四年級英語教案怎么寫？小學英語正式學習最后達到英語上軌的過程。該過程中，家長會對孩子的英語習得，學習和語言環境，學習氛圍養成起到一個積極的引導作用。下面是小編為大家帶來的四年級英語教案模板七篇，希望大家能夠喜歡！ 

四年級英語教案模板（篇1）

教學準備

教學目標

掌握住列舉的重點單詞和句子

教學重難點

掌握住列舉的重點單詞和句子并能靈活運用

教學過程

Ⅰ.重點單詞

1.________ vi. 爆裂;爆發

n. 突然破裂;爆發

2.________ n. 事件;大事

3.________ n. 廢墟;毀滅

vt. 毀滅;使破產

4.________ adj. 極度的

5.________ vt. 破壞;毀壞;消滅

6.________ vt. & vi. (使)震驚;震動

n. 休克;打擊;震驚

7.________ n. & vt. 援救;營救

8.________ vt. 使陷入困境

n. 陷阱;困境

9.________ n. 災難;災禍

10.________ vt. 埋葬;掩埋;隱藏

11.________ n. & vt. 損失;損害

12.________ n. 裁判員;法官

vt. 斷定;判斷;判決

13.________ vt. 損害;傷害→________ n. 傷害;損害→________ adj. 受傷的

14.________ n. 電;電流;電學→________ adj. 用電的;帶電的→________ adj. 與電有關的;電學的

15.________ vt. 使驚嚇;嚇唬

→ ________ adj. 受驚的;受恐嚇的

→ ________ adj. 令人恐懼的

16.____________ n. 祝賀;(復數)賀詞

→ _____________ vt. 祝賀

Ⅱ.重點短語

1.a (great) number ________ 許多;大量的

2.dig ________ 掘出;發現

3.________ an end 結束;終結

4.right ________ 立刻;馬上

5.as ________ 仿佛;好像

6.________ ruins 嚴重受損;破敗不堪

7.think little ________ 輕視，滿不在乎

8.tens ________ thousands of 數以萬計

9.be proud ________ 以……自豪

10.judge ________ 從……判斷

11.be trapped ________ 陷入

12.be buried ________ 埋頭于

13.put ________ shelters 搭建避難所

14.get away ________ 離開

15.pay attention ________ 注意

Ⅲ知識點教案

EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆發

a burst of laughter

一陣笑聲

2.

n. 廢墟，遺跡(常用復數形式);毀滅

be/lie in ruins

成為廢墟;嚴重受損;破敗不堪

EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

vt.毀滅;使破產

ruin oneself

ruin one’s health/fame/future

EX.2 過量吸煙損害健康，因此你應該戒煙。

Heavy smoking ruins your health, so you should give up smoking.

EX.3 用 ruin, destroy, damage填空：

① Her heart was slightly _______ as a result of her long illness.

② His life was ________ by drink.

③ The earthquake almost _______ all the bridges in this area.

3. injure vt.損害;傷害

______ n. 傷害

______ adj. 受傷的

________ 傷員

Exs.

①The soldier was ______ in the arm in the war.

②She was ______ slightly in an accident during the work.

③This bright light will do great ______ to your eyes.

④I was very much ______ at his words.

看例句再歸納：

1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

3. I was shocked that 17 people died

in the explosion at a restaurant in Anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt. 使陷入困境

trap sb. into (doing) sth.

be trapped in

困在 ……中;陷在……中

EX.1 警察設圈套使他講出實情。

The police trapped him into

telling the truth.

EX.2 對比練習

他陷入交通堵塞中，感到很無助。

1) He ___________ (trap) in the traffic jam and felt helpless.

2) When he __________ (trap) in the traffic jam, he felt helpless.

3) When __________ (trap) in the traffic jam, he felt helpless.

n. 陷阱;困境

set a trap to do sth./for…

誘使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury 的短語并翻譯

① The army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② He has learnt to bury his feelings.

