凡是學習態度端正的學生，在課堂上都會全神貫注，目不斜視，高度集中精力，認真聽講。下面是小編為大家帶來的四年級英語知識教案七篇，希望大家能夠喜歡！

四年級英語知識教案（精選篇1）

本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。

1. 開展學生活動，發揮主體作用

新課程強調要充分發揮學生在教學過程中的主體作用。本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。

2. 實施情景教學，統合三維目標

本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，激活學生思維，幫助學生迅速、正確地理解和接受知識，并在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。

3. 轉變學習方式，增強教學效果

新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動， 為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。

4. 運用問題教學，啟發學生思維

本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材信息，發揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利于培養學生的思維能力，激發學生的創新精神。

本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。

【教材分析】

本單元教學內容為人教版新課標Module 5 Unit 3 Life in the future。本單元的中心話題是“未來生活”，教材內容為學生提供了想象的空間，旨在培養學生預測未來的能力，通過對現實生活與未來生活的對比，喚醒學生把握現在，珍惜現在，愛護環境，保護自然的意識。

第一篇Reading文章主要講述主人公Li Qiang在時空旅行前、時空旅行中及時空旅行后的所見所想。第二篇則主要記敘了Li Qiang在太空站認識的兩個非常特別的太空生物，并將兩個生物的特征進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學生的想象力，培養學生對未來生活的預測。語法部分則延續了課文內容，通過作者對未來生活態度的討論引出過去分詞做狀語及定語的用法，并以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，并最終通過口語情景設置鍛煉學生綜合運用英語的能力與技巧，從而對未來生活進行更細致的預測。

考慮到各部分內容的內在聯系，筆者結合教學實際將同一話題不同內容與形式的材料進行了重組，對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時，豐富了教學內容和語言活動形式。

【學情分析】

1. 認知基礎：高一學生基本上能用英語清晰地表達個人觀點，準確地描繪

生活現象或表達個人情感，能用基本的詞匯、句型對未來生活作出描繪與預測。

2. 心理特征：高中學生思想活躍，求知欲旺盛，學習態度明確，自我意識

發展迅速并趨向成熟，獨立自主性強，有一定的道德修養及正確的價值觀與審美觀。

3. 學習能力：學生對過去分詞的用法有基本的了解，其自主閱讀與表達能力有一定的基礎，具備良好的團體協作能力，并能進行有效成功的交流合作討論。

【教學目標】

(1)知識與能力

學習與未來生活有關的詞匯;能對本單元的生詞猜測詞義并能用英語釋義基本單詞;學習有關預測和猜測的表達方式以及過去分詞作定語、狀語的用法;能聽懂關于對未來生活、環境的想象、猜測和思考的會話，想象未來生活可能存在的問題;能用英語簡單地談論未來生活，猜測未來的科技發展趨勢;能閱讀關于未來生活、未來世界以及外太空和外星人的英語文章;能夠較好地發揮想象來描寫未來生活和外星生物。

(2)過程與方法

通過網絡或圖書館等途徑查找搜集有關科學家對未來生活預測的資料，培養學生利用學習資源的策略;并且筆者結合教學實際對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時。第一課時為Warming-up and Reading, 第二課時為Learning about language, 第三課時為Using language, 第四課時為Listening and speaking。著重培養學生學習運用詞匯學習中的猜詞策略，激發學生想象力，預測未來生活。

(3)情感態度與價值觀

通過學習課文，使學生回顧歷史，認識現在，展望未來，激發學生的想象力;提高環境保護，資源保護意識。通過討論使學生了解中國和其他國家目前存在的社會問題以及科技發展方向，預測世界未來生活、環境的發展趨勢。

【重點難點】

重點：

1.掌握有關描繪未來生活的詞匯以及有關預測和猜測的表達方式。

2.通過對文章的學習，根據目前的現狀預測未來的生活，提高環境保護、資源保護意識。

難點：

1.掌握過去分詞作定語和狀語的用法。

2.運用所學的詞匯及句型寫出具有一定想象力的短文。

【教學策略與手段】

1.采取多種教學方式，講述法與討論法相結合，啟發式教學法與創設課堂思維情景相結合，接受式學習與探究式學習相結合。

2.以活動構建教學理論為指導，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。

3.適時對學生的學習過程進行調控與激發，實現教學預設與動態生成的統一。

【教學準備】

1.教師整理課堂相關文字、圖表、影音資料，制成多媒體課件。

2.課前組織學生搜集、閱讀有關世界環境問題、當今科學技術發展及對未來生活預測的文章，積累一定的知識儲備。

3.課前按教室座位情況將學生分成若干小組，每組6人，并選出組長一人，以小組為單位開展合作學習。

【教學過程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a text about time travel.

