小学四年级英语教案：Unit 6 Let’s go by taxi。
教案课件是老师不可缺少的课件，所以老师写教案可不能随便对待。同时还需要每位老师都重视教案课件，这样可以避免因准备不足导致的教学事故。那写教案课件时有哪些方面需要注意？以下是由小编为你整理的《小学四年级英语教案：Unit 6 Let’s go by taxi》，请马上收藏本页，以方便再次阅读！
本单元教学内容和教学目标
（一） 知识目标：
1．词汇：a station，a supermarket, a library, a theatre, a hospital, an airport, by train, by plane, by metro, by motorcycle, by minibus, on foot
2．三会句型： let's go… by…
good idea.
how do we go there?
how do you go to … ?
are you free now ?
3．四会句型： shall we go to… by… ?
all right. / ok.
is this … for… ?
4．语音：了解辅音字母组合sh在单词中的读音
5．歌曲：the wheels on the bus
(二)功能目标：
1. 能够用所学句型let's go to…邀请别人外出。
2．能够用所学句型how do we… go… ? shall we go… by… ?与同伴商量外出的交通形式。
3．能够用所学句型how do you go to… ?了解他人上学,上班等外出交通方式。
4．通过句型excuse me， is this … for… ?询问他人是否乘该车能到达目的地。
（三）情感目标：
1．通过本课学习培养学生与人交往，合作精神。
2．通过在不同地点，情况下运用不同的交通方式，培养学生的生活能力。
3．本课的学习要和学生的生活实际相结合，在学完本课以后，学生对周围的公共场所，交通状况有更多的了解。
（四）教学重点：
1．地点，交通工具的表达。
2．句型：let's go to… how do we… ? shall we go… by… ?
is this bus… ?
（五）教学难点：
在实际生活情景中能运用所学句型。
（六）教时安排：4教时
第一课时
教学内容：词汇：by train，by plane，by metro，by motorcycle，by minibus，on foot
句型：let's go to… how do we go there ? shall we go… by… ?
教学目标：1、能熟练表达交通工具名称。
2、能用how do we /you go… ?询问同伴、他人以怎样的方式去某地。
3、能用shall we go… by… ?与同伴商量以某种方式去某地。
教学准备：1、公园，电影院，动物园，超市图片
2．有关交通工具图片或玩具
3、与3a配套的易捷韵律英语磁带
教学过程：
step 1. presentation.
1. 教师出示公园，电影院，超市等图片，与学生展开问答。
t: what can you see in the picture ?
ss: i can see a park/cinema/zoo…
t: let's go to the park/cinema/zoo…
ss: great./ all right./ good idea.
跟着磁带一起说易捷3a第28页儿歌"let's go"。
park, park ,go to the park. let's go to the park.
zoo, zoo, go to the zoo. let's go to the zoo.
school, school, go to school. let's go to school.
cinema, cinema, go to the cinema. let's go to the cinema.
2．师生自由问答，复习句型but how ？，引出交通工具类单词。
t: hi, a. it's a fine day today. let's go to hongmei park.
a: great. but how ?
t: by bus.
a: good.
(教师在黑板上写bus)
t: hi, b. i'd like a new notebook. let's go to lianhua supermarket.
b: ok. but how ?
t: on foot.
b: all right.
(教师在黑板上写"on foot", 配上动作领读)
t: hello, c. it's a nice spring, isn't it ? shall we go to suzhou ?
c: good idea. but how ?
t: by train.
c: that's great.
(教师在黑板上写"train", 出示train图片,领读该单词)
用同样的方法教新单词"plane，metro， motorcycle，minibus"。3．启发学生邀请教师去某地，引出新句型how do we go there ?
a: hello, miss/mr… let's go to the cinema.
t: good. how do we go there ?
a: by bus.
t: all right.
b: hi, miss/ mr… let's go to beijing.
t: great. how do we go there ?
b: by plane.
t: good.
领读句型how do we go there ?
work in pairs.
a: let's go to…
b: good. how do we go there ?
a: by…
b: ok.
4．教师邀请学生去某地，引出新句型shall we go to … by… ?
t: hi, boys. suppose we're in beijing now. let's go to beijing zoo.
b: great. how do we go there ?
t: shall we go to the zoo by metro ?
b: good.
t: hi, girls. let's go to china dinosaur park.
g: good. how do we go there ?
t: shall we go there by minibus ?
g: great.
领读句型shall we go… by… ?
work in pairs.
a: let's go to…
b: ok. how do we go there ?
a: shall we go… by… ?
b: all right.
step 2. consolidation.
1. 利用图片复习交通工具类单词。
2. 欣赏51页歌曲the wheels on the bus
3. do a survey （page 51）
a： how do you go to school ？
b： i go to school…
(在学校内做这份调查,应该把go改成come)
step 3 classwork: copy the new words "train, plane,metro, motorcycle,minibus" and the phrases " by train, by plane, by metro, by motorcycle, by minibus, on foot".
homework : do a survey: how do you go to work ? (调查家人.亲戚,邻居等)
第二课时
教学内容：词汇：a station， a supermarket， a library， a theatre， a hospital， an airport
教学目标：熟练掌握以上公共场所类单词，巩固上节课所学交通工具类单词，熟练运用句型let's go to… how do we go there ? shall we go… by… ?
