四年级英语下册MODULE5unit1(1)教案外研版
(外研版)三年级起点第四册教案Module 5 SizeUnit 1 Amy’s taller than
Lingling.
Content: Book 4 Module 5 Size Unit 1Amyˊs taller than Lingling.
School: Guaimozi School
Teaching objectives:
1﹑Words and phrases: old\older young\younger strong\stronger than
2﹑Sentences: Samˊshorter than Lingling.
3﹑Grammar: Adj. comparison
Teaching properties:
Pictures﹑Tape-recorder
Teaching procedures:
A: song: Monday Tuesday
B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.
C: New concepts:
(Step 1.)Write the adj. of the students using on the blackboard. (big small fat thin tall short)
Then tell students the adj. what we'll learn. Write them on the blackboard:
Old
Young
Strong
Learn to read and make sentences like this (Fengqi is strong.\Zhongyao is old.)
Then let 2 students stand up, Then say :( Fengqi is strong, Wang kunpeng is stronger.) Write “er” behind strong. Students will understand the meaning. Make sentences like this. (Wang kunpeng is stronger than Fengqi.)
(Xiaoxiao is younger than Lili.)(Lili is older than Xiaoxiao.)
Show out the picture of Amy and Lingling, and handwriting: “Module 5 Unit 1 Amy's taller than Lingling.”
Show out two bags and let Ss make sentences with (bigger than).
Show out two rulers and use (longer than).
(Step 2.)A game: Make more sentences about everything. (Eyes hands books and so on.) (Step 3) Practise: (Exercise 1 of Activity Book. Talk about pictures and Ss.) Designs:
Module 5 Size
Unit 1 Amy's taller than Lingling.
____old er big ger
____young er than____. Small er
_______strong er fat ter
thin ner
tall er
short er。
四年级英语下册 Module 5 Unit 1(1)教案 外研版(一起)
Activities
First: listen to the tape and look at the picture.
Second: listen to the tape once more,and then answer questions:“Who is playing the piano?
To say a chant.
To do the actions.
To say some verbs like “swimming,running,andso on.”
First: listen to the tape and look at the picture, and try their best to understand the text.
Fourth: listen and repeat one by one. Pay attention thepronunciationand intonation.
Fifth:practise and act it out.
Ⅳ: Further Development
Complete these sentences.模仿例句用现在进行时完成以下句子。
Second: Say a chant.
Ⅱ: Leading-in
1.I will say some verbs,such as: swimming, running,dancing and so on. And you do the actions.
2.To ask the students to say some verbs like those.
四、Teaching Process:
外研版小学英语四年级下册教案
外研版小学英语四年级下册教案你知道怎么写外研版学校英语四年级下册教案吗?一般状况下，第一单元呈现本模块所要学习的语言内容，其次单元供应若干任务型练习，包括一首歌或小诗。
一起看看外研版学校英语四年级下册教案!欢迎查阅!外研版学校英语四年级下册教案1一、学情分析四年级从上个学期的状况来看在英语学习上把握较好，主要表现为学习成果层次上很匀称，英语学习爱好很高，口语朗读上较为扎实。
四年级的大部分同学对英语有着较深厚的学习爱好，但也有少数同学由于遇到困难，学习爱好会随之减弱。
尤其从这学期开头，对同学又提出了新的要求：培育听、说、读、写的技能。
所以我们应当面对全体同学，以同学的进展为宗旨，始终把激发同学的学习爱好放在首位，引导同学端正学习态度，把握良好的学习方法，培育同学良好的学习习惯。
二、教材分析本册教材是供学校四年级下学期使用的。
全书共分10个模块，内含一个期末复习模块。
每一个模块分为两个单元。
一般状况下，第一单元呈现本模块所要学习的语言内容，其次单元供应若干任务型练习，包括一首歌或小诗。
歌谣或小诗的学习，目的有三：一是培育同学的语感和节奏感;二是提高发音的正确性;三是通过这些英语国家儿童所熟知的歌谣，介绍肯定的西方文化。
