四年级英语教案(优秀6篇)

四年级英语教案(优秀6篇)
小学四年级英语教案设计篇一
课题累型：
新授
教学目标：
1、基础目标
（1）学生能听、说和认读thirteen、fourteen、fifteen、sixteen、seventeen、eighteen、nineteen、twenty八个数字单词，并做到发音正确、规范。

（2）帮助学生在学习新知识的过程中复习旧知识，并能结合已学句型“How many……can you see ？/ Do you have?/ I can see……/ I have……/等句型进行回答、替换和运用。

2、拓展目标
（1）将单词教学融入句型及对话教学之中，鼓励学生在实际情景中恰当地运用已学句型。

（2）培养学生的注意力和观察力，发展学生的发散思维，激发学生的学习兴趣，培养学生的协作精神。

教学重点：
掌握八个新授数字单词，并能结合已学知识在实际情景中运用。

教学难点：
thirteen、fifteen、eighteen、twenty的发音。

教学准备：
录音机和磁带，教师自己准备的一幅彩图画，数字单词卡片，在讲台上放壹五本书，一个盒子，18支铅笔，一个篮球。

学生分析：
本单元授课对象是农村小学四年级学生。

经过一年多的学习，对英语保持着浓厚的兴趣。

在上册对1—12的数字的英语学习后，他们期待后面更大数字的学习。

所以这一单元，特别是数字词汇的学习，他们会学得主动而轻松。

因为教师对学习的了解，本单元就该更关注后进生，给他们更多的机会表现自己，激发他们的学习积极性，让所有学生自然地同步前进，并为接下去的学习打好基础。

教学过程：
一、Warm-up/Revision（热身、复习）
1、Everyday English（每日英语）
2、Sing a song.“Ten Little Candle Dance”（师生表演唱）
3、Introduce themselves to new teachers （自我介绍）
Eg：My name is……。

I’m a girl/ boy.
I’m from……I like……etc.
4、Play a guessing game（猜数字）
T：which number is in my pocket?
二、Presentation（新知识呈现）
1、Learn to say new words.（学习新数字）
（1）数学练习，学习thirteen(一三)
A、从5+5=10，5+6=11，5+7=12，5+8=一三，引出数字thirteen，并练习朗读该单词。

（跟读，开火车读，齐读）
B、Make 一三（让学生用英语编数学算式？+？=一三）
Eg：What’s six and seven? Six and seven is 一三.
C、用英语讲解西方国家对一三的看法，结合幸运数字讲解西方人很忌讳一三，并举例说明。

（2）实物呈现，学习fifteen(壹五)
A、引导学生利用身边的东西（如书本、同学、书包等）来数一数和说一说。

Eg：T：Look!what are they? Ss：Books.
T：How many books can you see?
Let’s count，please.
Ss：One，two……fifteen. B、练习朗读该单词（跟读，打行读，小组读，齐读）
C、用壹五造句子。

Eg：This is 壹五. Seven and eight is 壹五.
I like 壹五. My brother/ sister is 壹五.
I have fifteen……
（3）猜一猜，学习eighteen(18)
A、T：I have something in my bag. Guess. What do I have?
Ss：……
T：Look!What are they?
Ss：Pencils.
T：How many pencils do I have? Guess. Please!
Ss：……
T：Open it and see. Count please. One……eighteen. Oh, eighteen pencils. That’s right. I have eighteen pencils.
B、练习朗读该单词（跟读，开火车两人读，小组读，齐读）
C、用eighteen说词组。

Eg：eighteen books
eighteen dogs……
（4）看一看，听一听，数一数，学习twenty(20)
A、T：（拿着球）Look, What’s that? Oh, It’s a ball. I like balls. And I can bounce the ball. Now, I bounce the ball, please count!教师拍球，学生数数，数至20，然后故意把球拍丢了。

B、练习朗读该单词（跟读，指读，男女读，齐读）
（5）看图添画，学习14、16、一qi、19。

教师也用简笔画边画苹果，边提问学生：What can you see? How many apples can you see?（本环节的教学内容可以从数字12添到20。

