外研社三年级起点四年级上册英语教案

Module One Numbers
一.D emands and Aims:
1.number13---29.
2.talking about the numbers.
3.can write the numbers.
二.I mportant and Difficult points: numbers1~29
三.T eaching methods: Reviewing;reflecting; practicing;
四.T eaching tools: Recorder;
五.P eriod arrangement: about three weeks (nine periods)
六.P rocedure :
Unit One numbers
一.Free talk:
1.greetings:
2.warm up: reviewing numbers1---12. draw numbers 1—12 in
disorder,the teacher calls out a number and a colour,the
students go to the blacboard and draw a circle around the
correct number with the correct colour.
二.Text:
1.
●Listen to the tape ,write down all the colours they hear,then ask
them to read the colour they wrote ,correct the answers together,point at the yellow colour on the book when read the colours.
●Listen to the tape again ,try to repeat what they hear.
●Read the dialogue after the teacher.
●Stress the article “a”& “an”.
Ex: a red one ; an yellow one.
2.match and say:
match the number with the correct English form.
三.Review :
The colours and numbers; do exercises on the activity book.
四.Blackboard arrangement:
Unit Two I’ve got twenty-six points
一.Free talk:
1.greetings:
2.warm up: review the numbers1---29.
Phrase “have got”= “have”
Animals:dog,cat,elephant,tiger,fox,duck,bird,parro t,kangaroo,lion,fish…
二.Text:
1.Listen ,point and say
●Topic:stess the topic and explain the meaning.stress the important
point.
●Show the objects they have,call out their names
●Ask: “ have you got a pencil?”
—Yes, I have
—no,I haven‟t
practice for several times
●“and” “is”:
I‟ve got twenty
I‟ve got twenty
●Twenty and one is twenty-one.20+1=21
Twenty and two is twenty-two.20+2=22
Practise with each other
2.listen and say,then chant.
Devide the students into several groups.one group write 10 on a piece of paper.another one write 20 on it.then in turns.when they hear 10 from the tapes please hold the paper up the air.
3.Games:
call out2 numbers.students should count between these two numbers.
Ex: 5 to 15(count from 5 to 15incircle.)
Do the actions continues like this.
三.CONCLUSION:
1.numbers:
the most importance point of this topic is the numbers.1-20.practice to count numbers in different ways in order to familiar the numbers.
2.I‟ve got twenty-six points:
(1) Emphasis the phras e “have got”,it means “有，得”
students can make sentences use please “have got”.
(2)word “points”,means “分数”.
One point;two points……
Pay attention the single&plural form.
3.Try to remember how to write numbers.
四.Homework:
1)the activity book.
2)Memeory the words in medule 1.
3)Can make sentences use “have got”.
五.Blackboard arrangement:
反思：学生由于有一定的基础，在学习数字是不太费时，但是在ouse, road, west lake , straight left ,right 单词时要注意。

Module 2 Directions
一.Demands and Aims:
learn to describe the directions
二.Important and Difficult points:
phrases: go straight on; turn right; turn left
三.Teaching methods: Reviewing ; reflecting; practicing;
四.Teaching tools: Recorder; flashing cards;
五.Period arrangement: about two weeks (four periods)
六.Procedure :
Unit One Where are you going?
一Free talk:
●greetings:
●warm up: Excuse me; turn left; turn right; go straight on.
二.Text:
1.Listen and point.
●Explain that if you go abroad, asking way is the very important
thing for you to find the way.
●Ask someone what you will say when you ask ways?(in Chinese) ●Look at the pictures,find out what happened.
●Listen to the tape,for the 1st time listen carefully,for the 2nd time,
try to find out the meaning.
●The 3rd time draw the directions on the notebooks.
●Explain the usage of the sentence:Where is…?
●Explain the meaning of “west lake road” and “east lake rode”.Tell
them the directions of “east,south,west north”; the meaning of “lost,supermarket,house”.
2.listen and say.
●Actions:say directions and the students do the actions in pairs or
groups.
●Practice the directions.
3.find and say.
●Practice the directions with the phrases.
●Do the actions with each other.
三．AB:
●Ask 3-4 students to come to the front,do the actions according to
the questions you hear from the tape.
●Fasten the speed, do the actions according to the teacher.(faster
and faster)
●Play the recorder,comeplete the ex2.
