上海教育出版社牛津英语4A教案Unit4

牛津英语4a unit4

Unit 4 I like...（Part A）教学目标：1. 知识目标：能真确听说读日常交际用语：Do you like …?/ Do you like this/ that…? 及其它回答Yes ,I do /No ,I don’t .What’s this/ that in English? It’s a …I love…/ Here’s a … for you./ Me, too./ Thank you very much.2. 能力目标：灵活运用所学句型进行对话。

初步认识名词单、复数的基本形式。

3. 情感目标：培养学生热爱生活，锻炼学生在群体中表达自己情感的胆量，学会与他人分享。

教学重点：学生能熟练运用所学交际用语进行对话。

教学难点：语法知识：初步了解名词的单复数，能用句型I like … 来表达自己对某个或某类事物的喜好，并能注意正确使用名词的单复数。

教学准备：课件，单词卡教学过程：Step1: Greetings.T: Hello! Boys and girls.S: Hello! Miss Ge.T: How are you?S: Fine. Thank you. And you?T:I’m fine too.Step2： Free talk.1.T: What’s this?S1: It’s a rubber.T：What’s that?S2: It’s a pencil.T: Do you like running?S: Yes, I do.(教师引导复习4A文具单词,渗透单复数，用Do you like+动词引出今天的句型)Now let’s sing a song.《Perhaps》.T: Do you like the song?S: Yes, I do.T: Me, too. Today, we’ll learn“Unit4 I like……”.2、 (PPT展示图片，play a game)T：What’s this?S: It’s a dog.Step3：presentation1.（1）PPT展示 T: What’s this in English?S:It’s a monkey.多问几个学生。

(完整word版)上海版牛津英语4A教案

Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty ’smy classmate.b. Using demonstratives to refer to people. e.g. This is myc. Using possessive adjectives. e.g. This is our dog.2.Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond to greetings,introduce others and take leave.c.Free talk.cation aims: Greet people and introduce oneself politely.Difficult and key points:1.Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animals Teaching Procedure:教课步骤方法与手段增补与改正Warming-up 1.Rhyme(Two fat boys in the rain)2.Song (Good morning)Pre-taskpreparation1.Revision ing two soft toy animals to review thegreetings and response.Cat: Good morning.How are you?Dog: I ’m fine, thanks.2. Move round the class and greetindividual students using‘Goodmorning. How are you?’3. Ask students to greet each other inpairs.2.Presentation 1. Use glove puppets to identify people.Introduce: Ben, Kitty, Eddie,andWendy.2. Guess: Who is Wendy?to elicit: She ’sEddie ’ssister.While-taskprocedure1.Introduce: 1. Invite one student to stand up. Say:classmate He/She is your classmate. You ’reclassmates.2. Imitation(Show the word card) Ask students toread the word several times.3. Invite a different student to stand up.Ask: What ’shis/her name? Prompt thestudents to say: This is my classmate.His/Her name ’s ___.4. Substitution:In groups of four, have studentsintroduce their classmates.2.Introduce:our 1. Show the toy dog. Ask: Whose dog isthis? to elicit: It ’sKitty and Ben ’sdog.2. Play the cassette: This is our dog. Hisname ’sSam.3. Imitation:a. Show the word card. Ask students toread the word.b. Play the cassette again. Thestudents listen and repeat.4. Sentence making: e.g. This is ourfriend/classmate/teacher. His/Hername ’s___.3. Listen and 1. Play the cassette: Look and say. The answer students listen carefully.2.Answer the questions:Who ’sEddie ’sclassmate?Who ’sWendy?Whose cat is this?What ’sthe cat ’sname?3.Play the cassette again.The students listen and repeat.Post-taskactivities1. Production1. In groups of four, have the studentspractice the dialogue.2. Play a game (Look and talk)a. Write the numbers on the back ofthe word card.b. Students choose the differentnumbers.c. Then ask students to complete thedialogue according to their cards.3. Free talkEncourage students to introduce theirpets, their classmates using their ownname and their toy animals.2. Assignment 1. Introduce your parents using ‘This isHis/Her name ’s2.Write about one of your classmates.成功经验课板后书随设思虑与对策笔计Period TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. e.g. run, swim, jumping modals to talk about ability. e.g. She can run.c. Using connectives to link contrasting ideas e.g. But she can’tcook.d.Saying the sound ‘ch- ‘2.Developing aims:a.Read and act the storyb.Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and mask Teaching Procedure:教课步骤方法与手段增补与改正Warming-up Song (I can sing)Pre-taskpreparation1. Revision 1. Say and act: sing, draw, write2. Sentence making:e.g. I can draw a dog.I can sing a song.2. Presentation 1. Put on the mask. Ask: Do youknow him? to elicit: He is aSuperman.2. Encourage students to describeSuperman.e.g. He’s strong. He’sbrave/super.While-taskprocedure1.Introduce: 1. Ask students to guess whatrun, jump, Superman can do.swim, dive, 2. Put the word and picture cards onfly the board in random order. Usingmine, introduce: run, swim, jump,dive, and fly.3. Read the words with actions.4. Invite individual students to comeout and match the words andpictures.5. Invite students to say whatSuperman can do.e.g. He can run. He can dive.2.Introduce: 1. Ask students what they thinkcook, Superman can ’tdo.2. Using mime, introduce: cook3. Introduce: Superman can fly. Buthe can ’tcook.4.Sentence making:e.g. I can sing. But I can’tfly.3.Read the 1.Ask: Do you like Superman?story to elicit: Alice likes Supergirl.She ’s reading a story aboutSupergirl.2.Ask students what they thinkSupergirl can or cannot do.3.Play the cassette. The studentslisten and check their guesses.4.Play the cassette again. Thestudents listen and repeat.Post-taskactivities1. Production 1.True or FalseAsk students to read thestatements in Read and answer.Do number 1 and number 2 withthe students to help themunderstand the words ‘True’and‘False’.Then ask them to finishthe rest of the exercise.2. Invite students to retell the story.3. Draw and writeDivide students into groups offour. Have them draw a picture oftheir favourite cartoon characterand write the caption underneath.Then talk about each drawing.2. Learn the 1. Have students repeat the soundsound and words after you.2. Play the cassette. Students listenand repeat.3.Invite individual students to readaloud the sentences.3. Assignment 1. Retell the story.2. Write a story about your favouritecartoon character.课成功与经验板后书随思虑与对策设笔计Period ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask‘yes/no’-questions to obtain simple responses.e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can ’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations withyour classmates.Teaching aids: pictures, word cards, cassette player,Teaching Procedure:教课步骤方法与手段增补与改正Warming-up 1. Song2. Responding to simpleinstructionse.g. Sing a song. Draw a circle.Pre-taskpreparation1. Revision Invite individual students to cometo the board and choose a PictureCard and mime whether they cando or can ’tdo a particular action.The rest of the class say: He/Shecan/can ’t2.Presentation Invite individual students to stand up.Point to the pictures and ask: Canyou ? And prompt them to use: Yes, Ican. /No, I can ’t. to answer yourquestions.While-taskprocedure1. Introduce: 1. Introduce: paint by miming apaint painting action, and then stickthe Word and Picture Cards onthe board.2. Read the word with action.3. Ask individual students: Canyou paint? to elicit: Yes, Ican./No, I can ’t,4. Ask and answer in pairs.2.Introduce: 1. Draw a picture on the board.read Ask: What can she do? to elicit:She can read.2.Read the word in different voices.3.Ask individual students: Can youread? What can you read? toelicit: I can read English/a story.3.Listen and 1. Play the cassette: Look andsay say. Students listen.2. Play the cassette again.Thestudents follow in their booksand, in groups of four,practicethe dialogue.3.Invite individuals to read thedialogue to the class.Post-taskactivities1.Production 1. Show a photo album.Tellstudents that it is your album.Encourage them to ask aboutyour photograph using‘Canyou ?’2.Students work in pairs using thepictures in Ask and answer to findout what their partner can andcannot do.3.Do a survey:Ask students to walk around theclass and interview three to fiveclassmates. Students are to findtheir classmates who can orcannot do a certain thing.Invite individual students toreport back to the class.2.Assignment plete Workbook page two.2. Write about your ability using ‘Ican ’课成功与经验板后书随思虑与对策设笔计Module 1 Getting to know youUnit 2How old are you?Period OneTeaching contents:Look and say.Ask and answerTeaching aims:1. Basic aim:能听懂，会说，会读本课对话. E.g. How old Happy?birthday. Thank you.2． Education aim:会互相咨询对方年纪，庆祝对方诞辰，增进感情。

