牛津版四年级上册英语教案全集

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 Wh- questions to find out a persons identity.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, workbook 4A P56 Teaching process:ProcedureContestMethodsNotesPre-task preparationReview: Whats he? Hes a policeman /fireman.While-task procedure1. Introduce: a teacher, a doctor, a dentist, a shop assistant, a waiter, a waitress, a cook, a bus-driver and a postman.2.Invite individual students to come to the board and take away one picture card each time.3.Have individual students come to the front. Give a picture card to the student who is going to do the matching instead of allowing the students to choose.4.Take away all the word and picture cards. Hold up a picture card one at a time and ask: Whos she?5.Divide the class into 2 groups. Group a keeps all the pictures cards while group B keeps all the word cards.6.Arrange students into groups of 4. Make the word and picture cards according to the steps on P11.Repeat after the teacher.Learn the words.The other students try their best to remember which word card pairs which picture card.Choose a picture card and match it with a word card.She is a nurse.The student in Group A take turns to choose a picture card, hold it up and ask: Whos he /she?Then do the ask and answer work.Post-task activityHomework1.Play the cassette.2.Play it again.3.Invite individual students.2. Workbook P5Workbook P5Listen and follow.Listen and repeat.Read aloud.Board-designPicture cards Word cards Whats she/he? She/He is课后反思:本节课是关于职业的单词,我利用情景与图片的形式进行单词的教学,使得单词的学习不在枯燥无味,利用学生扮演职业的形式来巩固所学单词.学生的学习兴趣还是比较浓厚,只是在单词的发音上还是存在一定的困难,waitress，shop assistant，dentist因为这节课的单词较多,而且有点难度.在接下来的朗读中要加强。.Module 1 Unit 3 What are you? Period 3 Teaching contents: P10Teaching aim: 1. Use appropriate intonation in questions and statements. 2. Open an interaction by eliciting a response.Teaching difficult: Asking Wh- questions to find out various kinds of specific information about a person.Teaching focus: Using nouns to identify people.Teaching aids: Cassette4A and a cassette player, word and picture cards, workbook P7.Teaching process:ProcedureContestMethodsNotesPre-task preparation1.Review different jobs using the word and picture cards.2.Hold up a picture card and ask: Whats he/she?Read the words.To elicit: Hes /Shes Practise the sentence.While-task procedure1.Tell my students what my parents do. Say: My fathers a My mother is a 2.Walk around the class, ask individual students: What does your father do? (mother) Ask a few guided questions to help students understand. e.g. Is she/he a doctor?3.Play the cassette.4.Play the cassette.5.Invite pairs of students to do it in front of the class.6.Do a survey on P10.For more able students, introduce some more common jobs. E.g. manager, factory worker, clerk, accountant.Listen and follow in their books.Work in pairs to do the role-play.May walk out from his/her desk and interview the other students by using the sentences.Post-task activityHomeworkWorkbook P7.Grammar Book P10Board-designWhat does your father/mother do?1. My father/mother is 2. Hes/Shes 课后反思:这节课是在上节课的基础上对单词进一步熟悉与巩固,在此基础上学习对于职业询问的另一种方法,学生对于新学知识的询问