上海牛津英语新版四下教案
牛津版四年级下册英语教案姓名：***时间：2016 年 3 月2015~2016学年度第二学期教学周安排单元分析Step1 Greeting Step2 Warming up Step3 PracticeStep4:Read ing How are you ?What’s the weather like today?1、Look and learn ：tall / long happyHard….1、Miss Fang: Joe, put your pencil in the bag.Kitty, put your ball in the bag.Mark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5让学生复习以往所学过的反义词，做到温故而知新熟悉课文让学生跟着模仿即可，初步感知句型课后作业第三课时Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard writing第四课时 Step1 Greeting Step2How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sour Those grape s are sour.How are you ?What ’s the weather like today? Retell the story让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。
整体导入，先让学生静心倾听这个故事，并且根据故事内容来判断4幅图片的正确顺序。
规范语音语调，巩固对故事的认知教学步骤教学活动环节设计意图及效果分析P10-11第一课时Step1 Greeting Step2 Warming up Step3 LearningStep4 PracticeStep5 Homework Step6 Blackboard How are you ?What’s the weather like today?Let’s playWhere is the mouse?1、Let’s guessWhose shadow is it?2、How do our shadows changefrom morning to evening?3、Think and sayThe shadow is long.The shadow is short.The shadow is long again.4、listen and learnThe sun rises in the morning. The shadow islong. At noon, the sun is high in the sky. Theshadow is short. The sun goes down in theevening.1、L ook and sayThe sun rises in the morning. The shadow is long.The sun goes down in the evening. Look at the shadow.It is long again.2、Read and choose1、Listen and number2、listen and repeatevening night moon shadow热身，并引出介词学习watermelon这个词，并且能够进行一定的描述通过文本的学习掌握主要句型，了解太阳的运行规律和影子的关系。
巩固rise，go down的用法。
辨析三个时间短语WritingP12第二课时Step1 Greeting Step2 Warming up Step3 Listen, learnStep4 PracticeStep5 Homework The sun rises in the morning.At noon,the sun is high in the sky.The sun goes down in the evening.How are you ?What’s the weather like today?Look and readP10Look and learn：shapes ，shadow1、Think and answerWhere is Henry’s new friend?Who is Henry’s new friend?1、R ead and match2、R ead and order3、R ead and think4、L ook and say1、Enjoy the story2、Retell the story3、Read and completeHenry’s new friendHenry the dog takes a walk in the morning. He____ a black shape behind ____. “What’s that? Is it abig black dog?” Henry says. H enry is afraid. Henryruns. The black shape ____ too. Henry ______. Theblack shape stops too. “Oh, you’re my ________,”Henry says. Henry likes his new ______. “Let’s play复习课文。
学习单词，为故事教学作准备让学生带着问题欣赏故事。
通过各种活动，理解和学习故事。
进一步分图学习课文。
运用语言，运用所学来表达故事。
Step6 Blackboard writingP13第三课时Step1 Greeting Step2 Warming upStep3Look and guess Step4 Learn together,” Henry says.shapes shadowtake-takes stop- stopsrun-runs like-likesHow are you ?What’s the weather like today?1、L ook and say2、S ing a songIt is …’s shadow.1、Make and say：P13The sun …Look at the tree.Its shadow is ...2、Learn the soundsPhoto / Philip whale/white/what3、read the sounds P134、Say and actI can make the shadow of a ...It’s …热身，并复习单词拓展信息量扩展更多的运用,复习本课的字母组合发音以及前两个单元的语音学习内容动手做一做，然后运用语言说一说课后作业1、Copy the words below:evening night moon2、Read the passage on page 10 twice.3、Read the story on page 12.4、Make a shadow and talk about it.5、Review pages 10 to 13.板书设计M1U3 Look and seeAt night, the moon is high in the sky.