上海版牛津英语4A课程教案

Module 1 Getting to know youUnit 1 Hello againPeriod OneTeaching contents: Look and say & Look and talkTeaching aims :1. Basic aims :a. Using nouns to identify people. e.g. Kitty’s my classmate.ing demonstratives to refer to people. e.g. This is my …ing possessive adjectives. e.g. This is our dog.2. Developing aims:ing possessive adjectives to show possession.ing formulaic expressions to greet people and respond togreetings, introduce others and take leave.c.Free talk.cation aims: Greet people and introduce oneself politely. Difficult and key points:1. Introducing someone to someone else.2.Possessive adjectives.Teaching aids: pictures, word cards, cassette player, and soft toy animalsPeriod TwoTeaching contents: Read a story & Learn the soundTeaching Aims:1.Basic aims:ing verbs to describe actions. e.g. run, swim, jumping modals to talk about ability. e.g. She can run.ing connectives to link contrasting ideas e.g. But she can’tcook.d.Saying the sound ‘ch-‘2. Developing aims:a. Read and act the storyb. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskPeriod ThreeTeaching contents: Look and say & Ask and answerTeaching aims:1.Basic aims:a. Using verbs to describe actions. e.g. paint, readb. Using interrogatives to ask ‘yes/no’-questions to obtain simpleresponses. e.g. Can you swim?c. Using modals to talk about ability.e.g. Yes, I can. / No, I can’t.2 .Developing aims:a. Asking about ability.b. Do a survey in class.cation aims: Talking about ability to establish friendly relations withyour classmates.Teaching aids: pictures, word cards, cassette player,Module 1 Getting to know youUnit 2 How old are you?Period OneTeaching contents: Look and say. Ask and answer Teaching aims:1.Basic aim: 能听懂，会说，会读本课对话. E.g. How old …? Happybirthday. Thank you.2．Education aim: 会相互询问对方年龄，庆贺对方生日，增进感情。

牛津小学英语4A Unit 4导学案(集体备课)78

4A Unit4 I like…第二课时(Part A)班级姓名等第学习目标：1.知识目标：我们通过这节课的学习，能听懂、会说和会读日常交际用语What’s this/that in English? It’s a …Do you like…? Yes, I do./ No, I don’t.Here’s … for you.2.能力目标：学完这一课，能运用所学的句型灵活自如地表演对话。

3.情感目标：在学习交流的过程中学会运用礼貌用语。

学习内容：1.通过预习，我们要理解A部分对话内容，并能熟练朗读A部分。

2.本节课我们要熟练掌握句型有：What’s this/that in English? It’s a …Do you like…? Yes, I do./ No, I don’t. Here’s … for you.3.通过本节课的学习我们要能灵活并正确地运用所学句型表演对话。