教学准备：1、交通工具类图片
2．公共场所类图片
3、与3a配套易捷英语磁带。
4、写有地名的小纸片
教学过程：
step 1. revision.
1. 利用图片复习交通工具类单词。
what's this in english ?
what can you see in the picture ?
is this a… ?
2. sing the song: the wheels on the bus
3. free talk.
how do you come to school ?
how does your father/mother go to work ?
let's go to…
how do we go… ?
shall we go… by… ?
4. say the rhyme (page 29 in yijie english book)
by bike or by bus ?
let's go to school, by bike, by bike.
let's go to the park, by bus, by bus.
let's go to the cinema, by taxi, by taxi.
let's go to the lake, on foot, on foot.
let's go to shanghai, by train, by train.
let's go to beijing, by plane, by plane.
step 2. presentation.
t: i want to go to many beautiful places in my holiday. i like traveling. i also like reading. do you like reading ?
ss: yes.
t: let's go to the library.
ss: good.
（出示图片，领读单词library）
t: what can you see in the library ?
ss: many books.
make a dialogue in pairs.
a: hi, b. let's go to changzhou library.
b: good. how do we go there ?
a: shall we go to the library by bus ?b: good.
用同法教其它新单词"theatre, hospital , station, airport"。
补充
fwR816.cOM品读分享
小学英语四年级上册Unit4 A Let’s learn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. Let's 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) What's this?
Ss: This is our classroom.
T: How many boards / windows / ... can you see?
S: 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 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: It’s in the classroom.
T: Maybe.
S2: It's in the ...
通过想一想、说一说，激发学生积极思维，培养学生的口头表达能力。
T: (课件呈现客厅) Look. It's 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. Let's 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 "书房".
T: Yes, we often play computer games in a "study". But we can't 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 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. Let's 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 can't.
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: It's 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 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: Let's 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 little teddy bear sleeping in my little bed)
S: (学生随着音乐跟唱)
T: (唱完后) Who's 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? Who's 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。
T: Where is the cat? Is it in the ...?
S1: Is it in the living room?
T: No, it isn't.
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'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: Let's go to the kitchen. 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 bathroom do you like best? Why?
S1: I like bathroom 3. It's big and clean.
S2: I like bathroom 1. It's 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 also take a shower in the bathroom. Let's do.
T: We can do different things in different rooms. Let's 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): It's time to play a game. Let's play a game. 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 friends who are they?
T: (课件呈现)
Friend one: I'm big. I have a TV. I have two sofas. Who am I?
Friend two: I'm big, too. I'm 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: I'm very small. I can make you clean. Who am I?
Fried five: I'm 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 bedroom, 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. It's so big and nice. This is the bedroom. You can see a lamp and a bed in it. This is the kitchen. It's 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 ... It's ...
You can see ...
Do you like my house?
(Ss discuss in four, then act out in class.)
小学四年级英语Unit2B Let’s talk教案模板
教学内容:B Let’s talk
教学目标: 1.学生能够理解对话大意,能够用正确的语音语调朗读对话,能够在情景中恰当运用句型what color is it? It’s ?问答颜色。 2. 能够在情景中理解新词lost,toy,notebook的意思并能正确发音。
教学重点: 1.句型:what color is it? It’s ?问答颜色。 2.词汇:lost,toy,notebook
教学难点: 对here it is和here you are的理解。
教学过程:
(一)热身/复习(Warm-up/Revision) 复习What’s in the schoolbag?
(二)呈现新课 (presentation) 1. 教师带领学生看图:Sarah和Amy讨论丢失的笔记本的画面。教师指着图片说Sarah lost her notebook. 板书新单词lost,并带读单词。2. 教师继续提问 Is Sarah happy or sad? 请学生注意Sarah 说的话:I like it very much。学生回答She is sad教师继续问 What can she do? 3.教师指着张鹏说Zhang peng lost something,too。 Let’s go and have a look。 4.教师出示句子:Zhang peng lost his English book。请学生完整听一遍对话录音,判断句子正误。学生听完后进行判断,并讲English book更正为schoolbag。 5. 教师提问What color is Zhang peng’s schoolbag?板书核心句型:What color is it?学生跟读并听录找答案。听音之前教师给出答案的选项: A. It’s black and white. B. It’s blue and white.学生听完后选择正确的答案。 6. 学生同桌之间互相询问对方书包的颜色,运用句型What colour is it? It’s。。。 7. 学生做Let’s play板块的活动。 8. 教师提问What’s in Zhang peng’s schoolbag?请学生在对话中找出答案: An English book,two toys and a notebook。教师利用单词卡片和实物教学单词toy notebook。
(三)巩固操练 (practice) 1. 教师出示对话板块的板书,播放录音,请学生看图听音后填充句子:Zhang peng’s schoolbag is_______and________. 2. 学生自由朗读对话,教师提醒学生注意按照意群朗读。
作业布置: 1、Listen to the tape 2、Read the sentences
小学四年级英语教案：what’s your job?