其中的一些不常用的单词，不要求同学在歌谣之外学会使用。
在本册中，我们将学习星期的表达方法，谈论有关郊游的状况，初步了解有关伦敦和美国的基础学问;我们将进一步学习如何表达力量，如何谈论将来发生的事情;我们还将学习如何描述过去的动作与状态，特殊是如何在讲故事的进修叙述过去的动作与状态。
三、教学目标1、提升同学学习英语的爱好，养成良好的朗读书写的习惯;2、发音精确、朗读流利，精确把握书中的重点内容;3、能够进行简洁的日常用语的沟通,能够用简洁的句子进行写作;4、强调语言运用。
本教材体现交际教学思想，注意同学语言应用力量的培育。
在起始阶段采纳全身动作反应法，让同学在做中学，在唱中学，在玩中学。
外研版四年级英语下册Module5Unit1We’rehavingaparty教案
We’re having a party.编写者执教者执教时间版本外研版学科英语册数四年级（下册）单元Module5 Unit1 课题We’re having a party.课时教学目标To learn the sentences: What are you doing? We’re having a party. What’s happening now? Tom is singing. To learn the words: happen ,Mother’Day, surprise ,message, special ,play the flute, draw, make a cake ,party德育教学目标运用现在进行时态讲述正在发生的事情，培养学生善于观察的能力。
教学重点1. To learn the words: happen, Mother’Day, surprise, message, special, play the flute, draw, make a cake, party2. 掌握课文的故事内容3.了解现在进行时态的用法教学难点掌握现在进行时态的用法教学准备课件卡片教学板块教与学预设（师生活动）教学重构(修改意见)前置性作业一归纳出M5 U1 课文中的知识点二把M5 U1 的单词和课文会读会翻译。
三会想聚会上可能出现的东西，自己制作，并尽量标注上英文，课堂展示给大家。
教学过程课前3分钟内容：自我介绍：Hello! Everyone! I’m glad to be here. Let me introducemyself now. My name is Yu Le. I’m eleven years old. I’m a student of Grade 4 in Long Feng five primary school.I like my school very much .English is my favorite subject.I’m good at it. I like noodles and milk. Every morningI have them for breakfast. I have a happy family. Thereare four members, My father，my mother, my twin sister andI. We love each other very much. That’s all. Thank you!Step 1 Warm up1. The teacher and students greet each other.2. Play the tape and sing a song.3. Review some phrases: sing a song, write ,talk,dance ,say ‘hello’, get up, go to bed …and ask them todo the actions. Step 2 Presentation and practice1.Make a dialogue ：What are you doing？I am reading a book.2.Point a student to ask : What is she doing？ What is hedoing?3. Show a picture and guess: What is she doing？What ishe doing?4. Play the tape ：What’s happening？She/He is singing.Then the teacher says: Someone is playing the drums. Andsomeone is singing. Why are they so happy? Can you guess?S: Maybe they are having a party.5、Let students to listen to the tape and answer thequestions: Who is playing the piano? Who is singing? Whois playing the drums?6、listen it again and answer：Is it Mother’s Day?7、On Mother’s Day , I bought a present . Guess: whatis it in my hand? (老师手中握一个拳头，让学生猜里面是什么？第一次打开手掌什么也没有；再握起拳头，学生都猜没有；但是，当他们看到手掌再一次打开里面有礼物时，发出惊讶的叫声）老师出示单词卡片surpriseStep 3 Consolidation and extension1。
外研版四年级下册英语第五模块第一单元教案
外研版四年级下册英语第五模块第⼀单元教案四年级下册英语第五模块第⼀单元教案Module 5 Unit1 I was two then.教学⽬标：知识与技能：The Ss can describe the past.Using the simple past tense. They were young then. I was two then. The Ss can grasp the new wo rds and phrases.Using the simple past tense of the irregular verb ―be‖ to talk about the past. Cultivate the Ss’ cooperation.过程与⽅法：讲授、接触过去时情感、态度和价值观：看图回忆过去德育⽬标：有个家真好重点：The Ss can grasp the new words and phrases.难点：Using the simple past tense of the irregular verb “be” to talk about the past. 