教学步骤教学活动环节设计意图 及效果分析P19第一课时Step1 GreetingStep2LearningStep3Read and completeStep4 PracticeStep5 Homework Step6How are you ?What ’s the weather like today?1、Look and learn : Chinese , Maths ,English, Science, PE ,Music, ArtT: Do you remember these words? Can you read and spell them? 2、 Look at this picture. What lesson is it?It ’s Art.1. We read and write in our ____________lesson.2. We run and jump in our ____________ lesson.3. We have fun with numbers in our____________ lesson.4. We learn ABCs in our ____________ lesson.5. We paint and draw in our ____________lesson.6. We learn about animals and plants in our ____________ lesson.7. We sing and dance in our ____________lesson.This is our timetable fortoday. We have six lessons.In the morning, we haveEnglish, Chinese, Maths and Music. In the afternoon, wehave Art and PE.1、 D o a surveyP192、 R ead booksP19先将之前学的六个单词做一个回顾，之后出示一个被笑脸遮挡的图片，让学生猜一猜这什么课程,巩固核心词汇在之前同桌问答的基础上，将回答内容整理成独立语段，帮助学生积累语言Step5 Homework Step6 Blackboard writing第三课时P20 Step1 Greeting Step2 Warming upStep3 LearningStep4 Practice 3、Look and completeThis is my timetable for today.I have ____In themorning, I have ____.I like _______. It is _____.In theafternoon, I have _______.I like _____. It is______.Read books P18-19What lessons do we have today?We have...What subjects do you like?I like...How are you ?What’s the weather like today?1、Look and say Chinese ,Maths ,English,Science, PE ,Music, Art2、Read and sayWe read and write in our ____________ lesson.We runand jump in our ____________ lesson.We have funwith numbers in our ____________ lesson.We learnABCs in our ____________ lesson.We paint and drawin our ____________ lesson.We learn about manyanimals and plantsin our ____________ lesson.We sing and dance in our____________ lesson.This is …In the morning, …In the afternoon, …Read and complete为所学的单词设置一个话语情境，帮助学生将所学内容用于对话复习上节课所学内容以时间引出各学科的上课时间（时间表达法在Unit 7才会正式学习，教师在此应避重就轻）引出本课主要教学内容,引入新授内容break,强化from ... to ...的用法和break强化文本内容Step5 homework Step6 Blackboard writing第四课时P21 Step1 Greeting Step2 Warming upStep3 Learning This is our ____ for today. We have ___ lessons.In themorning, we have ___, __, __ and ___. I like ___and____.From ____to ___, we have a ____. In theafternoon, we have ____and ___. _ _ is fun!I like ____.1、Repeat P202、Look and completetimetableFrom ...to..., we have ...How are you ?What’s the weather like today?1、Fill in the blanks：My timetableThis is my timetable for __________. I have ______lessons. In the morning, I have _______________. Ilike ___________.From______ to ______, I have_________.In the afternoon, I have _______________.I like __________ best. It’s __________.3、完成P21：Think and writeLearn the sounds:加强学生对前一课的认知和运用为所学的单词设置一个话语情境，帮助学生将所学内容用于话题播放录音和节奏，学生跟着节奏念一念儿歌，感受单词发音教学步骤教学活动环节设计意图及效果分析P23第一课时Step1 Greeting Step2 LearningStep3 Read and completeStep4 Practice Step5 Homework Step6 Blackboard writing How are you ?What’s the weather like today?1、Read and answerAre there any clubs at your school?What are they?2、Read and answerAre there any clubs at your school?What are they?3、Look and learnA:Play football / basketball / volleyball /badminton / table tennisB:—Do you like playing … or …?—I like playing … / … likes playing …I have four friends. They are Kitty, Alice, Joe and Jill.Kitty likes playing ___. Alice likes playing ___and____.Joe and I both like playing ___ and ___._I like _________. ________ _______ is fun. _______makes me healthy and strong. Let’s join the______club together!Read the book P23Play basketball play football play volleyballDoes ... like ...?Yes, she/he does.文本导入学校兴趣小组（club）的话题,让学生熟悉关于各种兴趣小组的说法让学生掌握拼读的规律,掌握新授词组的发音及拼写通过选择疑问句操练词汇让学生扮演Peter 补充完整句子，形成完整的语段能够结合自己的喜好，说说语段P22第二课时Step1 Greeting Step2 Warming upStep3 ReviewStep4 PracticeStep5 Homework No, she/he doesn’t.How are you ?What’s the weather like today?1、Look and say:Playing table tennis is fun!I like ________________._______________ is fun!2、Make a dialogueA: Playing _____ is fun. Do you like playing___________?B: Yes, I do.A: Let’s join the __________ Club together.B: Great!Free talk:I like _________. ________ _________ isfun. _______________ makes me healthy and strong.Let’s join the___________ club together!1、I like playing …2、Tell your classmates or your parents about yourfavourite sport and write about it.I like _________. ___________ is fun. __________makes me healthy and strong. Let’s join the _________club复习旧知，为今天的新知识点做准备编成对话形式，表演;巩固上节课的各知识点，并加于运用拓展新的句型说说运动的意义，体现育人价值能够结合自己的喜好，说说语段。