再出示这几个数字卡片让学生读一读。

）
2、Listen and repeat.（先给学生听一遍录音，让学生复述自己听到的，然后再翻书指着单词跟读）
3、小结规律，让学生看着黑板上8个新数字，读一读，你发现了什么？让学生明白一
三、壹五、18、20的读音是没有规律的，而14、16、一qi、19是比较简单，只要在4、6、
7、9后加[ti:n]。

三、Practice and consolidation（操练和巩固）
1、明辩是非读单词。

（教师指着黑板上的单词，如果指的和读的是一致的学生就跟，反之保持沉默）
2、听音举卡片，老师说一个数字，学生要边讲边举起该数字卡片，比一比哪一组动作最快。

Eg：T：Thirteen, thirteen, Where is 一三?
Ss：Thirteen，thirteen, Here it is.
3、同桌游戏（划拳），两人各出示手指表示的数字再两个相加，谁先把答案说出来，谁就可赢得对方的卡片，看谁的卡片赢得的多为胜者，可用以下句型出示手指。

Eg：How many, how many fingers?
Five and seven is twelve. How old are you? How old are you? I’m____
四、Extension（拓展）
Talk about the picture
教师出示一幅课前画好的彩图（类似活动手册第16页，图的量还可加大，丰富一下，还加上风筝、白云、小鸟、花草等，把颜色、数字、动植物都画进去）。

教师引导学生就图展开讨论，教师先示范引导：Look this is a picture. Is it beautiful? What can you see? What colour? How many? ……
让学生先小组讨论时尽量运用所学句型，最后让几对学生到讲台前谈论图画，展示他们的讨论结果。

教师可适时板书几个句子。

五、Homework（自选）
1、一：(1)模仿录音朗读3遍，并制作自己的英语录音专集。

(2)Listen and connect the dots.（听音连点）
2、二：Read, think and write.（看、想、填）
five fifteen six twelve eighteen
seventeen thirteen nine
3、三：Make a survey.（填写调查表，请用上How many…do you have?I have…。

You have…）
板书设计：
Unit 1 …seventeen,eighteen,nineteen,twenty!
A B Let’s learn Let’s play
5+6=11 5+7=12 5+8=一三thirteen
4→14 fourteen
壹五fifteen
6→16 sixteen
7→一qi seventeen How many……？
18 eighteen They are……。

9→19 nineteen How nice!
20 twenty The orange one is a bird.
《英语》教案篇二
课题：Unit 2 What time is it?
教学重难点：
1.本课时的重点是对四个动词词组的掌握。

2.本课时的教学难点是句型“It’s time to…”，学生刚学过“It’s time for…”，可能会把这两个句型混淆起来，建议教师注意对这两个句型进行比较。

教具准备：
1.与教材内容相关的课件、声音、图片等媒体素材
2.教师准备相关的词卡。

教学过程：
（一）热身/复习（Warm-up/Revision）
1.数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学
生算出来后用手指头表示答案。

2.播放本单元Let’s chant B中的歌谣，让学生边听边做动作。

（二）呈现新课（Presentation）
1.玩时钟游戏。

教师用手臂做时针和分针，问：What time is it? 学生快速回答It’s…o’clock. It’s time for…
2.教师做出4：35的手形，问：What time is it? 引导学生说出：It’s 4：35. School is over. 教师接着问：School is over. Where do you go? 学生回答：We go home. 教师由此导入句型It’s time to go home.
（三）趣味操练（Practice）
1.教师可采用A部分Let’s do的形式操练新的句型。

教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up. 请学生做起床、穿衣服的动作；教师说：It’s time to go to school.请学生做背书包、走路的动作，以此类推。

要注意多让学生听句型：It’s time to…,为下一课时重点学生句型做铺垫。

2.听音跟读，注意强调语音语调。

3.画画说说：学生模仿B Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock. It’s time to get up.
4.Story time
(1) 看课件或录像，听故事。