教学⽅法：讲授、接触过去时教学过程：（⼀）导⼊：Sing the song“OH, we love holidays.”( 调动学⽣的学习兴趣，营造英语教学⽓氛 ) Review some adjectives.E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the pictures.( 为后⾯的课⽂教学做铺垫)3. Free talkHave the Ss talk about countries and their capitals (the USA an d China)（⼆）探究新知LeadingTake out a photo of my family. Then introduce it. ―It’s old. Because I was four then. Look, there are my parents. They were young then. But now they a re old.‖ Point to me and say ―I was fat and short then. Now you can look at me.‖ Then get the Ss to look at today’s story. ( 教师可以通过肢体语⾔及神情让学⽣领会这段英语的意思。
外研版(一起)四年级英语上册教案Module5Unit1(1)
外研版（一起）四年级英语上册教案Module 5 Unit 1 We went to the Great Wall一、教学目标与要求1. 知识目标：重点学习不规则动词的一般过去时，I/ He/ She/ We/ They saw/ate/had/bought…能够听说读写的单词和短语：Go (went) see (saw) eat (ate) have (had) the Great Wall能够听说读写的语句：We went to the Great Wall.We ate apples.We had a good time.1. 能力目标:能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时3．情感态度目标“热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。
二、教学重难点：能听够听说读写语句I/ He/ She/ We/ They saw/ate/had/bought…三、准备：word cards、CD- rom activity book.四、教学过程:Step 1 warm-up1．Review word (show word cards)Invented watched learnt saw finished phoned cooked went helped2．T do the action,Ss say the wordT:做“看”动作S：说出相应的单词过去式Step 2 Presentation and practice1. (Show pictures of the Great Wall)T: Where is it?T: I went to the Great Wall.出示词条went认读went出示词条went----goT: Did you go to the Great Wall?T help Ss say: I went to …教师指着回答的学生说: She \He went to …然后引导所有回答的学生说We went to …Did you go to the 五.四square?I went to …引导学生将I went to …转换成We went to …2. I went to the Great Wall .And I climbed to the Great Wall.出示词条climbed, ed用不同颜色加深Climbed---climbDid you climb to the Great Wall?T help Ss say ：I climbed……3. Good Boys and girls. Look at the mountain. It’s high.出示词条mountainI like mountain. I climbed the mountain.4. Yesterday it was a school trip.认读trip5. 课文教学：Do you want to know where did Sam and Daming go?Let’s watch TV.(1)Where did they go? Were Sam and Daming happy?(2) Ss answer the questions.T：Yes. They had a good time.认读had---have(3) Listen again and find went\ saw\ ate\ had\ bought(4) This is a picture of the Great Wall. What did they buy?Daming and Sam bought it for dad.What present did you buy?I bought…转述他人He/ She bought…(5) What did they see? What did they eat? (Practice in pairs)认读see-saw, eat-ate 在ate的教学中引出eat tea，引导学生发现异同，进行语音渗透。
外研社四年级下册英语教案 Module 5 Unit 1 I was two then (三起)
4.Great! Now let’s repeat the sentences together.
很棒！现在我们来跟读一下这些句子吧！
通过情景展现，学生学说
young, old,hair, short, long, tall, cute, naughty等更多的人物外貌词汇，并一一理解识记。
教学环节/步骤
学生活动
教师活动
设计意图
热身进入
1.看完视频动画，回答He is Sam.
2.回答He was one.
3.回答Iwas short.
NowI’m tall.
学生观察照片中Sam的神态和话语，了解本节课的主题：谈论过去和现在的不同之处。
4.学生练读第一部分的句子。
1.Hello everyone, welcome to our class.Now let’s watch a video and tell me who the baby boy is.