【設計說明】

由日常問候開啟話題，通過提問學生家鄉情況導入城鎮生活，引出不同的建筑材料及交通工具中的生詞;然后總結交通工具的發展歷史，預測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學習。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯系不大，可單獨提出，因此將Transport的發展變化應用于課文的導入中，這樣比較科學自然。)

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【設計說明】

猜測是培養學生閱讀能力的方法之一，因此筆者首先提出問題引發學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養集體協作精神。(由于Comprehending中關于未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性，將其提至快速閱讀中，設置成小討論，將學生說與讀的能力更好地結合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【設計說明】

通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發生的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【設計說明】

按事件發生的先后順序及地點轉換順序，處理文章細節，培養學生抓住文章線索來處理課文的能力。然后根據地點轉移，自然地將“太空倉內”轉向“太空倉外”，按照作者在太空倉外所處的三個不同地點Hovering carriage, a large market, a large building來處理文章第三段。

3.After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【設計說明】

通過精讀課文，了解文章細致內容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節。“時空旅行中”又可按照“在太空倉內與在太空倉外”分析文章信息。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當地引入幾個過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。

Step 4 Consolidation

1.Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master a hovering carriage.

2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3.A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【設計說明】

首先通過對文章故事情節的正常排序回顧文章梗概;其次通過Warming-up中過去、現在的房子、城鎮及居住環境的比較來預測未來方的發展與變化;最后設置情景，進行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節課的作業與任務。全面地鍛煉學生的總結概括能力以及團體協作的討論能力。

Step5 Assignment

1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.Assignment: Object-designing

Design an object which can help you change the world for a better future

【設計說明】

通過角色扮演以及情景設置中引出未來生活中將會存在的問題，以此導出現在生活中存在的問題，由此自然地引出閱讀課的任務----發明設計，以此激發學生的發明創造能力，喚醒學生保護自然、愛護環境的意識，學習中滲透道德教育，一舉兩得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

2. Worried about the journey, I was unsettled for the first few days.

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in their textbook.

Ex.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.

Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by the company.

And then ask the students to finish the exercises in their textbook.

Ex.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【設計說明】

通過設置討論作者對未來生活持樂觀還是悲觀態度來復習并提升Reading內容，鞏固學生對Reading全文線索的了解與掌握，并通過討論找出含有過去分詞用法的句子來支持各自的觀點。(由于Reading中Comprehending部分中關于作者對未來生活所持有的態度的討論跟語法部分聯系緊密，故將其從Reading中剪切，轉至語法中作為回顧閱讀課，導入新課)完成語法練習后，學生對過去分詞作狀語和定語的用法有了一定的了解，然后教師將過去分詞作狀語和作定語的用法系統歸納如下：

過去分詞作狀語可以表示時間、條件、原因、讓步、方式或伴隨，有時在其前還可以帶上連詞，以示明確。

1. 作時間狀語。 Once discovered, the enemies were completely wiped out.

2. 作原因狀語 Moved by his words, I accepted his present.

3. 作條件狀語 United we stand, divided we fail.

4. 作讓步狀語 Although tired, they continued to work.

5. 作方式或伴隨狀語 The teacher stood there, surrounded by many students.

