沪教牛津版四年级英语上册教案

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沪教版四年级上册英语教案（精选3篇）

沪教版四年级上册英语教案（精选3篇）沪教版四年级上册篇1教学内容：Look and say & Ask and answer教学目标：1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses. e.g. Can you swim?c. Using modals to talk about ability. e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims:Talking about ability to establish friendly relations with your classmates.教学准备：pictures, word cards, cassette player,教学过程：一、Warming-up1. Song2. Responding to simple instructions e.g. Sing a song. Drawa circle. Pre-task二、preparation1. Revision Invite individual students to come2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.The rest of the class say: He/She can/can’t… Inviteindividual students to stand up.Point to the pictures and ask: Can you …？And prompt th em to use: Yes, I can. /No, I can’t. to answer your questions.三、While-task procedure（1） Introduce: paint1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.2. Read the word with action.3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,4. Ask and answer in pairs.（2）Introduce: read1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.2. Read the word in different voices.3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.（3） Listen and say1. Play the cassette: Look and say. Students listen.2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.3. Invite individuals to read the dialogue to the class.四、Post-task activities（1）Production1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …？’2. Students work in pairs using the pict ures in Ask and answer to find out what their partner can and cannot do.3. Do a survey: Ask students to walk around the class andinterview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.（2）Assignment1. Complete Workbook page two.2. Write about your ability using ‘I can…’沪教版四年级上册英语教案篇2教学目标：1.能听懂、会说、会读交际用语：Welcome to … What are these/those?They’re …Are these/those …？Yes, they are./No, they aren’t2.能听懂、会说、会读词汇：they’re=they are, pig, cow, chicken, duck3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those4.能熟练朗读对话或表演对话。

牛津上海版英语四年级上册《Unit 1 In our school》教学设计

牛津上海版英语四年级上册《Unit 1 In our school》教学设计一. 教材分析《Unit 1 In our school》是牛津上海版英语四年级上册的第一单元，主题是校园生活。

本单元通过学习关于学校场所和活动的词汇，让学生能够用英语简单介绍自己喜欢的活动和场所。

教材包括插图、词汇、对话、练习等多种形式，有助于激发学生的学习兴趣，提高他们的语言运用能力。

二. 学情分析四年级的学生已经掌握了一些基本的英语单词和句型，具备一定的听说读写能力。

他们在学习新知识时，能够积极参与，勇于开口说英语。

但部分学生对英语学习的兴趣有待提高，且在学习过程中容易受到母语干扰。

因此，在教学过程中，教师需要关注学生的个体差异，调动他们的学习积极性，帮助他们在实践中掌握知识。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本单元的生词和句型，了解学校的基本场所和活动。

2.能力目标：学生能够用英语简单介绍自己喜欢的活动和场所，提高他们的语言运用能力。

3.情感目标：培养学生对学校生活的热爱，增强他们的集体荣誉感。

四. 教学重难点1.重点：学生能够听懂、会说、会读本单元的生词和句型，用英语简单介绍自己喜欢的活动和场所。

2.难点：学生能够正确运用所学知识，进行实际交流。

五. 教学方法1.情境教学法：通过设置真实的学校场景，让学生在实践中学习英语，提高他们的语言运用能力。

2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的合作精神。

3.游戏教学法：运用游戏，让学生在轻松愉快的氛围中学习英语。

六. 教学准备1.教师准备：提前熟悉教材，了解学生的学习情况，设计教学活动。

2.学生准备：预习教材，了解本节课的学习内容。

3.教学资源：准备与本节课相关的图片、视频、音频等教学资源。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论学校生活，激发学生的学习兴趣。

例如：“你们喜欢学校吗？为什么？”、“你们在学校里都做些什么？”等。

(沪教牛津版)四年级英语上册教案Module4Lesson1(4)

沪教牛津版四年级英语上册教案Module 4 Unit 1 On the farm 第三课时1.教学内容(PERIOD CONTENTS)●Pattern: Don’t …●Materials: SB, WP2.教学目标（PERIOD TARGETS）●能用祈使句否定式Don’t…要求别人不做某事。

●学会使用礼貌用语I’m sorry. That’s all right.●能够结合生活实际，制定公园里和学校里的行为规则。

3.教学活动(PERIOD ACTIVITIES)1) 任务前期准备（PRE-TASK PREPARATION）通过创设情景，向Old Macdonald提问的活动形式，将上两课时的学习内容及以前的旧知串连起来，培养学生听、说、思维，综合运用语言的能力。