学习过程：一、新知链接：1.预习内容：A.听录音，初步了解对话大意，并试着翻译下面的句子。

①. What’s this in English?②. Here is a doll for you.③.Do you like kites?④.Me, too.⑤.I like this doll.B.再读A部分，补全下列对话。

Su Hai：that in English?Yang Ling： a doll.Do you dolls?Su Hai：Yes, I .Yang Ling：Here’s a for you.Su Hai：Thank very much.2.预习反馈：选择填空( )①What’s this English?A. toB. atC. in( )②.---Do you like dolls, Wang Bing?---No,A. She don’tB.he don’tC. I don’t( )③.Here’s a new shirt you.A. toB. forC. in( )④.--- This rubber is for you .---A.Sure. Here you are.B.Thank you .二、学习1.引领学习A.跟着老师或录音机读A部分，注意语音和语调。

牛津小学英语4AUnit4教学案例

牛津小学英语4AUnit4教学案例第一篇：牛津小学英语 4A Unit4 教学案例牛津小学英语 4A Unit4 教学案例一、教材分析本单元通过教学What’s this/that in English? It’s a…使学生在学习的过程中能运用这些话语向周围的老师、同学和朋友请教，从而促进学生的英语学习。

除此之外，还要求学生能用Do you like…?Yes, I do./No, I don’t.的句式了解对方对某物是否喜欢。

What’s this/that in English? It’s aDo you like?Yes, I do./No, I don’t.1、教学内容《九年制义务教育六年制小学教科书牛津小学英语》4A第四单元第一教时What’s this in English? It’s a puppet.Do you like puppets? No, I don’t.Do you like this kite? Yes I do.I like kites.What’s that in English ? It’s a puzzle.I like puzzles.Me, too.Do you like dolls? Yes, I do.I love dolls.Here’s a doll for you.Thank you very much.2、教学目标认知目标：（1）正确的听、说、读词语in English,do,you,like,don’t,love,a puppet, a puzzle, a kite and a doll.（2）能正确运用对话中日常交际用语What’s this/that in English? It’s a puppet.Do you like puppets?及其回答Yes, I do./No, I don’t.（3）初步认识名词单、复数的基本形式。

情感目标：通过学生自己发现新课，培养学生自主学习，积极合作探究的意识和能力；并通过完成调查表，让学生感受到用英语做事的乐趣和成功的喜悦。

上海教育出版社牛津英语4A教案Unit4Do you have any cousins

-2单元（章）教学设计
授课时间：
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课时教学设计首页
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课时教学流程
发音也很难
和拼音相结
合，单词发
音教学有难
度。

只能结合以
前积累的单
词发音规律
来进行单词
发音的教
学。

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That pen
This pen
My cousin
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课时教学设计首页
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课堂变化及处理主要环节的效果补充
课时教学流程
介绍家人是旧句型，重点在于有关h a ve 的一般疑问句及其回答。

句型属于新句型，又内含新单词，比较复杂，整句拆开进行教学，套用句型重复练习。

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金胜镇“新模式”常规要求之一
课时教学设计首页（试用）
授课时间：2014 年10月16 日
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课堂变化及处理主要环节的效果补充
课时教学流程
通过课文学习如何介绍自己的家人，介绍年龄，姓名，职业，能力。

重点句型体现了一组问答，让学生知道如何运用。

使用拼音发音的教学法，学习字母e 的元音发音，引导学生自己发音。

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课时教学设计尾页（试用）
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牛津小学英语4A全册教案

Unit 1 I like dogs (Story time)T: What animals do Yang Ling ands watch theUnit 1 I like dogs (Fun time & Cartoon time)Unit 1 I like dogs(Sound time & Rhyme time & Checkout time & Ticking time)Unit 2 Let’s make a fruit salad(Story time)2. Read and answerT: Does Yang Ling have anyUnit 2 Let’s make a fruit salad (Fun time & Cartoon time)Unit 2 Let’s make a fruit salad(Sound time & Song time & Checkout time & Ticking time)Unit 3 How many?(Story time)A:What do you have ?…. A:What do you have ?.Unit 3 How many? (Fun time & Cartoon time)Unit 3 How many?(Sound time & Rhyme time & Checkout time & Ticking time)Unit 4 I can play basketball(Story time)What are they talking about ：B:2. Read and answer一、Can Wang Bing play2. Read and answerUnit 4 I can play basketball (Fun time & Cartoon time)Unit 4 I can play basketball(Sound time & Rhyme time & Checkout time & Ticking time)Unit 5 Our new home(Story time)watch the cartoon, then match. Where are…?Unit 5 Our new home (Fun time & Cartoon time)Unit 5 Our new home(Sound time & Rhyme time & Checkout time & Ticking time)Unit 6 At a snack bar(Story time)snack bar /snæk/Unit 6 At a snack bar (Fun time&Cartoon time)Unit 6 At a snack bar(Sound time & Rhyme time & Checkout time & Ticking time)Unit 7 How much?(Story time)How much are the shoes? T: How much are the shoes?Unit 7 How much (Fun time & Cartoon time)Unit 8 Dolls (Story time)Unit 8 Dolls (Fun time & Cartoon time)。

4A【全册精品】沪教牛津版小学四年级英语教案全集(三年级起点版)(1)