注意：

1) 作狀語的過去分詞通常與句子的主語存在著被動關系，她所表示的動作通常和謂語動詞屬于同一時間范疇，也可表示先于謂語動詞發生的動作。有時為了強調先發生的動作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 過去分詞的邏輯主語要跟主句的主語一致,否則不能用過去分詞作狀語,應用狀語從句。

(誤)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

過去分詞作定語或狀語時，該分詞及修飾成分相當一句定語或狀語從句，變為定語從句或狀語從句中，該從句應該具備兩個特征：1)從句的主語和主句中的先行詞一致;2)謂語動詞為被動語態形式。

Step2 Consolidation

非謂語動詞練習

B 1. ___ and happy, Tony stood up and accepted the prize. (2006全國)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006廣東)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (2007 重慶)

A. Have one more hour B. One more hour

C. Give one more hour D. If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)

A. to spend B. spent C. being spent D. spending

C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江蘇)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (2005湖北)

A. asking of B. asked about C. being asked D. asked

D 7. The man kept silent in the room unless . (2006浙江)

A. spoken B. speaking C. to speak D. spoken to

D 8. ________, the old man is living a happy life. (2006天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (2006上海)

A. Judged B. Judging C. To judge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET2004)

A. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (2005北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the construction work will start soon. (2006江蘇)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006遼寧)

A. to fall, taking B. fall; to taking

C. falling; taking D. falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

Do you want to work for space? What worker should be needed for the space?

2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【設計說明】

通過小組討論讓學生展開想象的翅膀，憧憬未來生活的美好，隨后通過跟目前生活的比較，教育學生要珍惜現在，展望未來。然后讓學生根據自己的實際情況，討論是否愿意為空間站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【設計說明】

讓學生設計自己的空間站求職信，一方面鍛煉學生的寫作能力，一方面又與實際生活相聯系，一舉兩得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and expressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1.The teacher shows a video clip from Star War to the students.

2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? Galaxy, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【設計說明】

該部分閱讀是上一課閱讀材料的延續，主要談及Li Qiang在太空中遇見的兩類令人驚訝的生物。因內容與《星球大戰》中形態怪異的太空生物有所類似，故筆者采取_《星球大戰》片段導入，通過對太空生物的生理形態及生活的預測討論引出課文內容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.

【設計說明】

引出課文內容后，首先讓學生就題目發表討論，預測作者在跨時空旅行中將會遭遇哪些形態各異的生物。

Step3 Reading for details

1.Ask the students to describe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2.Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the text?

Q2: What are the features of these two amazing creatures?

3.Compare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Six Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【設計說明】

由于文章結構清晰，內容簡單，主要介紹了Li Qiang在太空中遇見的兩類生物以及它們之間的比較。故筆者直接處理課文細節，讓學生通過閱讀找出文中對兩類生物的描述，比較它們的特征。

Step4 Discussion

The teacher asks the students to predict about the future humans by referring to the following questions.

Q1: When do the future humans live?

Q2: Where do they live?

Q3: What do they eat?

Q4: Do their body parts have any other special functions?

Q5: What are the features of the future humans?

Q6: How do future humans work and live?

【設計說明】

文章原先安排的任務是猜測并繪出外星人的模樣，并用文字描述將外星人的外形特征;由于考慮到這個任務的難度，筆者將任務改為對未來人類的預測，并提供問題提示，降低難度，將話題從漫無邊際的想象轉至日常生活，程度地調動學生想象的積極性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【設計說明】

讓學生參考文章結構與內容，用文字表述未來人類在生理、心理、生活、工作等方面的特點與變化，并將自己的設計做成Powerpoint文件，在第四課時中上臺展示。

Period 4. Listening and speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

Teaching Methods:

1. Listen to catch the main ideas

2. Individual work and group work

3. Cooperative study

Step1 Display the design of the future humans

The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

【設計說明】

抽取幾位學生上臺通過Powerpoint文件展示并講解自己在上節課對未來人類的設計與幻想，教師進行適當的點評，檢驗學生的設計成果，并進行總結：想象力是人類與生俱來的本能，也是人類進步的動力，人如果沒有想象力，世界必然一片空白，人生將會無限的單調乏味，因為有想象才有事實，有想象才能成功。為了拓展我們的生活領域，提高我們的生活品質，使未來的生活美夢成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創造、去發明吧!

Step2 Lead-in

The teacher displays a picture of the solar system to the students, and asks the following questions:

Q1: Which planet would be the best residence for humans?