四．Homework:
complete the exercise 4 on the AB.
五．Blackboard arrangement:
反思：通过反复的练习与游戏，学生在模拟状态中练习巩固了学到的辨认方向的问题，效果比较理想。

Unit 2 It’s at the station.
一．Free talk:
●Greetings:
●Warm up: directions; Go up /go down /go past;
二．Text:
1.listen and point:
●review the phrases:go up ,go down, go past
●learn new words: hill, station. Review old words: school, house,
supermarket, zoo.
●Look at the pictures, find out the lines that the train must go past,
name the places. listen to the tape, point to the lines the train goes past.
2.point and say:
●listen to the recorder again,read the text when point to the lines.
●Try to say without the recorder.
●Clear the lines and the names of stations, try to retell the text
without looking at the book.
●Ask someone to have a try.
3.act it out:
●look at the pictures, give out the information.
●Read the information given, explain the meaning,read it,try to
find the corret aims.
●Act it out in pairs.
●Ask some pairs to act it out.
4.listen and say, then chant.
●Read the chant,clear the meaning.
●Listen to the tape, try to follow it‟s step. repeat the sentences
together.
●Do the actions.
5.listen and say,then sing and do the actions.
●Listen to the tape carefully,try to manage the melody.
●Say the sentences ,read it flountly.
●Listen to it again.try to follow the melody .for the 3rd time sing
the song following the tape.
三．AB:
●Match the sentences and the pictures.
●Do the actions of exercise2.
四．Blackboard arrangement:
反思: 学生对对话的理解不错,但是从掌握方面看,不是很理想,原因是学的内容有点多,学生消化起来有点困难,要注意在早读中加以指导,使他们掌握得更好。

Module 3 Activities
一．Demands and aims:
●The present sentence.
二．Important and difficult points:
●S+is /am /are +doing+others.
●Phrases
三．Teaching methods: reflecting,teaching,practicing
四．Teaching tools: recorder,flashing cards,photoes
五.period arrangement: three weeks.(9 periods) 六．Procedure:
Unit One She is writing a letter.
一.Free talk:
●Greetings:
●Warm up: ask the students what they are doing on weekend, write
the phrases on the blackboard: play football…
Teacher do the actions, ask them to guess the phrases. Students do the actions in groups, practice the phrases.
二.Text:
1.Listen and point:
●Review the phrases, eg: take a picture; watch TV; read books…
explain if some one is doing sth at this time, we should add “ing”
at the end of the verbs.
●Make some examples: taking a picture; watching TV; writing a
letter; reading a le tter… read the phrases after the teacher, ask them to explain the Chinese meaning.
●Look at the pictures on the book, ask them to say the actions (the
phrases). Explain the strange words or phrases. Then listen to the tape, for the 1st time listen to it and point the pictures.
●Listen to it again, try to explain the meanings of the text. Ask
students to say it.
2.Listen and say:
●Listen to the tape, this time try to read the text after the tape.
Teacher reads the text to the students, explain the important or difficult points. Students read it by themselves. Teacher goes around the class to offer any help.
●Listen to the tape again, listen to it carefully, pay attention to the
points they made mistakes.
●Listen to it and repeat the sentences. Teacher pauses the tape one
sentence after one sentence.
●Try to read it by themselves.
3.Point and say:
●Review the text and the phrases, do the exercises of activity 3.
●Look at the pictures on page 11,say the phrases together: taking a
picture; watching TV; reading a book; writing a letter; reading a letter.
●Try to make sentences according to the sentences in our text.
First ,teacher makes an example: This is Lingling. She is playing football. Do the actions.
●Give them 3 minutes to prepare a dialogue in groups. Ask some
groups to act their actions.
4.AB: complete the exercises of activity 5 on AB. Correct the answers.
三.Homework:
Everyone prepares some drawings, draw activities on them, hand them in in class, teacher chooses one for group 1 and group 2, students of group 1 use their body language to tell students of group 2, students of group 2 should guess the information. The one who is right and the fastest will be the winner.
四.Blackboard arrangement:
反思：本节课学生学单词时热情很高，但是在学习对话时兴趣不大，主要是因为教材难度太大，比较枯燥，今后教学中应设计生动有趣的活动来调动学生的学习积极性，以取得良好的教学效果。

Unit 2 What are you doing?
