上海牛津版四年级英语上册全册教案

OXFORD ENGLISH 4A TEACHING PLAN 情况分析四（1）共40位学生， 大部分学生的学习态度较端正，能按时按质的完成学习任务。但是，班上有几位学习困难生，他们在学习习惯，学习态度上存在很大问题，本学期对这几位学生给与更多关注。对于其他学生则激发他们的英语学习兴趣，培养良好的英语习惯。他们班有一位随班就读生，因耳朵听力有点困难，需要助听器，但孩子很要学，故对她的教学要求与其他学生相同。四( 5 ) 共有学生40人，大多数学生对于英语学习比较用心，学习上能自觉完成老师布置的任务，但是有几位学生由于家庭的缘故，缺少家长的关注，造成学习态度非常的散漫，这些学生不仅要在课堂上关注他们，更要在平时也加强对他们的关心。教材分析本教材承接一、二、三年级牛津教材以螺旋式上升的趋势加以深化。以版块的形式编排，每个版块又以一个密切联系学生生活实际的主题为导线，通过丰富多彩的形式组成，比较符合学生的身心特点及喜好，为学生乐学提供了较好的条件。教材在承接的基础上又有了发展和延伸，加大了听力的训练。此外在语音的学习上有了从元音到辅音的深化，为学生逐步掌握单词的发音作好了准备。继续体现了英语的交际和实用功能，从而培养学生初步听，说，读，写的综合能力。教学目标Module 1: Getting to know you Unit 1 Hello again A. Greeting people and responding to greetings B. Introducing someone to someone else C. Talking about/asking about ability D. Saying the sound ch-Unit 2 How old are you ? A. Asking and giving ones own age B. Responding to simple introductions C. Talking about birthdays D. Using birthday card formula E. Asking about and identifying possessions F. Saying the sound sh-Unit 3 What are you ? A. Asking and talking about professions B. Identifying people in terms of their profession C. Saying the sounds ph-and wh-Module 2 Me, my family and friendsUnit 1 A new classmate A. Introducing oneself B. Identifying parts of the body C. Describing ones appearance D. Identifying people and things E. Say the sound th-Unit 2 How do you feel ? A. Describing how one feels B. Talking about likes and dislikes C. Saying the sounds pl-,gl- and cl-Unit 3 Friends A. Describing people and things B. Identifying people from their description C. Talking about possessions D. Describing how one feels E. Saying the sounds fl-,sl-and bl-Module 3 Places and activitiesUnit 1 In the school A. Counting from 1-20 B. Identifying common classroom objects C. Asking and answering How many.? D. Identifying simple shapes E. Identifying objects from a short description F. Saying the sounds dr-and pr-Unit 2 Food A. Using appropriate quantifiers for countable and uncountable nouns B. Talking about indeterminate amounts of food C. Using shopping formula D. Asking and giving the price E. Talking about possessions using have got F. Identifying in which shop one would buy various items G. Saying the sounds br- and cr-Unit 3 A class picnic A. Asking and answering about possessions B. Talking about City Park C. Asking and saying where things are D. Identifying signs F. Saying the sounds fr-,gr- and tr-Module 4 The natural worldUnit 1 On the farm A. Giving instructions not to do something B. Talking about farms and farm animals C. Identifying the food habits of common farm animals D. Making and responding to an apology E. Saying the sounds sc-and sk-Unit 2 More insets and plants A. Describing and comparing plants and trees B. Talking about frogs and insects C. Writing a short description of a given object D. saying the sounds sm-,sp-and st-Unit 3 A day in the park a. Asking and answering about possessions B. Following simple instructions C. Asking and answering simple direct questions D. saying the sounds sl-,sn- and sw-具体措施全面贯彻中小学外语课程新标准对小学英语的要求，积极落实国家、市、区的教育指导精神和新基础教育的理念。结合所教班级的实际情况设计出科学和实效的教学方法，如通过丰富多样的教学形式，现代的多媒体技术辅助教学等手段，让学生在轻松和谐，民主平等的课堂氛围中学英语，引导他们用探究性的方法进行学习，并培养他们的思维和创新能力，达到学以致用的效果。 