牛津上海版小学英语四年级下册全册教案
牛津上海版小学英语四年级下册全册教案牛津上海版小学英语四年级下册全册教案目录Module1 Using my five senses《Unit1 What can you smell and taste》 (2)Module1 Using my five senses《Unit2 How does it feel》 (8) Module1 Using my five senses《Unit3 Look at the shadow!》(13)Module2 My favourite things《Unit1 Sports》 (17)Module2 My favourite things《Unit2 Cute animals》 (25)Module2 My favourite things《Unit3 Home life》 (31)Module3 Things around us《Unit1 Sounds》 (36)Module3 Things around us《Unit2 Time》 (43)Module3 Things around us《Unit3 Days of the week》 (51) Module4 More things to learn《Unit1 A Music class》 (56)Module4 More things to learn《Unit2 Festivals in China》 (62) Module4 More things to learn《Unit3 Story time》 (66)《Daily expressions》 (74)Module1 Using my five senses《Unit1 What can you smell andtaste?》1教学目标1)能感知、理解水果类的单词,如:watermelon, strawberry, cherr y, grape, plum等。
牛津小学英语四年级下册全册教案
牛津小学英语四年级下册全册教案第一篇：牛津小学英语四年级下册全册教案B: Which one?A: The one in the…B: Yes, he / she is.No, he / she isn’t.Read and act听录音模仿，并分角色朗读。
Listen and repeat出示四个单词black, clock, jacket, sock及相应插图，学生听录音并跟读。
在读的过程中体会字母组合ck在单词中发/k/。
Look and read1）要求学生仔细看图、读句，理解故事的幽默之处。
2）请学生分角色朗读故事。
第四教时Free talkT: Who’s the…with…?Is that boy / girl …?Say a rhyme: My brotherExercises(exercise-book)Unit 3 What’s your job?本单元教学内容和教学目标:(一).知识目标:词汇: a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook.(听、说、读、写四会掌握)句子:A.What’s your / his / her job ?I’m / He’s / She’s a / an ….What are their jobs ?They’re ….第二篇：牛津小学英语四年级下册全册教案be ?（猜一猜：你的好朋友将来想做什么工作？他的名片上写的是什么呢？）（三）.给个任务, 我来完成(创设情景, 学以致用)任务1.: 小记者(采访一位同学后完成这张表格)NameHis name:_____________His father’s(mother’s)name:________________AgeHis age: ______________His father’s(mother’s)age:_________________JobHis job: ______________His fa ther’s(mother’s)job: _______________任务2:二十年后偶遇小学同学!与你的搭档一起设想一下二十年后如果你们在大街上偶遇的情景,编一段小对话,练习后给大家表演。
沪教牛津4下教案 M4U11 第1课时
Module 4 Things we enjoyUnit 11 Children’s Day第一课时教学栏目Look and learn, Do a survey教学目标1、帮助学生学习Look and learn中的单词。
2、通过Do a survey的调查活动，帮助学生用Do you…?了解同学在儿童节常做的事情，操练巩固已学词组。
教学重点词汇：cinema, museum, zoo教学难点Do you…?教学准备教学用具：tape, cards, pictures教学过程一、导入：1、引入单元话题Children’s Day.2、设置情境：T: What day is it?S: It’s Children’s Day.二、探究过程：1、利用上一个活动设置的儿童节情景，通过出示不同场所的图片引出单词cinema, museum, zoo.T: Cinema, cinema, go to the cinema.S: Cinema, cinema, go to the cinema.T: Museum, museum, go to the museum.S: …T：Zoo, zoo, go to the zoo.S: …板书go to the cinema go to the museum go to the zoo.2、出示单词和短语，问答练习。
T: Do you go to the cinema on Children’s Day?S: Yes, I do. /No, I don’t.3、出示挂图，学生进行问答练习。
4、Do a survey.T: What do you do on Children’s Day?三、随堂验收：（或随堂练习）1、Listen and read.2、Pairs work.学生两人一组讨论热同届活动安排。
3、Think and talk a bout activities on Children’s Day四、课堂小结：总结本节所学单词和句型。
上海牛津版小学四年级英语下册教案全册新
如何正确的运用句型How does it feel? 及其答语
四、教学栏目： Listen and say,Listen and enjoy, Ask and answer
五、教学准备： 录音机、单词卡、实物玩具
六、教学过程：
(一) 导入活动
1、唱一首英文歌曲《The appleis hard》，激发学生学习英语的兴趣。
S: Taste it.
It’s sweet and sour.
It’s strawberry juice.
Module 1 Unit2 Smell and taste
第二课时
一、教学目标：
1．通过Listen and say的情景对话，帮助学生理解核心句型的含义和用法Is it…or ..?It’s….
S1：Touch the toy bear. It’s soft.
S2: Touch the book. It’s hard.