Q2: What will life on Mars be like?

【設計說明】

因聽力材料描繪了想象中一個在火星上充滿奇跡的wonderworld，在那個世界很多高新科技被應用于日常生活與工作中，故筆者從一張有關太陽系的圖片導入，引出聽力材料中的planet, oxygen, gravity, space creatures等生詞，然后向學生提出問題，太陽系中哪個星球比較適合人類生存，讓學生對火星生活作出預測，從而引出聽力材料。

Step3 Listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on Mars □comets

□houses in a town on Mars □Martian creatures □atmosphere and gravity

Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

【設計說明】

要求學生在聽錄音的同時提取聽力材料的主要內容，并在書中的練習一上打勾。培養學生聽取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough oxygen?

2. How can “Wonderworld” make sure there is enough water?

3. What is the advantage of living in “Wonderworld”?

4. Do you think people will be healthy living in “Wonderworld”? Why?

Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.People may become rich and famous.

4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

【設計說明】

要求學生再聽一遍錄音，完成文中的細節問題。培養學生聽取細節內容的能力。

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose that… Do you imagine that…?

I wonder if … Is it possible that…?

Is it likely/ unlikely that…? Do you suppose that…?

【設計說明】

要求學生根據本單元的學習，運用掌握的詞匯與句型，預測1000年后家鄉發生的變化，學生運用課本中提供的句型編造對話，先兩兩討論，然后跟其他小組成員討論編對話，培養口語及集體協作能力。新課標第一網

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【設計說明】

要求學生在課后跟自己的同學用英語交談，討論預測1000年以后家鄉發生的變化，將英語學習融入日常生活，激發學生講英語的_，在實踐中鍛煉學生的英語能力。

四年級英語知識教案（精選篇2）

Section A 1a—2c

【學習目標】：1、熟悉掌握詞匯name clock 等

2、學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.

3、能聽懂聽力對話并能對根據聽力對話進行自由交際.

【學習重點】： 使學生學會打招呼和介紹自己,并詢問他人姓名的句型.

Nice to meet you . What's your name ? My name is ......

【學習過程】：

一、自主學習(教師寄語：Knowledge is power.)

學習任務一: 熟悉掌握詞匯name ,clock

1、 認真觀察第一頁的圖畫,小組討論你所認識的物品的英語單詞.

2,、試著寫出含有的物品的英語單詞.

3、小組競賽,展示( 看誰總結的多, 寫的準確)

學習任務二: 學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.

1、 教師自我介紹,引導學生介紹自己.

A: Hello , I am Gina , What's your name ?

B: My name is Alan .

2、小組競賽, 兩人一組,詢問他人姓名,介紹自己.

3,、分角色朗讀1A對話.

學習任務三: 能聽懂聽力對話并能對根據聽力對話進行自由交際.

1,、聽錄音, 給1B 的對話編號.

2、根據聽力對話進行自由交際.

3、小組競賽, 展示對話交際。

二、合作共建(教師寄語：Many hands make light work. )

小組討論我們所學的英語名字和漢語名字的區別, 如何用英語拼寫

你的名字?

三、系統總結(教師寄語：No man can do two things at once.)

1,、歸納你所學到的問候語.

2、自己編寫一個打招呼并詢問姓名的小對話.

四、診斷評價

(一) 單項選擇.

1. _______your name ? My name is Gina .

A. What B. What's C. Who D. which

2. Good morning , Miss Wang ! _____________!

A. Hello B.Hi C. Nice to meet you D. Good morning

3. I _______Sally , What______ your name ?

A. am ,is B. is , am C. is , is D.am, am

4. ______name is Li lei .

A. I B. I am C. My D. you

5.— _______, What's your name ?

— John Green .

A. Hi B. Ok C. sorry D. Excuse me

(二) 寫出下列單詞的完全形式, 并寫出漢語意思.

I'm _________ __________ what's __________ ________

name 's ___________ __________

(三)寫出下列單詞.

時鐘 _______ 我的 ________ 你的___________ 名字_______ 遇見_________

(四)嘗試翻譯下列句子.

1. 見到你很高興. _________________________________.

2.我叫王小雨. ____________________________________.