课题：what's your job? 课型：新授课
教学目标： 1. 进一步复习巩固职业类单词和主要句型。
2. 能听懂、会说、会读句型it's cold today, isn't it? guess! what do you want to be? i want to be … 并获得运用所学语言进行交际的能力。
3. 了解辅音字母组合dr和tr在单词中的读音。
4. 能演唱歌曲they sing happily.
重点难点：句型it's cold today, isn't it?的理解和句型what do you want to be? i want to be …的实际运用。
教 学 过 程
用时：25分钟
第一步：复习（单元重点内容）
用时：5分钟
1．t: (ppt 1 显示课题)hello, boys and girls. nice to see you again.
t: 在第三单元中，我们已经学习了询问别人姓名和年龄的句型，你还记得吗？现在我们一起来复习复习吧！（ppt2呈现句型，带读）
t: now let's watch a cartoon.你能记住动画中的句子吗，为动画配音吗？（pp3播放g1动画）
t: is it interesting?其实这个故事就藏在我们的英语书上。open your books at page 28. please read in pairs.
t: can you try to answer the questions?（ppt4呈现问题，待学生回答后逐题呈现答案）what's the girl's name? yes, she's mingming. and how old is she? she's two. the girl has a doll.小女孩还有个娃娃呢？what's the doll's name? it's mingming, too. how old is the doll? it's two, too.
t: 好！现在我们来试着给动画故事配音吧！（再次播放动画，静音）
第二步：完成各版块教学
用时：15分钟
t: 看完了mingming和娃娃的故事，我们再来看看这个故事吧。（ppt5播放e部分动画）now, look at your books, page 27. read after me, please. 跟我读。
t: 在这个故事中，（ppt6呈现句子及中文）yang ling说的it's cold today, isn't it?是一个反问句，意思是"今天很冷，不是吗？" 英语中的对话很多时候是以谈论天气开始的。因为天冷，所以一群老人正在运动。（ppt6再呈现老人们）look at that old woman in the red sweater? （ppt6呈现句子）who's she? （停1秒）yes, she's yang ling's grandmother. so yang ling says 'she's my grandmother.' （ppt6呈现句子）how old is she? about sixty? 大约60岁？guess! （停1秒）no, she's eighty. （ppt6呈现句子）
t: now, listen and repeat.现在请大家跟读一遍。 （ppt6完整呈现对话，点击播放句子读音）
t: ok. please try to act this dialogue in pairs. one will be yang ling, one will be su yang. 请你和同桌分角色表演这一小段对话。先请这两位同学给大家做个示范吧。（学生示范）
t: have a try, please. 大家开始表演吧。
t: 在本单元中，我们还学习了一个重要的话题：如何谈论别人的职业。请看这些句子。（ppt7呈现句子）
t: now, let's look, guess and say. （ppt8－10呈现图片和句子）
t: 我想每位同学都有自己理想中的职业，what do you want to be? 你想做什么呢？你问别人以后想从事某种职业时，可以说what do you want to be? （ppt11呈现句型）跟我说一次（注意看教师的口型）。别人问你时，你可以这样回答i want to be a/an …（ppt11呈现句型，带读） t: 下面我们就用这两个句子做个调查，在调查中要及时记录调查的结果。ask and answer one by one, and write down the record. 我们来给大家做个示范。
（教师和四个学生作示范：教师和学生a问答后，转述他的答案后记录在书上的表格内）
t: （师生示范结束后，展示结果，特写拍书上的表格）ok, let's have a look. how many boys and girls want to be a teacher? two. how many boys and girls want to be a cook? one.
t: 同学们学会了吗？please begin. 请你们开始调查吧。（停几秒）ok. 课后不要忘记和同学分享一下你的调查结果。
t: 又到了练习读音的时候了。(ppt12呈现图片)look at the picture. i can see a pair of trousers in the tree. (点击出现单词trousers和tree) what's this? yes, it's a blue dress. (同上) and the dress is the driver's.(同上) （ppt12呈现完整的句子，带读单词和句子）
t: 字母组合dr通常读作/dr/，组合tr通常读作/tr/。请大家记住它们。
t: 在本单元的最后，让我们来学唱一首和职业有关的歌曲吧。（准备播放歌曲，ppt13画面停留在歌曲题目）they sing happily.他们唱得真开心。（ppt14播放歌曲）
t: read after me. （ppt15呈现歌词）
t: now let's listen to it again. this time you can try to sing. (ppt16再播放歌曲)
这首歌曲可以很好地帮我们复习学过的职业类单词，希望你在课后也可以练习唱一唱。
（结束语）
t: 在第三单元中，我们一起学习了有关询问他人年龄、职业等相关的语言知识，还学习了歌曲they sing happily. 相信你在今后的学习生活中能很好的运用所学到的知识进行交流。 bye!
小学四年级下册unit4 At the farm英语教案
Unit4 At the Farm of pEp English from Grade 4, Book 4
Teaching content: part A Let’s spell
Teaching content analysis：
Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.