掩藏、隱藏

③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ She buried her face in her hands and wept.

bury one’s face in hands

雙手掩面

be buried in/bury oneself in

專心于;埋頭于;沉浸于

EX.1 對比練習：

他埋頭學習，不知道他的同學們早已經離開了。

1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6. 立刻、馬上

7. =right now/ at once/in no time

8. by the end of 到時候為止(常與_________連用)

9. EX.2 By the end of last month, he _________(learn) 3,000 English

10. words or so.

11. EX.3 我會用愛迪生的一句名言來結束。

12. I’ll end up with a famous saying from Edison.

13. 10. Review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

17. EX.2 ----The number of students are in

18. the dining hall now.(改錯)

19. ----Yes. The number of students

20. _____ (be) about 400.(填空)

21. 11. Thousands of families were killed and many children were left without parents.

22. leave 做使役動詞，意為 ___________________

23. leave+賓語+賓補 {doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介詞短語

27. EX.1 You shouldn’t have left water ___________(run).

28. EX.2 She ran away _____________________

29. _______________. (她跑開了，留下她的男友

30. 一個人在雨中)

31. 12. It seemed as if the world was at an end!

32. → as if用于陳述語氣中：

33. It looks as if it’s going to rain.

34. She closed her eyes as if she was tired.

35. → as if 用于虛擬語氣中：

36. 1). She behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). He opened his mouth as if _________ something. (say)

39. 12. It seemed as if the world was at an end!

40. → as if用于陳述語氣中：

41. It looks as if it’s going to rain.

42. She closed her eyes as if she was tired.

43. → as if 用于虛擬語氣中：

44. 1). She behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). He opened his mouth as if _________ something. (say)

47. 13.Translate the following sentences:

48. 1). All hope was not lost.

49.

50. 2). Not everyone has passed the exam.

51. 3). I don’t want both the ties.

52. 部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54. 意為：______________________

55. EX.1 ________ people can understand you.

56. = _____ people can _____understand you.

57. 并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

EX.2 這兩個男孩對我們都不粗魯。

Neither of the boys is rude to us.

Ⅳ. 鞏固 考點作文串記

One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).

四年級英語教案模板（篇2）

教學準備

教學目標

Objectives:

1. Instructional objectives

By the end of the class, most students are able to:

1) Use the words and the phrases they learned to complete the tasks based on the text.

2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.

3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.

2. Educational objectives

By the end of the class, students are able to:

Improve their cultural awareness from carnival and learn more about its influence on the western culture after class

3. Personal objectives：

1) Be confident of standing on the stage and speak clearly and spontaneously.

2) Encourage students to speak in the class with different kind of techniques.

教學重難點

Focal points:

By the end of the class, students are able to:

1) Improve the main reading skills through completing reading tasks in pair work and group work.

2) Use the table to finish their essay about their favorite film.

Difficult points:

By the end of the class, students are able to:

1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.

2) Write a film review according to the table and the text.

教學過程

Procedures and time allotment

Stage 1 Getting students ready for learning

T: Class begins!

Ss:…

T: Good afternoon, class!

Ss:…

T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?

Ss:…

T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).

Ss:…

T: OK, time is up. You know Chinese festivals?

Ss:…

T: very good. For example1.

New Year’s Day 元旦節 (1月1日)

2. Spring Festival 春節 (農歷正月初一)

3. Lantern Festival 元宵節 (農歷正月15)

4. the Qingming Festival 清明節 (4月5日)

5. Dragon Boat Festival 端午節 (農歷5月初五

6. Double-ninth Day 重陽節 (農歷9月初九)

7.National Day 國慶節 (10月1日)

T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?

Ss:...

T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?

Ss:...

T: This festival is at the end of October, when “ghosts” come out.

Ss:...

T: This is when Americans remember the hard times when they first arrived in the country.

Ss:..

T: This is a festival of color, which marks the beginning of spring in India.

Ss:...

T: This is a Christian festival which comes in the middle of winter

Ss:...

T: Let’s watch a video. Can you guess what festival it is? .