(四) 扩展性活动(Add-activities)
请学生在事先准备好白纸上画上他们喜欢的物品并写上几个句子来描述这个物品。
S1(draw an apple and write . It’s big. It’s hard. It’s sweet. It’s an apple. I like the apple.)然后请学生在全班交流他们所画的物品和所写的句子。
(三)趣味操练 (Practice)
出示铅笔、课本、词典、面包、衬衫等实物或图片，同时出示儿歌对话模板，请同桌模仿范例进行句型训练。
(四) 扩展性活动(Add-activities)
猜谜游戏：请学生拿出准备好的物品放在桌子上，然后两人一组根据教师提供的对话模板练习对话。
上海沪教牛津版(三起)四年级下册英语教案-Unit 7 My day
Module 3 My colourful lifeUnit 7 My day.◆教材分析本课是教材Module 3 Unit 7的教学设计。
本单元的语言功能项目是正确使用What time do you get up? I get up at ….本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。
◆教学目标【知识目标】让学生能听、说、读、写本单元单词：wash my face, brush my teeth, get up, have breakfast, have lunch, have dinner.2.熟练运用What time do you get up? I get up at ….的句式。
【能力目标】1.通过做动作、看时钟、小组合作等方法让学生根据自己的个人情况进行问答。
2,.通过短文的阅读创编一个新的短文。
【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
◆教学重难点◆【教学重点】1、词汇：wash my face, brush my teeth, get up, have breakfast, have lunch, have dinner.2、句型：What time do you get up? I get up at ….【教学难点】Does he/she like…(doing)?问句及其答句的迁移使用。
◆课前准备◆Useful phrases and sentences.◆教学过程Step 1 Warm upDo and sing the song “What time is it?”(设计意图：边唱边做动作，调动课堂气氛，激发学生的学习兴趣，通过歌词复习12个整点时间和句子”What time is it ? It’s …. It’s time to ….)Step 2 Lead inGame “Look and say “.There are some clocks in the time box, let some students come and have a look, then ask and answer with classmates.(设计意图：通过游戏，再次巩固时间表达法中的易错点和难点，让学生在玩中学，玩中记。
(沪教牛津版)四年级英语下册教案 Module1 Unit4 第一课
Unit4 What can you smell and taste?First period一、主要新授内容(new contents)New words：blind, hamburgerPhrases：cannotPattern：What can … smell?Close/ Have …二、学习目标(Objectives)1.掌握两个单词的语音、语义和拼写2.能准确使用祈使句。
3.能理解have在句中表达的意思4. 能用can句型表达某人的水平,借用blind这个单词培养学生乐于助人，协助残疾人的思想。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Activity 1（daily talk）1、教学辅助(Aids)2、活动过程（Process）Steps Contents Methods PurposeAsk and answer What can you do with your…？T：What can you do withyour…？Pupils introduce themselves.学生通过介绍自己引入本课内容。
Activity 2（Revision the words ）1、教学辅助(Aids)2．活动过程（Process）Steps Contents Methods Purpose1 Ask and answerCan you …?T：Can you see( touch, feel,smell, taster)?What can you see?...How does it feel?复习相关感官的单词，通过问答协助学生复习掌握句型。
2、任务中期实施阶段（While-task procedure section）Activity 1（Introduction of the new words）1、教学辅助(Aids)图片, 实物2、活动过程（Process）Steps Contents Methods Purpose1 blindcannot 1. T：Close your eyes,children. Can you see?(No)Game：Draw a happy face onthe blackboard.(Close theeyes)2. （Show pictures）Look, this is Ben’s friend, hecannot see. He’s blind.Pupils follow.cannot blindT: Can you see? Are youblind?2. Ask and answerT: What can David do?What can’t David do?通过简短的游戏体验、借助人物图片及简单的语句使学生理解单词blind的含义。
新牛津上海版四年级下册《unit 1 colours and places》优秀教案(重点资料).doc
M3U1 Colours and places< 1 >( )Teaching aimsBasic aims1.To learn the new words: afternoon, eveninging preposition to indicate time and position.e.g. in spring, in the afternoon, on a rock. Developing aimsUsing adjective to describe colour. e.g. It is red in the evening.Education aims:Educate the pupils to love the nature and globe.Important points:1.To learn the new words: afternoon, eveninging preposition to indicate time and position.Difficult points:Using preposition to indicate time and position.Teaching aids Cassette, mediaProcedures:Pre-task presentation:1. Sing a song with S.2.Ask questionse.g. How many seasons…? What season is it? Which season do you like best?3.Review the words of colour.4.Ask S to describe the pictures.While-task procedure:1. Show media.(same tree at the different time)Learn Picture 1&2 Ask: What is this? What colour are the leaves? T: As you know, there are four seasons in a year. The leaves have different colours when the season changes. Show two sentences.2. Learn Picture 3&4 Learn: afternoon, eveningAsk S think of some animals that can change colours. Discuss with S why they change their colour.e.g. Some animals want to protect themselves.)3.Ask S what else things in the natural world can change their colour.Post-task activity1.Play the cassette.2. Do grammar Practice book 4B P28.3.Do an experiment for the students:Homework1.Listen to the tape and read the text for several times.2.Copy the new words and the sentences.板书设计Look and readin spring/summer/autumnin the afternoon/eveingon the rockM3U1 Colours and places< 2 >( )Teaching aimsBasic aims1.To learn the new words: beach, collect, sailing the present continuous tense to describe an action taking place at the beach of speaking.3. Asking ’wh’questions to find out various kinds of specific information about event.e.g. What are the boys doing?. Developing aims.Using the present continuous tense to describe an action taking place at the beach of speaking.. Education aims:Educate the students to love motherland .Important points:. 1.To learn the new words: beach, collect, sailing the present continuous tense to describe an action taking place at the beach of speaking.Difficult points:Describe the picture in English .Teaching aids Cassette, pictures.Procedures:Pre-task :1. Say a chant with S.2.Ask S to work in pairs.3.. Review the words of actions.e.g. swim4.Ask S to describe the pictures.While-task :1. Show the picture of Tan’s family.2.Ask: Where are they?