(2) 进行理解性问答。

教师可介绍一些关于“愚人节”的知识。

要教育学生不能开过份的玩笑愚弄别人。

(3) 模仿跟读和分角色朗读。

（四）扩展性活动（Add-activities）
1.做本单元B部分Let’s learn的活动手册配套练习。

2.和爸爸妈妈一起制作一个作息时间表。

3.跟着录音吟唱歌谣。

4.听故事，并尝试着讲一讲给同学、伙伴听。

板书设计：
《英语》教案篇三
Lesson 74教学设计示例（一）
一、教学要点
1.词汇(略)。

2.句型：1) What would you/he/she like? 2)Would you like…? 3)I/He/Shed like… 4)What about…?
3.语法：继续学习不可数名词的用法。

4.日常交际用语：有关征求意见、表达愿望的用语。

二、教具
录音机；一些食物和饮料的图片。

三、课堂教学设计
1.复习。

重复上一课步骤4。

2.教师手持食物和饮料的图片，问某个同学：Would you like some bread? 让学生猜这句话意思。

如猜不出，教师可加以解释，并板书这个句子。

如果这个同学答：Yes，则请他(或她)站在前面，手持画有几个面包的图片，面向大家。

问答继续进行。

先后请4位同学，手里各持一张表示自己想要的食物(或饮料)的图片。

这时教师手指这4位同学，向全班提问：
T：What would… like?
让学生猜这句话含义，并板书这句话。

启发大家按前面4位同学手中图画的内容，分别答出：
…would like some bread… would like some apples, etc.
教师可以再问这4位同学一次，启发他们分别用以下句型回答问题：
T：…, what would you like?
S1：Id like some bread.
3.打开课本，按课文一部分所列的问题，两人一组先找出答案，然后进行问答练习。

请几组同学读出自己的小对话。

4.指导学生看课文第二部分插图，教师解释当时的情景，并教本课生词。

5.放课文录音。

教师先板书一个问题：
What would they like?
学生听两遍录音，回答教师的问题。

再放录音，学生跟读两至三遍。

6.教师重点讲解本课表示征求意见、表达愿望的几个主要句型。

7.两人一组，用课文第三部分所提供的替换词，编新的小对话。

请两组同学表演。

8.指导学生做练习册习题，教师重点讲解习题2的内容。

9.布置作业
1)抄写生词、练习朗读本课对话，牢记本课主要句型；2)完成练习册习题。

四、交际用语讲解
1.Can I help you? 您要点什么？
这是一句服务用语，类似的句子还有：What can I do for you? 例如：
A：What can I do for you? 您要点什么？
B：Id like some cakes, please. 我要些蛋糕。

2.What would you like? 你喜欢要点什么？
这是很客气的用语，来征求对方意见。

服务人员，如：售货员、饭店服务员等在工作中经常使用这种语言。

如果家里来了客人，你请别人吃东西时，也可以使用这句话，让客人根据个人爱好去选择食品。

询问对方是否喜欢吃某种食品，使用这个句型的一般疑问形式。

如：Would you like some bananas? 你吃点香蕉吗？
当表示自己想要什么东西时，可以用I would like…这个句子来表达。

例如：
I would like a cup of tea, and four cakes, please. 我想要一杯茶，四块蛋糕。

在口语中，I would like通常缩略为：Id like…
3.What about something to eat? 来点吃的东西怎么样？
在这个短语中，动词不定式to eat放在something之后，起定语作用。

可以理解为吃的东西。

而something to drink就是喝的饮料了。

something是不定代词，不定代词被定语修饰时，一般定语要后置。

例如：
Thats something very old. 这东西太旧了。

五、板书
Lesson 74
1. — What would you like?
— Id like some bread.
2. What would they like?
3. Can I help you?
4. What about something to eat?
Lesson 74教学设计示例（二）
●教学目标：
1.复习和进一步使用上节课所学的食品和饮料的名称以及不可数名词“量”的表达。