Students’ learning analysis：
As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.
Teaching objectives：
By the end of the lesson, students should be able to:
l Master the pronunciation of words which have letter combination “or”: /：/, /:：/.
l perceive and conclude the pronunciation rules of the letter combination “or”.
l Read and write down the words that have letter combination “or” according to the pronunciation rule.
l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.
Important and difficult points of teaching：
Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.
Teaching process：
I Warm-up
1. Free talk.
T: Good morning, boys and girls.
Ss: Good morning, Miss Yang.
T: Today we’ll learn Unit 4 At the Farm partA Let’s spell.
2. T: Before our class, let’s enjoy two chants.
(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)
3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.
4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.
[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /：/, and “al”, which pronounces /:：/, to make connection with “or”.]
II presentation
1 . presentation “or”: /：/
⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.
⑵Teacher asks students to discuss the pronunciation rule of “or”.
[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]
⑶Teacher presents the pronunciation rule 1 of “or”: or在w后通常发/：/，与ir，ur同音.
⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.
[Design idea：make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]
2 . presentation “or”: /:：/
⑴Teacher shows students the word “horse” and ask them a question that whether this word pronounce /h：s/.
⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.
Chant: The story about a horse
I like to read the story.
The story about the horse.
The horse likes to work.
He works hard of course.
⑶After listening to the chant, teacher asks students to read the words: horse, story.
⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.
⑸Teacher asks students to conclude the pronunciation rule of “or”.
⑹Teacher presents the pronunciation rule 2 of “or”: or在单词中一般发/:：/，与al 同音.
⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /:：/.
3. Summary
Teacher asks students to summary the pronunciation of “or”:
发音规则1：or在w后通常发/：/，与ir，ur同音
发音规则2：or在单词中一般发/:：/，与al 同音
III practice
1. Listen and number
[Design idea：First of all teacher will help students to master the pronunciation of words which has letter combination “or”: / ：/, /:：/ by listening.]
2. Read and sort
[Design idea：Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]
3. Look. Listen and write
Teacher asks students to write down the important words.
[Design idea：Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]
IV production
Teacher make a summary with students that the pronunciation of “or”,
“ir”, “ur”, “ar”, “er”. And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.
V Homework
记住or的发音规则，并尽量查找单词来练习or的发音。
把查找到的相关单词根据/：/ 和/:：/来归类并记录。
有能力的同学试着把归类的单词写一篇小故事。
复习之前学的字母组合的发音音标。学会观察归纳和总结。
小学四年级英语Unti2A Let’s spell教案设计
教学目标: 1.感知并归纳i-e在单词中的发音规则。 2.能够读出符合i-e发音规则的单词;能够根据单词的读音拼写出符合i-e发音规则的单词。 3进能够根据单词的读音拼写出i-e发音规则的单词。
教学重点: 能够读出符合i-e发音规则的单词
教学难点: 容易与i的短音混淆。
教学过程:
一、利用拆音法拼读单词
1. 教师让学生看图片,风筝被遮住,教师提问:what’s he doing?从学生的回答中引导出fly a kite,教师出示风筝图片,板书kite,引导学生拼读/k/-/ai/-/t/---/kait/.
2. 教师指着风筝的图片提问:Is the kite nice? 学生回答 Yes, it is nice. 并拼读nice。
3. 教师继续指着风筝图片提问:what do you see on the kite? 并突出风筝上的9,学生回答nine。教师板书nine,引导学生进行拼读。
4. 教师提问:do you like the nice kite? 学生回答 yes, I like it. 教师板书like和nice。
5. 教师出示歌谣第一段文字: see the nice new kite, with a big number nine. 学生跟着录音有节奏的朗读。教师关注学生的i-e发音是否到位。
6. 完成Read, listen and number的活动。
二、强化i-e在单词中的发音。
教师出示更多含有i-e结构的单词,比如bite, site, pe, mine, side, time, wide等,让学生尝试拼读出来。
三、作业布置(homework) 自主读出以下单词:five ride,lick six bib pig pin kiss ink hill
小学四年级的英语教案：Unit1 Our School
教学是一种创造性劳动。写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。小编准备了以下教案，希望对你有帮助!
1、学科名称
小学英语四年级下册Unit1 Our School
2、所在班级情况，学生特点分析
本班学生共31人，男生17，年龄均在10岁左右。学生活泼好动，注意力不易集中。受传统观念的影响，学生对英语的学习不太重视，同时对英语有“排挤”的现象，学生对死板的书本教学有抵制心理，把课本中的知识游戏化，摆脱对英语的抵制化心理，对英语产生极大的兴趣。
3、教学内容分析
本单元重点学习学校课室及功能室的名称、分布和不同的功能。重点学习的句型是：This is the teacher's office、That is my classroom、Is this the library? Is that the TV room? A、B部分的Let's talk 渗透了这几个新的句型，为本单元的教学难点。学校是学生们每天学习与生活的地方，可以带领学生参观自己的学校，在真实的情景中学习或巩固单词与句型。
4、教学目标
1、能力目标
(1) 能够简单介绍学校校舍的分布情况，如：This is the teacher's office、That is my classroom、
(2)能简单说出每个课室的不同功能，如：Go to the library、Read a story-book、
(3)能听懂并回答一些问题，如：Is this the library? Is that the TV room?