一.Free talk:
Greetings:
Warm up：phrases; the present participle sentences.
二.Text:
1.Listen, point and say:
●Review the phrases and learn new phrases: listening to music,
playing with …; talking to…; skipping rope; play table tennis;
doing morning exercises; ride bike; look at the pictures on page 12, describe the pictures.
●Listen to the recorder carefully, pay attention to what Tom says.
●Explain when you ask “what are you doing?” your partner can say
I‟m … it means “你正在干什么?”
●Make an example, point to an picture(some one is watching TV)
“what are you doing?” “I‟m watching TV.” Ask students to have a try, correct the mistakes and the pronunciation.
●Listen to the tape, point to the pictures, pay attention to the point
they are puzzled.
●Repeat the text after the tape, try to manage every sentence.
●Read the text after the teacher. Then read by themselves.
2.Point and say:
●Read the sentences, clear the meanings
●Point to the pictures, describe the pictures in general. For example:
picture one: Sam is watching TV.( what are you doing, Sam? I am watching TV.) do the actions.
3.Act it out:
●Look at the pictures, find out what they are doing. Say the
phrases and do the actions.
●Do it in groups. Ask some groups to act it out. Eg: A is doing the
actions, B asks “what is she/he doing?” C says “she/he is taking a picture.
●Draw some pictures, ask or answer questions. Do it in groups.
4.Listen and say, then sing and do the actions:
●Listen to the music, let them be interested in it.
●Read the sentences to them, explain the difficult / strange point:
come here and look; are you doing it too?
●Listen to the tape and read the sentences after it. Ask them to
read it by themselves. Go around the classroom to offer help.
●Read the sentences together. Listen to the tape, try to following it
the one who can manage the melody.
●Sing the song after the tape, teacher correct the wrong place.
●Do the actions like “listening to music ; reading a book; writing a
letter…”
5.Draw and say:
●Look at the pictures, ask them to discuss what they are doing.
●Ask some students to say it. Explain the strange phrases: playing
table tennis; riding a bike; skipping rope; doing morning exercises.
●Do the actions: A asks and the other answers. Use all kind of
person.
●Ask some pairs to act it out.
●Make sentences by themselves. Try to manage how to say this
kind of sentences.
●Choose some difficult phrases to practice making sentences.
Make sure everyone can do the actions.
三.Homework:
do the exercises on the activity books.
四.Blackboard arrangement:
五.conclusion:（小结）
pay attention to the practicing of the phrases. Try to make sentences the more the better.
The present tense:S+ link.v + present participle + others.
反思：要注意培养学生大胆说英语、灵活运用英语的能力。

了解了学生的基础水平，把这些作为以后教学的指导。

学生在做练习的时候，有时小写字母a l n I写不规范,在学习中要多加练习，注意在练习第三人称进行时与第一人称进行时的时候be动词的变化。

学生在学习时运用歌曲掌握了单词、短语，不仅激发了兴趣，还提高了效率。

Period 5
一．Organi zation of class
二．1. Greeting 2.Teaching plan
三．1.Sing the English song. Play the tape, sing after it.
2.Get the students to look at the letters in the book and name
them.
3.Get the students to trace the letters in their books and say the name of the letter as they trace them
三.Do the primary school activity book
1.Listen, and match.
2. 2.Look says listen and sing.
3. 3.Read, trace and copy the letters
四.Homework:
Listen to the tape, read it, and copy the letters twice.
反思:本单元当中有许多比较难得短语，在学习时，要注意一般现在时和进行时的区别。

Module 4 In the park
I.demands and aims:
talk about people‟s activities in the park.
II.important and difficult points:
new words and phrases; sentences: look at the men under the tree; what are they doing; they are playing chess/ drinking soybean milk. III.t eaching tools: recorder; flashing cards…
IV.teaching methods:teaching ; reflecting
V.period arrangement: 6 periods
VI.procedure:
Uint 1 What are they doing?
I.free talk:
●greetings:
●warm up: what do you do at the weekend? phrases: doing
taijiquan; playing chess; rowing a dragon boat; drinking soybean milk…
II.text:
1.listen and point:
●check out the phrases. Students can make sentences by
themselves. Show them a picture that some one is playing football and say: I like playing football, too. Look! I‟m playing football.
