外研版三年級小學起四年級小學上英語教案

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外研版三年級小學起四年級小學上英語教案

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外研版三年級小學起四年級小學上英語教案

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復習英語數(shù)字1---12

復習歌曲 “Rainbow” 和 “Ten little fingers” 2.2運用能力目的

通過學習英文數(shù)字13---20，使學生能夠靈活運用所學到英文

四年級上冊英語教案(第3冊)

Module 1 Numbers

Unit 1 seventeen, eighteen, nineteen, twenty!一、教學準備與分析 1、教學內(nèi)容

學生用書：第一模塊第一單元活動1、2、3、活動用書：第一模塊第一單元活動1、2、3、 2、教學目標 2．1技能與知識目標 A基本要求

基本能聽懂、會說英文數(shù)字Numbers 13-20.

基本能聽懂、會說句型 This is + adj + one. B初步要求

使學生初步理解和感知的句型Here’s的用法。 C鞏固復習

復習鞏固顏色詞匯yellow, white, purple, pink, red, green,blue.

數(shù)字，對自己身邊的數(shù)字進行正確英語的表達。 2.3素質(zhì)教育（文化、情感態(tài)度、策略）目的

通過對本課的學習，讓學生了解如何簡單的用英語數(shù)字自己周圍的事物，從中發(fā)現(xiàn)學習的規(guī)律，讓學生從小培養(yǎng)愛學習、會學習的良好習慣。 3教學重點

英文數(shù)字Numbers 13-20. 4教學難點

“thirteen”和“fifteen”發(fā)音

5教學任務學習任務

學習詞匯：英文數(shù)字Numbers 13-20. 學習句型：句型 This is + adj + one 運用任務

運用任務一：智力大闖關。運用任務二：猜猜他多大。 6教學任務

教學卡片、教學用書、錄音機、掛圖、學生卡片、水彩筆二、教學程序

1、熱身復習（Warming-up）

(1)新學期開始，向?qū)W生問好，并詢問一下學生在假期都干了什么？

T: Hello, the little fingers” 并借此機會復習顏色以及英文數(shù)字1—12。 T: What colour is the pencilpenwindowdoor?? How many redgreenblue pencils?? 2.任務呈現(xiàn)與課文導入

（1）教師出示一組數(shù)字題1+1=？2+1=？3+1=？?，讓學生接龍搶答，比一比，誰的反映最快？當進行到12+1=？教師將速度放慢，并請說出數(shù)字的同學到前臺來給大家清楚的示范。教師在此時可將單詞卡貼在黑板上。

（2）教師準備了一個小見面會，——智力闖關游戲，想當大贏家嗎？那么讓我們趕快來學習這些英文數(shù)字吧！

（3）聽一聽，說一說，你聽到、看到、想到、知道了什么？ 3．課文呈現(xiàn)與操練

（1）讓學生看掛圖聽音，說一說發(fā)生了什么事？

（2）聽音跟讀，畫出聽到的數(shù)字和句子，之后進行匯報。（3） Touch game：教師請學生看黑板上的單詞卡片并請出每組

小代表，教師說英文數(shù)字，

小代表們迅速找到數(shù)字，誰最快，誰是贏家。

（4） Bingo game: 教師請學生拿出水彩筆，教師說英文數(shù)字，學生用自己喜歡的顏色立刻相應的阿拉伯數(shù)字，之后教師在說帶顏色的數(shù)字，如：Fifteen is blue.如果說的顏色和數(shù)字與學生寫的一致，就迅速說Bingo!

（5）結(jié)合學生用書活動三，讓四人小組練習Thirteen is red.之后小組進行匯報。

（6）句子接龍：教師任意拿起教學用具，比如鉛筆，說：This is a green pencil.在拿起另一個紅色的說：This is a red one. 還可用句型“Here is a red one.”