学习目标
1.能够听懂、会说was, were, now, then.Her hair was short then. Now her hair is long.
2.能够在实际情境中灵活运用已学词汇和句型，能够对比过去和现在的不同之处。
重难点
能够听懂、会说was, were, now, then.Her hair was short then. Now her hair is long.
old,hair, short, long, tall, cute, naughty…
2.使用句型“He/She
was…then. Now he/she is…”或者“They were…then. Now they are…”，加上恰当的形容来介绍图片里的人物。
小学英语外研版(三起)四年级下册Module5+Unit1+教案及反思
小学英语外研版（三起）四年级下册Module5 Unit1 It’s big and light.1．教学内容新课标小学英语第六册Module5 Unit1 It’s big and light.2教学目标1 ）语言知识目标：学会heavy, light，broken， pocket等单词，并会使用。
学会用英语描述事物的特征。
初步感知句型It’s big and light. 2）.语言技能目标;运用所学过的形容词，能用 It’s big and light.等句型来描述事物的特征。
3）情感态度目标;有兴趣听说英语，做游戏，乐于开口，敢于模仿4）学习策略目标;积极与他人合作，共同完成学习任务，积极运用It’s big and light.等句型进行对话交流，能根据录音模仿听说英语。
3教学重点难点1.掌握单词：light broken heavy pocket2.新授句型：It’s big and light. It’s got two pockets.3 难点：学会用英语描述事物的特征。
4教学准备：教师单词教学卡片，课件，包（2个），彩色卡片, 破洞的纸，断的尺子, 字典5教材分析;本课要解决的主要知识点是“It’s big and light”和“It’s be easy for you”两个句型。
并通过一系列的课堂活动，创设语境巩固、运用着两个句型。
6 教学过程：StepⅠ Warming up1. GreetingT: hello! Boys and girls!S: hello! Mrs Guo.T: look at the screen, what a beautiful picture! There is a rainbow. There are some colors of a rainbow. Ok. Let’s say something about colors.(利用颜色卡片复习颜色单词)(评价)2. ChantT: OK! Wonderful! The rainbow is long. (带领学生说一遍)The tree is tall. (带领学生说一遍)let’s say a chant and do the actions with the music. For example, I say big, you say small. Ok? Let’s go.课件背景音乐T: I say big. big. big. I say small. Small. small.I say long.long.long. I say short. short. shortI say easy.esay.easy. I say hard.hard.hard.I say light.light.light. I say heavy.heavy.heavy. （评价）设计意图：活跃课堂气氛为学生创设英语学习的情景，把学生带入热烈的学习氛围中，让学生在课一开始就动起来，有效地复习了形容词和颜色单词，同时有意地渗透用形容词来描述事物，让学生对于本课学习的重点初步感知，为下面的学习做铺垫，学习单词easy, light.StepⅡ Leading in (guessing game)T: OK. Stop! You all did a good job. I am very happy too. Look at the screen. What’s this? Can you guess? (先猜yellow desk , 再猜green pencil.)T: The last one. What’s this?S: It’s a bag.T: that’s right! What color is it? It’s a red bag.T: Very good. Look carefully, what’s the matter with the bag? S:T: It’s broken. (音标教学法教学broken,单词卡片先读四遍，请一排学生朗读，{评价})T:点击课件出示 It is broken .(课件)齐读T: 出现实物（一张破洞的纸，一把断的尺子）it’s broken.(要求学生一起说出来)T: 板书 broken (要求学生进行拼读，写完后齐读一遍)设计意图：创设英语学习情景，通过图片学习新单词，形象易懂，直接导入，简单明了切入本课的对话背景。
四年级下册英语优质教案- Unit1She's a nice teacher.外研版(三起)
Module1 Unit1 She’s a nice teacher.一．教学目标1.能够听，说，认读下列单词：nice, clever, shy, answer, call, naughty, bad...2.能够使用“This is ...”句型介绍人物，并能使用“She/He/It is....”描述人或者动物的性格特点。
3.情感目标：学会观察自己的身边的亲朋好友，学会发现他人的优点和长处。
二．教学重点1.教授描述性格的单词：shy, clever, nice, naughty, bad2.如何使用句型“This is....”和“She/He/It is....”3.Be动词（am, is, are）的使用三．教学难点1.比较难的单词或短语：naughty, answer the phone2.如何来描述一个人或者动物的性格特点。
四．教学过程Step1: Greeting and Warm upT:Good morning,boys and girls! Nice to see you again. Let’s chant together.(一边chant一边做动作，chant 还可以配上韵律)T ：Great! I’ll divide you into four groups:Group 1,Group2, Group3, Group4. If you did a good job, I’ll give you one star .(在课堂中加入竞争机制，有效管理课堂，并能调动学生参与的积极性)Step2：Lead -inT:Please look at the picture(出示一张女老师的照片).Who is she?S:She’s Miss He. She’s a teacher.T:Great! She’s a teacher. She’s a nice teacher. Today, we’re going to learn “Module 1 Unit1 She’s a nice teacher.”(在黑板上板书标题)Read after me ‘She’s a nice teacher.’Please pay attention to this word ‘nice’.(升降调教读或者听单词音频，让学生跟读)T：Group4----Nice! Group3----Nice!Group2----Nice! Group1----Nice!(分组读，然后酌情加分，声音洪亮，读音标准都可以加分。