●Teacher says: please show me what you like doing. But how?
You can show us a photo of you doing that. You don‟t know how to say, right? Ok , let‟s l earn the text first.
●Look at the pictures on the book. Find out what you can say, share
the information with students. Play the recorder and let them point the pictures when listen to it.
●Play the tape again. Try to explain the text, what are the people
doing?
●Explain to the students that in English, if some one wants to
describe one is doing something, we should use the present tense.
It‟s form is: subject+ link.v + doing +object+others.
●Make an example to the students. Eg: I am play chess / football.
2.act it out:
●first look at the picture, find out what you are going to do.
●Divide the students into several groups, some do the actions and
the others say what they are doing.
●Go around the class and offer help to the students.
●Ask some pair to do the action in the front.
●Every one draw a picture or bring a phone of yours to show what
you are doing, share with your classmates in class.
3.homework:
do the actions and read the dialogue fluently.
4.AB:
Do the exercises on AB. Play the game when finished the exercises. Teacher shows many pictures that students‟ activities, ask them to answer questions according to the information.
5.blacboard arrangement:
反思：
Unit two what is Amy doing?
I.Free talk:
●Greetings:
●Warm up: the present tense. Read the dialogue together.
II.Text:
1.listen and point:
●show pictures and ask what they are doing?
●Discuss in groups or pairs, ask some students to answer the
questions.
●Look at the text and let the students discuss the pictures what
they are asked to do.
●Listen to the tape, listen to it carefully.
●Listen to it again. Try to manage what they hear.
●Pause the recorder one sentence after one sentence.
●Point to the pictures when listen to the tape.
2.listen and check:
listen to the tape again. Pause after the question and ask them to answer the questions.
Do the actions again and again.
3.say and point:
●listen to the tape, try to act it out.
●Do it in pairs, for example: a asks b what they are doing? B
answers “they‟re swimming”.
4.listen and say, then sing.
●Listen to the music first, let them be interested in the music.
●Read the sentences after the teacher. Teacher explains the
sentences to them.
●Listen to the tape again, read the sentences after the tape.
●Read it by themselves.
●Listen to the tape again. Try to sing the song after the tape.
III. Blackboard arrangement:
III.反思:
Module 5 Food
I.Demands and aims:
Talk about the food in China and in western country.
II.Important and difficult points:
What is he doing? He is making noodles.
Do you want some? Yes, please./ No, thank you.
Have you got…? Yes, we have. / No, we haven‟t.
III.Teaching methods:
Practicing; role acting; discussion
IV.Teaching tools: recorder; flashing cards.
V.Period arrangement: four periods.
VI.Procedure:
Unit 1 Do you want some rice?
I.Free talk:
●Greetings:
●Warm up: the present tense.
II.Text:
1.listen and point:
●review some words learned last periods: rice, meat,
noodles, milk, fish, chocolate, banana, apple, pear, orange,
peanuts, sweets and so on.
●Ask the students in turns: Do you like noodles? Students say:
Yes, I do or No, I don‟t.
●Play a game, review se ntence structure: Have you got…?
Give the word cards to the students, play the game in turns.
●Put the pictures on the blackboard, play the recorder, let
them listen to the tape carefully and look at the pictures, try
to understand what we are going to learn about the text.
●Play the tape again, students read their books when listen to
the tape, try to answer the questions: does Amy want to eat
rice? Does she want some noodles? Can she use the
chopsticks?
●Explain some new words:difficult and chopsticks are the
most difficult. Play the tape for many times, students listen
to it carefully, read after it.
●Listen to the tape again, point the pictures which
mentioned.
2.listen and say:
●Read the text sentence by sentence. Read after the teacher. Do it
by themselves. Teacher offers help to the students.
●Listen to the text, correct some mistakes.
●Read the text with deskmates.
●Look at the pictures on the blackboard, try to say every picture
according to the text.
●Teacher points the pictures and asks: “ what‟s this in English?”
students say the names of the food. Teacher asks: Doyou want some? Students answer.
3.point ask and answer.
●Look at the pictures, discuss in pairs, what are they?
●Divide the students into several groups, do the actions. One
points to the picture and asks the others “do you want some bananas?” others answer. Do it in turns.