（7）再次聽音或觀看VCD，鼓勵學生模仿課文。 4．任務完成（1）智力大闖關

教師出示四組英文數(shù)字的加法算式，讓學生通過小組活動，以最快的速度描述和回答算式。如：13+1=？（Thirteen and one is fourteen）

之后請獲勝組的同學將有資格進入下一關—— 猜猜他多大？（2） “猜猜他多大”

教師給獲勝的同學每人一張年齡卡，之后迅速轉(zhuǎn)身告訴大家 “I am fourteen.”在立刻轉(zhuǎn)過身來，等七位同學都匯報完畢

教師再任選一位同學發(fā)問“How old is :

教師出示一些動物圖片，請學生說出他們的名字。（通過復習動物名稱為下一步新知識教授作好鋪墊。） III. Presentation:

1. 找?guī)酌麑W生到前面來，將剛才出示過的動物圖片發(fā)給每個人一張，教師可作示范來問其中一名學生：”Have you got a tiger?”引導該學生說：Yes, I ’t.

2. 請幾名學生來猜猜他們每個人手里分別都有哪些圖片。如果有答對的教師馬上給這名學生一張事先準備好的10分數(shù)字卡片.并且告訴他她:”You points.” 并引導學生說出句子:”I’ ve got ten points.”板書句子。

3. 待全部猜完后每個人報出自己得到的分數(shù)，分數(shù)高的獲勝，教師對他說：”You’re the winner.”板書單詞winner。（新知呈現(xiàn)的部分以競賽的形式出現(xiàn)既能激發(fā)學生學習的熱情又能自然地導出新知內(nèi)容。） 4. 呈現(xiàn)課文：

出示課文掛圖，提問學生：Who is the winner? How many points . 一、準備階段: Ⅰ 教學目標:

情感目標：培養(yǎng)學生樂于助人的品質(zhì)。

知識目標：學習句型Where’s West Lake Road, please? Go

straight on. Turn left. Turn right. Where are you going? 能力目標：培養(yǎng)學生問路、指路的能力。

Ⅱ 教學重點;

1. 學習句型：Where’s ?,please? Go straight on. Turn left. Turn right. Where are you going?

2. 掌握單詞及詞組： turn left turn rightexcuse me next to supermarket Ⅲ 教學難點:

掌握表示地點和方位的詞 Ⅳ 輔助資源：

掛圖、錄音機、磁帶、圖片、課文VCD 二、教學過程: I. Warming up

TPR活動。教師邊說邊做：”Right .”學生跟著教師邊做邊說。 II. Revision:

教師出示一些表示地點的圖片如parkzooshopschool等，請學生搶答出單詞。

（通過復習地點單詞為練習本課的句型Where’s ?,please?做好鋪墊。）

III. Presentation:

教師拿出公園的圖片對學生說：”I’m going to the park this weekend. Where are you going this weekend?”學生說出自己的出行計劃”I’m going to?.” （為課文教學創(chuàng)設情景）

教師說：”Sam is going to Daming’s West Lake Road or East Lake Road? Let’s wactch the VCD.” 學生觀看課文VCD，找出答案并回答。

教師提問：”Sam asks the way to the policeman. How does ，同時在大屏幕上演示出課文中的路線圖，教師邊指圖邊講解。教授詞組go straight onturn left turn right。

教師準備一些路線圖和要找的目的地單詞卡。教師將單詞卡片發(fā)給一些學生，再將路線圖發(fā)給另一部分學生，那單詞卡片的學生作為迷路者來問路，如：”I’m lost. Where’s the park?”拿著路線圖的學生幫助他們來指路。（學生在活動中操練了問路和指路。） V. Summary:

教師說：”Today we . Turn left. Turn right. ” We use them in the daily life. VI Homework

請學生畫出從家到學校的路線圖并英語標注。

教師在大屏幕上出示幾種路線圖如：讓學生說出路線。（通過練習及時操練重點詞組。）學生打開書，跟錄音朗讀課文。分角色朗讀課文。 IV. Practice:

1. 活動：問路。

讓學生自己畫一幅地圖，上面有三條路，分別標有school zoo supermarket my and then turn left”。

（此活動目的在于鞏固練習問路及指路的語句，培養(yǎng)學生觀察和動手能力。）

2. 活動：我迷路了。

Unit 2 It’s at the station. 一、準備階段: Ⅰ 教學目標:

情感目標：培養(yǎng)學生樂于助人的品質(zhì)。

知識目標：學習句子：The train is going updownpast the is going updownpast the uppaststation Ⅲ 教學難點:掌握表示地點和方位的詞 Ⅳ 輔助資源：

掛圖、錄音機、磁帶、圖片二、教學過程:

I. Warming up

TPR活動：教師或一名同學下口令turn left:

請幾名學生展示自己上節(jié)課畫的路線圖并向大家介紹從自己家到學校的路線，教師可把學生的路線圖用投影放出來。

（此活動既使學生的作業(yè)得以反饋，復習了已學過的知識，又為本課的新內(nèi)容做好鋪墊。） III. Presentation:

1. 教師準備一漲有課文背景圖案的掛圖，將小山、房子、學校、火車站分別貼在圖上，并講解單詞hill和station。 2. 出示火車圖片并說：There’s a train from Beijing to our city.Where is the train going? 將火車貼在山上的位置，引導學生說出：“The train is going up the is going down the ”,圖片交給學生請他們站在相應的位置。將”train”的頭飾交給另一名學生，并邀請一些學生乘坐火車。老師請火車開動起來，并請其他同學一起說出火車經(jīng)過了哪些地方。

（此活動的目的在于在活動中鞏固、練習表達方位的單詞。培養(yǎng)學生的合作精神。） 2. 完成P8練習3。

學生兩人一組，學生A說出路線，學生B根據(jù)A的描述找到相應的地點。學生A：Go straight on, turn left. It’s on your night. 學生B: Is it the supermarket? 學生A: No, it isn’t.

3. 活動：How can we go to Carrefour?

學生以小組為單位討論后設計出從學校到最近的一家Carrefour的路線圖。然后到前面來給全班學生講解路線，選出最合理的一組獲勝。 4. 學Chant。

教師首先播放一遍chant錄音，請學生邊看圖邊聽。學生找出生詞，教師解釋詞義并指導學生讀音。再放錄音，逐行停頓，學生邊聽邊模仿學說。聽錄音連貫跟讀幾次，鼓勵學生加上動作。 5. 學唱歌曲。

教師首先播放一遍歌曲錄音，請學生邊歌詞邊聽。學生找出生詞，教師解釋詞義并指導學生讀音。再放錄音，逐行停頓，學生邊聽邊學唱。聽錄音連貫跟讀幾次，鼓勵學生加上動作。 V. Summary:

請學生總結(jié)今天所學的重點句子和單詞。 VI Homework

看P8圖來描述火車所在位置。

Module 3 Activities

Unit 1 She’s writing a letter. 教學目標

1．Key sentences: This is my sister. She’s writing a letter.

2.Vocabulary: writing a letter, taking pictures, talking to .. 教學重難點 Aims 1, 2,3 教學方法

Listen, TPR, communication 教學準備

A recorder some cards wall chart 教學過程教師活動學生活動

ask Ss : “What can you see?”

7. Tell the Ss that this is the short form of “is", now the story. Warmer: 1. Greetings. 2. Ask and answer:

Who is get them work in groups. Step1.Listen and repeat.

1. Teach the new words: 2. Call some Ss read and spell the words. writing a letter, taking pictures, talking to

friends, playing with a toy train..

3. Practice the words more times by individual student or group.

4. Have the Ss open their books, and look at the pictures in books, ask them: “Who are they?”(Daming, Lingling, Amy, Tom) “What are they doing?”(They are talking.) “What are they talking about?” 學生問好

2.Play the tape , get the Ss write down all the numbers Ss repeat the board: is are

5.Point to the words and say the words.

6.Then adds the following word on the board: ‘s

Ss look at the picture and answer the questions 5. Play the tape, get the Ss listen.