TEACHING PLAN FOR OXFORD ENGLISH 4ABOOK 4A MODULE 1 Greeting to Know YouUNIT 1 Hello again LookPERIOD 1AIMS: 1.Words (letters) :my, his, her, our, friend, classmate2. Structures: possessive adjectives3. Functions: Greeting people and responding greetings Introducing someone to another.LANGUAGE FOCUS: How to introduce someoneDIFFICULT POINTS: Using possessive adjectives: E.g.: This is _. His/her name is _.AIDS: Book 4A P2Cassette and a cassette playerWorkbookP1Pictures of animals (dog cat parrot bird)PROCEDURESCONTENTSMETHODSNOTESWarming upRevisionPresentationConsolidationAssignmentRhymeQuick response1.Greeting:Good morning!How are you?2.wordsHis/Her name is _.4.Introduce your friend/classmate to someoneListen and read the text1. Make dialogues according to the text.2. Exercises: Workbook P11.Grammar book P12.Read and practice dialogue after class3. Bring a family photo to classSsT&S 1) Greeting individual student to elicit: Im fine, thanks.2) change with students3) work in pairs1) draw a family tree to review family members and “my, our”2) introduce “classmate, friend” in the class3) say4) practice: This is my/our_.1)T invite one student: Is this your_ elicit: Whats his/her name? His/Her name is_.2) say3) work in pairs1) make a model: Hi, this is my/our _.His/her name is_.2) Do substitutions with toy animals3) PerformancePractice and performanceEXERCISES: Fill in the blanks with “my, your, his, her, our”1. This is a cat. _ name is Ginger.2. That is a dog. _ name is Sam.3. Mary is in the park. _ mother is with her.4. Whats _ name? My name is Ben.5. Were good friends. _ pets are good friends, too.6. He has got a bicycle. _ bicycle is new.板书：M1U1 Hello again This is _. I my Her/His name is _. you your Goodbye. See you. he his she her we our classmate deskmate课后反思：本节课是四年级的第一节新课，在很大的篇幅上是对三年级内容的复习，在此基础上引出了our，classmate这两个新单词，正好两个班级中都有新同学，对于这两个单词的理解与运用学生能比较自然，对于物主代词的运用也能得心应手。PERIOD2AIMS: 1.Words (letters):(swim, fly, cook, run, jump) dive, can cant2. Structures: model can(cant)+ verb1. Functions: Using modals to talk about ability: e.g.: Super girl can _.LANGUAGE FOCUS: Talk about ability:DIFFICULT POINTS: Identify key words by recognizing the stress.AIDS: Book 4A P3Cassette and a cassette playerGrammar bookP1Wall chart, photocopiable P1PROCEDURESCONTENTSMETHODSNOTESWarming upRevisionPresentationConsolidationAssignmentRhyme or songQuick response1.Words:dive, can, cant2.Supergirl can/cant_3.Learn the sound1.Exercises2.Talk about your superfriend1. Workbook book P22. Grammar book P23. Talk about your parents or grandparents.SsT&S1) T acts to review the previous words: swim and put a tick or cross on the chart , then elicit “ dive”2) Say: I can/cant _.3) Say and act1) Show the wallchart: Look and guess what supergirl can/cant do. 2) Learn: super, supergirl.3) say4) Listen and check (T or F)5) Listen and read.6) Express1)Play the cassette, students listen2)Listen again, try to say3)practicePhotocopiable P1板书设计：Read a story I like_. super, can , cant, run, jump She/He is _. swim, dive, fly, cook She/He is _. But she/he cant _.课后反思：这堂课学习的是can句型的肯否定形式及一些动词，我利用讲故事的方式外加动作演示的方法，使学生对于知识的掌握能比较轻松自如，在随后学生自己操练过程中，学生能掌握的比较好，对于单词dive的发音，学生还存在一些困难。PERIOD3AIMS: 1.Words(letters):sing, paint, write, draw2. Structures: Can you? Yes, I can. /No, I cant.3.Functions: Asking about ability.LANGUAGE FOCUS: Talk about ability and ask and answer simple responses DIFFICULT POINTS: verbsAIDS: Book 4A P4Cassette and a cassette playerWorkbook P2 Photocopiable P2PROCEDURESCONTENTSMETHODSNOTESWarming upRevisionPresentationConsolidationAssignmentRhyme 1.Action and saying 2.Talk about your parents ability1.Words: sing, paint, write, draw.2.Can you_? 3.Listen and answer4. Read after the tape1.Grammar book P22.Workbook p21.Finish Grammarbook2. Copy new words3. Do a surveySsOne acts and the rest say: He/She can/cant_S1) Ask individual students :Can you_? To elicit words2) Say the new words3) Express: I can/cant_.1) Ask and answer to elicit “Yes, I can. / No, I cant.”2) Practice : T&S3) Work in pairs1) Listen to the tape, answer questions: e.g., How many pupils?Who are they?Can Kitty/Eddie_? SayWriteAsk your friends what they can/cant do.CHART:NAMEMayrunjumpswimdiveflycookpaintdrawreadsing板书设计：Look and say Can you。？ sing， paint， write， Yes，I can。 draw， read No，I cant.课后反思：由于本堂课是建立在前一堂课的基础上的，故学生学起来就更为容易些，利用动作的演示教学，学生感到比较亲切，学起来比较轻松，但单词的容量较大，学生一时还记不了太多，有待于课后进行巩固。UNIT 2 How old are you？PERIOD 1AIMS: 1.Words(letters):numbers:1-11,birthday2. Structures :How old are you? Im_. How old is he/she? Hes/Shes_.3.Functions: Asking and giving ones own age.LANGUAGE FOCUS: Using nouns to identify thing : Its my birthday.Asking “How” questions to find out the ageUsing daily expressions to express good wishes:Happy_.DIFFICULT POINTS: identify numbers Asking “How” questions to find out the ageAIDS: Book 4A P5Cassette and a cassette playerWorkbook P3 Photocopiable P3 Some birthday candles Some pictures; Alice, PeterPROCEDURESCONTENTSMETHODSNOTESWarming upRevisionRhyme: A farmer and ten chicks1.Quick response2.NumbersSsT&SShow the candles to review the numbersSay: Im _.(according to ones own age)Ask and answer: How old are you? Im _.1) Draw Alices face and a birthday cake to elicit: birthday2) Say:1 )review: How old is she? To elicit :Shes nine.2)Say3)Work in pairs4) Change Alices face to review: How old is he? To elicit Hes eleven.5) Say6) Work in pairs, do substitutions(P2)1)Play the cassette, listen and follow.2)Work in pairs3)performanceListen to the tapeTry to saycontestPresentation1.words: birthday2.How old is she/he? Shes/Hes_.3.Listen and say5. Learn the soundConsolidationAssignmentDo a surveyWorkbook P3Grammarbook P3Do a surveyPhotopiable P3,find out four boys and four girls, ask and write their names, agesReport back e.g.: Ben is nine.Read and writeAsk all the students their ages and write down, sum up :how many boys/girls are nine/ten/ eleven years old(chart on student book P5)板书设计：Unit 2 How old are you？ How old are you？ How old is she/he? Im _ today. She/He is_. Happy birthday to you. Thank you. Today, birthday课后反思 : 这节课的内容比较通俗易懂，学生的学习兴趣比较的浓厚，利用过生日的形式进行一问一答的方式，学生掌握的比较好，个别学生对于单词birthday的发音不够到位。PERIOD2AIMS: 1.Words(letters) fold ,blow2. Structures: Fold/Draw/Blow,_.3. Functions: Using imperatives to give instructionLANGUAGE FOCUS: Using imperatives to give instructions E.g.; Blow, AliceUse appropriate format and conventions to write a birthday card. DIFFICULT POINTS: Identify main ideas (listening task)AIDS: Book 4A P6Cassette and a cassette playerWorkbook P3 Photocopiable P5,6Cards, candles , matches ,knife ,cake ,crayons , envelope PROCEDURESCONTENTSMETHODSNOTESWarming upRevisionPresentationConsolidationAssignmentTongue twist (sounds)Listen and act1.Introduce Alices birthday party2.words: blow, cut3.listen to the tape4.listening taskMake a birthday cardCopy numbers&How old is he/she? How old are you?SsT& S (Using imperatives)1) Show the picture of Alice and a cake2) Introduce Alice3) Write “Alices birthday party”4) Say5) What do you eat on your birthday?1) What can you do on your birthday before you eat a birthday cake?2) Elicit: blow, cut1) listen and follow2) try to actlisten , write and tick1) T make a model2) students make (photocopiable P5)fold_, draw_, write_, put _into_ 。板书设计：Look and say A birthday party to Heres your _. cut Here you are. blow dear Make a birthday card 1.Fold the card. 2.Draw_ on the card. 3.Write Dear Happy Birthday! From课后反思：利用生日聚会的形式来学习本节课的内容，学生兴趣十足，在随后的自由组合进行对话中也表现较好。对于做生日卡的过程，让学生在动手中学习，使的学习与生活实际相联系。