2.学会如何询问别人想吃什么。

（假如你是一名服务员）
3.学会在餐馆或在食品店点餐或买东西。

（假如你是一名顾客）
●教学用具：
录音机、投影仪、图片等。

也可适当准备一些容器，如：碗、瓶子、杯子、茶杯等。

还可准备一些方便面口袋、牛奶口袋、易拉罐、可口可乐瓶等常见的一些包装，供上课使用。

●教学步骤：
Step 1 Revision
复习上节课学过的单词。

可采用连锁提问的方式。

方法如下：老师让一个同学说一种食品，下一个同学须说一种饮料。

如：一个同学说rice, a bowl of rice, 下一个同学可说water, a glass of water，看谁答不上来，老师可以小小的惩罚他一下，等别人说完了让他重复。

教本课新的生词。

尽量使用图片、实物和媒体资料。

Step 2 Presentation
设计一个两人对话。

老师可参照第74课准备一些图片，并贴在黑板上。

假定这是一个食品店。

两人是顾客，他们走进了食品店，在商量买什么东西。

使用以下句型：What would you like for breakfast? I’d like …. and … Would you like …? What about you? I don’t think so. I’d like some cakes and bread. 可将这些句型都写在黑板上，供学生们随时查看使用。

可反复练习几组，直至绝大部分同学都掌握了这些句型。

Step 3 Ask and Answer
听录音读课文，并可要求两人当堂背诵对话。

Step 4 practice
设计一个三人对话。

图片同上。

也可尽量多一些。

如有条件可事先布置学生收集一些方便面口袋，可乐瓶，易拉罐等，都贴在黑板上或放在讲台上，供对话使用。

假定这是一个食品店。

两人是顾客，他们走进了食品店，在商量买什么东西，店里有一位服务员。

除了使用以上句型外，适当增加一些：Can I help you? I don’t know. What about something to eat / drink? Here you are.
要求尽量要真实。

如有条件也可模拟一个真实的场景。

Step 5 Read and Act
听录音读课文，然后让学生自己读几遍。

如果可以的话，并可要三人当堂背诵对话。

Step 6 Consolidation
练习：
明天食堂的食谱：
Breakfast:
porridge, soya-bean milk, steamed-bread, bread and milk,
Lunch:
Staple food: rice, steamed stuffed bun, and noodles
Non-staple food: steamed fish, meatball soup, stir-fried bean
Fruit: apple and banana
Supper:
Staple food: rice and noodles with fried bean sauce
Non-staple food: smoked fish, bean-curd soup
Fruit: pear and peach
填好以下饭卡交给伙食委员或班长。

March 1st, Mon.
Staple food
Non-staple food
Fruit
Breakfast
Lunch
Supper
Step 7 Exercises
单词：
1. The first meal a day is br_ _kf_ st.
2. I’m thirty. I want s_m_ th_ng to drink.
3. Han Mei is ill. Mum asks her to have p_ rr_dge.
4. A: How much is a b_ g of milk?
B: Two yuan.
完成句子
5. 你午饭喜欢吃什么？
米饭和肉。

— _______ ________ ________ like for lunch?
— Rice and meat.
6. 我要一些面包，你呢？
I want some bread. ________ _______ you?
7.请喝点水。

_______ _______ _______, please.
Keys: 1. breakfast 2. something 3. porridge 4. bag 5. What would you 6. What about 7. Have some water
Step 8 Homework
Do exercises in workbook.
Blackboard Handwriting
Lesson 74
New Words
something porridge fish dumpling fruit piece
a piece of
some cakes some bread
Useful expressions
What would you like for breakfast? I’d like …. and … Would you like …? What about you?
I don’t think so.
Can I help you? I don’t know. What about something to eat / drink? Here you are.
Lesson 74教学设计示例（三）
● Teaching aims：
1.学习并掌握“四会”单词及短语。