T: They are dressed up in special clothes, and they are wear masks.

Ss:...

T: now, First question is how do people feel on this festival? Second is what festival is it?

Ss:...

T: Yes, very good. Now, let’s watch a video about Carnival.

Ss:...

T: what do you remember about carnival?

Ss:...

T: Where did it first?

Ss:...

Stage 2 Pre-reading

Step 1. Listen to the tape.

T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.

Ss:..

T:...

Step 2. Scan the passage and try to answer the questions.

T: What is the meaning of carnival?

Ss:...

T: Originally it meant “with no meat”but now it symbolizes “life”.

Step 3. Read the passage and match column A with column B.

T: OK, now I will give you 1 minute to read it again and then I will ask you some

Stage 3 While-reading

Step 1 Read the passage. Choose the best answers to the two sentences.

T: are you finish? Let’s look at the questions.

first question is Today Carnival has become a celebration of ____. Which one you choose?

A. freedom B. harvest C. life itself D. success

Ss:...

T: YES, very good. Next question is We need to _____ to understand what carnival is all about.

A. look at the history of America B. go to America

C. look at the meeting of two cultures---European and African D. Both A and C

Ss:...

T:....

Step 2 check whether the statements are true or false.

T: …

T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?

Ss:…

T: Do you agree?

Ss:…

T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.

T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.

Ss:...

T: very good. This answer in paragraph 3.

Ss:...

T: question 3，The slave trade was abolished and the salves took over the carnival.

Ss:...

T: the last, With the passing of time, carnival became a festival of the black people only.

Ss:…

T:Exactly! Superb!

Step 3 Skimming for specific information

Task: Answer the questions according to the passage.

T: Read the text carefully and answer the questions.

Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!

T: Now, let’s check your answers. What is carnival today?

Ss:Carnival today is an international, multicultural experience.

T:The second question is Where were the slaves taken from ?

Ss:In Africa

T:....

T: Excellent!

Stage5 Post-reading

Discussion: Useful questions to make up dialogues

T: there have seven questions, useful questions to make up dialogues.

Have you dressed up in special clothes?

2 What did you wear? 3 How did you feel?

4 Did you eat special food?

5 Did you give or receive gifts?

6 Did you have a holiday from school?

7 Did you enjoy yourself with your family or friends?

T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!

Ss:...

T:Time is up. which one do you choose?

Ss:....

T: Yes, so the theme of Frankenstein is about science and humanity.

T: OK, next group, do you have other answer?

Ss:...

課后習題

homework

Do exercises on Page 37-38.

四年級英語教案模板（篇3）

Section A (1a-2d)

一、教學目標：

1. 語言知識目標：

1) 能掌握以下單詞：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry

2) 能掌握以下句型：

① Don't eat in class.

② You must be on time.

③ Eat in the dining hall.

2. 學會用英語表達一些標志的含義。

3. 熟練使用目標語言談論對某些規章制度(校規、家規等)的看法

二、教學重難點

1. 教學重點：

1) 肯定祈使句是省略掉主語的原形動詞開頭;

2) 否定祈使句則是在肯定祈使句前加上“don’t”。

3) 情態動詞must及have to在用法上的區別。

2. 教學難點：

掌握祈使句的用法，并能聽懂、會說一些簡單的祈使句。

三、教學過程

Ⅰ. Warming-up and revision

用祈使句請學生們完成一系列動作：

Please stand up/ sit down. Close the door, please. Look at me and listen to me.

Don’t open your books. Don’t talk. Let’s begin our class.

Ⅱ. 1a

T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.

Ⅳ. Listening

Now let’s listen! What rules are these students breaking? Write the numbers after names?

Ⅴ. Pair work

Read the dialogue in 1cand work in pairs.

Ⅵ. Listening

1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.

2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.

Ⅶ. Pair work

1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.

2. Let some students come to the front and act out the conversations.

Ⅷ. Role-play

Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.

( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )

Homework:

1. Remember the new words and expressions.

2. 完成下列句型轉換試題

1)I can play computer games on weekends.(一般疑問句)

_________________________________? Yes, ____________.

2) He has to wear uniform.(變否定句) He _____ _____ _____ wear uniform.

3) I have to wear sneakers for gym class.(一般疑問句)

_____ you ____ ____ wear sneakers for gym class? Yes, I ____.

4) They have to wash clothes.(提問) ____ do they have ____ ____?

5) You can’t go out on school nights.(換一種表達) _______ go out on school nights.

6) Don’t talk in class.(同上) No _________.

Section A (Grammar Focus-3c)

教學重難點

1. 教學重點：

1) 繼續學習使用目標語言談論對某些規章制度(校規、家規等)的看法

2) 通過不同方式的練習方式來學會用英語表達一些標志的含義。

3) 運用祈使句來表達一些規章和制度。

2. 教學難點：

1) 總結用祈使句、情態動詞can、must及have to來表達各種規章制度;

2) 能用所學的知識來制定一些簡單的規章制度。

教學過程

Ⅰ. Warming- up and revision

Ⅱ. Grammar Focus.

1. 學生閱讀Grammar Focus中的句子，然后做填空練習。

① 不要在樓道里跑。_______________________

② 不要打架。 ____________________

③ 有什么規則? ___________________

④ 我們必須按時上課。 ____________________

⑤ 我們可以在教室里吃東西嗎?____________________

⑥ 不能。但我們可以在餐廳里吃東西。___________________

⑦ 我們可以在教室里帶帽子嗎?____________________

2. Ss finish off the sentences and check the answers by themselves.

Ⅲ. Writing

Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?

Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.

(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )

Ⅳ. Practice

Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.

2. 注意： have to雖是情態動詞，但其在句子中與謂語動詞共同構成句子時，其一般疑問句應用助動詞do或does來幫助構成;而情態動詞can則直接提前構成一般疑問句式。

3. Ss work by themselves and try to write the sentences on the workbook.

4. Ss work in pairs. Ask and answer the sentences.

Ⅴ. Game

Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?

Ⅵ. Exercises

1. If time is enough, do some more exercises on the screen.

Homework

1. Read the sentences in Grammar Focus.

2. Make some rules at home.

板書設計

Section B 1a-2c

教學重難點

1. 能掌握以下單詞：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck

2. 能掌握以下句型：

① Don't leave the dirty dishes in the kitchen.

② I can't relax either.

③ I must read a book before I can watch TV.

④ I have to help mom make breakfast.

3. 理解must, have to/ can/can't的用法

三、教學過程

Ⅰ. Warming- up and revision

Check the homework. Let some Ss read their home rules.

Ⅱ. Presentation

1. Show some pictures on the big screen and let Ss learn the new words and expressions.

2. 學生看著1a部分的圖片

學生朗讀1部分的“rules”，并將圖片a~h的序號填寫在1b這些規則前的方框中。

Check the answers with the class.

Ⅲ. Listening

1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.

2. Play the recording for the Ss to listen and check.

Ⅳ. Listening

Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.

Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.

Check the answers:

Ⅴ. Group work

Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading

1. Fast reading: Read the letter and find the answer to this question:

What does Molly feel about the rules?

Ss read the letter and find the answer to this question. (she feels terrible.)

2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )

3. Careful reading

1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.

(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )

Ⅶ. Reading

1. Read the letter again and complete the sentences with have to/ must, can or can't.

2. 提示： have to與must的用法：

1)must表示一種主觀的需要，而have to表示一種客觀的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.

今天下午我不得不參加一個重要的會議。

Mother is out, so I have to look after the shop.

媽媽不在家，因此我不得不照看商店。

2)have to的否定形式是don’t have to, 相當于needn’t。如：

They don’t have to buy a computer at present.

他們目前沒有必要買電腦。

Homework

1. Remember the new words and expressions in this period.

2. Ask Ss write down Molly's rules at home and at school.

四年級英語教案模板（篇4）

SectionA(1a—2c)

【學習目標】：1、熟練掌握本課6個單詞.