(4)会唱歌曲“Our School”。
2、知识目标
(1)掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。
(2)认读A、B部分Let's learn、Let's talk中的单词和句子。
(3)理解Let's do、Let's chant等部分的内容。
(4)了解Story time、Good to know等部分的内容。
3、情感、策略、文化等有关目标
(1)情感态度：能以得体的方式向客人介绍自己的学校。
(2)学习策略：注重合作学习，鼓励学生大胆想象，构思未来学校的蓝图。
(3)文化目标：了解在不同场合应该遵守的公共道德，培养学生对学校的热爱之情。
4、教学难点分析
1、本课需要重点掌握有关学校设施的五个单词并了解它们的功能。运用相关句型讨论学校各个教学活动场所。
2、本课的难点是library中辅音连缀的发音;序数词first与基数词one的区别与正确运用。理解序数词first，second与one，two的区别。
3.让学生熟练掌握“This is .... / That is ....”的用法。this和that的发音以及在楼层的表达中序数词first, second的用法是教学中的难点。能正确运用指示代词this，that询问信息并作出相应回答。
5、教学课时
四个课时
6、教学过程
第二课时
一、热身及复习
1、教师热情地和学生打招呼问好，并做简单的Free talk。
Hello, boys and girls. Nice to meet you.
This is our school.
That is the playground.
Where is our classroom/ canteen/library/garden?…
(设计思路：通过师生对话，复习旧知，为学生的后续学习做好准备，并增强学生语言学习的兴趣，培养学生开口说英语的能力，促进师生在课堂上的合作)
2、播放本单元的英语歌曲“Our School”。
(设计思路：通过优美的音乐，鼓励学生跟着节奏自己打着节拍跟唱，让学生在快活的氛围中开始今天的英语学习。)
3、请两组学生就A部分Let’s talk的对话进行角色表演。
(设计思路：学生对话表演，既检查了学生对上课时内容的掌握情况，复习所学的新句型，为新课的教授做好充分的知识准备，又适合四年级学生表现欲较强烈的心理特征，调动学生学习的积极性。)
二、表演展示
1、 同学在学校度过的每一天都是多姿多彩的，学校生活丰富而有趣，让我们听听课文中的这个童谣是如何描述这充实而快乐的学校生活的吧!
(设计思路：设置悬念，创设语言环境，激起学生的学习兴趣。)
2、教师播放“Let’s chant”录音。
School days, school days.
What a lot of fun!
Read in the library.
Draw in the art room.
Eat in the canteen.
…
学生拍手跟唱。之后，引导学生将学校场馆library, art room, canteen, gym和动词read, draw, eat, play对应起来认读。
(设计思路：让学生听音并跟读，整体感知Let’s chant的内容，并对主要的词汇留下印象，积累词汇。)
3、教师对歌谣中的内容进行提问：
Where do you read?
Where do you draw?
Where do you play computer?
学生会比较容易地答出：in the computer room. 这时教师可出示图片说：This is a computer room.
(设计思路：通过教师提问，学生作答，检查学生对歌谣内容的理解。通过Where do you play computer?学生作答，自然过渡到这节课的重点。)
4、教师播放“Read and write”部分的教学视频或录音，学生带着问题看或听，整体感知。
How many computers are there in the computer room?
How many boards?
How many fans?
(设计思路：Read and write的内容大部分是学生曾经接触过的内容，通过教学媒体资源或录音的播放，学生边听边看边读边思考，调动学生多种感观，教容易把握这些知识内容。)
5、教师再次播放教学视频或录音，一句一停，让学生跟读课文，并对学生在跟读过程中出现的各种语法语音错误给予及时的帮助，之后分角色对话。
6、教师给学生呈现该部分的教学课文挂图，让学生观摩单词句子的正确书写格式，并讲解正确的书写规范，然后学生在练习本上抄写句子，教师巡视，即时指出问题。(预计6分钟)
(1)句子打头单词的第一个字母要大写;
(2)句子末尾要加标点。特别指出英语中的句号为实心点，汉语中的句号是空心小圈;
(3)句子当中的单词间距为一个字母宽。
(设计思路：四年级的学生第一次正式书写英语句子，指导学生正确规范的书写句子，尤为重要。通过课堂指导并练习，即时纠正学生书写的错误，让学生更好的掌握英语句子的书写规范。)
6、教师给学生呈现该部分的教学课文挂图，让学生观摩单词句子的正确书写格式，并讲解正确的书写规范，然后学生在练习本上抄写句子，教师巡视，即时指出问题。
8、课堂练习
(1)做本单元部分的课堂作业本配套练习。
(2)和同桌一起玩“画画、想想”的游戏。一名学生在纸上画一本书或一个碗，另一名学生说出library, canteen等相关生词。
9、作业安排
1、熟练掌握本单元所学知识，抄写四会单词和句子。
2、回家把今天学到的英语chant 教给自己的爸爸妈妈。
(设计思路：作业是课堂教学的延伸，也是学习的扩展活动。通过抄写四会单词和句子，让学生复习并巩固新知。通过回家把今天学到的英语chant 教给自己的爸爸妈妈，加强亲子间的联系，增强学生的自信心。)
10、 附录(教学资料及资源)
一幅本单元的校园分布图：本课时的五张单词卡：录音机及录音带。
11、 自我问答
pep小学四年级英语下册Unit4《It’s warm today》教案
教学目标：
1、能听说认读Let’s learn 、Let’s talk部分的单词和句型
2、能听说读写Read and write 部分的单词和句型
教学难点：
四会单词和四会句型的正确拼写
教学准备：
pictures recorder tape
第一课时
Step one:Warm up
1﹑Free ttalk
2﹑Do actions
Step two: presentation
1 、Let’s learn
（1）、T: Are you tired? Oh, yes. I’m tired. And I’m very thirsty. Can I drink some water, please?
