沪教版小学英语四年级下册教案(全册)
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。
沪教版(三起)小学英语四年级下册教案(全册)
Unit 1 Touch and feel教案1教学目标知识目标:1.让学生能听、说、读、写本单元单词:touch, feel, soft, hard, thick, thin, young2.能用How does it feel?和It’s…来询问并描述物品的触觉。
3.能用What is it? It’s…来确认事物的名称。
4.能够从颜色、大小、形状、触觉等方面来描述事物。
5.能正确读出字母组合ch在单词中的发音,并能迁移运用到其他含有ch组合的单词中拼读中。
6.知道要从外形、触觉等方面全面了解事物。
语言技能:听: 听懂关于物品触觉的对话。
说:1.用How does it feel? It’s…来询问并回应对某物品的触觉感受。
2.用What is it? It’s…来询问并回应是什么物品。
读:1. 读懂有关物品触觉的对话,了解怎样询问和表述物品的触觉。
2. 欣赏故事《盲人摸象》,了解故事大意。
写: 1.正确书写本单元的核心词汇。
2.正确书写本单元的核心句型:How does it feel? It’s soft.3. 能描述物品的触觉。
情感态度目标: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。
2教学重难点学时重点重点:词汇:young, men, blind,语音: ch(chick, chair)句型:How does it feel? It’s thin.学时难点难点通过阅读活动,引导学生通过阅读抓住关键信息,了解故事大意;通过角色扮演,让学生巩固和运用本单元所学核心词汇和句型。
3教学活动活动1【导入】1Step1:Pre-task preparation1. 学生拿出物品放在桌上,两人一组对话:S1: Touch this. How does it feel?S2: It’s hard/soft… It’s a book/…2. 两人一组猜谜游戏。
S1: Close your eyes. Touch this.S2: OK.S1: How does it feel?S2: It’s hard and thick.S1: What is it?S2: It’s a book.活动2【讲授】2Step2:While-task procedures1. 出示一张年轻人,一张老人的图片,学习young、old。
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。
2)能运用相关句式来准确提问和描述水果的外形,颜色,大小,香味和味道。
沪教版小学四年级英语下册 Unit 3 Look and see 教学设计
Unit 3 Look and see单元教学设计主备课人及学校：授课时间：年月日- 年月日教学设计首页Students can understand and sing the song correctly .Unit 3 look and seeevening night moonAt night, the moon is high in the sky.教学设计续页教学流程个性化调控Pre-task preparations:GreetingsGood morning!T shows a picture on the screen.T: Look! There are some stars in the sky. Are they beautiful?Ss: Yes，they are beautiful!T: Do you like the stars?Ss: Yes.T plays the video,Ss listen and understand the song.Ss learn to sing the song: twinkle, twinkle ,little starSs say and act the song.While-task procedures:(一).Lead in: Guess a riddle:T: You walk, it walks too;You run, it runs too;You stop, it stops too.Guess: What is it?Ss: It is a shadow.(二). Learn the words:T shows some pictures, Ss look and see: How does the shadow change?Asks: What can you see in the sky?Ss look and learn the words:In the morning/ in the evening The shadow is long.At noon, the shadow is short.T shows a picture about night, and asks: What can you see in the sky?the moon starsSs try to say:I can see the moon in the sky.I can see many stars in the sky.Post-task activities:1.T shows three pictures, Ss look and try to say:In the morning, the shadow is long.At noon, the shadow is short.In the evening, the shadow is long too.2.Watch the video and students say the changes ofthe shadow.3.Find a shadow around you.当堂达标设计一.Look and write._______________ _____________ ____________二.Look and match:at noon in the morning in the evening教学反思现象与归因分析改进措施教学设计首页教学设计续页当堂达标设计一.Look for the opposite words:rise_______________ long _____________二.Fill in the blanks:1).The sun _____ in the morning. The shadow is ______.2).At noon, the sun is high in the sky. The shadow is ______.3).The sun ________ in the evening. The shadow is ________.4).At _____, the moon is high in the sky.