四年级英语下册 Module6 unit2教案 外研版
2024最新外研版三年级英语下册Module6 Unit2第2课时教案
小学英语外研版（三年级起点）三下教案课堂作业Unit 2 What does Lingling have at school？一、选择合适的句子补全对话。
1. —______________—Yes, I do.A. Do you play football on Mondays?B. Does she play football on Mondays?2. —________________—I go swimming.A. What do you do in the morning?B. What do you have in the morning?3. —__________________—No，I don't.A. Do you go to school on Sundays?B. What do you do on Mondays?4. —__________________—Yes, he does.A. Does he ride a bike in the afternoon?B. Do you ride a bike in the afternoon?5. —______________________—I have Maths today.A. What does he do at school today?B. What do you have at school today?二、情景交际。
() 1. 想知道朋友在周六做什么，可以这样问：A. What do you have on Saturdays?B. What do you do on Saturdays?() 2. 想知道朋友的爸爸星期六是否去上班，可以这样问：A. Does your dad go to work on Saturdays?B. Does your dad go to school on Saturdays?() 3. 想知道朋友周一是否去游泳，可以这样问：A. Do you go swimming on Mondays?B. Do you go to school on Mondays?() 4. 朋友问你：“What does Tom do on Sundays?”，你可以说：A. She has English.B. He watches TV.() 5. 我们今天上午有音乐课，可以说：A. We have Music in the morning today.B. We have Maths in the morning today.三、阅读对话，判断正（√）误（×）。
四年级下册英语教案 Module 6 Unit 1 Were you at home yesterday 外研社(三起)
1. Today we’ve learned how to use“was/ were”to ask questions about yesterday. Do you remember the key words?
今天我们学习了如何用“was/were”询问昨天发生的事情。你还记得这节课的关键词汇吗？
通过图片提示的信请看图片熊猫和机器人在谈论昨天的天气情分步训练息巩固所学词句实现况而大明在询问to昨天在什么地方
Module 6 Unit 1 Were you at home yesterday?教学设计
科目版本
小学英语（三年级起点）外研版四年级下册
章节
Module 6
课名
Module 6 Unit 1Were you at home yesterday?
小男孩昨天在学校、动物园和公园。现在请跟随动画，用手指着词汇，自己唱出歌谣。
通过动画引入，引发学生的兴趣，复习词汇was, were,为导入新课做铺垫。
新知呈现
1.学生回答He is calling his grandma.
2.学生回答：
①Is it sunny in London?
②Was it sunny in London yesterday?
教学环节/步骤
学生活动
教师活动
设计意图
热身进入
1.观看第一部分的动画，体会歌谣的歌词和节奏。
2.学生观看图片，回答He goes to school, the zoo and the park.
3.跟随动画说唱完整的歌谣。
1.Hello, boys and girls. Welcome to my English class. Today we are going to learn Module 6 Unit1. A boy and a girl are playing outside. What are they talking about? Let’s watch a video.
外研版三起四年级下册英语教案
Module1unit1 she is a nice teacher教学目标1）基本能够听懂，会说，会读词汇：nice, shy, clever, naughty, a bit，answer, call, bad.2）学会用“This is …”以及“She is a nice teacher.”的语言结构。
教学重点：1)nice, shy, clever, naughty, a bit, answer, call...2)“This is …”以及“she is a nice teacher.”的语言结构。
教学难点：灵活、正确运用本课的句子。
教学准备：教学卡片、磁带、录音机，实物。
Teaching StepsStep1. Warm-up1、GreetingsT: Good morning , boys and girls. Ss: Good morning , Miss li.T: … S: …2、（出示图片）T:This is my friend Ms Smart. She’s a nice teacher. She’s tall and thin.引出课题Module 1 Unit 1 She’s a nice teacher.Step2:Lead-in. Presentation. Drills1、呈现句型：“This is …”T: Dou remember Panpan? This is panpan.（带读三次）。
Panpan has got some new friends.Let us see who they are.This is MaoMao/Ms Smart/XiaoYong.2、呈现句型“She is ...”和单词“n ice, shy, clever, naughty, a bit，answer, call, bad.”T：This is Ma oMao.She’s very nice. (引出nice，并教学。
外研版一起小学英语四年级下册module 6《unit 1 i’ll draw the pictures》教学设计
外研版一起小学英语四年级下册《Module6Unit1I’lldrawthepictures.》教学设计教学目标：知识与能力目标：1. 全体学生能理解和运用:I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.2.能够听说读写的语句：I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.3.能够听说认读的语句：Will you stick the pictures on the newspaper?It can be about our school.Let's make an English newspaper.4.能够听说读写的单词和短语：fantastic, play football, fly our kites, watch TV, idea, report, stick情感、态度、价值观目标：5．通过制作英语报纸，进一步注意到中外文化的异同。
6. 在小组活动中能与其他同学积极配合和合作。
重、难点:1. 全体学生能运用已学语言说明计划和打算；2．重点句子：I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.学情分析：本模块的任务是制作英语手抄报。
从四年级下学期开始，教师应逐步加强对学生英语写作的要求，因此这一任务非常适合在这个阶段进行。
学生从三年级开始，已有独立完成英语手抄报的能力，可以是以图为主，以文字为辅。
本模块主要是让学生运用一般将来时态说明计划和打算，这对学生并不算陌生，关键是帮助学生在合作中进行听、说、读、写的综合运用。
外研版英语四年级下册教案备课(三年级起点)
pupils' ability of
saying .