2、學會詢問他人姓名及介紹他人姓名.

3、能聽懂有關談論他人姓名的對話并進行自由交際.

【學習重點】：詢問他人姓名及介紹他人姓名的句型.

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟練讀寫本課6個單詞.

1.個人自瀆，記憶本課單詞.

2.小組互相檢查單詞讀寫情況.

3.根據漢語寫出下列英語單詞并展示.

學習任務二:運用句型：What'shis/hername?

His/Hernameis....進行自由交際.

1.小組合作，理解并熟讀下列短語，并寫出漢語意思.

mynane()yourname()

hisname()hername()

2.個人理解下列對話，并且兩人合作練習.

A：Hello!What'syourname?

B：MynameisGina.

A：Nicetomeetyou.

B：Nicetomeetyou,too.

A：What'shername?

B：HernameisJenny.

3.小組合作，練習自己的對話.

4.對抗組開展競賽，展示自己的對話.

學習任務三:聽聽力完成2a,2b.

1.個人看圖，理解四幅圖畫，思考圖畫中人是在談論他人還是對方.

2.聽聽力，給四幅圖畫編號.

3.小組為單位，熟讀2b中的名字。

4.聽聽力，完成2b.

二、合作共建(教師寄語：Manyhandsmakelightwork.)

討論下面兩句話如何用英語表達.

1.他叫Bob.

2.她叫Jenny.

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

根據提示，完成下列問答.

______________

What's_______name?_______is....

_______________

四、診斷評價

1、寫出下列短語.

(1)我的時鐘(2)你的問題

(3)他的名字(4)她的回答

2、根據句意及首字母補全單詞。

(1)_________isyourname?

(2)Nicetom________you.

(3)Hisa_________isgood.

(4)L______!Hisclockisbeautiful(漂亮的).

三、選擇

1._______,What'shisname?HisnameisJohnGreen.

A.HiB.OhC.SorryD.OK

2.Sheisagirl(女孩).What's______name?

A.herB.sheC.she'sD.his

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

第3課時Unit1Myname'sGina(總第3課時)

SectionA3a—4

【學習目標】：1、熟悉掌握本節課的六個詞匯。

2、正確辨別英文名字的姓和名，以及和中文名字的差異.

3、學會詢問他人名和姓的句型.

【學習重點】：掌握詢問他人名和姓的句型.

【學習過程】：

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟悉掌握詞匯。

1、個人自讀，記憶本課單詞.

2、小組相互檢查單詞讀和寫的情況.

3,、據漢語寫出單詞,小組競賽并展示.

學習任務二:能運用句型:What'syourfirstname?

Myfirstnameis....

What'syourlastname?

Mylastnameis...進行交際.

1、試讀下列姓名,嘗試總結歸納.

GinaMiller

Firstname:________Lastname:________

完成3a.(讓對抗號在黑板上展示)

2、理解下列對話,兩人合作練習.

A:Hello!What'syourname?

B:MynameisJackSmith.

A:What'syourfirstname?

B:Myfirstnameis....

A:What'syourlastname?

B:Mylastnameis...

3、小組合作,練習自己的對話.

4、對抗小組開展競賽,展示自己的對話.(完成3b)

二、合作共建(教師寄語：Manyhandsmakelightwork.)

學會了詢問他人的名和姓的句型后，能否用his/her做替換練習。

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

1、總結你所知道的名和姓。

2、自己編寫一個詢問他人姓和名的小對話.

四、診斷評價(一)用所給詞的適當形式填空.

1.Nicetomeet______(your).

2._____(she)nameisHelenBlack.

3.Hisfamilyname_____(be)MrGreen.

4.______(be)youMrGreen.

5.Hi,I_____(be)Lily.

(二)據漢語完成句子

1.Brown是他的姓氏.Brownis______________name.

2.她的名是什么?____________________name?