教学反思现象与归因分析改进措施教学设计首页Unit 3 Look and seeThe black shape runs too.Henry’s shadow = (Henry’s new friend) ph (photo) Philip photograph telephone wh (whale) white wheel what教学设计续页教学流程个性化调控Pre-task preparations:1.Warmer-up: Whose shadow is it? It is the shadow of....Ss: It is the shadow of a whale/ phone.2.Can you read these words？3.Watch the video and learn the sounds.ph (photo) Philip photograph telephonewh (whale) white wheel whatWhile-task procedures:1.Lead in: What is it? What’s his name?T: do you want to know Henry’s new friend? Ss: Yes.Let’s learn the story : Henry’s new friend2.Watch the story and match the pictures.3.Learn the story from the very beginning.Ss understand the story, and learn to say one picture by one picture.4.Read the story together and try to act it out.Ss practice in different ways: Ss read together, work in groups .Post-task activities:1.According to the story, Ss try to fill in the blanks:Henry’s new friendHenry the dog takes a walk in the morning. He ____ a black shapebehind ____. “What’s that? Is it a big black dog?”Henry says. Henry isafraid. Henry runs. The black shape ____ too. Henry ______. The blackshape stops too. “Oh, you’re my ________,”Henry says. Henry likes hisnew ______. “Let’s play together,”Henry says.2.Enjoy some pictures and read the sentences.Be friends,be happy.当堂达标设计一．Ss read the story and do the exercises：True or False （1). Henry sees a big black dog behind him. （）（2). The black shape runs after Henry. （）（3). The black shape is Henry’s shadow. （）（4). Henry does not like his shadow. （）二．Oral work：Ss understand, say and act the chant:教学反思现象与归因分析改进措施。
沪教版四年级下册英语教学设计
沪教版四年级下册英语教学设计【课题】Unit Five Where is my ruler?【教学重点】学习单词bus, taxi, bike, jeep【教学难点】短语“Look out!”的理解和连读。
【教具准备】1、教师准备教材配套的录音带。
2、教师准备Let’s learn 部分的教学课件。
3、教师和学生都准备所学单词的玩具。
4、教师准备所学交通工具类单词卡片和图片。
5 、学生按小组准备眼罩。
【教学过程】1、热身、复习 (Warm-up/Revision)(1)日常口语练习。
让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。
每节课进行1—2组，所用时间为3—5分钟。
(2)学生俩人一组，表演Let’s talk 部分的对话。
(3)游戏：Simon says教师发出指令，学生执行指令。
规则是：如果指令前有Simon says ,学生执行指令，否则被罚下，如：T: Simon says, put a pencil-box on your desk.。
学生将铅笔放在书桌上。
如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。
指令语以介词为主。
2、呈现新课 (Presentation)(1)教师画简笔画呈现新知a、教师首先画两个圆形, 问：What is it? 学生回答： It is a bike.b、用同样的方法出现其它交通工具bus, jeep, taxi 。
(2)让学生看动画, 学习Let’s learn部分的词汇。
(3)教师出示准备好的单词卡片，让学生逐个再次认读单词。
3、趣味操练 (Practice)(1)学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…).(2)游戏：Where is it?教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如：in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪?(3)四人一组，说说51页Let’s play 部分的图片上各物品的位置。
沪教小学英语版四年级下册教学课件(全册)
Practice
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Presentation
57
Story
The blind men and the elephant.
• under prep. 在…下面 • blind adj. 失明的 • noise n. 噪音 • men n. man男人的复数 • women n.woman女人的复数
Story
It is a hot day. Four men are under a tree. They are blind. They cannot see.
Presentation
Learn the sounds
Some drinks are hot. Some drinks are cold. Some toys are soft. Some toys are hard. I like eating and drinking. And playing in my yard.
Presentation Ask and answer S1: Touch the window. How does it feel? S2: It’s hard.
Practice ---Touch the window. How does it feel?