They can improve the ability of hearing.
They can improve
the ability of
hesring .
According to the
explanation ,the
pupils can
understand the
tsxt better.
The pupils can
know more each
other .
课后反思
This lesson is so easy .I teach them read only some times ,the students can say it well.
It's very beautiful.
2. Be able to describe places or things.
教学重难点
Be able to describe places or things.
准备
Pictures
a recorder
教学过程
教师活动
学生活动
设计意图
I.Warmer
1. Revise abjectives
2. Be able to do according to the teacher’s order .
教学重难点
Be able to describe a city or a place.
准备
a recorder
教学过程
教师活动
学生活动
设计意图
I.Warmer
1.Move around the cla
Module6Unit2Hedidn'teback(教案)外研版(一起)英语四年级上册
课题：B7M6U2--He didn’t come back.课型：NT教材分析：本教材是外语教学与研究出版社新标准英语（一起）教材，本课是四年级上册第六模块第二单元，综合第六模块第一单元，两篇课文整体上是以英文的一般过去时改编的中国古代民间故事《神笔马良》。
包括马良用神笔帮助穷人，坏人用神笔画金子却变成了蛇，马良画海和船使坏人葬身大海等几个部分。
本课重点词汇是angry, said，重点句型是一般过去时的肯定句与否定句。
学情分析：本节课的教学对象是四年级的学生。
他们从一年级开始上英语课，积累了一定的词汇量，并且在本册书前五个模块和上册书最后两个模块的学习中，学生已经接触到了英语中的一般过去时，具备一定相关的听说读写能力。
四年级的学生对小故事非常感兴趣，喜欢使用英语表达，同时喜欢表演，并且能够很快的运用新句型。
因此,我在设计教学活动中会充分地运用交互式白板辅助教学,为求能充分地发挥学生的主体作用，调动学生的各种感官参与学习，让学生在动态活动中学习、巩固、强化知识，刺激学生的求知欲望, 使学生树立起自信心，并敢于大胆开口说英语。
从而进一步提高他们学习英语的兴趣和积极性，进而培养学生英语的听、说能力和应用语言能力。
设计思路：本课的课文内容是中国古代民间故事《神笔马良》，学生非常感兴趣。
用英语讲述学生已经熟悉的故事，是英语故事教学的一种较为有效的方法，因为学生已经能准确理解故事内容，只需要学习如何用英语讲述，而不需要记忆故事内容。
我通过这个故事的学习组织以小组为单位的分角色表演，引导学生开展讲故事的活动。
本节课把问题化学习和核心素养等先进教学理念运用到课堂环节中，结合小组竞赛‘帮助穷人得到温暖的衣服和丰盛的食物’，潜移默化地对学生进行德育，引导学生要具备乐于助人的美好品质，小组竞赛本身也能够激发学生的学习兴趣，刺激学生的竞争意识，充分调动其积极性，引导学生轻松愉悦地自主学习和交流运用。
在新授部分，运用图片、动画、声音、文本等多元形式来对新单词、短语、句型和课文层层突破、逐个掌握。
四年级上册英语教案Module6Unit2HappyHalloween!外研版(三起)
四年级上册英语教案Module 6 Unit 2 Happy Halloween! 外研版（三起）教学内容本课为外研版（三起）四年级上册英语第六模块第二单元，主题为“快乐的万圣节”。
教学内容围绕万圣节的传统习俗，包括相关的单词、短语以及简单句子。
学生将通过本课的学习，了解并能够简单描述万圣节的活动，如装扮、讨糖等。
教学目标1. 知识与技能：学生能够听懂、会说、会读本课的单词和短语，如“Halloween”, “costume”, “trick or treat”等。
2. 过程与方法：通过图片、视频等多种教学媒介，让学生在真实语境中感知并运用英语。
3. 情感态度价值观：培养学生对多元文化的兴趣和尊重，增强学生的合作意识和表达能力。
教学难点1. 单词和短语的理解与记忆。
2. 句型的正确运用和口语表达。
教具学具准备1. 多媒体设备：用于播放图片和视频。
2. 单词卡片：用于单词教学。
3. 万圣节装饰品：用于营造课堂氛围。
4. 学生手册：用于课堂练习和记录。
教学过程1. 导入：通过展示万圣节的图片和视频，引起学生的兴趣，让学生对万圣节有初步的了解。
2. 新授：借助单词卡片，教授本课的新单词和短语，通过例句展示其用法。
3. 练习：设计小组活动，让学生在小组内用新学的单词和短语进行对话练习。
4. 巩固：通过角色扮演游戏，让学生在实际情境中运用所学知识。
板书设计板书将清晰地展示本课的主要教学内容，包括单词、短语和关键句型。
使用彩色粉笔突出重点，便于学生理解和记忆。
作业设计1. 书面作业：完成课后练习，巩固单词和句型。
2. 口头作业：回家后向家长介绍万圣节，用英语描述万圣节的活动。
课后反思本教案旨在为四年级上册英语课程提供一个全面、系统的教学框架，确保教学内容与教学目标相一致，并通过多样化的教学方法提高学生的学习兴趣和参与度。
通过课后反思，教师能够不断优化教学策略，以更好地满足学生的学习需求。
教学过程1. 导入展示万圣节图片和视频：选择一些生动的图片和短视频，展示万圣节的传统活动和装饰，如南瓜灯、不给糖就捣蛋等，让学生对即将学习的内容产生好奇心。
Module6Unit2Wasitabigcitythen？(教案)-英语四年级下册
外研版四年级下册英语Module 6《Unit 2 Was it a big city then？》教案一、教材分析：本节课的教材为外研版四年级下册Module 6《Unit 2 Was it a big city then?》。
本单元主要介绍了一个城市的变化，并通过对话活动让学生练习运用Was it...?句型描述城市的变化。
教材内容贴近学生的生活实际，能够引发学生的兴趣和思考，培养学生的口语交际能力。
二、教学目标：知识目标：1. 能够听、说、认读单词"village"。
2. 能够运用句型"Was it...? Yes, it was. No, it wasn't."描述人或物的变化。
能力目标：1. 能够运用句型"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
2. 通过对话活动，提高学生英语口语交际能力。
3. 培养学生在合作中学习英语的能力。
情感目标：1. 通过小组合作，培养学生的合作意识，开展愉快的交际活动。
2. 了解深圳的变化后，增加对祖国的热爱，提升自尊心。
三、教学重难点教学重点：1. 能够运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
教学难点：1. 熟练运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
四、学情分析：学生是四年级的学生，他们已经学习了一些基础的英语知识，能够进行简单的问答和口语表达。
他们对自己的生活环境和城市的变化有一定的观察和认识。
通过本节课的学习，可以增加学生对城市变化的了解，培养他们的口语表达能力和团队合作能力。