6. Play the tape again, pause it after each utterance, get

the Ss repeat.

7. The teacher read the text again, get the Ss repeat. 8. Call two Ss act the roles in text. Step2. Listen and say.

1. Play the tape, stop the tape after A finishes talking. Tell the Ss they are B, they can read B’s sentences. 2. Work in pairs, one is A and one is B. Step3.AB book Ss listen a

see on the pictures?” Ss read the text

Ss look at the picture and answer the questions (The Ss tell the teacher what they see). 3. Repeat the sentences.

4. Now listen to the tape and point to pictures. Step2. Ask and answer

1.Write some activities on the board, give the Ss some information about the activities.

What are you doing? on the board before the lesson). She’s writing a letter. She’s taking pictures, She’s talking toher friends,

She is playing with a toy train.

I’m listening to music. I’m watching TV. I’m reading a book. What is example first. 3. Work in pairs.

3. Tell the Ss that I’m going to say the pictures and Step3.Listen and repeat. Pay attention to the stress. pairs. One say and one point. Step1. Look , listen and point.

1. Get the Ss to open their books of Unit2, look at activity 1, then the teacher points to the pictures, ask the Ss: “What can you

Step4.Listen and chant.

Step5.Finish exercises of AB book.

Homework: 1.Read the words and text of Unit1. 2.Recite the words of M1. Ss reapeat

Ss listen and point Ss practise Ss repeat Say the chant 板書設計

MODULE 3 Unit 2 What are you doing? What are you doing? I’m listening to music. I’m watching TV. I’m reading a book.

What is the park

Unit1 What are they doing? 教學目標

1. Talking about activities in the park 2.Key sentences: Present continuous: What are they doing?

They are rowing a dragon boat.

3.Vocabulary: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, .. 2. Revise the activities with the actions.

(writing a letter, taking pictures, talking to friends, playing with a toy train..)

3 The teacher ask the Ss: “Last lesson we learnt about the people in the park.

(1)Look at the people in the park, what are they doing? (2)Look at the people on the lake,what are they doing? (3)Look at the men under the tree, what are they doing? (4)Look at the girls, what are they drinking? 4. Call some Ss answer. (1)They are doing taijiquan. (2)They are rowing a dragon boat. (3)They are playing chess.

(4)They are drinking soybean milk.

Then point to the form on board, get the Ss say the activities on it ,and ask them “What are they doing?” Step1: Presentation

1. The teacher show 4 pictures, . (2)They are rowing a dragon boat. (3)They are playing chess.

(4)They are drinking soybean milk.

2. Write the following sentences on board: What are they doing?

They are rowing a dragon boat Ss read the text

Ss look at the picture and answer the questions

3. Teacher describe the pictures and get the Ss listen. 4. Do more examples for Ss, make them understand the meaning.

Step2.New lesson

1. Have the Ss open their books, and listen to the tape, then find “What are they doing? They are rowing a dragon boat” in the text.

2. After listen, check their answers.

3. Show the cards on board , teach the new words: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, text , and underline them. Ss reapeat

Ss listen and point

板書設計

What are they doing? They are rowing a dragon boat.

Unit 2 What is Amy doing? 一、教學分析(Analyze teaching) 1、教學內(nèi)容分析：

本節(jié)課主要是學習和運用句型 What are they doing? They're doing sth. What's . T:How are you?

S1:I'm fine, thank you. And you? T: I'm great, thank you.

T: How’s the weather like today? S2:It’ sunny today. 2.Sing English song.

T: Yes, today is sunny, I’m very (1)Teach " running, jumping "

Teacher does actions "running" and says: Boys and girls ,what am I doing? Yes, I'm running, running. Then write “running” on the blackboard. And read it several times. Learn "jumping" in the same way.

(2)Teach "What are they doing? They're Module 4 Unit 2: What is Amy doing? basketball. What is with “running jumping” Then asks "What are they doing?” And make a boy or a girl does action and asks: What is the blackboard. (三)Practice

What are they doing? They're Playing football.