2.掌握下列交际用语，并能在餐厅熟练地运用下列句型：
(1) Would you like...?
(2) What would you like?
(3) I like a glass of apple juice/some meat, please.
(4) What about something to eat/drink?
●Key points：
1.掌握“四会”单词及短语。

2.正确、灵活地使用本课日常交际用语。

●Difficult points：
1.句子What would you like for breakfast？中介词for的用法。

2.I would like的缩写形式为I’d like.
●Teaching methods:
1.继续利用上一课的图片教学新单词。

2.利用微机软件演示本课第二部分的对话。

●Teaching aids：
图片、微机软件、录音机、投影仪。

●Teaching methods：
Step 1 Revision
1.利用图片或实物复习上一课所学的单词。

2.用What’s your favourite food/drink？句型熟悉食物和饮料的名词。

A: What’s your favourite food? ( 头转向B)
B: Rice. What’s your favourite drink? (头转向C)
C: Orange juice. What’s your favourite food? (头转向D)
D: Meat. . . .
3.迅速反应练习：教师说tea，并出一个指头，让学生迅速说出a cup of tea.
T: Milk. (3)
S1: Three bags of milk.
T: Water. (5)
S2: Five glasses of water.
T: Juice.(6)
S3: Six bottles of juice....
Step 2 Presentation
1.利用图片教学本课新单词，一边出示图片，一边读单词，使学生迅速掌握读音并了解词义。

2.和两名学生配合，演示下列对话。

T: Would you like some cakes for lunch?
S1: Yes, I’d like some cakes.
T: What would you like for lunch? (问第二名学生)
S2: I’d like some rice.
3.would like表示“想要”，Would you like…？表示客气地征求对方是否想要点什么。

回答用I like…如：Id like some meat, please.（展示动画《what would you like.swf》中的常用语的场景）根据学生的情况，有选择地播放动画中的情境一和情境二，以巩固学生对相关交际用语的掌握。

Step 3 Listen, read and practice
1.看影片1-19-2，并跟读一部分的对话。

2.给五分钟的时间让学生大声朗读对话，并做替换练习。

3.让五对学生在全班演示对话中的替换练习。

Step 4 Presentation
1.看动画《what would you like.swf》中的情境三，边看边听对话，播放两遍，让学生基本了解对话的情景和内容。

2.第三遍，只看图像，不放音，通过闪动的东西，让学生再一次理解对话的内容。

3.说明以下句子及短语的用法：
(1 ) Would you like something to drink?
(2) What about something to eat?
Step 5 Read and act
1.给两分钟的时间让学生大声朗读对话。

2.两人一组对话。

3.看动画《what would you like.swf》情境三，同学们一起扮演A，由计算机扮演B，或反之。

可反复练习几遍。

4.男、女同学分组，分别读A、B，教师读woman，分角色朗读。

Step 6 Drill and act
1.教师出示所学过的食物、饮料的图片，利用第二部分中的对话，做替换练习。

2.让几组做得好的学生上台表演自己编的对话。

Step 7 Consolidation
补全下列对话。

A:________ would you like? (什么)
B: I’d like_________ _________.(一些饺子)
A: _________ ________ something_________ _________? (来点喝的怎么样？)
B: Yes. I’d like________ ________ ________ _______ ________. (一瓶苹果汁)
Answers: What; some dumplings ;What about, to drink; a bottle of apple juice
Step8 Workbook
1.Do Ex.l给两分钟的时间让学生自读对话内容，然后完成习题，叫一名学生说出答案，集体订正。

Answers: 1.B 2.C 3.A 4.B 5.C
2.Ex.2 学生自读对话后，叫几对学生朗读。

根据对话，自编一个对话表演。

Step 9 Summary
和学生一起总结本课重点句型：
What would you like for lunch?
Would you like something to drink?
What about something to eat?
Step 10 Exercises
完成下列句子，每空一词。

1.现在该是休息的时候了。

______ ______ to have a ______.
2.你想喝饮料吗？来点喝的怎么样？
_______ you ______ ______ drink? _______ _______ ______ to drink?
3.喝点水吧，这水是为你准备的。