五、教学过程：Step 1: Warmup (热身)1. Greet the students and sing a song about cities together.Teacher: Good morning, everyone! I hope you're all excited for today's lesson. Let's start by warming up with a fun song about cities. (The teacher sings a song like "Big City Life" or "Empire State of Mind," encouraging students to join in and sing along.)2. Show pictures of different cities and ask the students if they know the names of the cities.Teacher: Now, let's take a look at some pictures ofdifferent cities from around the world. Raise your hand if you can identify any of these cities. (The teacher shows pictures of famous cities such as New York City, Paris, Tokyo, and Beijing.)Student 1: I know that one! It's New York City!Teacher: That's correct! Great job, Student 1. Can anyone identify the others?Step 2: Presentation (呈现)1. Introduce the new word "village" and teach its pronunciation and meaning.Teacher: Today, we're going to learn a new word: "village." Repeat after me: "village."Students: Village.Teacher: Excellent! A village is a small munity or settlement in a rural area. It's usually smaller than a city and has fewer buildings and people. Can you think of any examples of a village?Student 2: My grandparents live in a village. It's called Green Valley.Teacher: That's a great example, Student 2! Green Valley sounds like a lovely village.2. Show pictures of a village and a city, and ask thestudents to describe the differences between them.Teacher: Now, let's pare a village and a city. Take a look at these pictures. What differences do you notice between them?Student 3: In the village picture, I see lots of trees and fields, but in the city picture, there are tall buildings and busy streets.Teacher: That's correct, Student 3! Villages are often surrounded by nature, with more open spaces, while cities have more buildings and a busier atmosphere. Well done!Step 3: Practice (练习)1. Teach the sentence pattern "Was it a big city then?" and model the pronunciation and intonation.Teacher: Now, let's learn a sentence pattern we can use to talk about changes in places. Repeat after me: "Was it a big city then?"Students: "Was it a big city then?"Teacher: Great! Pay attention to the rising intonation at the end of the sentence. Let's practice saying it together a few times.2. Divide the students into pairs. One student asks the question, and the other answers using "Yes, it was." or "No, it wasn't." based on the picture shown.Teacher: Now, I'll pair you up. Student A, you will ask the question, and Student B, you will respond based on the picture I show you. Let's begin!(Student A and B practice asking and answering questions using the sentence pattern and the pictures provided by the teacher.)3. Conduct roleplay activities in pairs. Students take turns asking and answering questions about the changes in different places.Teacher: Now, let's take the roleplay activity a step further. I want you to imagine that you're talking to someone who has lived in a certain place for a long time. Ask questions about how that place has changed over the years. Practice with your partner and try to use the sentence pattern we just learned.(Students engage in roleplay activities, asking and answering questions about the changes in different places.) Step 4: Consolidation (巩固)1. Play a game called "Guess the Place." Show pictures of different places and describe them using the sentence pattern. Students guess the name of the place.Teacher: It's time for a fun game called "Guess the Place."I will describe a place using the sentence pattern we learned. Your task is to guess the name of the place. Are you ready?