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沪教版小学英语四年级下册全册教案

Module 1 Using my five senses《1 Touch and feel》 (2)

Module 1 Using my five senses《2 Smell and taste》 (6)

Module 1 Using my five senses《3 Look and Say》 (9)

Module 2 My favourite things《4 Subjects》 (13)

Module 2 My favourite things《5 Sport》 (17)

Module 2 My favourite things《6 Music》 (20)

Module 3 My colourful life《7 My day》 (24)

Module 3 My colourful life《8 Days of the week》 (29)

Module 3 My colourful life《9 A friend in Australia》 (32)

Module 4 Things we enjoy《10 My garden》 (36)

Module 4 Things we enjoy《11 Children's Day》 (39)

Module 4 Things we enjoy《12 The ugly duckling》 (43)

Module 4 Things we enjoy《Project 4》 (46)

Module 1 Using my five senses《1 Touch and feel》

1教学目标

知识目标:学习用英语表达感觉类单词:hard, soft, thick, thin 和句型How does it feel?It’s...

能力目标:学生通过用手触摸和感觉,描述物品的特征。

情感目标:激发学生学习英语的兴趣,调动学生学习英语的积极性。2学情分析

本课的教学内容和学生的实际生活息息相关,因而本课的教学内容对学生来说并不难理解,关键单词的学习和日常交际用语在实际生活中的准确运用及扩展运用。教学中通过游戏活动创设情景,和小组合作完成任务等教学活动引导学生学习。

3重点难点

重点:

单词:hard,soft,thick,thin和句型How does it feel?It’s... 难点:

单词:hard, soft, thick, thin和句型How does it feel?

It’s... 的运用。

4教学过程

4.1.1教学活动

活动1【导入】Touch and feel

Step1:Warm up

Greenting:

T:Good morning,boys and girs.

Ss:Good morning,Miss Huang.

T:How are you?

Ss:I am fine,thank you.

T:Nice to meet you.

Ss:Nice to meet you,too.

Play a game “do and say”..

T: Touch your ears\eyes\hair\face.

Step2: Presentation

1、Lead in

T: Today Xiong Da bring some things in the bag,What do y ou want to know?

T: Please touch this ,How does it feel?

T: Yes. It’s soft. Guess, what is it?

利用学生的课桌依次学习hard, thick, thin,soft

2、Show some toys and touch them.

(1)Show a toy dog

T: Let a student close his or her eyes and touch t he toy. asks:”How does it feel? Let the student understa nd the meaning.

Learn the sentence :”How does it feel?”

Step3 Practice

Say the words

There are many new words on the screen and let the studen ts read them quickly:

words :soft、 hard、 thick、 thin、touch、feel

Work in pairs

Use these sentence:“Touch this ,How does it feel?”

利用身边的物品来进行练习。For example: book、desk、pencil-box、pencil、pen等

Step4 Do a survey

Please survey these things”How does it feel?”

在相应的方框中打√

Step 5板书设计:

Unit1 Touch and feel

Touch this. How does it feel?

hard

It’s soft .

thick

thin

Step 6:Homework:

A: Touch a thing, make a dialogue with your partne r.

B: Write the new words three times.

活动2【作业】Touch and feel

1 Touch and feel

作业一

看图补全句子

A: Touch this . How does it feel? B: It’s____.

Think and complete:

soft/hard

thin/thick

hot/cold

Module 1 Using my five senses《2 Smell and taste》

1教学目标

1、能在语境中正确运用本单元的核心词汇。

2、能用形容词sweet 和 sour 对食物的味道进行准确描述。

3、能用 Is it ... or ...? It's ... 进行提问并作答。

2学情分析

四年级的学生处在十岁左右,这个阶段的儿童注意不稳定、不持久,难于长时间地注意同一件事物,容易为一些新奇刺激的事物所吸引。所以他们对课件里的动画和能动发声、能感知的教具感兴趣。另一方面,他们感知事物的特点比较笼统,不精确,往往只注意到一些孤立的现象,看不出事物之间的联系和特点,对时间和空间的概念也比较模糊。所以在本课我运用多种方法促进学生的有效记忆,并引导学生根据所教的新句型,归纳已学过的知识。在教授新句型时,我分利用表情和动作,让学生去理解接受,并通过表演去巩固运用并帮助学生记忆。

3教学重点

1、词汇 smell,strawberry,or,grape,watermelon.