●Ask some pairs to the front, do the actions.
III.Homework:
Read the text, review the new words learned this periods.
IV.Blackboard arrangement:
V.反思：
Unit 2 I’m making dumplings.
I.Free talk:
●Greetings:
●Warm up: the new words.
Sentences in last lesson.
II.Text:
1.listen and say.
●What food do you know? Can you name?
●Look at the pictures on the book, find out what do you know.
●What are they doing?
●Explain some new words: dumplings. Vegetables.
●Pay attention the sentense: do you want some? Some what?
Why?
●Listen to the tape, and read after it.
●Can you make a dialogue?
●Have a try.
3.act it out.
●Listen to the tape, follow it, repeat sentences.
●Read the dialogue by themselves.
●Group work: act the dialogue in pairs or groups.
4.rhyme,listen and say.
●Explain the rhyme, and some new words.
●Listen to the tape carefully.
●Repeat sentence by sentence. Explain the Chinese meaning.
●Read the rhyme by themselves.
5.game.
●Divide the students in several groups.
●Look at the picture what they are doing?
●In group: one asks another what you are doing, your partner does
actions and answers “ I‟m …”
●Ask some pairs to the front and do the actions.
I.Homework:
Read the text after school, do the exercises on the AB.
II.Blackboard arrangement:
Module 6: Abilities
Unit 1: Can you run fast?
1、Warmer:
1、Introduce the new verbs. Mime jump and then say …jump‟ and get the
students to repeat it. Follow the same procedure for …run‟ and …ride‟. 2、Now tell the students that you are going to choose individual students
to stand up. Explain that you are going to say one of the new words
and the student should mime the action.
1、Listen and point
1、Get the students to look at the pictures in their books. Tell them that
you are going to say some verbs and they have to point to the correct
picture.
2、Now get the students to work in pairs and follow the same procedure.
After three turns, the students should swap roles.
3、Play the tape and get the students to point to the appropriate pictures as
they listen.
2、Listen and say
1、Explain the meaning of …fast‟ and …high‟. Mime running fast and say, ‟I
can run fast,‟ Mime jumping high and say, …I can jump high.‟
2、Now choose individual students to do the mime as you say each
sentence. Say, ‟You can run fast.‟ Or …You can ride fast.‟ or …You can
jump high.‟ The students will have to stand up and do the actions as
they can‟t be performed in their seats.
3、Get the students to look at the book. Say you are going to play the tape
and they have to repeat what they hear. Pause the tape after each
utterance and have the students repeat the sentence.
3、Ask and answer
1、Ask question to individual students e.g. ‟I can jump high. Can you?‟ (I)
can run fast. Can you?‟ …I can ride fast. Can you?‟ Get the students to
respond with, …Yes, I can.‟ Or …No, I can‟t.‟
2、Do more examples with other verbs e.g. row, write, read.
3、Now tell students to work in pairs or groups. One student asks
questions and the other students answer. After two or three questions
they should swap roles.
Extra Activities
S ay that you are going to tell them to do an action and they have to mime it. You will have to restrict the mimes to actions that the students can do while seated at their desks.
Unit 2 Yes, I can.
Warmer:
1、Tel l the students to write the words, …Yes‟ and … No‟ on separate pieces
of paper.
2、Say that you are going to ask them questions and they have to hold up
…Yes‟ or …No‟ depending on whether they can do the action or not.
3、You can also use the following verbs and expressions which the
students have learnt: jump high, play basketball, cycle, swim, read,
write, take a picture
1、Listen, point and say.
1、Hold up your book and point to the different pictures. Say each words
i.e. cake, flute, clothes, dragon as you point and get the students to
repeat them.
2、Now tell the students that you are going to call out the words and the
students have to point to the correct picture in their books.
3、Do more examples with the class and individual students.
4、Now tell the students that you are going to play the tape. Pause after
each utterance and have the students repeat. Play the tape twice.
5、Play the tape, pause after each conversation and get the students to
point at the smiling face or the sad face in their books according to the
conversation they hear.
6、Continue with the remaining questions in the same way.
2、Act it out.
1、Have the students look at the books and see if they can work out what
is happening.
2、Tell the students to draw a happy and a sad face on separate pieces of
paper.