(The teacher shows pictures of various places and describes them using the sentence pattern. Students take turns guessing the names of the places.)2. Have a class discussion about the changes in their own city or town. Encourage students to share their observations and opinions.Teacher: Now, let's shift our focus to our own city or town. Raise your hand if you've noticed any changes in your hometown. What are some of the changes you've observed?(Student 4 raises hand.)Student 4: In my town, they built a new shopping mall last year. It used to be an empty field before.Teacher: That's an interesting change, Student 4. Anyone else?(Encourage students to share their observations and opinions about the changes in their own city or town.) Step 5: Group Activity (小组活动)1. Divide the class into small groups andgive each groupa picture of a city at different times. Students discuss and describe the changes in the city using the sentence pattern.Teacher: Now, let's work in small groups. I will give each group a picture of a city at different times. Take a few minutes to discuss and describe the changes you notice in the city using the sentence pattern we learned. Be ready to share your findings with the class.(Students form groups, receive the pictures, and discuss the changes in the city depicted in the images.)2. Each group presents their picture and descriptions to the class.Teacher: It's time for each group to present their findings. Group 1, please start and share your picture and describe the changes you observed in the city.(Group 1 presents their picture and descriptions, followed by other groups.)Step 6: Summary and Closure (总结和结束)1. Review the sentence pattern "Was it...? Yes, it was. No, it wasn't." with the whole class.Teacher: Before we conclude today's lesson, let's review the sentence pattern we learned. Repeat after me: "Was it...?"Students: "Was it...?"Teacher: Excellent! Now, let's practice using it. I will say a statement, and you respond with either "Yes, it was" or"No, it wasn't."(The teacher provides statements, and students respond using the sentence pattern.)2. Review the new word "village" and its meaning.Teacher: We also learned a new word today. What was that word?Students: Village.Teacher: Great! And what does it mean?Students: A small munity or settlement in a rural area.Teacher: Well done, everyone!3. Summarize the main points of the lesson and encourage students to share their feelings about the topic.Teacher: Today, we explored the differences between villages and cities, learned how to talk about changes in places using the sentence pattern "Was it...?", and discussed the changes in our own city or town. Now, I'd like to hear from each of you. How do you feel about the topic of changes in cities and villages?(Encourage students to share their feelings and reflections on the topic.)Teacher: Thank you all for your active participation today.I hope you enjoyed the lesson and gained a better understandingof cities, villages, and the changes that occur in different places. See you next time!六、板书设计：Title: Was it a big city then?Sentence pattern:Was it...? Yes, it was. No, it wasn't.Words:village七、教学反思：本节课通过引导学生描述城市的变化，培养了他们的口语交际能力和团队合作能力。