/What season is it?What’s the weather like?/ What cay you see?Who is at the beach?/ What are they doing?3.Teach: collect, sail collect shells, sail his boat, play football4.Play the cassette.Post-task activity1..Ask S to take out their family photographs and talk about their own photographs.2. Do exercises.3. Learn the sounds. st /st/The postman is eating some toast in the post office.4. Learn the new word:Toast, post office5.Play the cassette.Homework1.Listen to the tape and read the text for several times.2.Copy the new words and the sentences.板书设计Look and read.The Tan family at the beach.collect shells / sail his boatM3U1 Colours and places< 3 >( )Teaching aimsBasic aims1.To learn the new words: above, top, near, between, temple, bench2. Using prepositions to indicate positions.E.g. The aeroplane is above the mountain.3. Asking ‘wh’questions to find out various kinds of specific information about an event.E.g. Where’s the aeroplane? What colour is it?Developing aimsUse modelled phrases and sentences to communicate with teachers and other learners . Important points:ing prepositions to indicate positions2.Asking ‘wh’questions to find out various kinds of specific information about an event.Difficult points:Using prepositions to indicate positionsTeaching aids Cassette, picturesProcedures:Pre-task presentation1. Say a chant with S.2. Ask S to work in pairs.3. Review the preposition words.4. Show the picture and ask S describe the picture.While-task procedure:1.Show the picture of P34. Ask: What is this?Elicit: temple, bench . Ask: Where is the aeroplane? Elicit: above. Compare the two words: on, above2.Ask: Where is the tree? Elicit: near3.Ask: Where is the bench? Elicit: between pare the two words: near, between4.Ask: Is the temple on the mountain? Elicit: at the top of pare two words: at the top of, on5. Play the cassette.6. Ask S to work in pairs.Post-task activityWorkbook page 191.Ask S to look at the picture and read the incomplete sentences.2plete Read, look, write and colour.Homework1.Listen to the tape and read the text for the several times.2.Copy the new words and the sentences.板书设计Look and readtemple bench mountainon near betweenat the top of underM3U1 Colours and places< 4 >( )Teaching aimsBasic aimsing prepositions to indicate position.ing the present continuous tense to describe an action taking place at the time of speaking.3.Asking ‘Wh-‘questions to find out various kinds of specific information about an event.4.Asking ‘Wh-‘questions to find out the place..Developing aimsWith imagination to say sth. about the story.Education aims: Protect the birds.Important points:ing prepositions to indicate position.ing the present continuous tense to describe an action taking place at the time of speaking.Difficult points:Retell the story in English .Teaching aids MediaProcedures:Pre-task presentation1. Read a chant with S.2.Ask S to watch movie and ask questions.While-task procedure:1. Ask S to watch and listen to the story.2.T ask questions. e.g. T: What can you see? Where is the cage? Elicit picture 1.3. sk S to listen. T: Who is coming? Where is the cat? What is behind the cat? Ask S to imagine.4 T: What’s the cat doing?5.Ask S to imagine, what will be happen?6.Ask S to say sth. about the picture.7. Give S some questions and ask S to say sth. about the picture.8.Ask S to imagine, “Where is the bird?”Post-task activity1.Ask S to listen and repeat.2.Ask S to imagine and say sth. about the story with own words.3.Ask S to look at the pictures and fill in the missing words.HomeworkRetell the story .板书设计The bird, the cat and the dogcage at the top of fallM3U2 Listen< >( )Teaching aimsBasic aims1.To learn the new words: half, past, o’clock2. Using phrases to indicate time.E.g. It’s half past six.Developing aimsing imperative to give instructions. E.g. Get up, Kitty.2.Asking ‘wh’questions to find out the time. E.g. What time is it?Education aims: Educate the students to sleep andget up early .Important points:ing phrases to indicate time.2.Asking ‘wh’questions to find out the time.Difficult points:Using phrases to indicate time.Teaching aids a cassette player, some pictures.Procedures:Pre-task presentation1. Say a chant with S.2. Ask questions.3. Review the words of numbers.4. Show a picture of three kinds of clock. Tell S that one clock is Grandma’s, one is Mum’s and the other is Kitty’s. Listen to the song.While-task procedure:1.Show a clock and ask:What is this? Elicit: It’s a clock. What can the clock do? What time is it? It’s one o’clock.2.Show the time of 2:00, 4:00, 5:00, 9:00…3.Show a clock and ask: What time is it? It’s half past one.Teach: half, past Show the time: 3:30 4:30 5:30 6:30 11:30 7:30 9:30 2:304.Play the cassette.5.Play the cassette again.Post-task activity1.Ask S to act out the dialogue.2. Play a game.“wolf, wolf, what time is it?”3. Ask s to say sth. about Daily Life. e.g. It’s six o’clock. I am getting up. ….4. Workbook P23 and P24Homework1.Listen to the tape and read the text for several times.2.copy the new words and the sentences.3.Talk the daily life with your parents.