2、句型 Is it strawberry juice or watermelon juice?

4教学难点

Is it ... or ...?的变化形式

5教学过程

5.1.1教学活动

活动1【导入】Pre－task preparations

1、出示课件复习已学过的单词:smell、strawberry、watermelon、g rape and taste

2、游戏:图片单词配对(分组游戏,获胜组奖励)

活动2【讲授】While－task procedures

1、出示实物教具橙汁、葡萄汁,并把它们分别倒进透明被子里,并向学生介绍是什么果汁

T:This is the juice from anorange.What juice is it? S1:It' s orange juice.

依次介绍各种果汁

2、请同学上来品尝果汁(蒙住眼睛),并问

T: How does it taste

S2: It’s sweet / sour .

A: Is it sweet(甜的)?

S2: Yes, it is.

A: Is it sour(酸的)?

S2: No, it isn’t.

从而引出核心句型Is it ... or ...?

3、通过课件展示完成对核心句型的进一步掌握,并出示实物教具,让学生通过看颜色、闻气味、尝味道,分辨食物的类型并回答问题,讲述选择疑问句的结构及回答。

——Is it A or B ?(选择疑问句的结构)

——It's A.\ It's B.(选择疑问句的回答)—Close you eyes. Smell this. Is it …or …?

—It’s …

—Now taste it. How does it taste?

—It’s ...

4、出示课件,让学生跟读课文。

出示Listen and say 图片,请学生两人一组,扮演课文中的Joe和Peter分角色表演对话。

活动3【练习】Post－task activities

出示课件,展示熊大熊二的故事,并对已学的核心句型与字词加以巩固,并完成阅读材料的习题,及时的课堂反馈能让教师很好的掌握学生的学习动态。

熊二:Xiong Da, I have some juice. It’s red. Smell thi s. Is it strawberry juice or watermelon juice?

熊大:Xiong Er, is it strawberry juice?

熊二:Taste it. Is it sweet or sour?

熊大:It’s sweet and sour. It’s strawberry juice.

意为用孩子们喜爱的卡通人物来操练本文中的核心句型,重难点的掌握程度也会更好,激发孩子们学习的兴趣与潜能。

活动4【作业】Homework

1、Read the story on page 8.

2、找一找,还有什么食物可以榨成汁?比如玉米汁。

Module 1 Using my five senses《3 Look and Say》

1教学目标

1、能听说读写四会掌握单词:sky,evening,night,noon

2、句型学习:The…is high in the sky….并在具体情境中操练。

3、渗透思想教育:保护我们的环境。

2学情分析

四年级的学生活泼好动,纯真可爱。本学期我带了四年级一班和二班的英语,孩子们上课时能够专心听讲,能够积极主动的发言,思想比较单纯,善于提问。但有些学生还是为学习而学习,谈不上兴趣问题;个别同学在课堂上纪律不是很好,还存在顽劣和懒惰倾向,比如四(2)班的薛立康等上课听课不专心,爱搞小动作、课下作业完成不及时的坏毛病,学习效率也较差。

3重点难点

在具体情境中操练句型:The…is high in the sky…

4教学过程

4.1.1教学活动

活动1【讲授】教案look and see

教学过程:

一、Warm-up.

1、问候

2、谈话引入:Use your eyes,look and see.(板书,读课题)

学生集体大声地读

What can you see in my hand?

What can you see in our classroom?