沪教牛津版小学四年级英语教学设计目录Unit1 Meeting new peopleUnit2 Can you swimUnit3 Are you happyUnit4 Do you have any cousinsUnit5 My friendsUnit6 My parentsUnit7 At schoolUnit8 At the shopUnit9 At homeUnit10 Around my homeUnit11 ShapesUnit12 Weather备课人：章金芝Meeting new peopleHe’s/ She’s ... (age)He / She can ...3）语法：1. 形容词性物主代词 my, her, his, your在英语中有物主代词，它可以分成名词性的和形容词性的。

形容词性物主代词相当于形容词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。

例如：This is my brother. His name is Tom. 这是我的哥哥。

他叫汤姆。

形容词性物主代词有人称和数的变化，单数形式：my（我的），your（你的），his /her/its（他的、她的、它的）。

复数形式：our（我们的），your（你们的），their（他们的）。

练习：1. This is my book. are over there.A. YourB. YoursC. YouD. Mine2. Whose pen is it? It’s .A. herB. hersC. sheD. his3. ＿＿ bag is new and ＿＿ is new, too.A. Our, heB. Ours, hisC. My, hisD. My, her4. This room is ours, and that one is ＿＿.A. theyB. themC. theirsD. their5. Whose pencils are there? They’re ＿＿.A. myB. meC. mineD. our6. Is the new watch ＿＿? Yes, it’s ＿＿.A. you, meB. yours, mineC. your, myD. your, mine7. Whose shoes are these? They are ＿＿.A. meB. mineC. myD. I8. She is a student , ＿＿ name is Han Mei.A. itsB. herC. hersD. his9. It’s a dog. I don’t know ＿＿ name.A. its’B. itsC. itD. it’s10. This ruler isn’t mine. I think it is ＿＿.A. heB. himC. hisD. her11.＿＿ schoolbag is beautiful. But ＿＿ is more beautiful.A. Jims, myB. Jim’s, mineC. Jim’s, meD. Jims’, I12. ＿＿ am a boy and ＿＿ is a girl.A. My, sheB. I, herC. I, sheD. Mine, she13.I like ＿＿ new dress.A. SheB. herC. hersD. his14.I often help ＿＿ mother do ＿＿ housework(家务活)。