3. 你叫什么名字? ____________________________________

(五) 根據情景補全對話.

A: Good afternoon !

B: ____________________!

A; I ______Lucy . _________your name ?

B: My ______ is Jim . Nice to ______you !

A: _______________________________.

五、【課后反思】(教師寄語：Never do things by halves)

任務 熟練掌握 基本掌握 沒掌握

四年級英語知識教案（精選篇3）

【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：Knowledge is power.)

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's his / her name?

His / Her name is .... 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.

my nane ( ) your name ( )

his name ( ) her name ( )

2.個人理解下列對話，并且兩人合作練習.

A：Hello! What's your name?

B：My name is Gina.

A：Nice to meet you.

B：Nice to meet you,too.

A：What's her name?

B：Her name is Jenny.

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：Many hands make light work. )

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：No man can do two things at once.)

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)_________　is your name ?

(2)Nice to m________you.

(3)His a _________is good.

(4)L______! His clock is beautiful(漂亮的)　.

三、選擇

1. _______, What's his name? His name is John Green.

A. Hi B. Oh C. Sorry D. OK

2. She is a girl(女孩).What's ______ name?

A. her B. she C. she's D.his

五、【課后反思】(教師寄語：Never do things by halves)

四年級英語知識教案（精選篇4）

【學習目標】

1.知識目標：學習反義疑問句的用法

2.技能目標：提高學生的聽說以及閑聊在英語表達中的定義和操練。

3.情感目標：了解聊天的文化知識。

【重點、難點】

掌握反義疑問句的運用。

【導學指導】

溫故知新 復習短語

go swimming 去游泳 wait in line 排隊 hate doing sth. 討厭做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等車 be late for/to 遲到

I hope so/not. 我希望如此/我不希望這樣。

自主互助學習

1、學生觀察1a中的圖片相互提問：A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(學生通過相互提問熟悉圖畫內容，為聽力做準備。)

2、教師讓學生歸納1a-2c中所出現的反意疑問句，讓學生觀察、總結反意疑問句的構成。知識剖析: 反意疑問句要點簡述

反意疑問句又叫附加疑問句，是在陳述句后，對陳述句所敘述的事實提出的疑問。

其基本結構有兩種：一是“肯定陳述句+簡略否定問句”;

二是“否定陳述句+簡略肯定問句”。

反意疑問句的前后兩部分在時態、人稱和數上都要保持一致。

如：It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

幾種特殊情況：

1. 陳述部分是there be 句型，疑問部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陳述部分如有 nothing, nobody, never, few, little, hardly 等否定詞時(不包括加否定前綴變來的，如：dislike, unhappy等)，疑問部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陳述部分為祈使句時，反義部分用 will you , won’t you 。以Let’s開頭的祈使句，疑問部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陳述部分含賓語從句時，疑問部分一般反問主句，但主句含有 I/We think/believe/suppose … 時， 疑問部分要反問從句(要注意否定轉移情況)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?

四年級英語知識教案（精選篇5）

教學目標：

1. 知識目標：學習用動詞來描述動作

2. 能力目標：運用標志來發命令

3. 情感目標：培養學生遵守紀律的習慣

重點難點：

Using imperatives to express prohibitions

教學準備：

tape, radio, some picture cards

教學過程：

一、Warming-up

1. Daily talk

2. Act out the dialogue

二、Revision

1. Some phrases: in the pond on the river under the tree

2. Some drills: Where is the fountain? It’s near the tree. Where are the birds? They’re in the aviary.

3. Ask and answer: Where is the…? It’s in the…

三、Presentation

1. Teaching the sign “ close the door” Open the door of the classroom, then draw a sign: Close the door on the board. Say and write: Close the door. Prompt an individual student to close the door. Introduce: a sign Show some signs to the students

2. Draw other signs in Look and read on one side of the board. Don’t feed the birds. Don’t pick the flowers. Don’t climb the trees. Don’t walk on the grass. Don’t play in the pond.

Read these signs

Look and say

Guessing game

3. Draw a park scene on the board, then practice the signs

Talk about the park

Ask students to copy the signs you have drawn on the board and put them in the right places in the park.