复习句型:I can see…

教师可以举几个例句来巩固,如:

I can see a dog.

I can see some flowers.

I can see some desks.

二、Presentation.

(一)Words

1、课件出示图片(一组天空的美景图)

What can you see in the pictures?

引出单词:sky

跟读、开火车读、分小组读、男女生读、书写

2、教师点拨:在天空in the sky

T:What can you see in the sky?

Ss:sun moon star

呈现单词卡“the”,强调: the sun the moon The star

学生跟读,重复读

3、画图并在四线三格中认真书写单词。

游戏:图片、单词配对朗读

教师随手拿一图片,学生读出相应的单词并拼写出来。

也可让一位学生上台随意抽取一张图片,任意指其他的同学来回答。先让学生组内练习几分钟,在举行竞赛,看哪组表现最好。

4、T:Look,the sun is high in the sky .

the moon is high in the sky .

引出单词:high(板书)

学生跟读,集体读

(二)创编小诗,巩固新知

Sun, sun, big and red,

High in the sky, high in the sky.

, , and , High in the sky, high in the sky.

(三)美文欣赏

1、课件播放课文朗读。

2、跟读,模仿其语音语调。

3、我是火眼金睛

a.The sun rises

b.the sun is high in the sky.

c.The sun goes down

d. the moon is high in the sky.

三、赠送歌曲Twinkle,twinkle,little star,渗透环保教育。

四、板书设计:

Look and see

the sun

the moon ——high ——in the sky. some stars

Module 2 My favourite things《4 Subjects》

1教学目标

帮助学生学习Look and learn中的生词。

通过句型 What subjects do you like? I like ……帮助学生操练所学单词。

通过Look and read的阅读活动,引导学生通过阅读抓住关键信息,了解如何介绍自己一天的课程安排。

通过Think and write的活动,培养学生写语段时的结构意识。

通过学习任务,帮助学生巩固和综合运用本单元所学的知识。

2学情分析

本课我所设计的语言结构学习内容是句型“What lessons do we have....?”,本单元的词语学习目标是新授单词Chinese English Maths Art Music Science PE subject timetabl e 。显然一次学完这些单词对于四年级的孩子来说有点多了,所以本教材采用了分散与集中结合的办法,利用已学句型“What do you like...?”把新的单词带出,让知识滚动复现,让学生可以巩固复习提高。

3重点难点

词汇:Chinese English Maths Art Music Science PE s ubject timetable

能在语境中正确运用本单元的核心词汇

能用特殊疑问句What lessons do we have today?对学习的科目进

行提问,同时也能用We have …做出正确回应。

能用几句话介绍自己在学校每天的课程安排。

4教学过程

活动1【讲授】教学过程

导入

T:Who are they?

S:They are Alice, Peter and Joe.

T:Where are they?

S:They are in the classroom.

T:Look at Alice, Peter and Joe.

S:What are they talking about?

T:They are talking about the timetable.

板书“timetable”课程表,请学生跟着老师拼读“timetable”。

T:timetable. T-I-M-E-T-A-B-L-E.

S:timetable. T-I-M-E-T-A-B-L-E.

请学生看多媒体上的课程表,圈出“英语”,并板书Engli sh,问问学生是否知道怎样读。然后告诉学生他们要学习习更多科目的英语表达。

T:Who can read this? (point to “English”)

S:English.

T:Do you like English?

S:Yes.

T:English is a subject . We will learn more names of subjects today.

请学生看多媒体上的课程表,指着第一个单词问:

T:Look at the timetable. What is the first lesson?

S:It’s Chinese.

T:Chinese. C-H-I-N-E-S-E.

S:Chinese. C-H-I-N-E-S-E.

T:Maths. M-A-T-H-S.

S:Maths. M-A-T-H-S.

依次把课程表上的单词让学生跟着老师一起拼读出来。让学生看多媒体,将之前学的五个单词做一个回顾,

T:Do you remember these words? Can you read and spell them? 之后出示一个被笑脸遮挡的图片,让学生猜一猜这什么课程,并引出最后一个单词Art。

T: Look at this picture. What lesson is it? It’s Art.