---It’s hard.
hard soft thick
沪教版四年级英语教案设计
沪教版四年级英语教案设计英语作为小学课程学习阶段的第二种启蒙性学习课程，对孩子后期英语水平发挥着重要影响。
所以我们要学好英语，英语很重要。
今天小编在这给大家整理了一些沪教版四年级英语教案设计，我们一起来看看吧!沪教版四年级英语教案设计1教学目标：1.能听懂、会说、会读交际用语：Welcome to … What are these/those?They’re …Are these/those …? Yes, they are./No, they aren’t2.能听懂、会说、会读词汇：they’re=they are, pig, cow, chicken, duck3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those4.能熟练朗读对话或表演对话。
教学难点：1.句型：What are these/those? Are these/those …?的语调和用法。
2.词汇：farm, they, those, chicken, apple, pear的读音;a和an用法的区别;名词复数形式。
教学准备：动物头饰，水果、动物卡片，PPT、学生学案教学过程：Step1 Before classListen and Sing a song:Old Mac Donald had a farmStep 2. Warming up1. Free talk.T:Hello,boys and girls.I’m your new English teacher,Miss Wang.I’m very glad to be here.I want to be your friend.OK,firstly,I want to know your names.T:What’s your name? Who’s your friend?Nice to meet you.Welcome to my class.(PPT)S:Thank you.2. Learn to say:Welcome to …(请学生先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课教师说)3. Lead-in and learnT: Boys and girls,we sang a song before class.We were very happy. We saw a lot of animals there.Right?(PPT出现农场画面)They were on the farm.Learn ‘on the farm’。
沪教版小学四年级英语下册-Unit-10-My-garden教学设计
Unit 10 My garden 单元教学设计主备课人及学校：授课时间：年月日- 年月日教学设计首页教学设计续页教学流程 个性化调控Pre -producer GreetingsT: Do you like flowers?Do you know the names of these flowers? While -producer 1.Look and learn Plant It’s a plant.2. T: Look at this photo. What is it?T: Can you name the parts? S1: This is a flower. S2: This is a leaf. S3: These are leaves. S3: These are roots. lea f lea ves 3. Describe some plants. 4. Listen and sayAlice likes this plant. It ’s green. It has long leaves.Ss work in pairs and choose their favourite plant and describe. 5.T: This is a tree. Please put the words onto the different parts. Ss: (put the words onto the different parts) Look and read. After -producer Write and say Look at this plant. It ’s___ and_____. It has many _____ . It has some _____. It has some______.flower stem leaf root plantlea vesIt has a long______. .......I like this plant.当堂达标设计Describe the plant.教学反思现象与归因分析改进措施教学设计首页教学设计续页教学设计首页课题Unit 10 My garden课型新授课时第3课时授课时间年月日项目内容教学重点难点Teaching important aims1. Know the knowledge of how the plants grow.2. Review the sentences: It rains.We have big leaves.3.Inspire the students to love the nature. Difficult pointsAct out the story correctly板书设计Unit 10 My garden Two seeds。
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.。
上海沪教牛津版英语四年级下册教案备课
Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。
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。
2)能运用相关句式来准确提问和描述水果的外形,颜色,大小,香味和味道。
上海沪教牛津版英语四年级下册教案备课
Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。
牛津上海版小学四年级英语下册教案全册(可供参考)
牛津上海版小学四年级英语下册教案全册执笔：第12周Unit 8 Days of the week（1、2）(第1课时）教学时间：第12周[教学目标]1、学习单词Monday, Tuesday, Wednesday, Thursday，Friday ,Saturday, Sunday.2、能够用On…（day）…,I …（do）表达一周七天的活动。
[教学重点]认读单词Monday, Tuesday, Wednesday, Thursday，Friday ,Saturday, Sunday.[教学难点]时间的表达法[教学准备]1.教学用具：单词卡片录音机挂图。
2、课前任务：[教学过程]一、谈话导入：1.出示日历（上面有一周七天的中引文字样）问一周有几天，学生简单回答。
T: How many days are there in a week?Ss: Seven.T: What are they?出示完整的一周七天单词卡，学生跟教师读。