Encourage the students to include other signs that they might find in the park.

四、Consolidation

1. Listen and repeat

2. Have the students work in pairs to write the numbers of the signs in the appropriate red circles.

3. Distribute a copy of photocopiable page 36 to each student.

Find the correct signs.

四年級英語知識教案（精選篇6）

教學目標：

1.能聽懂會說run fast、 jump high、 jump far and ride fast等詞匯。

2.能熟練運用句型Can you…?Yes, I can. No, I can’t.

重點難點：

情態動詞Can 引導的一般疑問句以及肯定和否定回答。

教學資源：

PPT課件

預習設計：

自讀第五模塊單詞

教學過程：

Step 1: Greetings

T：Hello，boys and girls. How are you today?

Step2:Lead-in

多媒體出示圖片“踢足球”

T: What are they doing?

Ss: They are playing football.

T: Can they play football?

多媒體出示圖片“游泳”

T: What are they doing?

Ss: They are swimming.

T: Can they swim?

引導學生回答→猜測出can的意思

T: Which sports can you do?

Step3:Presentation

(一)學習新單詞 run fast

1.出示課本內容課件

T：What are they doing ?

Ss:跑步。

T: Yes, they can run fast. Can you run fast?

2.使用單詞圖片教學單詞：run fast.

3. Practise one by one to say the word.

(二)用同樣的方法教學jump high ,jump far, ride fast.

(三)listen to the tape

1. Listen and point.

2.Listen and repeat.

Step4:Practice

1.運用所學語言完成“我會做的運動”任務活動。

T：can you run fast/jump high/ride fast?

2.同桌進行練習。

Step5: Summarize

1.Review the new words.

2.T:今天我們學習了如何詢問他人所能做的運動，它是什么結構呢?

Can you ..?那又如何回答呢?Yes, I can./ No, I can’t.

Step6: homework

What can you do for your Mum?

Please do it after go home

板書設計：

Unit1 Can you run fast?

A:Can you run fast?

A:Can you jump high?

B:Yes,I can.\No, I can’t.

教學反思：

圍繞教學方式、學習方式、課程資源的開發與利用、成功與不足……進行反思

四年級英語知識教案（精選篇7）

教學目標：

1.學生能聽懂、會說、認讀并書寫下列詞匯：see, look, look out of, look at , boy, girl, now, draw, picture,

2.學生能認讀，理解并運用下列基本句型結構

What are you see? What are you doing? I am drawing a picture.

教學重點：

1.學生能聽懂、會說、認讀并書寫下列詞匯：see, look, look out of,

look at , boy, girl, now, draw, picture,

2.學生能認讀，理解并運用下列基本句型結構：

What are you see? What are you doing?

I am drawing a picture.

教學準備：

教學光盤

教學過程：

一、Class opening and review

1. Greeting

How do you feel?

2. Review ：What do you like to do?

復習環節也要多采用小組或兩人組活動，不是師問生答，而是生生

對話，這樣才能擴大學生的參與面，并且復習的內容要與新授知識相

關。

二、New concept

They are on the train now. What do they see on the train?

Let’s listen !

播放第一部分光盤。

整體感知文本，理解大意。

聽的時候給出問題，帶著問題去聽，讓學生

聽的更集中更有針

對性

出示一些圖片，What do you see?

What are they doing on the train? Let’s listen.

此活動可以是口語表達，也可以是寫句子，通過比賽的形式，

看哪一隊說的最多或寫的最多，激發學生參與的興致 播放第二部分光盤 培養學生根據要求抓住關鍵信息，然后提煉信息，完成任務。 利用動畫形式或其他運動的形式介紹現在進行時：I’m jumping She is swimming. They are talking… 現在進行時強調正在進行的動作，所以教師呈現給學生的一定是正在做的事，持續播放的動畫或動作等，更真實貼切，利于學生理解和接受。

播放整篇文本，listen and read.

三、Practice

Read the text. Exercise book.

板書設計：

Lesson 2: What are you doing?

What do you see?

I see _________.

What is the boy doing now?

He is drawing a picture.

What is the girl doing

now? She is looking out of the window.