_______ _______ water, please. The water ______ ______ you.
4.箱子里有多少块面包？一块也没有。

______ _______ ______ of bread_______ _______in the box? There_______ _______.
5.你早饭想吃什么？我想吃一个鸡蛋，喝两杯牛奶。

______ would you like _____ breakfast? I’d like ______ _____ of milk and ______ egg.
6.请帮助我找到那个穿蓝色衣服的女孩。

Please help me ______ the girl ______ ______ ______.
Answers: 1. It’s time, rest 2. Would, like some. What about something 3. Have some, is for 4.How many pieces, are there, aren’t any 5.What,for,two glasses, an 6.find,in blue dress
Step 11 Homework
1.背写本课单词和句型。

2.自编对话，下节课表演。

3.听录音，模仿语音。

语调朗读。

Writing on blackboard
Lesson 74
1. — What would you like?
— I’d like a glass of milk.
2. Would you like something to drink?
3. What about something to eat?
小学四年级英语教案设计篇四
教学目标：
1、能够听说读写表情情绪的五个单词：tired, angry, excited, happy, sad ，以及四会句子：How are you?You look so happy. You look sad taday.”
2、能够听说认读读句子：How are you?Liu Yun? You look so happy.I’m sorry to hearthat并能在实际情境中运用。

3、学唱歌曲：The way I feel
教学重难：
使学生熟练掌握四会单词和句子，并能在实际情境中运用。

教学难点：
学生陈述产生某种心情的原因。

教具准备：
1、教师准备本课时所需的词卡。

2、教师准备录音机和录音带。

教学过程：
一、Preparation
1、Free talk
How do you feel if you have the llu?
What do you do if you have the llu?
2、拼句子活动
出示小黑板
(1)is with the what matter you?
(2)you feel How do /
(3)throat,my sore is
把学生分成两个大组，让他们快看，快拼句子，最后哪组拼提既对又快就可以获胜，教师给予奖励。

【设计意图】通过自由会话和连词成句来复习巩固前面所学的内容，为新课做好铺垫
二、Presentation
(一)Let’s learn
1、上面的活动结束后，获胜的小组肯定会很兴奋，这时老师指着他们对另一组学生说：Look! They are so excited”老师反复说几遍，让学生看老师的口形，听清后跟读，教师板书单词：excited教师问：How do you feel ？生答：I’m excited.之后老师指其中一生问：How does she/he feel ？示意让生答：She/he is excited这样示范一两遍后，让学生互相问答。

（先找一生站起来，并做出兴奋的样子）。

2、教师做出“开心”的样子对学生说：You are very happy. I am happy, too.Look at my face.Thisis a happy face.然后在黑板上画happy face.和sad face.，这时教师指着sad face问学生：Is it a happyface?以此来教学单词happy和sad。

并板书这两个单词。

然后找两同学上台，其中一生做笑脸的表情，另一学生做难过的表情，老师问：How doesshe/he feel?让生答：She’s/he’s__________
3、老师出示一张画有“无聊”的人物图片，问学生：Is he happy ？学生肯定答：No.老师接着问：How does shefeel?学生有可能会答：He is sad 。

老师这时补充说：He is bored.并板书此单词，老师再用肢体动作和表情来帮学生理解其含义。

4、教师课前安排好两名学生这时在下面搞小动作，被老师发现了，老师立刻停止讲课，并做出生气的表情，当这两生听见没有声音时，问老师：How are you,Miss Liang?师接着说：I’m angry.并板书教生认读（师这时表情变为笑脸）然后同桌之间互相做表情，进行问答。

5、“边听边做”活动
教师发指令，师生一起做，如：Stand up! Run! Walk! Jump! Jump! Jump10 times.活动结束后，教师说：I’mvery tired.并板书：tired.让学生拼读。