3、让学生看多媒体Look and Complete,让学生独立完成,把所学的单词巩固一下。

4、让学生看多媒体Think and answer.

T:Alice, Peter and Joe are talking about th eir timetable. We can see what lessons they have. Answer th e questions according to the timetable.

先让学生进行独立思考,在自己试着回答的基础上,再进行同桌对话。可采用一问一答,然后再交换的方式,以确保每一个学生都有充分的说话机会。

在之前同桌问答的基础上,将回答内容整理成独立语段,帮助学生积累语言。看多媒体Look and read,让学生以不同形式进行朗读,为之后的练习做准备。

5、T:This is Kitty’s timetable.

Read the timetable and answer the questions.

出示多媒体Kitty’s timetable,先让学生看一看课表,读一读单词,进行一个单词的复习。然后让学生尽可能地记住这些课程的顺序,进行一个记忆游戏,最后回答问题。

T:What is this?

S:It’s a timetable.

T:How many lessons does Kitty have?

S :She has six lessons.

T :What does she have in the morning?

S:She has Chinese, Maths, Music and English.

T:What does she have in the afternoon?

S:She has Art and Music.

让学生联系实际介绍一下自己的课程表,将所学内容做一个小结与回顾。

Module 2 My favourite things《5 Sport》

1教学目标

1、听懂某人是否喜欢某项体育运动的对话。

2、听、说、读、写本单元的核心词汇。

3、能在合适的情境中正确使用Do you like…? Does Alice/she/he like…?

4、了解字母组合ll在单词中的发音。

2学情分析

本节课为上教版小学英语四年级下册U6 Sport, 本单元的主题是描述某人是否喜欢某项体育运动,本节课所涉及到的单词有sport,foot ball,join,tell,about,basketball,volleyball,us, 其中tell,abo ut,us在之前的学习中都接触过。本节课所涉及到的句型有Do you like…? Does Alice/she/he like…?

3重点难点

1、词汇:sport,football,join,tell,about,basketball,volleybal l,us

2、句型:Does he/she like…(doing)?

3、正确使用句型:Do you like…? Does Alice/she/he like…?

4、了解字母组合ll在单词中的发音。

4教学过程

4.1.1学时重点

1、词汇:sport,football,join,tell,about,basketball,volleybal l,us

2、句型:Does he/she like…(doing)?

4.1.2学时难点

1、正确使用句型:Do you like…? Does Alice/she/he like…?

2、了解字母组合ll在单词中的发音。

4.1.3教学活动

活动1【导入】（一）Pre－task preparation

1、播放多媒体课件,学生观看后进行小组讨论。

2、出示单词卡片,教学生词。

3、列出人名和不同的项目名称,学生听短文,将人物与对应的体育运动项目配对。

活动2【讲授】（二）While－task procedure

1、播放Listen and say的录音,学生模仿录音朗读课文。

2、学生两人一组,根据自己喜欢的运动改编对话并表演。

3、按照课本内容,学生两人一组互相问答。如:Does Kitty like pl aying football?

4、教师准备表格,上面有不同的运动项目,学生调查几个同学,了解他们喜欢的运动项目。如:Do you like playing..?

5、在调查活动结束后,学生汇报采访结果。如:Anna likes playing volleyball. Betty likes playing football.

6、利用前面的调查问卷,学生通过询问了解同桌调查的人所喜欢的运动,并做记录。如:Does Anna like playing volleyball?

活动3【活动】（三）Post－task activity

1、请同桌根据对话模板进行问答练习。

S1:Do you like playing football?

S2:Yes,I do./No,I don’t.I like playing volleyball.Do you l ike playing volleyball?

S1:Yes,I do.