Module5Unit1We'rehavingaparty(教案)外研版(一起)英语四年级下册
教学内容：Module 5 Unit 1 We’re having a party.设计意图（教学模型）：教学目标：乐学：Arousing students’ interest and helping them learn by using pictures.Building their confidence by step by step approach and careful scaffolding学会：Be able to know the functions of present participle and make sentences with the grammar.Be able to find some cultural differences between Chinese and Western countries. 会学：Try to know the -ing form and group the words.Try to use the -ing form to express themselves.学情分析：Grade four is the basic stage for the primary school students to learn English.The important task of this stage is to stimulate and maintain students' interest in learning English. Therefore, in the design of teaching activities must be based on the situation of the students, the use of flexible and diverse teaching methods to attract the attention of students.We should encourage the students to speak English as much as possible in class. Only students are willing to participate in active participation, the students will be active in the state of thinking, learning English will not make students feel difficult.Although the students have mastered some knowledge of English in grade 123, but in the learning methods and learning strategies, there is a big gap, especially in problem-solving skills and skills also lack of exercise.教材分析：重点：To help students learn about the–ing form as the Predicative.难点：To help students discover and learn the use of the -ing form.教学准备：PPT、cards、pictures教学过程（含点评）：1.Greetings&SingT:Good morning,boys and girls.I’m Ms He.I’m very happy to be your English teacher today. I want to make friends with you.Hello!Pretty girl.What’s your name?S1:My name is ... .T:I’m Ms He.Nice to meet you!Hi,boy!I like your smiling face.What’s your name?S2:My name is ... .T:I’m Ms He.Nice to meet you!Look,magic scissors.Cut,cut,cut!You are Group 1 now.You are Group 2.Today,we’ll have a competition between Group 1 and Group 2.Are you ready?Ss:Yes!T:First,let’s enjoy a song!Stand up.2.Lead inT:There is a special festival in May.Do you know?Ss:Mother’s Day.T:Yes.Mother’s Day is coming.Let’s make a surprise for mothers.(teach “surprise” Bb)On Mother’s Day,I will ... .What will you do?Ss: I will ... .(Bb)T:We can do a lot for mothers.Lingling and her friends are making a surprise for their mothers,too.I’m going to ask you a question beginning with “what”.Can you guess?S1:What are they doing?S2:They are ... .(Stick the cards)T:Yes!You are so clever.3.Listen,repeat and find “-ing”T:Look,we have so many “-ing” words here.Let’s find more from yourbook.Now!Open your books.Listen,repeat and find “-ing”.Are you ready?Now!Take out your pens.Circle the “-ing”words.How many did you find?Let’s check.4.Group the wordsT:We met many -ing words today.There are more -ing words for you.Can you read? Can you group them?You will have 2 minutes to finish your paper with your partner. T:We can group them in many ways.5.-ing form(the use of be)T:Can you use the “-ing” words now?Here are some pictures.Let’s talk about them.