外研版小学英语(一年级起点)四年级上册Module6 Unit2 参考教案
Module6 Unit2 参考教案一、教学内容外语教学与研究出版社（一起点）四年级上册第六模块Unit2 He didn't come back.二、教学过程建议（一）热身导入1.师生互致问候，请学生说SB Module5 Unit1活动1的韵句，并演唱SB Module5 Unit2活动4的歌曲。
2.播放SB Unit2活动1的动画或录音，请学生看动画或边听录音边看挂图，理解语境：Amy昨天去公园写生了，她没有带走公园里的花和树叶，只带走了自己的画。
教师告诉学生要向Amy学习，保护环境。
3.再次播放录音，请全体学生跟读，在跟读过程中讲解“away，leaves, only, painting”的语义，然后请学生小组跟读、个人跟读，直到学生基本能够正确朗读该韵句。
最后请部分学生展示。
（二）任务呈现教师告诉学生：“上节课我们学了如何用英语讲述《神笔马良》故事的第一部分今天我们来继续学习，学完以后我们就可以表演给外国的小朋友看了，让他们更加了解中国文化。
”（三）课文学习1.播放SB Unit2活动2的动画或录音，请学生看动画或边听录音边看挂图,理解故事内容。
教师应提醒学生，这篇课文和我们之前听到的《神笔马良》的故事可能在细节上有不同之处。
2.再次播放录音，请学生完整听一遍故事，加深语句的理解。
播放第一遍录音,请学生逐句跟读。
3.在跟读过程中，学习“如阶，said”的语义，并通过造句练习进行运用训练。
4.完成AB Unit2练习1。
这是课文阅读理解练习。
先请学生观察图片，一说图片描述的内容。
再请学生完整地阅读一遍课文，逐题选择与课文内容一致的图片。
如果学生程度较好，也可以请学生不看课文，凭记忆直接作答。
然后请部分学生说出自己的选择结果，全班核对答案。
最后请学生两人一组，根据题目的提示和图片内容，相互讲述这个故事。
5.再次展示挂图，鼓励学生看图复述课文，注意纠正学生的语音语调。
（四）训练巩固1.完成SB Unit2活动3。
外研版四年级下册英语 Module6 Unit2 课件
Summary
能听、说、认 读单词
village
用于询问过 去的情况
—Was it a big city then? —Yes, it was. /No, it wasn’t. —Was he strong then? —Yes, he was.
Module 6 Unit 2
Was it a big city then?
外研英语 四年级 下册
Learning goals
✔ 能听懂，会说，并初步运用词汇：
village
✔ 能听懂、会说，并运用句型：
1.—Was he strong then? —Yes, he was.
2. —Was it a big city then? —Yes, it was. /No, it wasn’t.
Point, ask and answer
Was she tall?
tall?
No, she wasn’t. She was short.
Point, ask and answer
Was he naughty?
naughty?
Yes, he was.
Point, ask and answer
Were the young?
点击，播放视频
Listen and chant
I was fat, but now I’m thin. I was slow. Now I’m fast. I can win. I was a baby, but now I’m big. I was cute. Now I’m not. I’m an old pig.
外研版四年级下册英语Module-6-Unit-2-Was-it-a-big-city
3. ____ you at school now?
a. Is b. Are c. Were
Buckingham Palace
Where is it?
They are in London. London is a big city.
Shenzhen Do you know this city?
It’s a big city now. but was it a big city 30 years ago?
is 4.She was ____short then. Now she ____tall.
5. Theywere ____naughty then. Now they_____cute. are
Matching The queen was beautiful.
Shenzhen is a big city.
Listen and read after the tape. Then retell the text.
pairwork
Were you at home yesterday? Yes, I was. No, I wasn’t.
Point, ask and answer.
Was it fat?
Module 6
Unit 2 Was it a big city then?
Read the text and talk about the answers in your groups.
Who was he in the picture? Where is he? How about Shenzhen now? How about Shenzhen then?
They were naughty.
四年级上册英语教案-Module 6 Unit 2 Happy halloween外研版(三起)
四年级上册英语教案-Module 6 Unit 2 Happy Halloween教学目标1.能听、说、读新单词：Halloween, witch, ghost, pumpkin, scarecrow。
2.能听懂、会说、会读句型：Happy Halloween! This is a witch. Is thisa ghost? Yes, it is. No, it isn’t. This is a pumpkin. This is a scarecrow.3.能听懂、会读并掌握课文及生词：Halloween is coming. This is a witch. Is this a ghost? Yes, it is. No, it isn’t. This is a pumpkin. This is a scarecrow.4.能在情境中运用所学句型和词汇进行听、说、读、写的综合语言运用。
教学重点1.掌握并且能够正确发音新单词：Halloween, witch, ghost, pumpkin, scarecrow。
2.能听懂、会说、会读句型：Happy Halloween! This is a witch. Is thisa ghost? Yes, it is. No, it isn’t. This is a pumpkin. This is a scarecrow.3.能在情境中运用词汇和语句进行口语表达，熟练知音，提高综合语言运用能力。
教学难点1.正确理解和运用句式“Is this a ghost?”，准确使用“yes, it is”和“no, it isn’t”。
2.较强的口语表达和对所学单词的熟练掌握，顺利阅读课文。
教学过程一、热身1.自我介绍：老师向学生介绍自己，然后让学生也做一个简短自我介绍。
2.学生小游戏：“Pass the ball”。
老师和学生围成一个圆圈，拿一球，任意一个学生说一个单词，之后将球传给下一个学生重复单词并说一个新单词，直到最后一个学生。
外研版(三起)-英语-四年级上册-Module 6 Unit 2 Happy Halloween.教案