2.出示Listen and enjoy 的图片，播放录音，学生听音朗读。
二、探究过程：1．出示Look and learn 的录音，让学生跟读单词，然后拼读。
T: Monday, M-O-N-D-A-Y, Monday.Ss: Monday, M-O-N-D-A-Y, Monday.2.通过单词游戏帮助学生巩固单词。
1）Read and match2) Read and order3.学生八人一组做游戏。
其中一人为组长，其他气人代表一周七天。
组长说“周一”时，代表星期一的学生要站起来并作自我介绍I’m Monday.4.问学生一周有什么活动安排，上什么课。
T: What lessons do you have on Monday?Ss: We have …on Monday.T: What do you do on Sunday?Ss:….三、随堂验收：（或随堂练习）1.让学生制作一份英文课程表，写上从星期一到星期五的课程。
最新沪教版小学英语四年级下册Unit 6 Music公开课教学设计4
Unit 6 Music教案一、学习目标1、帮助学生学习本单元的生词。
2、让学生能够熟练与人交流并询问东西的主人是谁。
二、教学难点1、字母组合ss在单词中的发音并将它延展到其它单词中。
2、核心句型：Whose guitar is it?三、教学过程1、请学生看Listen and say的图片，播放录音，学生先听录音，然后回答问题。
1)Where are Kitty and Joe?(T hey’re in the music room.)2)Does Kitty like music?(Yes,she does.)3)Who can play the violin?(Kitty can play the violin.)4)What can jill play?(She can ply the guitar.)5)Does Jill like music?(Yes,he does.)2、请学生阅读Listen and say对话，然后回答下面的问题。
1)Whose guitar is it in picture 3?(It’s Joe’s guitar.)2)Where is Joe’s guitar?It’s at her home.3、出示三种乐器的图片，和学生问答，操练单词。
T:Do you have a guitar?S1:Yes,I do.T:Who can play the guitar?S2:I can play the guitar.S3:…can play the guitar.…4、告诉学生表示演奏某种乐器时，表示乐器的单词前要加the。
而play后面是运动类单词时，不需要加the。
如：Play the violin/triangle/drum/guitar;Play football/basketball/table tennis5、把挂图贴在黑板上，让学生看图用核心句型进行问答。
沪教版三年级起点四年级英语下册教案Unit 12 The ugly duckling_教案2
Unit 12 The ugly duckling【第二课时】【教学目标】通过学习故事的第4-6幅图，继续帮助学生了解故事人物和背景，进一步激发阅读兴趣。
【教学重难点】1.词汇：baby, duckling, later2.句型：Mother Duck sits on the eggs. / Three eggs open. / The ducklings are small and yellow. 【教学准备】课件、音频【教学过程】I. Pre-task preparations1.出示故事的第一部分图1—3的挂图。
引导学生看图说话，复习上节课内容。
如果学生有困难，教师可以给予帮助或提示。
(Picture 1)S: I can see a duck and three eggs. The duck is yellow. The eggs are white.(Picture 2)S: I can see three small eggs.(Picture 3)S: I can see four eggs: three small eggs and a big one.II. While-task procedures1.出示图4—6的挂图，让学生看图听录音，回答问题，通过问题检测学生对这一部分内容的理解。
(Picture 4)T: Where does Mother Duck sit?S1: She sits on the eggs.(Picture 5)T: The eggs open. What can you see?S2: I can see three ducklings.T: How are the ducklings?S3: They are yellow and lovely.(Picture 6)T: The big egg opens. What comes out of it? What's it like?S4: An ugly duckling. He's big and grey. He's ugly.然后，教师再出示图片，让学生回答问题，启发学生思考丑小鸭与其他三只小鸭子的不同之处，为后续学习作铺垫。
2019沪教牛津版四年级下英语教案
沪教版四年级英语下册教案Module1 Using my five sensesUnit1 Touch and feelThe First Period课题：上课时间教学目标1.帮助学生学习表示感觉的单词Look and learn 中的单词2.学生用已学的句型描述物品的触觉；3．能用What is it? It’s ….来确认事物的名称教学重点词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音教学难点1.如何短时间背thick , thin, soft这三个单词。
2. 能用句型：How does it feel? It’s… . 来询问并描述物品的触觉；教学栏目Look and learn Ask and answer, Listen and enjoy 学习方法指导：口语对话练习（师生---生生）、造句及游戏。
教学过程教学步骤教学活动二次备课导入活动呈现新课1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry .T: What do you want? S1: I want a cake\ some bread.可用中文回答。
1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。
2.提问学生生活中具有这些触觉的物品还有哪些。
把学生说到的物品写在相关的形容词旁边。
3．快速反应。
（对子活动）4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。
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各种实物、录音机、单词卡、玩具
教学过程
个性补改
六、教学过程：
(一)导入活动
1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.