上海版牛津英语4a教案全册

Model 1 Greeting to know youUnit 1 On the farmTeaching designing:Teaching aids:A.Words: my his her our this sister brother friend classmate can can‟tB.Structures: …can‟(ability)+write/swim/jump/cook/sing/dive/paint/runCan you …? Yes, I can. /No, I can‟t.C.Functions: Greeting people; Introducing somebody; talk about ability. Material:1.Student‟s Book 4 page 2-42.Cassette 4A3.Wallpictures4.Workbood 4A P1-25.Grammar Practice Book 4A P1-36.Picturs fo dogs and cats,cards.Teaching times:3 timesLearning targets:A.B asic aims:1.Be able to greet others2.Be able to introduce somebody using He‟s /She‟s/It‟s.3.Be able to talk about ability: I can,,,/Can you …?/4.Be able to write the sentence: Can you …? Yes, I can. / No, I can‟t.5.Learn the sound:ch-B.Further aims:ing more information to introduce somebody.2.Ask …yes/no‟question to obtain simple responses: Can he/she …? Language focus:ing demonstratives to refer to people: This is my …ing modals to talk about ability: She can run.ing interrogatives to ask …yes/no‟questions to obtain simple responses: Can youswim?ing modals to talk about ability: Yes, I can.Period 1Teaching focus:Using formulaic expressions to greet people and respond to gretings, introduceothers and take leave.Using demonstratives to refer to people. Using nouns to identify people. Teaching steps：Period 2Teaching focus:Using modals to talk about ability Using verbs to describe actionsUsing connectives to link contrasting ideas Teaching steps：Period 3Teaching focus:Using modals to talk about abilityUsing interrogative s to ask …yes/no‟ questions to obtain simple responses Teaching steps：Unit 2 How old are you? Teaching design:This unit tell the students how to ask the ages. So, at first I‟d like to let the students to know when they need to know the ages and why they want to know. Teaching aids:D.Words: old, happy birthday, blow, cake, rideE.Structures: How old are you? I‟m…F.Is this your…? Yes, it‟s…/No, it isn‟t…G.Functions: Asking questions to find out the ageMaterial:7.Student‟s Book 4A page 5-78.Cassette 4A and a cassette player9.Photograph page 3-710.WorkbookTeaching times:3 timesLearning targets:C.Basic aims:Asking ‟How‟ questions to find out your ageing interrogatives to elicit ‟yes/no‟ responseE.Further aims:Asking questions to find out the ageing imperatives to give instructions and directions Language focus:ing nouns to identify thingsing daily expressions to express good wishesing imperatives to give instructions and directionsing possessive adjectives to show possession Period 1Teaching focus:Using nouns to identify thingsAsking questions to find out the ageUsing daily expressions to express good wishes Teaching steps：Period 2Teaching focus:Writing:Use appropriate format and conventions to write a birthday card Listening:A Identify main ideas (listening task)B Locate specific information in response to simpleC Instructions or questions (listening task)Teaching steps：Period 3Teaching focus:Speaking:Maintain an interaction by using formulaic phrases to acknowledge, agree and disagree, ask questions and replyListening:Identify key words in an utterance by recognizing the stressTeaching steps：Unit 3 What are you?Teaching designing:Teaching aids:H.Words: teacher doctor dentist nurse shop assistant waiter waitress cookbus-driver policeman fireman postmanStructures: What‟s he/she? What does your father/mother do?He‟s/She‟s a(an)…Are you …? Yes, I‟m …/No, I‟m not …I.Functions: …Wh-‟questions to find out a person‟s identity;As king simple questionsto obtain …yes/no‟reponsesMaterial:11.Student‟s Book 4 page 8-1212.Cassette 4A13.Wallpictures14.Pictures for occupation15.Teaching times:3 timesLearning targets:F.Basic aims:ing nouns to identify people, and events.7.Asking …Wh-‟questions to find out a person‟s identity.8.Asking simple questions to obtain …yes-no‟responses.G.F urther aims:3.Know more words for occupation.4.Try to describe one job‟s character.Language focus:10.U sing nouns to identify people,and events: She‟s a policewoman.11.Ask ing …Wh-‟questions to find out a person‟s identity: What‟s she?12.A sking simple questions to obtain …yes-no‟responses: Are you a fireman?13.U sing noun phrases to identify people: yes, I‟m a fireman.Period 1Teaching focus:Using nouns to identify people, and events. Asking‟Wh-‟questions to find out a person‟s identity Teaching steps：Period 2Teaching focus:Using nouns to identify people, animals and objects Asking‟Wh-‟questions to find out a person‟s identity Teaching steps：Period 3Teaching focus:Asking‟Wh-‟questions to find out various kinds of specific informantion about a person.Using nouns to identify people.Teaching steps：Period 4Teaching focus:Using noun phrases to identify peopleAsking simple questions to obtain ‟yes/no‟responses Teaching steps：Period 5Teaching focus:Using formulaic expression to greet people Using …Wh-‟que stions to find out a specific thing Asking‟How‟questions to find out a person‟s age Asking‟Wh-‟questiongs to find out a person‟s job Asking‟yes/no‟questions to obtain simple responses Teaching steps：BOOK4A UNIT2PERIOD1DATE/ / Teaching aims:Speaking:1.U se modelled phrases and sentences to communicate with other learns2.U se appropriate intonation in questions and statementsListening:1.Locate specific information in response to simple questions2.Identify key words by recognizing the stress3.Recognize language patterns previously encountered in new spoken textsWritingDevelop written texts by putting words in a logical orderBOOK4A UNIT2PERIOD2DATE/ / Teaching aims:Listening: 1. I dentify key words by recognizing the stress 2. R ecognize differences in the use of intonation to differentiate between questions and statements Speaking:1. Use modelled words and phrases to communicate with other learners2. Ue appropriate intonation in questions and statements3. Open an interaciton by eliciting a response4. Maintain an interaction by providing information to factual questions Reading: 1. P redict the meaning of unfamiliar words by using context or picture cues 2. L ocate specific information in a short text in response to questions Writing:Use the basic conventions of written English to combine letters to form wordsBOOK 4A UNIT2 PERIOD3 DATE / / Teaching aims:Listening: 1. D iscriminate between words with different initial sounds Speaking: 1. P ronounce correctly words with initial diagraphs cr- and br- in an utterance Reading:1.Recognize familiar words in unfamiliar contextsBOOK 4A UNIT 3 PERIOD 1 DATE / / Teaching aims:Listening: 3. R ecognize differences in the use of intonation between questions and statements and respond appropriately 4. I dentify key words by recognizing the stress 5. L ocate specific information in response to simple questions Speaking:1. Open an interaction by eliciting a response2. Maintain an interaction by providing information in response to factual questions Writing:1. Gather and share information, ideas and language2. Develop written texts by putting words ina logical order to make meaningful phrases and sentencesBOOK 4A UNIT 3 PERIOD 2 DATE / / Teaching aims:Listening: 1. I dentify key words in an utterance by recognizing stress e.g. 2. R ecognize language patterns previously encountered in new spoken texts Speaking:1. Use modelled words and phrases to communicate with other learners2. Use appropriate intonation in questions and statements3. Open an interaction by eliciting a response4. Maintain an interaction by providing information in response to factual questions Reading:1.Predict the meaning of unfamiliar words by using picture cuesBOOK4A UNIT3PERIOD3DATE/ / Teaching aims:Listening:3.D iscriminate between words with different initial soundsSpeaking:1.Pronounce correctly words with initial digraphs gr-, fr and tr- in an utteranceWriting:1. Reproduce sentences from printBOOK 4A UNIT 3 PERIOD 4 DATE / / Teaching aims:Listening: 1. L ocate specific information in response to simple instructions 2. I dentify key words by recognizing the stress 3. R ecognize language patterns previously encountered in new spoken texts Reading:Predict the meaning of unfamiliar words by using the picture cuesBOOK4A UNIT3PERIOD5DATE/ / Teaching aims:Listening:1.L ocate specific information in response to simple instructions or questions2.I dentify key words in a structure by recognizing the