S: Yes.
T: Oh, my dear, the water is too hot！ please touch it. Is it hot? Ss touch it and repeat: Yes, it’s hot.
（2）、Ss pass it one by one and say ”cold”。
2、Teach the word “cold、warm、cool in same way.
3、Teach the word “Weather”
Look, It’s cold, It’s cool, it’s warm and it’s hot. Oh, what’s the weather like today? Is it cold? Is it…？
Do you know “weather”？ What is weather?
Read the word together. 修改意见
在教学中利用实际来练习对话，这样能更好的掌握知识。
Step three: Extension and Consolidation
1、Guessing game
2、Find friends
3、Chanting Race
第二课时
Step one: Warm up
1﹑Sing “My clothes
2﹑Free talk .
Step two : presentation
1﹑Let’s talk
（1）、play VCD for weather report then ask:” How many cities? What are they? What’s the weather like in …today?
（2）、T: Today is warm day .Can I wear a coat today? Help Ss answer:” No, you can’t.
T: Can I wear a sweater today? Help Students answer: ”No, you can’t”。
（3）、T: Can I wear a shirt today? Help Students answer: Yes, .you can.”
（4）、Chant
（5）、play record for Let’s talk, students read after tape.
（6）、Role play
2、Good to know.
Step three: Extension and Consolidation
第 三 课 时
Step one :Warm up
1﹑Listen and chant
2、Ss show their mini paper clothes and sing My clothes inpidually.
3、Circle the words and spell them.
T S H I R T S
W U K E B W W
O W p I D H E
EM H X Z R I A
J A C K E T T
E T H I S E E
B L U E S L R
Step two: presentation
1、 Get the group members’ mini paper clothes together. Divide them into some parts, such as ”shoes”，” jeans”， ”socks”， ”pants”…。Ss choose the mini paper clothes from above.
Ask and answer .
2、The four skill words.
（1）、 Ss take turns to do the activity like “t a s pan “—pants and pick out the corresponding mini paper clothes to adorn their finger puppets.
（2）、 Spell the words and try to find their similar feature “-s”。 Then talk about why we don’t use their single forms.
3、Read the dialogue and answer the following questions:
What’s the weather like today? What are they going to do? What’s the Zoom looking for? Where are they?
4、Act out the dialogue.
5、pronunciation
Step three: Extension and Consolidation
1、Do exercise 2 on the Activity Book
2、Copy the words and sentences on the Activity Book.
第 四 课 时
Step one: Warm up
1、Let’s sing ”Thunder”
2、Let’s chant
3、Chanting Race
Step two: presentation
1、Teach the word “windy”
（1）、teacher stick the picture of snow beside Beijing and ask:” What’s the weather like in Bei jing?
（2）、Read the words after teacher.
2、Teach the words ”sunny, cloudy, rainy, snowy in same way.
Chant:
Rainy, rainy , it’s rainy in London.
Open up your umbrella, Open up your umbrella.
Snowy, snowy, it’s snowy in Moscow.
put on your boots, put on your boots.
Cloudy, cloudy, it’s cloudy in Sydney.
Take your raincoat, Take your raincoat.
Sunny, sunny, it’s sunny in Singapore.
put on your sunglasses, put on your sunglasses.
3 、Let’s do
（1） 、Listen say and do
（2） 、Listen and do
（3） 、Look and say
5、Game
6、Task time
Step three: Extension and Consolidation
第 五 课 时
Step one : Warm up
1、Sing a song :Thunder
2、Let’s do
3、Free talk
Step two : presentation
1、 Teacher show pictures of four different cities.
T: Can you tell me, where it is? What’s the weather like in…？
2、Let’s chant
（1） 、Let the students write down the words about cities.
（2） 、Say the sentence pattern: What’s the weather like in Beijing? It’s sunny in Beijing.
（3） 、Competition: Invite 4 or 5 children to say the sentences one by one. The last one is the winner.
3、 Game: What are you doing?
4、presentation the text.
（1） 、Watch the VCD.