板书设计Unit 2 Say and act.What time is it?It’s three o’clock.What time is it?It’s half past three.M3U2 Listen< >( )Teaching aimsBasic aimsing imperative to give instructions.E.g. Come and eat.ing impersonal ‘it’to express time. E.g. It’s one o’clock.ing ‘wh’questions to find out the time. e.g. What time is it? Developing aimsing impersonal ‘it’to express time. E.g. It’s one o’clock.ing ‘wh’questions to find out the time. e.g. What time is it? Education aims: Foster the pupils’habit to learn .Important points:Using impersonal ‘it’to express time.Using ‘wh’questions to find out the time.Difficult points:Retell “Kitty’s Day “Teaching aids Cassette, clockProcedures:Pre-task presentation:1. Sing a song with S.2. Ask S to work in pairs.3. Review the time expression.4. Ask S to say sth. About daily life.While-task procedure:Show the pictures of P37.1. Ask S to look at the pictures and find out the time.2.Divide the students into groups. Ask S to complete the dialogue orally.3.Ask S to act out the dialogue.. 4.Ask S to write down the time.5:00 12:00 7:30 9:30Post-task activity1.Play the cassette.2.Workbook P25.3. Grammar Practice.4.Listening comprehension.HomeworkRecite the dialogue .板书设计Look and talkWhat time is it?It’s …o’clock.What time is it?It’s half past …M3U2 Listen< >( ) Teaching aimsBasic aims1.To learn the new words: typhoon, thundering imperative to give instructions. E.g. Listen to the wind.ing nouns to identify events. E.g. Listen to the thunder.Developing aims:Describe typhoon,thunderin English.Education aims: Foster Ss to observe the things around us . Important points:ing imperative to give instructions.ing nouns to identify events.Difficult points:typhoonTeaching aids CassetteProcedures:Pre-task presentation:1.Sing a song with S.2. Ask questions.3. Review the time expressions.4.Say sth. about Daily life.While-task procedure:1.Show a picture of a rainy day .Ask: What’s the weather like?/ What can you see? What can you hear? Elicit: typhoon, thunder2. How do you feel when there is a typhoon?3. What do you need when there is a typhoon?4. What noise can you hear when there is a typhoon?Invite individual S to make that noise.5.Play the cassette.6.Ask S to act out the dialogue.Post-task activityLearn the sound. The moth is in the moth.1.Play the cassette.2.Invite individual S to read sentences.HomeworkListen to the tape the rhyme for several times.Copy the new words and sentences.板书设计Say a rhymethunder Crack-crackwind Whoo-whoorain Pitter-patM3U2 Listen< >( )Teaching aimsBasic aims1.To learn the words: pitter-pat, rustle-rustle, crash-crash, splash-splash, honk-honk and etc.ing imperative to give instructions. E.g. Listen to the wind.Developing aimsWrite a rhyme with these noises .Important points:1.To learn the onomatoeic wordsing imperative to give instructions.Difficult points:Write a rhyme with these noisesTeaching aids Cassette, picturesProcedures:Pre-task presentation:1.Sing a song with S.2.Say a rhyme with S.3.Ask questions.4.Make the noises when there is a typhoon. Write the words on the blackboard.rain --- pitter-pat wind --- whoo-whoo thunder --- crack-crackWhile-task procedure:1. Show the picture. What can you see? What can the boy hear?Is the sun shining? Is it raining?2. Write the nouns and ontomatopoeic words on the blackboard.tree --- rustle-rustle water –splash-splash waves –crash-crashcars –honk-honk birds –tweet-tweet cats –miao-miao3. Divide S into groups of four. Ask S to choose any three items from the list to think of a scene. Encourage them to draw a simple drawing of it.4. Write the poems about their drawings.Post-task activityAct out the rhyme.HomeworkWrite a poem.Copy the new words and the sentences.板书设计Listen and writeListen to the …! …!…!Listen to the !…! On my …!M3U3 Weather< >( )Teaching aimsBasic aims1. Asking ‘wh-‘questions to find out various kind of specific information about an event.E.g. What’s the weather like in …?ing adjectives to describe weather. E.g. In …, it’s cloudy.Developing aims: Act as a weatherman.Education aims: Having interest in weather.Important points:1.Asking ‘wh-‘questions to find out various kind of specific information about an event.ing adjectives to describe weather.Difficult points:.Using adjectives to describe weather.Teaching aids MediaProcedures:Pre-task presentation:1.Say rhymes with S.2.Sing a song with S.3.Ask questions.E.g. How’s the weather today? How many seasons? What season do you like?While-task procedure:1. spring1) Ask S to say sth. about spring.2) Show: warm, wet, sunny, rainy3) Ask: What’s the weather like?2. summer1)Ask S to listen and ask. What can you hear?2)Show:Sunny, rainy, hot, wet3)Ask S to work in pairs.4)T: What can you do in summer?5) Show the picture and ask.What’s the date? What’s the festival?3.autumn1) Show signs and ask.2) windy3) T: Which fruit do you like?Autumn is rich with fruit and grain. We should remember:No pains, no gains.4. winter1)T: Spring is the best season. Summer is the hottest season.Autumn is the harvest season. What season is the coldest?2)Show: cloudy, windy, cold, dry.3)What can you see in winter?4)Show: snowy, foggy T: When you are in a foggy day. We should walk slowly, ride a bicycle slowly …Post-task activity1.Guessing game What’s season is it?2.T: I can know about the weather from the newspaper. How about you?3.T make an example. Ask S to act as a weatherman.HomeworkTalk about the weather.