stressSpeaking1.Open an interaction by asking questions and eliciting a responseUnit 2 More insects and plants Teaching designing:Teaching aids:Listening:3.R ecognize rhyming words.4.L ocate specific information in response to simple questions5.R ecognize and discriminate words with different initial’s’blends ‘sm-’sp-’’’st-’Speaking1.Produce simple phrases and sentences involving repetition or listse modeled phrases and sentences to communicate with teachers or other learners.3.Pronounce correctly words with different initial’s’blends in an utteranceWriting:1.Develop written texts by adding personal ideas and information to writing when a model or framework is providedMaterial:16.Student‟s Book 4 page 39-4117.Cassette 4A18.Wallpictures19.Workbood 4A20.G rammar Practice Book 4A21.Picturs for plantsTeaching times:3 timesLearning targets:H.Basic aims:9.learners sing a song about frogs and make a model10.Learners compare different parts of plants and trees.11.Learners in pairs play a guessing game about plants and trees.12.Learners make their new plants by using the pictures givenI.Further aims:5.Learners write short texts to describe some given plants by followingdescriptions and framework given.?Language focus:14.C ountable nouse: flies,mothes, frogs, trunk, branches, ladybirds15.“Wh-”question: What do … like? They like…16.A ttributive adjectives17.I nverted word order for a question: Is it a …?Period 1Teaching focus:Speaking:6.U se modelled phrases and sentences to communicate with other learns7.U se appropriate intonation in questions and statementsListening:4.Locate specific information in response to simple questions5.Identify key words by recognizing the stress6.Recognize language patterns previously encountered in new spoken textsWritingDevelop written texts by putting words in a logical orderTeaching steps：Period 2Teaching focus:Listening:2.D iscriminate between words with different initial soundsSpeaking:2.P ronounce correctly words with initial diagraphs cr- and br- in an utterance Reading:1.Recognize familiar words in unfamiliar contextsTeaching steps：Unit 3 A day in the park Teaching designing:Teaching aids:Listening:3.L ocate specific information in response to simple instructions or questionsReading:8.R ecognize familiar words in unfamiliar contextsWriting:1.Develop written texts by adding personal ideas and information to writing when a model or framework is providedMaterial:22.S tudent‟s Book 4 page 42-4523.C assette 4A24.W allpictures25.W orkbood 4A26.G rammar Practice Book 4A27.P icturs for toys.Teaching times:3 timesLearning targets:J.B asic aims:13.Learner act the dialogue about possessions14.Learners talk and write about possession of different objects withreference to photographs given15.Learners in groups make a spinner and play the board game in groups.K.Further aims:6.Learner play a memory game in pairs and write down the answers on the tasksheets.Language focus:18.…Wh-‟question: Whose … is it?19.I mperatives: Make/Write/Don‟t/Sp in/Have20.Questions: How many … are there? Do you like …?21.I nverted word order for questions: Can you see … ? Is there a …?Period 1Teaching focus:Listening:6.R ecognize differences in the use of intonation between questions and statements and respondappropriately7.I dentify key words by recognizing the stress8.L ocate specific information in response to simple questionsSpeaking:3.Open an interaction by eliciting a response4.Maintain an interaction by providing information in response to factual questionsWriting:3.Gather and share information, ideas and language4.Develop written texts by putting words in a logical order to make meaningful phrases andsentencesTeaching steps：Period 2Teaching focus:Listening:4.I dentify key words in an utterance by recognizing stress e.g.5.R ecognize language patterns previously encountered in new spoken texts Speaking:e modelled words and phrases to communicate with other learnerse appropriate intonation in questions and statements7.Open an interaction by eliciting a response8.Maintain an interaction by providing information in response to factual questions Reading:1.Predict the meaning of unfamiliar words by using picture cuesTeaching steps：Period 3Teaching focus:Listening:6.D iscriminate between words with different initial soundsSpeaking:2.Pronounce correctly words with initial digraphs gr-, fr and tr- in an utterance Writing:1. Reproduce sentences from printTeaching steps：Unit 1 In the schoolTeaching designing:Teaching aids:Listening:1.Locate specific information in response to simple instructions or questions.2.Recognize language patterns previously encountered in new spoken texts.3.recognize and discriminate words with different initial‟r‟blends …dr-‟and …pr-‟. Speaking:1.Open an interaction by eliciting a response2.Pron ounce correctly words with different initial‟r‟blends in an utterance Writing:1.Develop written texts by putting words in a logical order to make meaningful phrases and sentences.Material:28.S tudent‟s Book 4 page 24-2629.C assette 4A30.W allpictures31.Workbood 4A32.G rammar Practice Book 4ATeaching times:3 timesLearning targets:L.Basic aims:1.Learners practise numbers 11 to 20 by counting classroom objects.2.Learners make a set of number cards3.Learners practise numbers 11 to 20 by doing additions and subractions4.Learners talk about the number of objects and people in the playgournd inthe picture given.M.Further aims:7.Learners in pairs talk about the number of different shapes in the picturegiven.8.learners make a shape and colour book.Language focus:ing demonst ratives to refer to people: This is my …ing modals to talk about ability: She can run.ing interrogatives to ask …yes/no‟questions to obtain simple responses:Can you swim?ing modals to talk about ability: Yes, I can.Period 1Teaching focus:Listening:4.L ocate specific information in response to simple instructions or questions5.I dentify key words by recognizing the stressSpeaking:9.U se appropriate intonation in questions and statementsTeaching steps：Period 2Teaching focus:Listening:1.L ocate specific information in response to simple questions2.I dentify key words by recognizing the stress3.R ecognize differences in the use of intonation to differentiate between questions and statements4.R ecognize language patterns previously encountered in new spoken textsSpeaking:1.U se modelled words and phrases to communicate with other learners2.U se appropriate intonation in questions and statementsWriting:1.Develop written texts by putting words in a logical order to make meaningful phrases and sentencesTeaching steps：Period 3Teaching focus:Listening:1.L ocate specific information in response to simple instructions and questions2.I dentify key words by recognizing the stress3.D iscriminate between words with different initial soundsSpeaking:1.U se modelled phrases and sentences to communicate with teachers and other learners2.U se appropriate intonation in questions and statements3.O pen an interaction by eliciting a response4.P ronounce correctly words with initial digraphs dr- and pr- in an utteranceWriting:Develop written texts by: putting words in a logical order adding personal ideas and information to writingTeaching steps：Unit 2 Food Teaching designing:Teaching aids:J.Words: foodsStructures: What have you got? I‟ve got…K.Functions: Talking about indeterminate amounts of food. Material:33.S tudent‟s Book 4 page 27-2934.C assette 4A35.W allpictures36.W orkbood 4A37.G rammar Practice Book 4A P38.P icturs for foodsTeaching times:3 timesLearning targets:N.Basic aims:ing appropriate quantifiers for countable and uncountable nouns.17.Quantifiers: a packet of … a bottle of …18.Identify key words in an utterance by recognizing the stress.19.Opening an interaction by eliciting a response.O.Further aims:ingshopping formula10.Indefinite determiner:some(with uncountables)Language focus:26.imperatives: Put …/ Take …27.Learners talk about prices and sizes of different food items.28.Opening an interaction by eliciting a response.29.Pronounce corredctly words with different initaiqal blends in and utterance. Period 1Teaching focus:Listening:6.L ocate specific information in response to simple instructions or questions7.I dentify key words by recognizing the stressSpeaking:e appropriate intonation in questions and statementsTeaching steps：。