2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是,想吃什么东西.
T: Are you hungry? S1: yes, I’m hungry .
2.通过Ask andanswer问答练习，帮助学生进一步巩固和运用操练How does it feel? It’s…句型
3.帮助学生学习字母组合ch在单词中的发音
4.帮助学生欣赏故事故事The blind men and the elephant.
重点
词汇:touch feel
句型：How does it feel? It’s soft.
七、作业：
1．背诵本节所学单词
2．完成拓展活动
板书设计
Unit1 Touch and feel
Touch this . It’s hard.
soft.
thick.
thin.
教学回顾：
课时备课
课题
Unit1 Touch and feel
课型
新
第2课时
主备人
教学目标
1.学生在正确认读单词的基础上，通过阅读Listen and say的情景对话，帮助学生掌握句型，了解如何且核心句型How does it feel? It’s…
课时备课
（英语）学科
学校中心小学
年级四年级
姓名ห้องสมุดไป่ตู้
2018年2月——2018年7月
课时备课
课题
Unit1 Touch and feel
课型
新
第1课时
主备人
教学目标
1.帮助学生学习表示感觉的单词Look and learn中的单词
2.学生用已学的句型描述物品的触觉；
3．能用What is it? It’s….来确认事物的名称。
2.提问学生生活中具有这些触觉的物品还有哪些。把学生说到的物品写在相关的形容词旁边。
3．快速反应。（对子活动）
4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。
(三)趣味操练(Practice)
1、速读单词。
教师出示单词卡片，看谁读的快。
2、请学生拿出准备好的物品，两人一组进行对话。
T: What toys are soft?
S2: Toy bears are soft.
3.在听录音，跟读课文，跟读时注意语音语调。接下来教师和学生操练对话。最后，请几组学生上台表演对话。
4.让学生两人一组分别选择扮演Miss Fang和Alice,有感情地朗读对话。教师在教室内来回巡视，如果学生有困难，及时给予帮助。
T: Touch this. How does it feel? S1: It’s….
T: What is it? S1: It’s an \a…
2.请学生一起打拍子诵读Listen and enjoy的儿歌。然后提问，鼓励学生用英语大声回答。
T：What toys are hard?
S1: Robots are hard.
T: What do you want? S1: I want a cake\ some bread.可用中文回答。
(二)呈现新课(Presentation)
1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick ,thin,最后请学生跟读Look and learn中的单词。
重点
词汇：hard, soft, thick,thin
句型：How does it feel? It’s soft.1. thin, thick的发音。
教法
示范法、情境教学法、游戏导入法
难点
1.如何短时间背thick , thin, soft这三个单词。
2.能用句型：How does it feel? It’s….来询问并描述物品的触觉。
S1：Close your eyes, please. Touch this. How does it feel?
S2: (Touch one thing) It’s hard\soft…It’s a book\toy bear.
七、作业：背诵课文
板书设计
Unit 1 Touch and feel
Close your eyes, please.
5、在黑板上出示Enjoy a story中故事图片，播放录音或动画，学生边听边看图片。听完录音后，回答问题。
(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。
S1: What is No.3? S2: It’s a book.
S1: Touch it. How does it feel?
S2: It’s hard.
(二)呈现新课(Presentation)
1、出示一杯热水，拿到学生装面前让学生触摸，并要求学生用新句型How does it feel? It’s…句型介绍这杯水的触摸后的感觉，并板书新句型，让学生跟读。
What is it ? It’s hard..
教法
示范法、情境教学法、游戏导入法
难点
如何正确的运用句型How does it feel?及其答语
教具
录音机、单词卡、实物玩具
教学过程
个性补改
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。
2、接龙游戏,出示四张表物品感觉的图片，并给图片编号，要求学生两人一组，进行快速问答活动。
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。