What is ?? 引導學生回答Yes, I ’t.

T: Glad to meet you. answer, and using the target drills. What are they doing? They're playing??

(用Free Talk的形式,讓學生置身于真實的英語交際環(huán)境,盡快融入到英語氛圍中來。同時，在師生交流的過程中引導學生回顧相

關的語言知識，也為本課的教學做好鋪墊。) are Sam and Daming doing? What is Amy doing?"

Step 2 Presentation

1．（Free Talk結(jié)束后，教師環(huán)顧全班同學，面帶欣慰的微笑，） team .

(四)Learn the English song "Row your boat" 1.Play the CAI, enjoy the song.

2.Learn the song after teacher and CAI.

3.Sing the song together as well as do actions. 4.Make some Ss show this song. (五)Homework

1.Do exercise book on page 16 Ex 1, 2 2.Sing "Row your boat" for family. (六)Teaching design.

T： Class, let’s chant. （拍手齊說） Noodles and rice are very very nice. Mmm, Mmm, very very rice.

Ginger and spice are not very nice, Mmm, Mmm, are not very nice. T：Very good.

(later on) T: Do you like noodles? Ss: Yes.

T: Do you want some rice? 引導學生說出Yes,please.

T: Do you like rice? T: Yes.

T: Do you want some rice? Ss: Yes, please.

T: Do you want some soup? 引導學生說出 Ss: No, thank you.

T:Noodles and rice are very nice. They are Chinese fast 2. show the cards ,learn the words : fast food 指名讀,分組讀。齊讀。 T:Do you want some rice? Ss: Yes, please.

T: Do you want some noodles? Ss: No,thank you.

CAI 操練此句型。顯示各種食物的名稱。 Do you want some ?？ Yes，please. No, thank you. 3 Ask and answer: 看課件，讓學生回答:

指名回答，師引出回答：引出本課新句型： Do you want some ?？ Yes, please. No, I don’t. 利用多媒體操練此句型:

T: Please look at the pictures, (多媒體顯示快餐店和快餐食品)

T: Do you want to some to the tape and read the text

Unit 2 I am making dumplings 教學目標：

1. 知識目標：

What are you doing ? I`m making dumplingscooking vegetables. Do you want some? Yes, please. No, thank you. 2. 能力目標：

能運用核心內(nèi)容比較中西方飲食方面差異，并用英語向外國朋友介紹一些中國的食物。 2. 文化意識：

了解中西方飲食方面的文化，并引導學生比較差異。在學習過程中，努力發(fā)展學生跨文化交際的意識和能力。

教學重點：

核心句式Do you want some? Yes, please. No, thank you. 教學難點：

1.真實運用任務的設計

2. What are you doing ?和 Do you want some?兩種不同句式的綜合運用。

教學用具：錄音機、卡片、圖片、頭飾、課件教學過程：一、熱身復習

1、師生表演唱英文歌曲—I`m listening to music.

2、聽聲音猜測Amy和Sam正在做的事情（What is food）,并相機引出生詞—dumpling 和vegetable,并通過領讀、點讀、伴聲音讀（跺腳讀）等多種方式進行練習。

4、學習生詞過程中，教師邊做動作邊適時呈現(xiàn)核心句型,并板書—I`m making dumplingscooking vegetables.Do you want some? 二、任務呈現(xiàn)和課文導入

在復習環(huán)節(jié)后，教師向?qū)W生布置本節(jié)課的任務：（教師邊指黑板上食物圖邊布置任務）Noodles,rice,, you all will ,who are they ? 三、任務準備（一）學習短文

1、聽音回答問題（1）：Who are they ? 設計意圖：通過讓學生回答

Daming is making

dumplings.Daming`s mother is cooking vegetables. 幫助學生初步了解短文內(nèi)容。

2、聽音回答問題（2）Do Sam and Amy want dumplings ? Do they want vegetables ?