牛津小学英语4A unit4教案period1教案

课题：Unit 4 period1教学目标：1. 能初步听懂、会说、会读和会写句型What’s this/ that in English? It’s a… Do you like…? Yes, I do./ No, I don’t.2. 能听懂、会说、会读和会拼写单词puppet, kite, car, bus, bike。

3. 初步了解名词的单复数。

4. 学生能在英语的学习中感到乐趣。

教学重点：1. 能初步听懂、会说、会读和会写句型What’s this/ that in English? It’s a… Do you like…? Yes, I do./ No, I don’t.2. 能听懂、会说、会读和会拼写单词puppet, kite, car, bus, bike。

教学难点：能初步听懂、会说、会读和会写句型What’s this/ that in English? It’s a… Do you like…? Yes, I do./ No, I don’t. 教学具准备及辅助活动：图片或模型课件主要板书计划：Unit 4What’s this in English? car carsIt’s a puppet. Do you like puppets? bus busesNo, I don’t. bike bikesDo you like this kite? puppet puppetsYes, I do. I like kites. kite kites教学过程：教学随笔课堂结构：1. 剪纸猜物，学习单词car, bus, bike2. 看木偶戏，学习puppet,以及对话P30（1）3. 学习对话P30（2），学习单词kite4. 练习P30对话。

5. 通过转盘游戏练习对话以及单词。

6. 完成课内作业。

细节设计：1.剪纸猜物，学习单词car, bus, bikeT: Look, Here are some papers. Now guess whatI will cut?S: carT: Yes. Who can spell?S: C-A-R, carT: Good! C-A-R, car Let’s continue!S: BusT: Can you spell?S: B-U-S, busT: Good! 教学过程：教学随笔T: Now the last one!S: bikeT: Can you spell?S: B-I-K-E, bikeT: Yes!T: Now what’s this in English?S: It’s a car.T: Spell!S: C-A-R, carT: What’s this in English?S: It’s bus.…2.看木偶戏，学习puppet,以及对话P30（1）T: Now let’s have a show! It’s a puppet show! Look! Puppet!T: P-U-P-P-E-T, puppetT: What’s this in English?S: It’s a puppet.T: Oh, here are two puppets! puppetsS: puppetsT: Do you like puppets?S: Yes, I do.T: Now who can ask me?S: Do you like puppets?T: No, I don’t.T: Now make this dialogue in pairs!3.学习对话P30（2），学习单词kiteT: Now listen to the tape and tell me what’s this in English.S: KiteT: Wonderful! K-I-T-E, kiteT: Do you like this kite?S: Yes, I do.T: Do you like this kite?S: Yes, I do.T: I like kites.S: I like kites.4.练习P30对话。

小学牛津英语《4A Unit4 I like…》教学设计

[设计意图：通过对老师喜爱的东西猜测，不仅增强学生对老师的好奇心，更能提高老师的亲和力，从而拉近师生间距离，使整个课堂气氛更加的轻松。]
Step2. Presentation 1. T: Lead to teach the title“I like”
T: Ok,Boys and girls,as you know,I like toys.Do you like toys? Ss: Yes,I do./No，I don’t. 2、 T:（Show some toy animals）
三、教学目标（一）知识目标：
1．能听懂、会说、会读单词 puppet, kite, doll, puzzle 2．能听懂、会说、会读日常交际用语 I like puzzles. Me, too. I love dolls. Thank you very much. 3．能听懂、会说、会读句型 What’s this/that in English? It’s a … Do you like…? Yes, I do. /No, I don’t. 4. 初步了解名词的单复数。
I love toy bears. Teach love and practice “I love …s.”
[设计意图：通过对动物玩具图片的直观演示，让学生知道老师喜欢动物玩具。并通过“一般疑问句 Do you like toy …,Miss Cao ?”猜测老师喜欢什么玩具动物。我通过玩具动物的多少来体现我对这样东西的喜爱程度。通过图片很直观的让学生清楚 I like toy bears very much. 之后用 love 代替 like… very much.促使学生能够意识到 love 比 like 程度更深！]
Ss: It’s a doll.

牛津小学英语4A Unit4 I like…(A)教案

4A U n i t4I l i k e…（A）教案盐城市实验小学唐蕾教学内容：4AUnit4Ilike…A部分（第一课时安排B部分单词教学）教学目标：1Usefulexpression:What’sthis/thatinEnglishDoyoulike…Yes,,Idon’t.2理解并读懂A部分课文。