(PPT)S1:He is making a cake.S2:She is dancing.S3:We are running.S4:They are eating.6.Freezing gameT:You did a very good job.Let’s play a freezing game. When music begin,move your body.Music stop,you should stop,too.Are you clear?Doing, doing, what are you doing ?S1:…ing,…ing, I am …ing .T:Doing, doing, what’s he doing ?S2:…ing,…ing, He is …ing .T:Now,ROUND 2.Who can ask like me?S3:Doing, doing, what are you doing ?S4:…ing,…ing, I am …i ng .S3:Doing, doing, what’s she doing ?S5:…ing,…ing, She is …ing .7.TaskT:Do you like the game?Ss:Yes!T:Look!In western countries,children often play games in the parties.Let’s enjoy somefunny pictures.Do you want to have a party?Ss:Yes!T:OK!Let’s have a party together.Here are some festivals.(Cards)Make your own party with your friends.In the party,you can do what you want to do.Look!There are some children.They are having a party now.Let’s see!(Watch a video)Now,5 minutes for you.Please practise with your friends.Then act it out.These sentences and words will help you.It’s show time.8.Homework&Sum upThis Sunday is Mother’s Day.Have a surprise party with your family.Take some photoes and share your happiness next week.板书设计：磨课团队点评：英语学科核心素养是指语言能力、文化品格、思维品质、学习能力四个方面。
四年级英语下册 MODULE5 unit1教案 外研版
(外研版)四年级英语下册教案Module5Module 5 Size 单元分析本模块由 Unit 1 Amy's taller than Lingling.和Unit 2 Beijing is bigger than Tianjin两个单元组成。
分别向我们介绍了怎样比较和描述两个人的差异和怎样比较和描述两个事物。
同时介绍了中国的文化：北京长城、黄河、长江、颐和园、天津等等。
复习上学期学过的形容词，并学习它的比较级形式。
Unit 1 Amy's taller than Lingling.Teaching aims: Amy's taller than Lingling.Teaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)Revise instructions. Tell the students that you are going to give them some instructions and they have to do what you say. Write the following structures on the board: Sit down,Stand up,Point to... Touch your...Look at...Open your... Say...and so on.3) Do many examples with the class and use the game to revise vocabulary . Make sure that the students can follow the instructions while seated;they shouldn't move around the classroom.4)Now have the students continue the activity in pairs.Step 2 : Learning and practising1)Before listening to the tape,have two students come to the front of the class. Stand them next to each other and say who is taller. During this activity, be carefrl not to embarrass anyone who is sensitive about his\her height.2)Do more examples with other pairs of students to give them plenty of exposure to the '[adjective]+-er+than...'structure.3)Now have another pair come to the front of the class.Choose a competent studentand have him\her make the comparison. You may need to write '...is[adjective]+-er+than...'on the board.4) Find out the ages of the students who are out in the front. If they are the same age, you will need to find out which month they were born.Then say who is older.e.g. Hu Wei is older than Li Qing.Do more examples with other pairs of students.5)Listen and sayTell the students to close their books. Say that you are goint to play the tape again. However,this time when you pause it ,they have to say what the next sentence is. Then start the tape and they can check if they are correct.6)Point and sayDraw some stick figures on the board. Name them or label them'A','B','C'and'D'respectively.Write the age of each character underneath the drawings.Now divide the class into two groups.Explain that each group must take turns to make statements about the figures on the board. The other group must respond.Step 3 : Homework。