Activity 1 Ask and answer●教学辅助(Aids)●活动过程（Process）2）任务实施过程（WHILE-TASK PROCEDURE）A新知识的引入（PRESETATION）学生通过P36 Now listen 听力内容，观看含有新授内容的录像，对所要学习的知识进行视听上的感知。

Activity 1 Listen and write●教学辅助(Aids)⏹录音机⏹Worksheet●活动过程（Process）Activity 2 Listen and judge●教学辅助(Aids)⏹Worksheet●活动过程（Process）B新知识的操练（PRACTICE）a）机械性操练（MECHANICAL PRACTICE）学生通过模仿、看看说说等形式来操练单词和句型，做到语音语调基本正确，并能理解其的含义。

Activity 1 Imitation●教学辅助(Aids)●活动过程（Process）Activity 2 Look and read●教学辅助(Aids)●活动过程（Process）b）意义性操练（MEANINGFUL PRACTICE）学生通过看看说说，想想写写等活动，进一步加深对新学句型进行运用。

(沪教牛津版)四年级英语上册教案Module1Unit3(2)

沪教牛津版四年级上册英语Module 1 Getting to know youUnit 3 What are you?The First PeriodKnowledge objective:ing nouns to identify people (fireman, policeman…)2.Asking ‘Wh-‘ questions to find out a person’s identity.(What’s he/she?)ing nouns to identify peop le, and events.(She’s a policewoman.)ing nouns to identify people.(He’s a bus-driver.)Skill objective:1.Open an interaction by eliciting a response.2. Predict the meaning of unfamiliar words by using context or picture cues. Emotion objective:1. Educate the students to love people all around them.Materials:Student’s Book 4A page 8MediaTeaching procedures:I. Pre-task preparation:a. Chant.b. Ask and answerc. Revision: ( Playing a guessing game)Review the words about professions they have learned.(doctor, nurse, cook, teacher, policeman, farmer, postman)Ask pupils to write numbers 1—7 on a piece of paper. Tell them you are going to give them some information about Linda’s family and ask them to guess what they are, then write down the answers, at last, exchange their answers.II. While-task procedure:1.Words: fire, fireman, firemenA.Show the picture of the fire.B.Read the word. fire ,lion, like,C.Word groups.big fire, small fire, play with the fire, fireman, firemen a strong fireman, a tall fireman, some firemen.D. Talk about the fire.Fire can make us warm.Don’t play with the fire.The firemen are brave.2.Words: telephone ,bring, engineA: If you see the big fire, What are you going to do? Telephone one one nineBring the engine.B. Read the words.Spell and read.C.Ask the weather. Telephone one two one Telephone one two o. What do you need? Ambulance an ambulance man(Read the word and express)D. Read and spellAsk pupils to fill in the blanks.Eg: 1) The a_____ man is in the ambulance.2) Mr. Smith is a good p____ at the police station.3) Is he a f_____? Yes, he is in the engine…E. What about the engine and ambulance.What colour ?...3.Sentence Structure:A.Show the pictures to elicit the sentence patterns: What ‘s he? What ‘s she? Divide the class into two groups. Group A keeps all the Picture Cards while Group B keeps all the Word Cards. The pupils in Group A take turns to choose a Picture Card, hold it up and ask: What’s he/she? To elicit: He’s/She’s…Continue the game by ha ving Group B ask the questions and Group A answering them. One score for each correct answer. The group with the highest score will be the winner.B.Sound.C.Practice in pair.What’s he? What’s she?D.What’s your father?What’s your mother?What’s your uncle?What are you?4. Listen to the tape and fill in the blanksLook at the ___ ____ ____.Telephone ____ _____ ____Bring the ____ _____ _____.Here are the _____ _____ _____.5. Read the rhyme6. Make a new rhyme. (First have a discussion in groups of four)A. Introduce some special telephone numbers.Eg:120 救护车114 电话号码咨询110 警察局12121 天气预报B. Gives a model.Look at the old man.He is ill. He is ill.Telephone 120Bring the ambulance,Ambulance, ambulance！Here are the ambulance men,ambulance men, ambulance men!III. Post-task procedure:1. Do a Survey “Which is the most popular profession?”A. Give them a time limit and then each pupil walks around asking as many other pupils as possible the question: “What’s your father?/ What’s your mother?” They write the answers on the paper.B. Back in their groups, pupils compare their answers and decide which is the most popular profession.IV. Homework.1.Listen and read the rhyme on page 8.2. Copy the words and sentences.3. Make the rhymes.。