Module 6 Unit 2 Happy Halloween.教案教学目标：（1）让学生初步了解西方万圣节的习俗；（2）能灵活运用重点句型Can I have some…Yes,you can.Here you are.／sorry,you can’t;（3）能听懂，会说单词、短语：Halloween,trick or treat,give,come in,of course;（4）在活动中激发学生学习英语的兴趣，引导学生大胆开口说英语，培养学生互助合作的精神和良好的学习习惯。
重点难点：（1）创设真实的语言情景，使学生感受西方文化的特点，并掌握重点句型;（2）能够正确运用句型can I have some….Yes,you can.Here you are.／Sorry,you can’t.进行自如对话;（3）能将所学的知识运用于实际生活中。
教学过程：Greetings(问候)T：Can I come in? Ss: Yes, of course.Greetings(问候) T: Hello, boys and girls.T: In this lesson, let’s compete. Who are better, boys or girls? Ss: ….T: OK? Ss:…(2) (呈现中秋节图片)T：Look, this is a festival What is it? Ss: 中秋节。
T: Yes, It’s Mid-autumn Day. (呈现月亮)T: on that day, we can see the moon. (呈现月饼) We can eat moon cakes（3）T慢慢、清晰地问。
T：Can I have some moon cakes?(连续重复2遍，事先告诉学生不能回答，老师问第3遍，且板书时，方可回答) Ss: Yes, you can.（4）（指着口袋）T：There are many things in this bag. If you can ask me for things like this “Can I have some….? ” I will send them to you. (如果你们能用“Can I have ”some….?”来向我索要东西，我就把它们送给你们。
外研版小学英语(三起)四年级下册Module6Unit2教材内容全解
外研版小学英语四年级下册Module6Unit2教材内容全解Module6Unit2教材内容全解Module6Unit2 Was it a big city then?那时它是一个大城市吗？1.Listen，point and say.听一听，指一指并说一说。
【情景详解】英语描述：Two boys are talking about a man.汉语描述：两个男孩正在谈论一个男人。
【课文全译】Oh,he’s strong.Was he strong then?哦，他很强壮。
那时他很强壮吗？Yes,he was. 是的，他很强壮。
【课文注解】strong（形容词）强壮的，反义词weak虚弱的，例句：My brother is very strong.我哥哥很强壮。
2.Listen and say.听一听，说一说。
【情景详解】英语描述：Amy and Lingling are talking about Shenzhen.汉语描述：埃米和玲玲正在谈论深圳。
【课文全译】This is my grandpa. 这是我（外）祖父。
Where is he? 他在哪儿？He’s in Shenzhen. 他在深圳。
Shenzhen is a big city now. 深圳现在是个大城市。
Yes!Very big! 是的！非常大！Was it a big city then? 那时它是一个大城市吗？No.It was a very small village then.不。
那时它是一个非常小的村庄。
【课文注解】village（名词）乡村/村子，短语：in the village在村子里，联想：town城镇，city城市，country国家，例句：This is a beautiful village.这是一个漂亮的村子。
I live in a small village.我住在一个小乡村。
【知识详解】课文应用：的乡村。
外研版(三起点)四年级英语上册《Module6_Unit2_名师教案》
Module6 Unit2教案【内容来源】外研版三起点（2013年审定）四上Module6 Unit2【主题】Happy Halloween!【课时】此教学设计按单元写，教师可根据实际情况划分课时。
一、教学目标(Teaching aims)语言知识：1.功能-请求获得允许，表达意愿。
2.语法-全体学生能运用：Happy Halloween! Can I come in?Yes, of course.3.词汇-全体学生能理解：Halloween, trick or treat, give, come in, of course语言技能：1.功能-请求获得允许，表达意愿。
2.语法-全体学生能运用：Happy Halloween! Can I come in?Yes, of course.3.词汇-全体学生能理解：Halloween, trick or treat, give, come in, of course。
二、教学重难点(Teaching points and difficulties)（一）重点：1.理解、认读和初步运用本课新授单词。
2.学会运用Can I have some...?请求获得允许。
学会运用Happy Halloween!表达祝福。
（二）难点：1.巩固有关食物的词汇sweets，进一步了解可数名词和不可数名词的不同。
2.能大胆地用英语交流，能在情景中灵活地运用：CanIcomein?Yes,ofcourse.Happy Halloween!三、教学准备(Teaching preparation)教学单词卡片（背面画上哭脸或笑脸）、PPT等.四、教学过程Step 1: Warm-up & Lead in(6 minutes)1. Greetings.(师生间简单地打招呼。
)2. Look and talk.今天将认识另一个西文的节日叫：Halloween，即：万圣节，让学生介绍一下自己了解的万圣节的知识。
外研版(一起)四年级英语上册教案Module6Unit2(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/ Theysaw/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 helped 2．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 mountian . I climbed the mountain.4、Yesturday 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 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。
外研版Module 6 Animals in danger Unit 2 The WWF is working hard to save them all.
and baby pandas often die. The situation is
getting very difficult. Scientists are doing a
lot of research to help pandas produce more
babies and help baby pandas live.