6、教师放Let’s learn录音，学生跟读单词。

7、Practice
（1）请你猜活动
教师先示范，教师做出的各种表情，让学生猜：Are you happy./tired/bored.。

.。

？然后再找一生上台做表情，让其他学生猜，并用以上的问答最后学生两人一组，一个做表情，另一个猜，并会使用：Areyou.。

.。

？和Do you feel 。

.。

？两个句子提问。

通过设计此活动，来复习巩固所学的单词，同时活跃了课堂气氛，放松了学生的心情，为下面继续学习提高了学生的参与积极性。

《英语》教案篇五
Lesson 49教学设计方案（一）
StepI:Reading prehension:
I) Fast Reading: Search for answers within 2 minutes.
1. Why Ellis Island became known as the “Island of Tears”?
2.Why New York is safe to build very tall buildings.
II)Reading prehension:Finish Exs1 of page193.
III)Use a word to summarize each paragraph.
Paragraph1: location
Paragraph2: parks
Paragraph3: Island of Tears
Paragraph4: buildings
Paragraph5: New York never sleep
StepII.Listening practice.(Close their books.listen each paragraph and answer questions
附：作为高考听力训练。

为教师提供了全部内容，教师可酌情选用)
Paragraph1:
1.Who and when were the islands discovered?(壹五24, an Italian explorer)
2.How much did the island of Manhattan cost when it was bought from local Indians?
(a handful of goods.)
Paragraph2:
1. When did New York became the largest city in the USA?(1820)
2.What did Central Park include?(space for summer picnic,open air concerts,plays and games;
a zoo, an art museum, a boating lake ,a small lake…)
Paragraph3:
1.What began in 1892?
2.What kind of museum is Ellis Island today?
3.How many people were turned away?
4.What kind of tests did the people have to pass through?
Paragraph4:
1.Which tall building was pleted in 1931?
2.How many storeys did the World Trade Center have?
Paragraph5:
1.Why can we say “New York never sleeps”?
2.Why did some people dislike the city?
nguage points:(使学生在语境中体会词汇的意义及用法。

并可提高上课效率)
I) Read the passage in details and pay enough attention to the Language.
II) Close their books and fill in the blanks.
Paragraph1:
In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal.
Paragrph2:
In 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street.
Paragraph3:
In 1892 the age of mass arrivals began, during which 壹五million new people passed through Ellis Island into the USA over a period of 62 Ellis Island is a museum, showing the roots of America’s new citizens, who came from all the corners of the earth.
Paragraph4:
The twin towers are 110 storeys high, but high-speed lifts controlled by puter take only a minute to reach the top.
But unfortunately the twin towers were destroyed by terrorist attacks on Septimber 11th,2001.
Paragrah5:
New York never sleeps. The underground railway runs 24 hours a day, and there are all-night cinemas,bars and restaurants. Some people think that the weather is unpleasant,the city ugly and dirty, the petition fierce and the streets unsafe.It is a city in a hurrry, but a very exciting place to
be.
nguage points:
1.It is a city in a hurrry, but a very exciting place to be
现在分词和过去分词在意义上不同。

一般说来，现在分词表示主动的意义，过去分词表示被动的意义。

试比较：
1)an exciting game:一场激动人心的球赛（球赛使人激动）
excited spectators 激动的观众。

（观众被激动）
2)a moving film:一个动人的影片（影片使人感动）
a moved audience.一常被感动了的观众。

（观众被感动）
2.the petition fierce and the streets unsafe.
1) violent and angry: fierce dog,winds,attacks
have a fierce look.
2)intense: fierce concentration
3)unpleasantly or uncontrolled strong: fierce heat.
His plan met with fierce opposition.
3. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $2
4. Today Native Americans express their anger over this business deal.
A.worth:adj 形容词be worth:动词
英语的一个简单句中须要有一个动词，be worth做动词时不能漏掉be. 而worth做形容词修饰名词的用法，老师们要提起注意，也许会成为高考的考点。

