下面是范文網(wǎng)小編整理的外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案模板3篇 外研版四年級(jí)上冊(cè)全英文教案，以供借鑒。

外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案模板1

　　教學(xué)內(nèi)容：

　　Look and read Play a game

　　教學(xué)目標(biāo)：

　　1. 知識(shí)目標(biāo)：Using possessive adjectives to show possession Using nouns phrases to identify people,animals,events,objects and activities Asking simple questions to obtain yes/no answers

　　2. 能力目標(biāo)：Communicate with teachers or other learners

　　3. 情態(tài)目標(biāo)：愛護(hù)綠化

　　重點(diǎn)難點(diǎn)：

　　Its stalk is long. Has it got …?

　　Teaching aids:pictures,recorder

　　教學(xué)過(guò)程：

　　一、Warming –up

　　1,Sing a song

　　2,Daily talk

　　Revision Review:stalk,leaves,flowers,roots,

　　二、Presentation

　　1.Show a picture of a plant with flowers. Ask:What is it?Is it a tree? To elicit:a plant/ Ask:What colour are the flowers? What colour are the leaves? To elicit:They?re… Ask:Are they long or short? To elicit:They?re long(short) .

　　2.Draw another plants. Say:Look at this plant.Its flowers are red. Look at that plant .Its flowers are purple.

　　3.Listen to the tape.

　　4.Say sth.about the plant .

　　Show a picture of a tree. Introduce:a trunk,branches.

　　Make sentences:Its trunk is big. It branches are long.

　　Listeen to the tape.

　　Say sth about the tree.

　　Play the cassette:

　　Play a game/ Listen and repeat.

　　Play this game.

　　三、Consolidation

　　1.Photocopiable pages 44-45.

　　2.Workbook page 29.

　　3.Grammar practice book 4a page 35.

　　板書設(shè)計(jì)：

　　Unit 2 Look at,,, Its stalk is…

　　Its trunk is…

　　Leaves are …branches… roots flowers

外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案模板2

　　教學(xué)目標(biāo)：

　　1.能聽懂、會(huì)說(shuō)、會(huì)讀交際用語(yǔ)：Welcome to … What are these/those?They’re …Are these/those …? Yes, they are./No, they aren’t

　　2.能聽懂、會(huì)說(shuō)、會(huì)讀詞匯：they’re=they are, pig, cow, chicken, duck

　　3.能聽懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫詞匯：farm, they, pig, apple, those

　　4.能熟練朗讀對(duì)話或表演對(duì)話。

　　教學(xué)難點(diǎn)：

　　1.句型：What are these/those? Are these/those …?的語(yǔ)調(diào)和用法。

　　2.詞匯：farm, they, those, chicken, apple, pear的讀音;a和an用法的區(qū)別;名詞復(fù)數(shù)形式。

　　教學(xué)準(zhǔn)備：

　　動(dòng)物頭飾，水果、動(dòng)物卡片，PPT、學(xué)生學(xué)案

　　教學(xué)過(guò)程：

　　Step1 Before class

　　Listen and Sing a song:Old Mac Donald had a farm

　　Step 2. Warming up

　　1. 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 …

(請(qǐng)學(xué)生先聽懂“歡迎來(lái)到我的課堂”并進(jìn)行回答，然后學(xué)會(huì)自己說(shuō)“歡迎來(lái)到我的班級(jí)”，向上課老師、聽課教師說(shuō))

　　3. Lead-in and learn

　　T: Boys and girls,we sang a song before class.We were very happy.

　　We saw a lot of animals there.Right?(PPT出現(xiàn)農(nóng)場(chǎng)畫面)

　　They were on the farm.

　　Learn ‘on the farm’。

　　Step 3. Presentation and practice

　　1.Learn : What are these/those? And ‘pigs/cows/ducks/chickens’

(1)What are these?They’re pigs.

(2) Are these pigs?No,

　　What are these?They’re cows.

(3) What are those?They’re …s.

　　Are those …?Yes./No.