板书设计Unit 3 WeatherWhat’s the weather like in……?It’s sunny / rainy / …….M3U3 Weather< >( )Teaching aimsBasic aimsing the simple present tense to express simple truth. E.g. I live in China.ing nouns to refer to seasons. E.g. In winter, it is sunny, windy, cold and dry.ing adjectives to describe weather.E.g. In autumn, it is sunny, windy, cool and dry.Education aims:Make friendship by writing a letter each other .Important points:ing nouns to refer to seasons.ing adjectives to describe weather.Difficult points:Using nouns to refer to seasons. E.g. In winter, it is sunny, windy, cold and dry. Teaching aids: Cassette, picturesProcedures:Pre-task presentation1. Sing a song with S.2. Ask questions. E.g. How many seasons are there in a year?/ What are they? What’s the weather like in January?/ Where do you live?/ Where are you from?3.Review the words of twelve months.(January, February, March …December)4. Review the words of the days: Sunday, Monday, Tuesday, Wednesday, …5.Look at the chart, then ask: What’s the weather like?While-task procedure :1. Show a letter.2. Play the cassette.3. Ask questions. E.g. Who’s Helen’s pen-friend? Where does she live?What’s the weather like in China? /Do you like China?/Has she got a brother?4. Play the cassette.5. Ask S questions Which months make the spring?/Which months make the summer?/ Which months make the autumn?/Which months make the winter?Post-task activity1. Ask S to listen to the tape.2.Observe and record.3.Ask S to do exercises.Homework1.Listen and repeat.2.Do a survey.板书设计Read and writeSeason Month of the yearSpring March April MaySummer ……Autumn ……Winter ……M3U3 Weather< >( )Teaching aimsBasic aims1.To learn the new story: The ugly duckling.ing the simple present tense to express simple truth. E.g. It is summer.3.Asking ‘wh’question and find out a person’s identity. E.g. Who are you? Developing aims:Tell the story in English .Important points:ing the simple present tense to express simple truth.2.Asking ‘wh’question and find out a person’s identity.Difficult points:Using the simple present tense to express simple truth.Teaching aids Cassette, picturesProcedures:Pre-task presentation1. say rhyme with S.2.Ask questions. What’s the weather like?/How many months are there in a year?/Which season do you like?Why do you like spring?3. Review the words of months: January …December4. Review the words of days:Sunday, Monday, …Saturday5. Ask S to describe the animals.E.g. I like …Ithas got…While-task presentation1.Show the pictures.Ask: What’s in it?2. Play the cassette.3.Ask questions.E.g. What are the ducks doing?What’s mother duck doing?/How are the eggs? The small duck is duckling. How is the duckling? Who’s the ugly duckling’s mother? How is its mother?4.Play the cassette again.Post-task activityPlay the cassette.Ask s to act out the story.Learn the sound. -ch, -tch The bench is beside the church. The match is on the watch. HomeworkListen to the tape and read the story for several times.Copy the phrases.板书设计The ugly ducklingSpring: swim in the pond make a nestSummer: open the eggs beautiful ducklingAutumn: sit on mother’s back, happyswim in the pond find its motherM3U3 Weather< >( )Teaching aimsBasic aimsAsk‘yes/no’questionstofindoutabout preferences. E.g. Do you like spring, Peter?Using the simple present tense to describe the four seasons. E.g. Plants grow and grow.Using adjectives to describe weather. E.g. Very good, Kitty.Developing aimsUsing the simple present tense to describe the four seasons. E.g. Plants grow and grow. Education aims: Educate the students to love nature.Important points:Ask ‘yes/no’questions to find out about preferences.Using the simple present tense to describe the four seasons.Difficult points:Describe the season you favorite in English .Teaching aids : cassette , pictures ,word cardsProcedures:Pre-task :1.Sing a song with S.2.Ask questions. E.g. How many seasons? / What are they? Which season do you like?/ What’s the weather like in spring?3.Review the words of seasons. Spring, summer, autumn, winter4.Describe four seasons. It’s spring. It’s warm. It’s green…While-task :1.Show the pictures of four seasons.Ask: How many seasons are there in a year? What are they?Which season do you like best? What’s the weather like in spring? What can you see in spring? What can you do in spring?2.Play the cassette.3.Divide four groups ask questions. E.g. Do you like …? Post-task activity1. Ask S to listen to the tape.2. Ask S to act out the dialogue.3. Ask S to describe the season they like best.HomeworkListen to the tape and read the text for several times.Copy the new words and the sentences.板书设计Four seasonsSpring warm wetSummer hot wetAutumn cool dryWinter cold dry。
上海牛津小学英语新版四年级下册教案(全册)