設計意圖：通過回答復雜問題，檢測學生對文章理解能力。 3、聽音、指詞、模仿

4、自由練習對話、分角色表演

5、學生抽食物卡片，重點練習Do you want some? Yes, please. No, thank you.

設計意圖：由于青島的學生沒有學習這個句型，所以在此重點練習此句型，為后面的完成任務做好準備。（二）學習韻律詩

1、觀察韻律詩中的圖（一人正在把平底鍋的蛋糕放入烤箱中），并回答：What is the 平底鍋.)學習pan一詞。并引導學生注意pan和pen發(fā)音方面的區(qū)別。 2、初次聽，教師做動作幫助理解。 3、再次聽，引導學生模仿。 4、邊說邊做動作（由慢到快）設計意圖：增強韻律詩的趣味性。

（三）做課堂用書上的題

通過做題引導學生將聽說讀寫四項技能有機結(jié)合，培養(yǎng)學生語言綜合運用能力。四、任務完成

本課設計的任務是向英國的小朋友介紹自己最喜愛的食物。（一）師生示范

教師自己先抽取一圖片，并向事先以安排好的戴著頭飾的Sam和Amy 介紹自己最喜愛的食物。I`m making noodles. Do you want some ?

（二）學生自由介紹五、家庭作業(yè)

教師引導學生總結(jié)本節(jié)課學習內(nèi)容。同時布置課外作業(yè)----把自己喜愛的中西方食物介紹自己的父母

Module 6 Abilities Unit 1 Can you run fast ?

Teaching material: Module 6, Unit 1.

Teaching aims: 1.Ask and answer about abilities using “Can you?.?” “Yes, I can. \No, I can’t .”

2.Learn the new words in this unit : can, jump ,, fast, far, ride .

Teaching important points: Can you ?..? Yes, I can. \No, I can’t .

Teaching difficult points: ride , can’t ,run . Teaching procedures: Step 1. Warm-up

T: In 2008, the Olympic Games will be Beijing. So, now most of the people like sports(運動). I like sports,too. Do you like sports. Ss: Yes.

T ” and say “I can play table tennis. And you?” S1: I can?.. S2: I can?..

T: Sam, Amy, Daming and lingling like sports,too. What can

they do ? Let’s look at the text . Underline the new words. Step2. Look, listen and learn.

1. Ss say out their questions. T explains. Then let the students try to translate the text. 2. Teach the new words:

(1). Can, can’t . Make sentences. For example, I can make noodles. I can’t make cakes. Ss:??

take pictures and so on.

2. Make dialogues. T and a good student act first , then get some students to try.

3. This lesson we can ask some questions. For example, Can you ??? And we can answer them using the structure “ Yes, I can. \ No, I can’t .” We studies very well. Class is over.

(2). Run, jump, ride,fast, Ss practice in pairs. And Can you run fast? and repeat three times.

4. T teaches the difficult word and sentences. 5. Ss practice in groups of five. 6. Get some groups to act it out . 7. Ask and answer about text: Q1: Can Sam \Amy run fast?

Q2: Can Sam\ Daming jump Sam\ Lingling jump far? Q4: Can Sam\ Daming ride fast? Some students answer these questions. Then T says “ Sam can run fast\ jump ’t ride fast .

Step3. Review and act .

1. Review some expressions: Play basketball\ football\

Can you run fast?

Can you jump . \ No, I can’t. Can you jump far? Can you ride fast?

Unit 2 Yes, I can. 教學目標：

1. 知識目標：Can you make a cake? Yes, I can. No, I can’t.

2. 能力目標：使用＂can＂詢問他人的能力并講述自己的能力。 3 、教學重點：

核心句式Can you -----?

table tennis. Make noodles\ cakes\ dumplings. Write a Yes, I can. No, I can’t.

4、教學用具：錄音機、卡片、圖片、頭飾、教學過程：

Step 1: 老師和學生進行簡單的交流，針對能力向?qū)W生提出問題。 Can you -----?

Yes, I can. No, I can’t.