I paid only $4000 for this used car but it’s worth a lot more.
B.deal: n.名词agreement,esp in business. 协议，交易。

They both wanted to use the car, so they did a deal.(=reach a promise)
It’s a deal.(=I agree to your terms.我同意你的条件)
StepIV.Writing a position:
The fierce wars between the new settlers and the local Indians broke out.Settlers made agreements with Native Americans chiefs but always broke them afterwards.At last, they came to a deal: The Native Americans were forced onto the poor land that the settlers did not want.
Passage 2:
To our surprise,the island of Manhattan was bought from local Indians for a handful of goods worth about $24. Even today Native Americans express their anger over this business deal.In 1858 an area of poor housing was torn down and Central Park was created.
Lesson 49 教学设计方案（二）
Step 1 Revision
Find out how much the students know about the USA. Ask some rapid questions around the class. What is the capital of the USA? (Washington, D. C.) Who is the President of the USA? Name three past Presidents of the USA. In which city is the tallest building? (Chicago.) How many States are there in the USA? (50; 48 contiguous States, plus Alaska and Hawaii.) Which American President brought an end to slavery and was shot in a theatre? (Abraham Lincoln.) What was “the gold rush”? (The time when thousands of people went to California to look for gold.) Where are the two Disneylands ? (Los Angeles and Florida.) What is the name of the centre of the film industry in Los Angeles? (Hollywood.) What prize is given to film actors and directors? (An Oscar.)
Step 2 Presentation and discussion
SB Page 1, Part 1. Find out how much the Ss know about New York. Write the title of the text on the Bb and ask the Ss to tell you what they know. Put any useful notes and key words that arise out of this discussion on the Bb. Teach the new words skyscraper, avenue, etc. Get Ss to talk about the picture and describe what they can see.
Step 3 Reading for general understanding
Read the task aloud. Allow the Ss enough time to read the text and tick the subjects which are mentioned in the text. Check the answers with the class. (Population; history; government; sports; transport; parks; buildings.)
Step 4 Reading
Wb Lesson 49, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of handful.
Notes：
a New York is the largest city in the USA, with an estimated population of 7,165,000 in the city and 9,119,737 in the metropolitan area (1984 dates). It is made up of five boroughs：Manhat tan, the Bronx, Queens, Brooklyn and Richmond. It is the largest US port, the countrys trade centre, and, with its banks and stock exchange, the financial centre of the world. The United Nations has its headquarters in New York.
b The group of islands includes Manhattan, Long Island, Staten Island.
c The first westerner to discover：Point out the structure “the + superlative/ordinal number + noun + to + infinitive”。

The meaning is the first westerner who discovered.
d In 壹五24, Giovanni da Verrazano, an Italian in th
e service o
f the French Kin
g Francis I, discovered the island of Manhattan. In 1609, Henry Hudson sailed up the river whic
h is named after him. He was on a voyage for the Dutch East India Company in his ship Half Moon.
e In 1624 the Dutch settlement o
f New Amsterdam was started on lower Manhattan.
f a handful =the amount of goods that can be held in ones hand (s). Similar expressions：mouthful, armful, pocketful.
g Peter Minuit is said to have bought the island of Manhattan for $24 worth of goods.
h making it =when New York grew to 125,000 people, it became the largest city in the USA.
i was torn down =was destroyed. Tear down is usually used with buildings, but can also be used with large notices and political banners.
j reaching from 59th Street ...：Manhattan is organized on a grid system. Avenues run north to south and streets run east to west.
k the age of mass arrivals =a time when people arrive in the US in large numbers
l Ellis Island is in Upper New York Bay. From 1892-1943 it was the chief entry station for immigrants to the US.
m went up =was built
n The tallest building in the US is the Sears Tower in Chicago. It was pleted in 1974, has 110 storeys and is 443 metres high (32 metres taller than the World Trade Center).
o this is no mistake =this is not a mistake
p This is because：This refers to the previous sentence.
Q New York never sleeps：Point out that things, like cities, can be pared to human beings.。