3.你好,我是杰克.Hi,________Jack.

4.我的鋼筆是黑色的._____penis______.

5.他的名字是吉姆._______________Jim.

(三)根據上下文完成對話.

A:Hello!

B:________!

A:I'mGina,________________?

B:MynameisLindaBrown.

A:IsLindayourlastname?

B:No.Lindaismy__________.AndBrownis___________.

A:Nicetomeetyou.

B:____________________.

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

四年級英語教案模板（篇5）

教材分析

本模塊的教學內容是描述人物的性格特征。在第一單元，熊貓Panpan介紹好朋友的性格特征;第二單元，Panpan介紹自己的親朋好友。通過Panpan的介紹，學生可以進一步熟悉英語中家庭成員的稱謂語，并鞏固本模塊所學描述人物特征的形容詞。

模塊教學目標

一、知識目標

1. 熟練掌握本模塊的重點單詞：nice, clever, shy, naughty, a bit, shy, answer, call, bad, cool, aunt, uncle, big, little, cute

2. 熟練掌握本模塊的重點句型：This is... He / She is...

She’s very nice. But she’s a bit shy.

二、能力目標

感知英語中用形容詞描述人物外觀、性格特點的不同方法，能運用所學語言描述人物的性格特點。

三、情感目標

1. 培養孩子們尊重他人，廣交朋友的情感態度。

2. 學生樂于感知并積極嘗試，運用所學進行表達和交流。

教學重點及難點

教學重點：

1. 掌握本模塊重點單詞和句型。

2. 能熟練運用所學句型談論人物的外觀、性格特點。

教學難點：

學生能根據已有的知識，描述人物的外觀、性格特點。能正確運用形容詞，理解形容詞兩種不同的用法。

教學輔助：OHP, flash, word cards

教學策略

鼓勵學生積極運用所學英語進行表達和交流。

教學過程

第一課時教學設計

教學重點與難點

能夠運用本課所學句型和詞匯向他人介紹和描述朋友。

教學內容(含時間設置)

教學活動

教師活動、學生活動

Step 1: Warm up and Lead in(about 4 minutes)

1. 請學生觀看活動1。

(通過圖片、單詞卡教讀單詞clever)

2. 請學生聽并跟讀活動1。

設計意圖

通過Activity 1來引出本模塊語言學習點——用形容詞來描述性格特征。

Step 2: Text Introduction(about 1 minute)

1. 展示活動

2》第一幅圖。

T: Do you remember Panpan? Panpan has got some new friends too. He would like to introduce them to us. Let’s see: Who are they? How are they like?

設計意圖

導入本課課題。

Step 3: Presentation(about 20 minutes)

1. 看一看，填一填。

Students watch and fill in the blanks.

Maomao: She’s very nice. But she’s a bit shy. (教授 a bit, shy)

Ms Smart: She’s a nice teacher.

Xiaoyong: He’s a clever pupil.

Parrot: This is Parrot.

Can you answer the call now?

(講授詞組answer the call)

He is very naughty. But he’s not a bad bird.

(教授naughty)

2. 聽并跟讀。

Let the students pay attention to their pronunciation and intonation.

設計意圖

讓學生帶著問題聽文本，一步步解決問題，教師引領，指導學生層層深入文本，了解更多描寫人物的單詞。

學習過程中，引導學生通過看圖理解，用所學形容詞來描述的人物性格特征。幫助學生判斷nice, clever, bad三種性格，引導學生認真看圖，并引導學生注意：人物的性格特征通常不能僅用一個詞準確描述，對于人物性格的變化，我們可以用but來進行連接。

Step 4: Practice and Consolidation(about 13 minutes)

1. 做游戲。

Choose and say: This is... He/ She is ...

2. 請學生分小組討論自己的朋友，并做匯報。

設計意圖

鞏固所學知識。

此處活動是在教師引導下學生之間的互動，這種互動是點與面的互動。目的是操練重點知識This is… She’s / He’s... 教師在此環節可以較好地把握生成，使學生獲取更多的語言表達機會，培養學生的語用能力。這一游戲具有語言性、學習性、趣味性。

Step 5: EmotionalEducation(about 2 minutes)

T: You have got so many friends. You can play together, and you can help each other.

