I was two then
hair
then
so
Now
Then
Grandparents are old.
Grandparents
were young.
Lingling’s hair is
long.
Lingling’s hair was
short.
Lingling isn’t
two.
Lingling was two.
教学反思：
Unit2 They
were young
教学目标：
1.
Sentences: They weren’t old then. They
were young.
2. Grasp the
simple past tense. And use the past tense to talk
about
some changes.
教学重点：
Sentences: They weren’t
old then. They were young.
教学难点：
Grasp the simple past
tense. And use the past tense to talk
about some changes.
教学准备：
多媒体、图片、单词卡
教学过程：
Step 1:
Warm up
Greeting.
Step 2:
Presentation
Describe the photos or
pictures with comparing the present and the
past.
1.
Tell the
Students “wasn’t”
and “was
not” are the same. A
nd
“weren’t” is the same as “were
not”.
2. Play the tape and
have the Students listen and find out the
adjectives. And report them. ( Review
the adjectives and find out the
differences)
3.
Learn the chant.
First, get the
Students to look at the pictures and describe
them.
( A small chick and two big fat
hens.) Then play the spoken version of
the chant and get the Students to
repeat the words then chant.
Step 3:
Teacher-student interaction
1. Have the
students do Part5.
Look at the
pictures. Compare “now” and “then”. Then describe
the