沪教牛津版四年级上册英语全册教案(含单元知识点总结)

Ss: Nice to see you too.
T: How are you?
Ss: I’m fine,thank you. And you?
T: I’m very well.
T: How is the weather?
Ss: It’s...
T; What food do you like?
Ss: I like ...
引出本课重点句型，举例让学生掌握巩固。
通过看图认读句子，并以两两一组的方式进行认读和表演对话。
Homework
Read the text.
Listen and repeat P.2-3
Recite and copy the two words P3
Blackboard writing design
Unit 1 Meeting new people
E.g. Her name’s Cici.
His name’s Peter.
Work in groups to practice the dialogue .
Work in pairs and show in front of the blackboard.
通过日常问答，培养学生语感，复习巩固。
听录音并模仿跟读，感知对话大意。
课时安排
共计新授3课时，练习1课时
开学第一课：
课题：
Greeting and revision
上课时间：
教学准备：单词卡
学习方法指导：口语对话练习（师生---生生）、造句及游戏。
教学过程
教学步骤
教学活动
环节设计意图及效果分析
Step 1 Greeting
Step 2 Revision

(沪教牛津版)四年级英语上册教案Module1Unit2Period3

1. Use “ Is this your …?” to get some information. 2. Make five sentences about: Is this…? Yes, … No, …
Pictures
Ask the students to introduce himself/herself. e.g. name, age, etc.
2.presentation Review possessive adjectives.
While-task
1. Imitation: Is this
procedure
your…?
1. Mechanical 2. Cassette
practice
1. Carry a big bag and walk around the class. Invite individual students to put a stationery item into your bag when you walk past. 2. Put the collection on the desk. Pick one thing up and ask: e.g. Is this your pencil,(name)? to elicit: Yes, it is my pencil./No, it isn’t my pencil. 3. If you make a wrong guess, encourage the students to tell you who that particular object belongs to. e.g. It isn’t my pencil. It’s his/her pencil. Ask students to point to the owner. T: Say a word. Pa ( Ps) 1. Play the cassette: Say and act. Students listen and follow in their books. Introduce: ride. Encourage students to guess the meaning of it by looking at the pictures. 2. Play the cassette again. Students listen and repeat. Then work in pairs 3. Invite pairs of students to do the role-play in front of the class. Have students vote for the best pair.

沪教牛津版四年级英语上册教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________ 任教年级：_____________ 任教老师：_____________xx市实验学校沪教牛津版四年级英语上册教案Module 3 Places and activitiesUnit: 1 In the school Period: 1 Date:Aims:ing numbers to talk about quantity.ing the introductory ”there” to express facts.制定依据：内容分析：重点：用There be 句型表达有某东西。

难点：数字11~20的发音及表达。

学生情况：There be 句型学生经常碰到，能够理解其意思，但未落实到笔头的表达中。

数字11~20的发音和读写会成为本课的难点，尤其是five-fifteen这些不易记的单词。

本课在There be 句型中操练单词，并配合些教学游戏，学生的积极性会比较高。

Teaching ProcessStage Content Method PurposePre-task preparation Daily talk. Ask and answer: Canyou tell me yourtelephone number? Howmanyseasons/months/weeks arethere in a year? Howmany girls/boys are therein our class?To review the numbersand elicit the drills “Howmany______?”While-task procedure Look andlearn:Count____Howmany____?Write the numbers 11-20on the board and repeatthem aloud.Hold up some exercisesbooks and ask: What areStrengthen the numbers.To elicit the Newword:exercise.There be____. these? How manyexercises books are therein my hand? Please countthem.Count the objects.What’s in our classroom?Open the books ,look atthe picture and count theobjects.Practise in paires:Ask andanswer”How many chairsare there in theclassroom? There areseventeen.”to elicit another word:count.To elicit the objects in ourclassroom.5. To use “count”　and thenew sentence structures.Post-task activity Practice Counting: How many______? There be___.Do the sum.To strengthen theknowledge and arouse thests’ interest.板书：one eleventwelve twelve twentythree thirteen thirtyfour fourteen fortyfive fifteen fiftysix sixteen sixtyseven seventeen seventyeight eighteen eightynine nineteen ninetyCount the chairs. There are seventeen chairs. 牛津小学英语4A《Unit4 I like…》说课稿一、教学过程【教学内容分析：Unit4通过教学What’s this/that in English?It’s a…使学生在学习的过程中能运用这些对话向周围的老师同学和朋友请教，从而促进英语学习。

