小学英语四年级下册英语教案

1、小学英语四年级下册英语教案 一、教学目标 1. 知识目标： 能够听、说、认读living room，study，bedroom，kitchen，bathroom;能通过探究掌握读音规律，并能在模拟的生活环境中相互交流有关家庭居室的情况。 2.能力目标： (1)能够简单描述自己的家，结合学过的语言描述各个房间的名称、特征等。 (2)能够听懂并能发出一些指令，如：Go to the living room，watch TV / 3. 情感、策略、文化等有关目标： (1)情感目标：培养学生对家庭的热爱，鼓励学生大胆设想自己未来的家居。 (2)文化目标：了解西方国家的房屋结构及各部分的名称。 二、教学

2、重、难点 重点：让学生在呈现、操练、输出及复习巩固的各项活动中听、说、认读新词汇。 难点：正确掌握单词bathroom，kitchen的发音。 三、教学设计 Step 1. Warm-up 1. Lets sing: In the Classroom (学生边唱边拍手) 轻松愉快的歌曲既可活跃课堂气氛，又自然过渡到本课话题。 2. Free talk: T: Hello! Boys and girls! (指着教室问学生) Whats this? Ss: This is our classroom. T: How many boards / windows / . can you see? S

3、: I can see two green boards / six windows / . T: What can you do in the classroom? S1: I can wash the windows in the classroom. S2: I can sweep the floor in the classroom. . T: Yeah. Our classroom is so big, so clean and so beautiful. 复习所学句型，拓宽学生思路;师生进行自由对话，为新授知识做好铺垫。 Step 2. Presentation 1. living

4、 room T: (课件呈现哆啦A梦) Who is he? Ss: He is 哆啦A梦. T: Is he in our classroom now? Ss: No. T: Where can you see哆啦A梦? S: I can see哆啦A梦in the books / pictures / TV. 利用学生喜欢的卡通人物，激发学生的好奇心，引起学生想看、想说的欲望。 T: (学生一说出TV就问) But where is the TV? S1: Its in the classroom. T: Maybe. S2: Its in the . 通过想一想、说一说，激发学生积极思维

5、，培养学生的口头表达能力。 T: (课件呈现客厅) Look. Its in a living room. Read after me. /v/, /v/ living room. Ss: (Read it together, four by four, one by one) 渗透音素教学。 T: What can you do in a living room? S1: I can watch TV in a living room. S2: I can sweep the floor in a living room. . T: OK. I want to watch TV now. L

6、ets go to the living room and watch TV. Ss: (Say and act) (学生边说边做) 通过TPR活动，激发兴趣.帮助记忆。 2. study T: I like to watch TV. I also like computer games. Do you like computer games? Ss: Yes. (学生大声回答) T: Do you play computer games in a living room? S1: Yes, I do. Ss: Not for me. I play computer games in my 书

7、房. T: Yes, we often play computer games in a study. But we cant play too long time. 寓思想教育于教学之中。 T: Read after me. (用升、降调领读) Ss: (one by one) T: (课件呈现书房) What can you see in the study? S: I can see a desk / a chair / many books / . in the study. 联系学生生活实际进行操练，使他们既感兴趣，又能把学到的知识运用到实际生活中去。 T: Do you like

8、the study? Why? S1: Yes. I can play computer games in the study. S2: I like the study. I can read story-books in the study. . T: Yes. We all like reading books in the study. Lets go to the study. OK? (教师用夸张的语气讲述，好象真地要带学生去书房) Ss: OK. T: Go with me. Go to the study. Read a book. Ss: (学生起立跟着教师边说边做) TPR

9、活动。 3. bedroom T: (课件呈现一名学生躺在床上看书) Can we read books in bed? Ss: No, we cant. 培养学生良好的读书习惯.并为下一步活动做铺垫。 T: We can sleep in bed. Where is the bed? S: Its in the bedroom. (强调发音，防止学生读成bed-room) T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom. (纠音) Ss: (Say with me. Read it together, four by

10、 four and one by one.) 滲透音素教学。 T: OK. Look! What can you see in the bedroom? (课件呈现) S1: ( I can see a bed / a picture / . in the bedroom. 培养学生的观察力和语言表达能力。 T: Lets go to the bedroom and have a rest. (Sing the song My Bedroom In my bedroom, in my bedroom, near the table and the chair. You can see my l

11、ittle teddy bear sleeping in my little bed) S: (学生随着音乐跟唱) T: (唱完后) Whos in the bedroom? Ss: Teddy bear. 通过音乐教学，使学生在轻松愉快的教学中说、练单词，寓教于乐.在乐中学、学中乐，同时提高学生的听力水平。 4. kitchen T: (紧接着点击课件，发出碗被打碎和猫叫的声音) What happened? Whos coming? Ss: Cat. 形象生动的声音引起学生的注意力，听音猜物，效果明显。通过猜的游戏给学生营造了一个想象的空间，不仅巩固了所学的词汇，还锻炼了学生的语言表达能力

12、。 T: Where is the cat? Is it in the .? S1: Is it in the living room? T: No, it isnt. S2: Is it in the bedroom / study / .? T: (课件呈现小猫在厨房打碎碗的情景) Look! The cat is in the kitchen (升、降调) /i/ /i/ kitchen. Ss: (Say with me. Read it together, four by four and one by one.) 创设语境，学习语言。 T: The cat is hungry. I