1__________ d
Pandas are in danger. There are only about
1,600 pandas in the wild today. Zoos and
research centers are looking after about 340
pandas. Pandas do not have many babies,
3. How is the government trying to save the panda? The government has made a new plan to help pandas. They are making bigger reserves and helping pandas go back to live in the nature. 4. Why do you think there is a long way to go to help the panda? Because pandas don’t have many babies and baby pandas often die, etc.
the pandas. Pandas born in zoos may go back to
live in the nature parks.
外研版4年级英语上册教案Module 6Unit 2
Unit 2Happy Halloween！本课时是第六模块的第二单元内容(教材第35～37页)。
本单元主要是通过了解西方传统节日——万圣节,学习用“Happy＋节日名称！”表达节日祝福,体会节日的欢乐气氛和风俗习惯。
另外通过听、说、唱、练等方式在真实的语言环境中操练句型“—Can I have some...？—Yes,you can./Sorry,you can’t.”的运用。
知识目标1．听、说、认读单词：give；2．听、说并运用短语：trick or treat,come in,of course；3．听懂、认读句子“Can I come in？Yes,of course.Can I have some sweets？Here you are.Happy Halloween！”并运用；4．运用句型“Can I...？”请求对方允许自己做某事,并用“Yes,of course”作答；5．运用“Here you are”回答对方请求吃某种食物；6．运用“Happy＋节日名称！”表达对某个节日的祝福,并用“Thank you”作答。
能力目标1．能够听懂录音材料,模仿录音的语音、语调；2．能够朗读课文并复述课文内容；3．能够自主有效地搜索、收集与课文内容相关的资料；4．能够归纳已学过的食物单词,完善食物词汇图；5．能够结合所学过的食物单词,用can的相关句型灵活地表达自己想吃的食物。
情感目标1．激发学生学习英语的兴趣；2．帮助学生拓展视野,提高跨文化交际能力。
教学重点1．熟练掌握本课时的单词和重点短语：give,trick or treat,come in,of course；2．熟练灵活地运用句型“Can I...？”和其答语“Yes,of course”或“Here you are”,并进行简单的交流；3．为他人送上节日祝福,并用“Thank you”作答。
教师要求学生自行查找、收集资料,了解一些节日的风俗习惯。
外研版一起英语四年级上册 教学设计 Module 6 Unit 2
Module 6Unit 2 He didn’t come back.本课通过讲述“神笔马良”的故事，学习动词不规则变化的一般过去时的否定句，学习重点句型：能理解并会应用一般过去时的否定结构：主语+didn’t+动词原形+其他。
He took Ma Liang away. He didn’t come back.另外通过故事学习引发学生兴趣，树立正确价值观和乐于助人的品质。
【知识目标】1. 能够听说认读angry, only, took away, say (said).2. 能够听说读写He took Ma Liang away. He didn’t come back.【能力目标】引导学生用一般过去时的肯定形式和否定形式，为大家讲一些英文的小故事。
【情感目标】通过课文的学习，让学生体会到善有善报、恶有恶报，给学生建立乐于助人的情感价值观。
能够听说读写say (said) He didn’t come back.【教学难点】运用一般过去式为大家英文小故事。
VCD、单词卡片、课件Step 1. Warm upFree talkT: Do you want to have a magic paintbrush?S: Yes!T: If you’re Ma Liang, you have a paintbrush, and what will you do with the magic paintbrush? S: …Step 2. Presentation1.Listen to the tape.What happened then? Let’s listen to the tape.学生回答课文问题，学习单词和句型：1）angryT: The bad man took the magic paintbrush. He paint gold, but it made a snake. Look at the picture, is he feel happy? 出示angry的图片。
四年级英语下册 MODULE6 unit2教案 外研版
(外研版)四年级英语下册教案Module6Unit 2 Lingling is better than DamingTeaching aims:Lingling is better than Daming.Amy is worse than Sam.Teaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)On the board write the following words:pop music Chinese music jazz3) If you have a tape with examples of the different music,play it for the students. Say,'This is [adjective] music \jazz.'Have the students repeat the sentence. If the students can't listen to these types of music,you will have to explain in Chinese what theyare ,i.e.pop music(short for 'popular',modern), Chinese music(it means'traditional Chinese music' here, serious and traditional,played by traditional Chinese instruments),jazz(music which originated in the American south;it has stong rhythm and a lot of improvisation).4)Tell the students that you are going to call out the names of different types of music . If they like that music,they should stand up.5)If you have extracts of music on tape,play them and let the students identify the type of music.Step 2 : Learning and Practising1)You may want to remind the students of the different kinds of music.e.g.pop music,Chinese music,jazz,dance music,rap music. You can extend this by teaching'rock music' (modern popular music with a strong beat;often played loudly) and 'folk music'(traditional style).2)Put the students into groups of three and get them to look at the book. Have them read the example dialogue in their groups.3)Do an example. Choose two competent students and say to the first one,'What music do you like?'Prompt the students to answer,'I like [type of music].'The second students should either agree or say which type of music he\she prefers.