PERIOD 3AIMS: 1.Words(letters)ride2. Structures: Is this your _ ? Yes, it is. /No, it isnt.3. Functions: Using imperatives to give instructionLANGUAGE FOCUS: Using imperatives to give instructions E.g.; Come here , please .Ride your bicycle on the playground.DIFFICULT POINTS: Using interrogatives to elicit “Yes or No” responsesAIDS: Book 4A P7Cassette and a cassette playerWorkbook P4 Photocopiable P7 Some objectsPROCEDURESCONTENTSMETHODSNOTESWarming upRevisionPresentationConsolidationAssignmentRhymeQuick response1.word:ride2.Is this your _? Yes, it is./No, it isnt.3.Say and actI. practice2.Make dialogues;Give out the birthday cardsPhotocopiable P7Read and act student book P7SsT&S1)Ask students: Can you_? To elicit “ride”2)Say: ride, ride a bicycle1)Express your objects: This is my_. Its _.2)Ask students: Is this your_? To elicit Yes, its my _. /No, it isnt my _.3) Try to say4) Work in pairs5) Do substitutions 1)Listen to the tape2)Work in pairs3) ActWorkbook P4:Look and say1) Model2) Act: e.g. Hello, is this your birthday card?Yes, it is./No, it isnt.Happy birthday to you. How old are you?Goodbye.板书设计：Say and act Is this your bicycle？ ride Whats your name？ How old are you？ Is this your? Yes,its my Ride your bicycle in the playground.课后反思:利用询问别人的东西引出今天学习的内容,学生能很快进入主题，对于内容的接受比较快，对于最后一句的朗读存在着一些困难，在今后的朗读练习中要加强巩固。Module 1 Unit 3 What are you?Period 1Teaching contents: P8Teaching aim: 1. Recognize alliterative and rhyming words.2. Open an interaction by eliciting a response.3. Predict the meaning of unfamiliar words by using context or picture uses.4. Develop written texts by adding personal ideas and information to writing when a model is provided.Teaching difficult: Asking wh- questions to find out a persons identify.Teaching focus: Using noun phrases to identify people, animals, events, objects and activities.Teaching aids: Cassette 4A and a cassette player, word and picture cards.Teaching process:ProcedureContestMethodsNotesPre-task preparation1.Divide students into groups. Ask them to look at pictures of the firemen fighting against the fire. Walk around the class and say:Look at the people. Are they happy? Are they sad? Write: Fires are bad.Look at the picture and discuss. While-task procedure1.Use the word and picture cards to introduce: a fireman, a policeman.2.Ask them to pay attention to these peoples uniforms.3.Use the Word & picture cards to introduce: a fireman, a policewoman, an ambulance man.Write them on the board.4.Play the cassette. (Only the rhyme.)5.Prompt students to work out the meanings of fire and engine.6.Introduce: telephone by the word and picture card.7.Play the cassette again.8.Invite groups of students to read the rhyme aloud.9.Play the cassette. (dialogue only)10.11.Say: Count the firemen/ambulance men.Ask: How many firemen/ambulance men?Stay in groups. To elicit the new words.Learn the words well.Find out all the firemen and policemen in the books.Pay attention to the single noun form and the pronoun form. Listen and follow in their books.Listen and repeat.Listen and follow in their books.Use the dialogue to ask and answer about peoples jobs on P8.Post-task activityHomeworkA new rhyme.Write the rhyme on the board. Underline the last two lines.Grammar Book P9Rewrite the rhyme in groups.Board-designFires are bad.policeman policewoman fireman ambulance manpolicemanpolicemenpolicewomanpolicewomenambulance manambulance men课后反思：利用儿歌的形式引出今天所学的内容，并且通过一些手势来模仿这些职业进行教学，学生对于意思基本能理解。但由于本课单词比较难读，如ambulance man，engine，policewoman学生掌握不是很好，在接下来的操练中要加强。Module 1 Unit 3 What are you?Period 2Teaching contents: P9Teaching aim: 1. Recognize differences in the use of intonation. Discriminate between words with different initial/final sounds.2. Open an interaction by eliciting a response.Teaching difficult: Asking