(同步出現(xiàn)動(dòng)物卡，結(jié)合句型學(xué)習(xí)生詞。)

　　2. Let’s say.A chant

　　These,these. What are these?

　　Pigs,pigs. They’re pigs.

　　Those,those. What are those?

　　Cows,cows. They’re cows.

　　Step 4.Text-learning

　　1.Task 1 : Let’s listen! Who is on the farm too? (誰(shuí)也在農(nóng)場(chǎng)?)

　　2.Task 2 : Listen and tick：What’s on the farm?

　　3,Task 3 : Let’s watch: (欣賞動(dòng)畫，將農(nóng)場(chǎng)上的動(dòng)植物擺在正確的位置。)

　　A. pigs

　　B. cows

　　C. apples

　　D. pears

　　4.Task 4 : Let’s follow.(跟讀) ☆ 注意語(yǔ)音語(yǔ)調(diào) ☆ 要讀出感情哦

　　5.Task 5 : Let’s read. (讓我們讀吧!)分角色朗讀。

　　6.Task 6 : Farm show! (農(nóng)場(chǎng)秀!)(發(fā)揮想象創(chuàng)編并表演，說(shuō)得越多越好哦!)

　　T：It’s great fun to visit a farm. Liu Tao and Mike have great fun on the farm. It’s great fun to have a farm,too.

　　30 years later, you’re grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups.

　　A model:

　　A (farmer)： Look! I have a farm! Look! They’re pigs!/They’re cows! Welcome to my farm, Mr …!

　　B: Oh, thank you! My good friend, Mr/Miss …

　　A: Nice to see you!

　　B: Nice to see you! What are these?

　　A: They’re … They’re lovely!

　　Would you like a …?

　　B: Yes, please. Thank you! I like… What are those?

　　A: They’re …s. They’re sweet. Would you like … ?

　　B: Yes, please. It’s yummy!

　　A: Do you like my farm?

　　B: Yes. It’s great!

　　A: Welcome to my farm next time!

　　B: Thank you. Bye-bye!

　　A: Goodbye!

　　Step 5. Ticking time

　　Ticking time

　　I can talk about things on a farm.

　　I can act things on a farm.

　　Step 6. Homework

　　1.Read Story time for 5 times.

　　2.Make your performance better.

　　3.Visit a farm if it’s possible.

　　板書設(shè)計(jì)：

　　Unit 7 On the farm

--What are these/those?

--They’re …s.

--Are these/those …s?

--Yes./No,they’re …s.

外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案

外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案模板3

　　教學(xué)內(nèi)容：

　　Look and say & Ask and answer

　　教學(xué)目標(biāo)：

　　1.Basic aims:

　　A. Using verbs to describe actions. e.g. paint, read

　　B. 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.

　　3.Education aims:

　　Talking about ability to establish friendly relations with your classmates.

　　教學(xué)準(zhǔn)備：

　　Pictures, word cards, cassette player,

　　教學(xué)過(guò)程：

　　一、Warming-up

　　1. Song

　　2. Responding to simple instructions e.g. Sing a song. Draw a circle. Pre-task

　　二、preparation

　　1. Revision Invite individual students to come

　　2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.

　　The rest of the class say: He/She can/can’t… Invite individual students to stand up.

　　Point to the pictures and ask: Can you …?

　　And prompt them to use: Yes, I can. /No, I can’t. to answer your questions.

　　三、While-task procedure

(1) Introduce: paint

　　1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.

　　2. Read the word with action.

　　3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,

　　4. Ask and answer in pairs.

(2)Introduce: read

　　1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.

　　2. Read the word in different voices.

　　3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.

(3) Listen and say

　　1. Play the cassette: Look and say. Students listen.

　　2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.

　　3. Invite individuals to read the dialogue to the class.

　　四、Post-task activities

(1)Production

　　1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.

　　3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.

(2)Assignment

　　1. Complete Workbook page two.

　　2. Write about your ability using ‘I can…’

外研版小學(xué)四年級(jí)英語(yǔ)上冊(cè)教案模板3篇 外研版四年級(jí)上冊(cè)全英文教案相關(guān)文章：