2、出示Listen and say的图片并请学生带着问题听录音。

T: What sport does Peter like? What sport does Joe like? 3、让学生看Ask and answer的表格,根据表格和同桌进行问答练习。S1:Does kitty like play volleyball?

S2:No,she doesn’t.

S1:Does she like playing basketball?

S2:No,she doesn’t.

4、根据发音规律让学生尝试朗读一些含有字母组合ll的单词。

5、播放一首有关运动的儿歌,让学生轻轻跟唱。

Module 2 My favourite things《6 Music》

1教学目标

1、知识:能在语境中正确运用 guitar 、piano、violin核心词汇。

2、能力:能用What can you play?询问某人能弹奏什么乐器,并能用

I can ….做出相应回答。

3、情感:培养学生学以致用的能力。

2学情分析

四年级的学生活泼好动,纯真可爱。本学期我带了四年级三班和四班的英语,孩子们上课时能够专心听讲,能够积极主动的发言,思想比较单纯,善于提问。但有些学生还是为学习而学习,谈不上兴趣问题;个别同学在课堂上纪律不是很好,还存在顽劣和懒惰倾向,比如上课

听课不专心,爱搞小动作、课下作业完成不及时的坏毛病,学习效率也较差。

这些学生,虽然已经是学过了一年的英语,还有许多学生参加暑

期英语辅导班,但有的学生连26个字母都写不明白,有些学生连回答: "What's your name,please?"这样一个问题都要考虑许久,甚至一部分的学生把单词标上汉语来帮助他记忆,…一些学生对于英语都处于十分迷茫的状态,班级的英语掌握能力参差不齐,使教学计划要妥善

安排。可能原因在于英语非主非副的尴尬地位:说它是主课,可是又没有主课的课时以及特权待遇,说它是副课,可是又要统考。学生对语文、数学科有一种重视感,但是对英语则不然…

3重点难点

沪教版三年级上册英语全套练习

沪教版英语三年级上册练习Module1U1 Ⅰ.Read the words.朗读下列单词 1,morning 2.afternoon 3.evening 4.night 5.good 6.Mr 7.Mrs 8.Miss 9.how 10.have 11.today 12.thanks 13.fine 14.I＇m 15,too Ⅱ.Read the sentences.朗读下列句子。 1.Good morning. 2. I＇m Peter. 3.How are you? 4.Fine,thank you. 5.Very well,thank you. 6.Draw and colour. Ⅲ.Learn the sound.学语音. Jane likes cakes. Jane makes cakes. The cakes are on the plates. The plates are on the table. Ⅳ.Read and circle.读一读，圈出相应的单词 1.小姐Miss Mrs 2.你好how hello 3.下午afternoon morning 4.粘贴stick cut 5.蛋糕cake table 6.这this is Ⅴ.Look and complete.选词填空 Mr Mrs Miss Lin Lin Lin 林小姐林先生林太太 Ⅵ.Look and choose.看图，选句子填空 A.Good morning,Tony. B.Hello,I am Sarah.

C.Hello, I＇m Jim. D.How are you? 1.——Hi,my name is Tom. 2. .——Good morning,Alice. 3. .——Fine,thank you. 4. .——Hello, I＇m Mike. Ⅶ.Fill in the blanks.填空，每空一词。 1.afternoon.Eddie. 2.—are you? —,thank you. 3.—Hello,Ann. —,Alice. 4.—Good night,Mum and Dad. –Good . Ⅷ.Read and choose.选择正确答案填空 1.—Hello,how are you? —. A.I am Alice B.Hello C.Fine,thank you 2.—Good morning,Kate. —. A. Hello B.Good morning C.good morning 3.——Hello,Mr Wang. A.This is Mr Wang,Jim. B.Are you Mr Wang? C. How are you? 4. —. –Good night. A. Good morning B. Good night. C.Good evening. 5.—Hi! I＇m Lily. —.

沪教版牛津上海小学六年级英语阅读理解及答案详细解析

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