Remember: A friend in need is a friend indeed. Animals are our friends too.

設計意圖

對學生進行情感教育，培養他們認識到朋友的重要性，廣交朋友!動物也是人類的好朋友!

Classroom Assessment

Language Encouragement Stickers

設計意圖

通過不同的獎勵形式，有效激發學生學習英語的興趣，讓學生在英語課堂上想說、敢說。

Blackboard Design

Module 1

Unit 1 She’s a nice teacher.

This is...

He / She’s...

家庭作業：

1. Listen and read the text.

2. Introduce your friends to your parents.

四年級英語教案模板（篇6）

一、知識與技能

1. 掌握重點句型：How was your vacation?Where did you go? Did you go out with anyone?

2. 理解并掌握幾個不定代詞：anyone, everyone, something, anything, everything, nothing的用法。

3. 熟練運用句型：Did you …?

二、過程與方法

學生通過上一節課的學習，對where引導的過去時態的特殊疑問句已經掌握，能自然地與本課知識相銜接。讓學生回憶他們的假期情況，引出一般過去時態的句型，并且進行大量練習。采用學生提出問題，學生解決問題，借助多媒體來提高學生的主動性。

三、情感、態度與價值觀

教育學生滲透合作精神和社會公德意識。

教學重點

掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?

教學難點

能用句型Did you …?提出盡可能多的有關過去假期的問題。

教法導航

創設情境，讓學生自己總結規律，思考，討論，最后得出結論。創設英語語言氛圍，使學生能較快地融入到英語語言學習的情景中來。

學法導航

自主學習，獨立思考，小組討論，同桌合作，完成學習任務。

教學準備

視頻，圖片，多媒體。

教學過程

Step 1 Greetings

Greet the class as usual.

Step 2 Revision

Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.

Step 3 Role play

The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.

Step 4 Grammar Focus

Review the grammar box. Ask students to say the questions and answers.

Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.

Step 5 Game

Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.

Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.

Step 6 Practice

3a Fill in the blanks with the words in the box and practice the conversation.

3b Fill in the blanks in the e-mail mestudentsage with the words in the box.

After checking the answers, get the students to read them aloud.

Step 7 Group work

Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.

Step 8 Homework

Ask your classmates as many questions about their last vacation as possible.

四年級英語教案模板（篇7）

Teaching contents(教學內容)

SectionA 1a,1b,1c,2a,2b,2c,grammar focus .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .

Repeat with other sets of pictures .

Step 2 Pre-task(任務前活動)SB Page 34 , 1a .

1.Point out the pictures and ask Ss to tell what they see .

2.Ask some students to read the statements and responses .

3.Have Ss match the statements and responses on their own .

Step 3 While-task(任務中活動)SB Page 34 , 1b .

1.Play the tape and get Ss to check their answers to activity 1a .

2.Talk about the answers together .

SB Page 34 , 1c .

1.Ask two Ss to read the example in the sample in activity 1c.

2.In pairs , get Ss to talk about what happened in the pictures .

3.Ask some pairs to present their conversations to the class .

SB Page 35 , 2a & 2b .

1.Read the instructions .Make sure the students know what to do .

2.Play the recording .Ss listen and write down their answers .

3.Correct the answers .

Step 4 Post-task(任務后活動)SB Page 35 , 2c .

1.Ask two students to read the sample dialogue .

2.In pairs ,get the students to role play the conversation between Andrea and her friend .

3.Ask a few pairs of students to practice their conversations for the class .

Step 5 Grammar Focus SB Page 35 , Grammar Focus .

1.Review the grammar focus .Ask Ss to say the statements and responses .

2.Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.

3.Ask some groups to share their sentences with the class .

Homework(家庭作業) :

Have Ss write their sentences on their exercise books.