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沪教牛津版四年级英语上册教案Module 3 Places and activities牛津小学英语4A《Unit4 I like…》说课稿一、教学过程【教学内容分析：Unit4通过教学What’s this/that in English?It’s a…使学生在学习的过程中能运用这些对话向周围的老师同学和朋友请教，从而促进英语学习。

除此之外，还要求学生能用Do youlike …?Yes,I do./No, I don’t.的句式了解对方对某物是否喜欢。

基于此，结合本单元A. Read and say , B. Look. read and learn的内容较多，故选A中的1、2、3幅图和B中的部分单词安排在第一课时教授。

】anization1. Greetings.2. Sing songs and say rhymes:《Are you sleeping?》、《A little book》、《Do you like swimming?》组织教学：师生交流，通过师生相互问好，演唱歌曲《Are you sleeping?》（为后面的老曲新唱作铺垫）、《A little book》（最后一句诗是I like 后加某物，跟新课有关）、《Do you like swimming?》（为了复习Do you like…?）,营造一种轻松的学习氛围，学生可以边唱边表演，这样就很快进入一种自觉的语言状态。

在歌曲的安排上，做到与本节课的教学有联系。

3. Acting reports: three conditions (on Teachers’ Day;In the classroom; In the zoo)复习引入：首先，提供三个情景，让学生表演对话，既是带领学生复习，同时也是对学生英语能力的一种展示。

Step2.Presentation and practise1. show some pictures and review the sentences: What’s this/that in English? It’s a….2. use the things on the desk and practise( T—Ss; boys—girls; S—S; in groups; in pairs)其次，通过一些图片、实物的出示，结合句型What’s this/that in English? It’s--- 进行连锁操练。

一方面复习旧知，另一方面也为新知识点的出现作铺垫。

Step3.New teaching1. teach “a puppet”Hand out a puppet and ask “What’s this in English?”, then show the new word and learn to say “a puppet”.由实物引入要新授的单词直观而形象，而puppet又是学生们喜欢的玩具之一，实物对他们的吸引力会激发他们学习单词的兴趣。

2. teach “Do you like…? Yes, I do. /No, I don’t.”(1)T asks “Do you like this puppet?” and leads Ss to answer“Yes, I do./ No, I don’t.”出示一个玩偶并告诉学生它的英语称呼，在学生掌握后问：Do you like this puppet? 引导学生回答Yes,I do.或No,I don’t.在对话交流的过程中要积极鼓励学生说出自己真实的想法。

这也是小学英语教学中德育的渗透。

(2)practise the dialogue and ask Ss to present(3)use the things on the desk and make dialogues (fruits,toys, school things, animals…)然后通过师生、生生之间的操练巩固。

之后再引导学生利用自己面前的东西：玩具、水果、文具、服装、颜色、动物编说对话并表演。

由于对话的题材范围很广，因此在这个环节中课前的教具准备显得尤为重要。

3. have a break and enjoy a rhyme《Fly, fly my kite》为了使这首小诗的引入不显得突兀，课前我就安排学生回家听录音熟悉这首小诗，不要求他们会读或背，有一个印象即可。

4. teach “a kite”a)hand out a kite and learn to sayb)look at the card and spell the wordc)use the word “a kite” and practis e the dialogue在操练了句型之后，安排学生欣赏一首小诗作为课堂休息，学生中会说的可以跟着说。

由小诗引出第二个新单词kite并拿出实物结合单词学说。

然后将kite代入句型操练。

5. teach “a puzzle”a)teach this word in the same wayb)show some puzzles and practise “puzzles”c)learn to say: puppets, kitesd)practise: Do you like puzzles? Yes,Ido./No, I don’t.出示拼图教授puzzle 在熟练朗读后，再拿出一幅拼图，提示学生这时应该说puzzles.同时练习puppets,kites.并告诉学生在数量不只一样时，通常要加s.6. teach “Me too.”用手势与口型示意学生，当对方与自己有同样的喜好时，可回答“Me too.”鼓励他们大胆而真实的表达自己的意见。

Step4.Consolidation1. Ss practise the dialogues and act it out.Sing a song: 用《Are you sleeping?》的曲调唱《Do you like puzzles?》把puzzles代入句型操练。