牛津版四年级下册英语教案姓名：时间：年 3 月~学年度第二学期教学周安排单元分析Step4:Read ingMark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5熟悉课文让学生跟着模仿即可，初步感知句型课后作业1、Make a riddle.2、Complete Workbook 4B pages 2 and 5.Blackboard writing第三课时 Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard Taste/Smell it. How does it taste/smell? It’s sweet/ sour. It’s ...How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sourThose grape s are sour.让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。
上海牛津小学英语新版四年级下册教案(全册)
牛津版四年级下册英语教案姓名：时间：年 3 月~学年度第二学期教学周安排单元分析Step4:Read ingMark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5熟悉课文让学生跟着模仿即可，初步感知句型课后作业1、Make a riddle.2、Complete Workbook 4B pages 2 and 5.Blackboard writing第三课时 Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard Taste/Smell it. How does it taste/smell? It’s sweet/ sour. It’s ...How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sourThose grape s are sour.让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。
四年级英语沪教牛津下教案
四年级英语沪教牛津下教案Here is the English essay on the topic "Fourth Grade English Oxford Curriculum Lesson Plan" with a word count of over 600 words:Learning a new language can be an exciting and rewarding experience for young students. In the case of fourth-grade English learners, the Oxford curriculum provides a comprehensive and engaging framework to guide their journey. This curriculum not only focuses on developing proficiency in the language but also fosters a deeper understanding of different cultures and expands students' cognitive abilities.One of the key aspects of the Oxford curriculum is its emphasis on interactive and experiential learning. Instead of relying solely on textbooks and memorization, the curriculum encourages teachers to incorporate a variety of teaching methods that cater to different learning styles. This includes the use of multimedia resources, hands-on activities, and cooperative learning strategies.For example, in a lesson on vocabulary development, students might be asked to create visual representations of new words, such as drawings or collages. This not only helps them remember the wordsbut also allows them to explore the cultural and contextual associations of the vocabulary. Similarly, in a grammar lesson, students might engage in role-playing exercises or create short dialogues to practice using the target structures in real-life situations.Another key aspect of the Oxford curriculum is its focus on developing well-rounded language skills. Rather than solely concentrating on grammar or vocabulary, the curriculum aims to cultivate students' abilities in reading, writing, listening, and speaking. This holistic approach ensures that learners can not only understand and comprehend the language but also communicate effectively in various contexts.In a reading lesson, for instance, students might be asked to engage in a close reading of a short story or poem, analyzing the plot, characters, and themes. This not only helps them improve their reading comprehension but also exposes them to different literary genres and cultural perspectives.Similarly, in a writing lesson, students might be asked to compose narratives, descriptive essays, or even short research reports. The emphasis is on developing their ability to organize their thoughts, use appropriate language structures, and convey their ideas clearly and effectively.One of the unique features of the Oxford curriculum is its integration of language learning with broader educational objectives. For example, in a lesson on environmental conservation, students might learn vocabulary related to nature and sustainability while also exploring the importance of responsible stewardship of the planet.This cross-curricular approach not only reinforces language skills but also helps students make connections between their English studies and other subject areas, such as science, social studies, or even the arts. This holistic learning experience can foster a deeper understanding and appreciation of the world around them.Furthermore, the Oxford curriculum places a strong emphasis on cultural awareness and global perspectives. Students are encouraged to explore the diversity of English-speaking cultures, learn about the customs and traditions of different countries, and develop a sense of cultural sensitivity and respect.This cultural component is particularly important in today's increasingly interconnected world, where effective communication and cross-cultural understanding are essential skills for success. By exposing students to a range of cultural perspectives, the Oxford curriculum prepares them to navigate the global landscape with confidence and empathy.In conclusion, the Oxford curriculum for fourth-grade English learners offers a comprehensive and engaging approach to language education. By combining interactive teaching methods, a focus on well-rounded language skills, and a cross-curricular integration of content, the curriculum aims to foster not only language proficiency but also critical thinking, cultural awareness, and a lifelong love of learning. As students progress through this program, they will be well-equipped to navigate the challenges and opportunities of the 21st century.。