13、m hungry, too. I can have some noodles in the kitchen. What about you? S1: I can have some chicken in the kitchen. S2: I can have some cake in the kitchen. . (要求学生边说边做动作) TPR活动。 T: We can also have a snack. Look! This is a snack. (出示实物.帮助学生理解snack) Ss: Wow! Yummy! (学生表现出很想吃的样子) T: Lets go to the kit

14、chen. Have a snack. (学生跟着教师边说边做动作) 通过实物呈现，使情境更趋真实，帮助学生认识新词。 5. bathroom T: (教师吃完后看着自己的手说) Wow! My hand is so dirty. I can wash my hands in the bathroom. /a:/ /ba:/, bathroom. Ss: (Say with me. Read it together, four by four and one by one.) 融入音素教学，解决难点。 T: (课件呈现四个不同的浴室) I have four bathrooms. Which

15、bathroom do you like best? Why? S1: I like bathroom 3. Its big and clean. S2: I like bathroom 1. Its blue. I like blue. . 让学生通过判断拓展思维，增强学习兴趣。 T: What can you do in the bathroom? Discuss in four. Ss: (学生讨论) T: OK. Who wants to have a try? S1: I can wash my hands / face / . in the bathroom. T: We can

16、also take a shower in the bathroom. Lets do. T: We can do different things in different rooms. Lets do. (Ss listen to the tape and do actions.) 通过小组讨论，相互交流，使学生思维活跃，培养学生的发散性思维。 3. Step 3. Extension / Consolidation 活动一：Guessing game: Where is he / she? 1. T (课件): Its time to play a game. Lets play a g

17、ame. OK? Ss: OK. T: (Ask one student to come to the board and do actions. where he/she is) T: (做刷牙状) Where is Miss Zhu? Ss: Miss Zhu is in the bathroom. T: Who wants to have a try? S: . 生动的表演，激烈的竞猜，使课堂充满乐趣。该游戏不仅能巩固知识，培养学生想象力，还可以提高学生对肢体语言的理解力和表演能力。 活动二：Find friends (Read and find out) T: I have five

18、friends who are they? T: (课件呈现) Friend one: Im big. I have a TV. I have two sofas. Who am I? Friend two: Im big, too. Im nice. I have a pink bed. I have many pictures. Who am I? Friend three: I m small. I have many books. I have a white computer. I have many friends. Who am I? Fried four: Im very sm

19、all. I can make you clean. Who am I? Fried five: Im clean. I have many apples. I have hamburgers. I can make you strong. Who am I? Ss: (Read together and guess what rooms they are.) 在前面听说的基础上，用游戏教学来实现对单词和句子的认读，还可增加生活常识，培养学生的认读能力，进一步巩固所学语言知识。 活动三：Rent a house (课件呈现;Kate wants to rent a house with a b

20、edroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.) For example: I have a house for rent. Look! This is my house. A bedroom, a bathroom and a kitchen. Look! This is the bathroom. Its so big and nice. This is the bedroom. You can see a lamp and a b

21、ed in it. This is the kitchen. Its so big and clean. Do you like my house? 模拟真实情境，使学生把所学的语言运用到实际生活中，给学生充分的表演空间，拓展学生思维，培养他们实际运用语言的能力。 T: Now, discuss in your group. You Can use theses sentences: (课件呈现可用句型：I have . Look! This is the . Its . You can see . Do you like my house? (Ss discuss in four, then

22、 act out in class.) 小学英语四年级下册英语教案2 教学目标： 1.Daming has got a Chinese kite and we fly it in the park. 2.Ive got some chopsticks, but they are difficult. 3. 通过不同国家的人们使用的物品进行文化对比，复习have got的用法。 教学过程： 一、Warmer Take fine objects that belong to you and put them on the table. The students must see clearly t

23、hat they are your things. Now pick up one of the things and introduce it using have got E.g.: T: (pick up a book)Have got a book. Repeat this activity with the rest of the objects. Practice “I have got。and Ive got” 二、Listen, point and find have got。 Write on the board Daming has got Laura has got。 A

24、sk the students to close their students books. Before they listen, ask them to guess what objects Laura and Daming have got. Then, play the recording and ask the students to listen and check if their guesses are correct. 三、Listen and say. After practicing the phrases, encourage the students to ask e

25、ach other question. Do an example by asking a student. Examples T: Have you got a kite? S1: No, I havent. T: Have you got a pair of chopsticks? S2: Yes, I have. Then, divide the class into pairs and ask them to ask each other question. 四、Make sentences from the boxes, using andor but。 Use the activi

26、ties in the vocabulary Extension List from Module 5 to play a game. Write the words from the Vocabulary list on the board Swim dance play table tennis play football speak English speak Chinese cook sing songs play the guitar Tell the students that they have to point at two activities, say the verbs

27、and then make a sentence with andand but。 Ask the students to practice the dialogue in pairs. 五、Homework 小学英语四年级下册英语教案3 新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。 认知目标 学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many.进行口语交际。 能力目标 能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。 情感目标 通过活动

28、、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。 教学重点： 让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力; 教学难点： 让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。 教学方法： 1. 教法设计 根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他

29、们学习致用的能力。 2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。 3. 教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。 教学过程： 1.热身( Warm up) 一中外不同家庭全家福为背景，播放中文歌曲让爱住我家开头曲，让学生静静闭上眼睛感受家的氛围。 再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗?” 2. 单词学习(word learning) 第一步，先由大屏幕学习本科单词，有老师详细解释; 第二步，反复领读与自我练习; 第三，拼写阶段，四线格练习; 第四，memory game的游戏。 设计意图 该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。 3. 单词游戏(