在练习熟练后，将句型用Are you sleeping?的曲调唱出来，在唱中学，学中唱。

2. Let’s research.学生拿出调查表，结合表上的内容在班内展开调查，了解身边的同学老师们都喜欢什么？在实际操作中发现，学生乐于开展这类课堂活动，他们甚至大胆主动的与听课老师交流，圆满的完成了调查任务。

Step5.Homework1. finish off the research and discuss in next class2. listen to the tape and read after it3. act out the dialogue我上课的内容是牛津英语4A Module3 Unit 1 In the school的Let’s learn。

本课的教学重点是2个新词hoop和rope，一个句型How many…?。

同时还复习11-20的数字。

数字是我们日常生活中随处可见、无处不用的。

四年级的孩子英语学习气氛很好，好学，对游戏特别感兴趣，也有很浓的竞争意识。

在设计活动时，我力求通过多样化的操练和多彩的游戏，激活学生思维的兴奋点，培养学生浓厚的学习兴趣和自主学习的能力，唱响快乐的课堂主旋律。

同时我关注英语和其他学科间的融合，密切英语和现实生活的联系，最终实现学以致用。

主要突出了如下几个特点：一、关注孩子，人文课堂《英语课堂标准》中指出：基础教育阶段英语课堂的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础。

培养学生综合语言运用能力。

而传统的教育非常注重语法和词汇知识的讲解与传授，忽视了学生的情感态度，忽视了教学中的体验、实践和参与，这样使本应充满人文精神、充满智慧的英语变得枯燥乏味。

二、关注兴趣、巧妙导入所谓“施教之功，贵在导入”。

我认为英语课的设计应着眼于学生的兴趣，在教学的最初阶段就牢牢地把握住学生的兴趣点，创设情境使学生对下面的内容充满期待。

在导入热身的环节，我设计的是“猜猜我的手里是哪个数字”和“火眼金睛”看谁看的准，说的快。

激发学生的表现欲，让孩子们在紧张愉快的气氛中忘记羞怯，大胆开口。

，孩子很感兴趣，在复习了数字11-20的基础上，激发了孩子的兴趣，达到了预期的效果。

三、激活思维、循序渐进根据本课的教学内容，我设计了大量的游戏活动、思维活动、竞赛活动和任务活动，让学生在玩中学、学中玩，为整节课营造了一个轻松和谐快乐的学习氛围。

在学生初步掌握How many…?的基础上，我设计了“Memory game”(请学生快速记住图片中文具的物品的数量，然后利用How many…?提问，快速用There are…回答)、猜猜物品的数量等活动，使学生逐步达到熟练掌握。

在学习新词的过程中，我设计了让学生亲自晃呼啦圈和跳绳的活动，孩子们在运动中逐步感知和掌握了生词，同时还紧扣新句型，达到了预期的良好效果。

四、节奏快捷、环环相扣本节课的设计仅仅围绕“How many…? ”这一内容力求密集、快速地进行，充分提高英语的使用率，促使学生对已有的知识广泛联系、综合运用，既体现了交际性，又能引发学生的求知欲，做到多而不乱、杂而有序、环环相扣。

五、形式丰富、巧用媒体在扩展性活动的看谁记性记性最好的游戏中，设计了一个培养学生短暂记忆能力的环节（具体见课件），既巩固了学生对How many …?句型的操练也充分锻炼了孩子们观察能力、记忆能力，从课堂和课后孩子的反映来看，他们都对这个游戏很感兴趣，希望在今后的课堂能经常有类似此类的游戏，“孩子喜欢的就是最好的”，我力争今后能多出现“孩子喜欢的”。

综观整个教学，我考虑到了教学过程的梯度性，教学内容由浅入深；也注意到学以致用的原则，设计各种符合生活实际、激发学生兴趣的活动和任务；还对情境的设置、多方位的评价做了一定的探索；整个课堂上有活动、有激情、有思考，学生的多元智能得到了发展并提高了文化意识。

但是我在以下几点还做得不够：一是课堂上老师灌输自己的较多，孩子自己习得的部分较少；二是我觉得课堂教学的节奏要紧凑，不要前紧后松；三是根据孩子的实际情况设计有弹力的练习，以适应不同程度的学生。

在今后的教学中，我将克服自己的不足，更好的设计好课堂活动，提高课堂效率，让学生学得有兴趣，充分激发他们的自主学习能力，尽可能多让学生来当“小老师”，努力让自己当好“引导者”的角色。