(now have the students continue the activity in their groups.)4)Tell the students that you are going to play the tape so they can listen to the melody.Now have the students look at the words of the song.Play the tape of the words and have the students repeat.5)Explain to the students that they should mime playing the instruments as they sing the names of those instruments.6)Play the tape again and have the students sing and also mime playing each instrument.7)Have the students work in pairs.Student A mimes playing an instrument and says,'Whaat am I playing ?'Student B has to respond by saying the name of the instrument.Then the students should swap roles.They can mime playing all the instruments they know.8)Game: Bring in different pictures of objects,animals or places.Then write the following structure on the board:This\That...is better\worse.Hold up pictures of two similar objects,e.g.two rooms . Ask individual studentsto talk about the rooms using the structure on the board.(do more examples with other pictures.) Step: Homework。
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Module 6 Holiday
Unit 2 China is the biggest country in Asia.
教学目标：Language: Using the superlative from of adjectives
From: the + superlative; the most +superlative
教学重难点：Example: Shanghai is the biggest city in China.
Vocabulary: country, Asia, island
教学过程：
一 Warmer:
1.On the board write the following words: city, country and river.
2.Tell the students that you are going to call out the names of cities, rivers and countries
and they have to tell you the correct category.
Example
T: Mississippi S: river
T: Daqing S: city
3.Now call out the place names and see if the students can tell you the correct category. Example
T: Beijing S: city
T: China S: country
4.Have the students continue the activity in pairs.
二（1）Listen and point.
1.Get the students to look at the four pictures and identify what is in each one (Sam
and a map of China, Amy pointing to Shanghai on a map, Lingling pointing to Taiwan, Daming pointing to London on a map of England).
2.Play the tape and get the students to point to the appropriate pictures as they listen.
3.Draw a circle on the board and draw waves in the ocean around it. Point to the circle
and say, “This is an island”. Point to Taiwan in the passage and say,“Taiwan is an island”. Write the structure“…is an island.” Have the students tell you the names of other islands e.g. Hainan,
Hong Kong. Say that an island is a landmass that is completely surrounded by water.
4.Ask the students, “Is China in Asia?” Point to the map in the passage and nod your
head. They should res pond,” Yes, it is.” Then say, “Is America in Asia?” Shank your head and have the students look at the map in Unit 1. the students should respond, “No, it isn’t.”
★Additional Activity
Ask and answer
What is the capital of the USA? (Washington D.C.)
What is the biggest city in China? (Shanghai)
What is the biggest country in Asia? (China)
What is the biggest city in the USA? (New Your)
What is the most beautiful city in the USA? (San Francisco)
What is the biggest island in China? (Taiwan)
（2）Point and say.
Have the students work in pairs. Read them one by one.
（3）Act it out.
Say something about the pictures. Ask and answer the questions. And do the excises.
三 Do the Activity Book
1.Listen, point and repeat.
Get the students to look at the pictures and identify the objects and animals( three books, three snakes, three cares). Explain that you are going to play the tape and they have to point to the correct pictures. The second time you play the tape, they have to repeat the words.
Tapescript
1. a big book
2. a bigger book
3.the biggest book
4. a long snake
5. a longer snake
6.the longest snake
7.an expensive car
8. a more expensive car
9.the most expensive car
2.Now listen and point. Then continue in pairs. (Point to …)
3.Look and write. Then compare with a friend.
Have the students work with a partner. Get them to look at the lines. They have to work out which is the long line, the longer one and the longest line. In order to do this they can use a ruler or guess. They should write the appropriate word under each line.
Now get the students to compare their answers with a partner. They should use the structures, “This line is long. This line is longer than that one. This line is the longest.”
四 Homework: Review the names of rivers and the words.
Board
City River Country
Daqing Mississippi China
Beijing The Changjiang River England
What is the capital of the USA? (Washington D.C.)
What is the biggest city in China? (Shanghai)
What is the biggest country in Asia? (China)
What is the biggest city in the USA? (New Your)
What is the most beautiful city in the USA? (San Francisco)
What is the biggest island in China? (Taiwan)。