（2） 、（2）Ask some questions
（3） 、Listen to the tape
Step three: Extension and Consolidation
1、Act out the text
2、Let’s check
第 六 课 时
Step one :Warm up
1、Sing a song :Thunder
2、play a jigsaw puzzle
3、Let’s find out
it’s sunny. Let’s fly a kite.
it’s rainy. Let’s read a book.
it’s cloudy .Let’s play football.
it’s snowy. Let’s make a snowman.
Step two : presentation
1、It’s and
2、Write the words.
3、Teach the sentence :Is it…？
4、 Teacher point to the picture and say: Look, this is a mountain. It’s high .Let’s go and climb it. wait. What’s the weather like there? Let’s listen.
5、play record.
Step three: Extension and Consolidation
1、Story time
2、Finish the Activity Book
小学六年级下册Unit 9 Let’s go further教学设计
一、教学内容分析
本模块的主要话题是“名人”的学习，在Unit 7和Unit 8学生都已经学习了“孙中山”和“罗宾汉”。因此学生对描述名人的句型都已经有一定的理解。此课时主要是进一步了解澳大利亚作曲家莫扎特的故事，与此同时利用学过的句型描述名人。
二、学生分析
由于教学的对象是六年级的学生及异地的学生。虽然我对他们并不了解,但根据年级学生的心理特点分析：他们正处于生长发育阶段，性情比较内敛和害羞，不爱表现自己。而且结合我所设计的内容，大部分要经过学生大思考和总结归纳来完成的。因此我巧用游戏“超级无敌估歌仔”来开始，并利用他们所熟悉和感兴趣的歌曲激发学生大学习积极性，并自然过渡到莫扎特的介绍。还适时地利用文具、漫画卡对学生进行激励性的评价，鼓励学生开口讲英语，增加学生学习的兴趣。
三、教学策略
由于本节是巩固课，学生有一定的语言基础。因此老师主要通过引导来帮学生利用已有知识对及其故事进行理解。并运用学过的句型进行描述人物，并提高学生阅读能力的策略和加强学生听、说、读、写能力的培养。
四、教学目标
1.语言知识目标
1）学生能通过阅读理解Unit 9的内容，并回答老师提出的问题，能更深刻地理解课文的内容。通过问题的主线归纳出写名人的句型。
2）学生通过阅读找出自己不会的单词，形成自主学习的能力。
3）通过理解莫扎特，根据已有的知识，能用5句话来描述莫扎特。
2.语言技能
1）通过阅读关于爱迪生的短文，并掌握基本的阅读方法和归纳描述人物的句型。
2）学生能利用归纳的句型和原有的知识用5句话以上笔头来描述名人。
3）能通过听、说、读、写的训练，并提高学生的综合运用能力。
3.情感目标
1）在学习和练习的过程中了解关于名人的事迹。
五、学习策略
1）通过阅读unit9《Let’s go further》对莫扎特的理解，并运用学过的句型口头描述名人。
六、文化意识
1）通过本节课的学习，了解中西方不同国家的名人的事迹和生平。
七、教学重、难点。
语言知识的综合运用能力的培养。
八、教学过程
（一）Warming up and leading in
1.Free talk
T: What’s your name ?
Who’s your favourite singer ?
Do you like music ?
2.play a game
玩一个超级无敌估歌仔的游戏，让学生在规定时间内猜出唱这首歌的歌名和主唱者。利用学生喜欢的歌星周杰伦演唱的《菊花台》、陈慧琳演唱的《希望》最后呈现出Mozart的《土耳其进行曲》，导入教学。（活跃课堂气氛，并由此最后自然地过渡到简单地介绍莫扎特的平生。并通过投影，老师简单地对莫扎特进行简单的背景介绍，让学生初步了解他。）
（二）presentation and sum up
1.T:Do you want to know more about Mozart ?Let’s watch the king sun.
(让学生通过听和看对莫扎特有进一步的理解。)
2.Read the passage and find the words which they don’t understand and answer the questions.
(在任务型教学思想的指导下，让学生阅读Let’s go further的内容，并在阅读的过程中完成任务)
1)找出不懂的单词，形成自主学习的机能。
2)经过理解回答以下问题，形成师与生的交流并能反馈学生对课文的理解。
A.Who was Mozart ?
B.When and where was be born ?
C.What did he do when he was five ?
D.What did he like ?
E.Did he become poorer and poorer ?
3.T:Could you ask more questions about Mozart?
(让学生自己提出更多关于莫扎特的问题，让另一学生回答其问题。此时更能反馈学生对短文理解的程度。老师在这个环节中主要起到引导者的作用，而学生才是课堂上的主体。)
4. Let the children use their own words to describe Mozart.
(为了巩固所学的知识和培养学生口头表达能力。教师利用多媒体投映出三句描述人的句型，作为例子。)For exmaple：
Mozart was a…
He was born in…
He liked…
让学生在1分钟内练习用几句话来描述莫扎特。
5.Sum up
T:If you want to know more about Mozart you can surf the Net and find out the information about him .(通过这句话，给学生提供更多的学习渠道，了解更多的信息，老师深知道新课程标准的思想指导下，要让学生通过不同的渠道进行学习和大量的阅读才能培养学生的学习能力和学习技能。)
(三)practice
1.老师用开灯的一个动作，自然地过渡到介绍爱迪生的背景。由于学生的注意力还停留在莫扎特的学习，因此老师利用一个动作，让学生的注意力转移到老师身上。）
T: When we turn on the light ，we are enjoying one of Edison’s inventions .OK,let’s read the passage about Edison and finish the exercises.