3、Ask qu estions e.g. …Can you run fast?‟ The students have to hold up the
sad or the happy face depending on whether they can do the activity. 4、Now have the students continue the activity in pairs. The students
should swap roles after one student has asked three questions.
Extra Activities
Get the students to copy the questionnaire shown below. Pause the students in groups of three or four. Each student must write the name of his/her group members at the top of the questionnaire. The students should ask the questions listed in column 1.They must draw
a happy face in the box if the student‟s answer is …Yes‟ or a sad face if the answer is … No‟.
Module 7: Travel
Unit1:We’re going to go to Hainan. Warmer :
1、Explain to the students that this activity is a chain drill. It is going to be
done around the class. Start at the front row and say a word to the first
student. That student has to use the structure, ‟I‟m going to‟ and add
the word at the end. Then speak to the second student. Continue until
you reach the last student in the back row.
2、You may like to use some of the following expressions: watch football,
listen to the radio, take a picture, write a letter, row a boat, draw a
picture, play basketball, read a book, swim, do Chinese, play football.
3、This activity can be speeded up by dividing the class into two groups.
Work with one group and a competent student can work with the other.
1、Listen and point.
1、Have the students look at the pictures. Ask questions in Chinese, e.g.
Where are Sam and Amy in picture 1? Where do they meet Xiaoyong?
What is Sam going to do in picture 6? What happens at the end of the
story? Play the tape. Play it a second time and have the students point
to the corresponding picture.
2、Listen and say.
1、Play the tape. Stop after each utterance and get the students to repeat
the sentences.
2、Now say that you are going to read out different parts of the story and
the students have to point to the correct picture. Read the story in the
wrong order in order to make it more challenging.
3、Point and say.
1、Pick up some objects as you move round the class and say who they
belong to.
2、Explain to the students that we can only use …this‟ when we are
touching something or if we are very close to it. Now indicate
individual students. Get them to hold up an object belonging to another
student Have them use the structure, …This is...‟s...‟ Repeat this with
other individual students. Get the students to look at the books. Point
to the relevant sentences.
3、Do more examples using pictures in the book. Tell th students to work
in groups of three or four. The students take it in turns to point to
pictures and say who the objects belong to.
Unit 2:We’re going to visit the Ming Tombs.
Warmer :
1、Revise the names of animals that the students have learnt e.g. panda,
elephant, tiger, lion, dog, cat, bird.
2、Use pictures of animals or pretend to be an animals e.g. be an elephant
and wave your arm like a trunk.
3、Now tell the students to open their books. Tell them that you are going
to say the names of different animals. If they can see the animal on the
page they call out …Yes‟. If they can‟t see it, they call out, ‟No‟.
4、You may need to teach the word …camel‟.
1、Listen, point and say.
1、Hold up your book and point to the different animals. Get the students
to say the name of each animal.
2、Now get the students to do the exercise in pairs.
3、Play the tape and get them to read the story in their books.
4、Play the tape a second time, pause after each utterance and have the
students repeat the sentence.
2、Listen and find.
1、Tell the students that you are going to read different parts of the story
but they won‟t be in the correct order. The students have to listen and
point to the relevant picture.
2、Now tell the students to get a large piece of paper and draw the outline
of an animal. They only have to draw the outline; there should be no
detail in the picture.
3、Invite five students to the front and get them to hold up their outlines.
Individually, they should ask the class, …What is it?‟ and see if the
students can guess which animals they have drawn.
3、Act it out.
1、Get the students to look at the picture in the book.
2、Tell them they have to imagine they are going on a journey tomorrow.
Tell them to write down the place they are going to go on a large piece
o paper. They can write the destinations in pinyin.
3、Now invite four students to the front of the class and get them to hold
up the places they have written down. Indicate individual students and
tell the class where those students are going.
4、Now tell the students to work in groups of four. Three of the students
should hold up their pieces of paper and the fourth student says where
each one is going to.
5、Have the students swap roles so they all get a turn to say where
everyone is going to.
Extra Activities
1、Write the names of four or five places on separate pieces of paper and
put them round the classroom. You could also draw a quick picture to
represent each place, e.g. zoo, school, playground, classroom.
2、Tell the students that you are going to say where you are going to go to
and they have to point to the piece of paper that has that word written
on it.。