3课后在同学和老师之间进行调查。

教具准备：各类玩具小卡片，小兔、小熊玩具，风筝、娃娃、拼图、木偶，调查表（课前发给学生），填空的表格（课前发给学生），课件。

教学重、难点：Usefulexpression:What’sthis/thatinEnglishDoyoulike…Yes,,Idon’t.主要教学流程：Step1T：Hello,boysandgirls!Nicetomeetyou!/HowareyouGreeting.T:Today,MissTangisveryhappy,whyDoyouknow!Youareanimalgroup,youarestationer ygroup,youarefruitgroup,andyouarefoodgroup,youarecolorgroup,!Now,Let’sshowus,o kSs:Ok!Group1:(Standup)…Group2:(Standup)Monkey,monkey,alovelymonkey.Panda,panda,,alovelypanda.Cat,cat,!Group3:(Standup)sayarhyme:Pears,bananasandapples,Oranges,peachesandapples.Bigfruitandsmallfruit,They’reallverygood.Group4:(Standup)singasong:ColorsongGroup5:(Standup)Ss:Lookatmyjacket,it’snice!LookatmyT-shirt,It’spretty.Lookatmycoat,hownice!Yeah!Group6:(Standup)singasong:Hotcrossbuns!Step2:Presentation1T:Excellent!Youdoagoodjob!Now,listen!Andguess!What’sthisinEnglish(listento th esoundofadog)Ss:It’sadog.T:DoyoulikeadogSs:Yes,Ido.T:Me,,too.2T:Look，guess!What’sthisinEnglish(showtheearsofatoyrabbit)Ss:It’sarabbit.T:ArabbitLetmesee,oh,yes,’salovelyrabbit.T:DoyoulikearabbitSs:Yes,Ido.T:Me,.3T:Guess!What’sthatinEnglish(出示图片的一角)S:It’satiger.T:DoyoulikeatigerS:Yes,Ido./No,Idon’t.T:Idon’’sterrible.4T:Goon!Lookatthepicture!Guess!What’sthatinEnglish(出示图片的一角)S:It’sapanda.T:DoyoulikeapandaS:Yes,Ido.T:Me,too.5ReadafterT:What’sthis/thatinEnglishIt’sa…Doyoulike…Yes,Ido./No,Idon’t.（拿着哭脸笑脸）T展示句型卡片，并贴在黑板上，学生跟读几遍。

牛津小学英语4A Unit4教学案例优秀3篇

牛津小学英语4A Unit4教学案例优秀3篇牛津小学英语4A Unit4教学案例篇一教学内容：牛津小学英语4a unit4i like…第一课时教学目标：（一）认知目标：1.能听说读写单词：car,bus,bike,kite2.能听说读单词：puppet,puzzle,doll,balloon3.能听说读写句型：do you like…?以及回答yes,i do./no, i don’t..（二）能力目标：能正确掌握单词及句型进行简单的交流（三）情感目标：能激发学生的兴趣，培养其交际能力教学重点：单词的发音以及句子的理解，并能灵活运用教学难点：1.like后面加名词的复数2.各种名词变复数后的读音教学准备：1.教具准备：实物，图片，多媒体课件2.板书准备：课题unit4 i like…教学过程：step1: warming upa.greetingb.sing an english song perhapsc.free talk: what’s this in english?may i have this…?step2: presentation1.(课件，出示汽车图片)t: look at the picture,what's this in english?教授car,并且引导学生拼写2.(课件出示复数图片及句型)t: do you like cars? 引导学生回答：yes,i do./no, i don’t..引导学生发现like后面加复数，多种形式操练句型（如小组互问，同桌互问，男女生互问等）3.(出示公交车图片)t:is this a bus? s: no , it isn’t..it’s a bus.(教授bus)t: do you like buses?(重点教授buses的发音)4. (课件，出示部分图片)t: guess, what’s this? s: it’s a bike.(教授bike并操练句型，s-s,s-t)5.s: do you like bikes?t:no, i don’t. i like puzzles.(出示图片) look,what’s this in english?let’s listen to the tape.(教授puzzle)6.t: let’s do a puzzle.( 课件做拼图，洋娃娃)教授doll7.t: (课件)what’s in the doll’s hand?s: it’s a …t: a balloon.(教授balloon)8. t:(课件)look, the balloon has flew away. guess, where is it?s: perhaps it’s in the…t: perhaps it’s in the sky.(课件)look, is that a balloon?s: no , it isn’t..it’s a …t: yes , you are so clever. it’s a kite.(教授kite)9.t: next,let’s have a rest. let’s go to see a puppet show.look at this picture. do you know what’s this in english?s: it’s a …t:it’s a puppet.(教授puppet)(在新授单词和句型这一环节中，我精心设计了每一个单词的呈现方法，环环相扣，运用多种方法操练单词，如小组读，男女生读，开火车读，高低声读等，并且在每教授一个单词的过程中操练句型，做到词不离句)step3 consolidation1.game: a. what’s missing?b. do a puzzle（这两个游戏主要更进一步巩固单词，并且进行小组竞赛，激发学生的兴趣）2.t: do you like dolls?s: yes, i do.t: ok, we can buy a doll in a supermarket.shall we go to the supermarket?s: ok, let’s * *go.t: (出示实物)in the supermarket,there are a lot of thing. some toys, some fruits, some pencils and so on.3.示范对话：a: hello…!b: hello…!a: let’s go to the supermarket.b: ok!a: do you like…?b: yes, i do./no, i don’t.a: this …is for you.b: thank you.a: not at all.4.work in pairs and act the dialogue(创设场景，并且加入以前学过的水果，文具，玩具，食物类单词，整合对话，进一步体现了语言的实用性，给学生提供了体验成功的舞台)step 4 homework1.copy the new words .2.ask your father and mother what do they like.3.preview part a .教学反思：这节课我能以学生为主体，以培养学生的兴趣为情感目标，体现了语言的实用性和交际性，学生能基本掌握单词的发音，和句型的理解，教学难点也有所突破，学生能掌握like 后加名词的复数，但是由于单词教学花了过多的时间，最后的对话巩固显得有些匆忙。