(通过简单的背景介绍，让学生对爱迪生有个初步的感知，然后指导学生阅读关于爱迪生的短文，完成两题练习，并将进行速度比赛，看那组完成的速度快。由于阅读练习都是枯燥无味的，通过比赛激发学生学习的斗心，完成练习，让学生产生学习动力。为了培养学生阅读能力，我将关于爱迪生的练习，设计成两题不同形式的练习：A.根据短文内容，选择正确答案。 B.根据短文的内容填写表格。不同的练习，能培养学生阅读策略。)
为了发挥学生学习主体的作用，打破传统的教学模式和观念，教师在评讲答案时，让学生当小老师，教师从旁指导，培养学生自主学习的能力。与此同时评讲答案是学生容易分散精神的阶段，因此学生分成四大组，一组轮着一组做动作。对的做一个动作，错的也做一个动作。这样一来能够营造一个良好的学习气氛。4人小组根据爱迪生的短文讨论和归纳短文提及了爱迪生哪些方面的内容。通过小组的讨论，养成学生小组合作的精神，而且通过学生思考才板书，让学生形成自主学习的能力，学生学起来也有愉悦感。老师打破传统的教学方式：所有内容都是老师所包办，“填鸭式的教学模式”。）
2.Get the children discuss what factors do this passage talk about?
For example:
T: When was Edison born?
(给学生一分钟时间去讨论，并回答)
3.Sum up
T:You can use this sentences to describe a people.( 老师将学生归纳的内容进行板书，并问学生如何回答。经过这一总结，为下面的写作练习“描述人”作铺垫。)
(四)Development
1.Choose a people which they like best, and then use the information to write about five sentences.
(我将课室布置成一个纪念馆，而“纪念馆”贴上名人的信息和图像。这些信息都是经过老师精心设计的。都是学生所熟悉和感兴趣的人物，比如：周杰伦、周星驰、*、布什、姚明、*、碧咸、宋庆龄……模拟真实的游览情景，让学生在实际体现中选择自己喜爱的人物进行写作描述。
2.Introduce a model to the children.
(老师利用投影出示学生喜欢的影星：成龙和他的信息，并且老师将所给的关于成龙的信息写成范文，让学生写作的时候可以参照范文,减低写作的难度。让学生以4人小组为单位，参观纪念馆。并选择纪念馆里一位名人作为写作对象，然后用5句话以上描述小组所选择的名人。由于学生可以能随便参观，学习英语的气氛也特别浓厚。因为在较真实的情景中完成任务。学生也积极参与，培养了学生的写作能力和同学中小组合作的精神。)
3.Correct the sentences.
(用实物投影仪投影某一组学生的短文，并让他们的组长向全班同学进行校对。然后将错的改正过来，让学生及时改正错误。)
（五）Assessments
我运用发展性教学评价模式，适时地对学生进行多方评价。让学生感受到成功的喜悦，以促进学生能力的发展，使他们更深刻地体会英语学习的乐趣。
本节课的评价方式有：
对四大小组合作的评价。如：比比哪一组完成描述爱迪生练习最快，就升一级。体现组内学生的合作精神。
建立奖评机制。对学生个人的评价，学生回答问题对的给予适当奖励，包括文具和糖果，让学生体现乐中学，学中乐。
教师使用丰富的评价语言，如：well done ,good job ，excellent等
（六） Homework
1．请记下今天学过的单词。
2．继续完成今天的短文或者修改短文.
上网查找英语书p42project四幅图的介绍。
（目标：由于今天所学习的单词只需学生能基本认、读。所以只需要学生记住就可以了。要求学生回家自己修改短文，形成自学能力。上网查找图片开阔学生的视野，增长课外知识。）
板书： Let’ go further
学生归纳的句型：Who was Edison ?
He was a great….
When was he born?
He was born in….
When did he die ?
He died in ….
What was his mother’s job ?
She was a ….
Mozart
compose- composer
Salzburg
perform
pay-paid
bill
附上练习：
Edison was a great American inventor. He was born in 1847.He was the seventh and the youngest child in his family. He wasn’t very clever at school .Instead, he was often in trouble. The teacher didn’t like him, so his parents took him out of school. His mother was a teacher and taught him at home. He was always asking questions, but the others never thought his questions important. When he was ten, he was very interested in science. He liked to make things work .He liked to understand why things worked. When he was twelve, he began to make money because he wanted to build a lab(实验室) of his own. Later he invented many things .when you turn on the light, you are enjoying one of his inventions.
广州市海珠区土华小学 梁念文
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