小学英语外研版一年级起点四年级上册全套教案

Module1 UNIT1 Lucy lives in London.

课时目标：

1)复习一般过去式和一般现在式第三人称单数的动词变化

2）掌握英文书信的一般格式

3）能够运用Where does she live? She lives in …… .

It was my birthday on Saturday.

We were at Buckingham Palace.

课时重、难点简析：

1) 一般现在式第三人称单数的动词变化＋ses

Where does she l ive? She lives in …… .

学生对此语法项掌握的不扎实，虽然2－3年级都有学习和复习，但是在实际运用中会忘掉动词的相应变化。

2）What does she，在小地点（summer summer English class.

Who can ask me?

PPC(What are youis come ?

Who can ask?

Presentation:

1.What is Amy doing? Let‘s watch to the video

What is Amy doing? If you are Amy.

S: I‘m reading a letter.

Great! What does the letter say?

2.Let‘s watch the video again and answer the questions.

1) Where does she live?

She lives in London.

2) What day was Zara‘s birthday?

It was my birthday on Saturday.

3) Where were they?

We were at Buckingham Palace.

3. Listen and repeat the text.

4. read in group

5. Show

Practise:

6.AB E1

1)read and do

2)check the answer

7. Talk about your birthday.

It was my birthday on Monday. We were at Guanxiangshan Park.

Who can talk about yours?

8.Book Practise3

1)give an example

2)do in pairs

3)show

9.AB E3&E4

1)ask and anwer

2)show

4)write down

板书：

Module 1

Unit 1 Lucy lives in London

What is she doing? She‘s rea ding a letter.

What does she live ? She lives in London.

作业：

1）listen and repeat the text 5 times

2）retell the words.

Module1 UNIT2 I've got a new friend. 教学目标:

5. 阅读和学写英文信及回信

6. 复习现在时态和过去时态

教学重难点及突破措施:

5. 英文信格式

6. 含有be动词的过去时态句型.

措施:

5. 强调英文信称呼,正文,结束语,写信人都顶格写

6. 含有be动词的句子变过去时: am is变为was ; are变为were .

1.text:

.Listen and repeat.

● Have the students draw a picture of something they own. They must take turns to guess the other student‘s picture.

Examples

A: I‘ve got a pictur e of something.

B: Is it a pet?

A: No, it isn‘t.

B: Is it a toy?

A: Yes.

B: Is it a toy train?

A: No.

B: Is it a toy car?

A: Yes, it is.

2.Listening:

T2 close the book and listen ,then repeat.

3.Sing :

T3 listen and say .Then sing.

4. Game: guess.

● Write these mixed up words on the board. gknuimn

enzhuohzg

igunli

pairs. They the correct order to make the words. Answers

Kun Ming

Zheng Zhou

Gui Lin

Wu Han

Homework:

Listen to the tape 30 min a day.

Read Module 1Unit2 at ，以及知道他们的过去式；

2)学生能正确认读功能句a. I cleaned my room .

b. I washed my trousers.

c. I ，知道并会用他们的过去式；

教学难点：

使学生理解过去式的正确使用范围，学生能有意识的正确使用过去式。教学过程：

Step 1 Warm up:

1. Sing a song.

T: Are you please. This time let‘s do and guess.

教师示范：教师看一眼图片，然后做动作让学生猜，再请学生上来。Step 2 Presentation:

1. Yesterday.

(1) PPT:

T: Look, this is a calendar, today is …? How about this one? It‘s …Yesterday. Now read after me: yes-ter-day. 师重复几遍。

(2) T: 拿着卡片让学生开火车读。

2. 初步感知动词过去式。

T: Yesterday I was very what did I do?

T: Do you want to listen again。

T: What did I do yesterday? 师引导I played in the park. What else? PPT: 根据学生的回答来显示图片。

T: Excellent. Now let‘s read them together.

3. 简单用。

T: I was very .

T: That‘s what we did. How about ou r friend Daming, what did .

如果学生答得不好则再听一遍.

2. new words.按学生选择的顺序教。

(1) clean

T: 大小声：I cleaned my room.

(2) wash

T: I washed my ‘t finish it. Who can finish it?

Who can the right place.(师读句子，故意放错，看生的反应)。

(3) Read the sentences together.

5. Reinforcement.

(1) Passing game.

T: Look, we learned so many things. (师指黑板) we are a little bit tired.

Let‘s played a game, OK?

T: The first s read the sentence and remember it. Then I will say 1, 2, 3 go. You pass the sentence as fast as you can. Your team win.(师边说边做动作)。

T: Say the sentences to the Ss. Are you ready? 1, 2, 3 go.

T: Clap your come , you

1. Compare and say.

(1) Change the verbs into the past simple tense forms.

(2) Help students be aware of the pronunciation of ?ed‘.

(3) Drill the verbs and their past simple tense forms.

2. Go over the story learned in Unit 1. Elicit and and presentation

1. Elicit the new story.

(1) Arrange a task for listening. What did the Smarts do yesterday?

Get students listen to the CD-ROM and find out the answers .

(2) Feedback by using the self-made software. Show students the pictures one by one with the sentences in which the verbs are deleted. Ask them to fill in the blanks. Then copy the main verbs on the board.

(3) Check it on e by one by asking ―Who cooked noodles?...‖ Copy the subjects on the board.

(4) Elicit and the board.

2. Listen and repeat.

3. Look and say.

【设计意图】导入环节老师通过导入语Do you want to know what Sam and and repeat环节,目的是培养了学生模仿说的能力。最后是look and say，目的是加深学生对一般过去时用法的理解和记忆。[

Step Four: Practice and Consolidation

1. Play a guessing game.

Use the pictures from Activity chant. Cover a certain part of a picture, ask them to guess what the boy girl is doing.

2. Learn the chant.

(1) Play the CD-ROM , Ss say along the music.

(2) Ss say and act with T one sentence by one sentence.

(3) Ss stand up and say the chant with the action.

3. Mime and say.

(1) Give students a demonstration.

(2) Work in pairs.

(3) Feedback.

【设计意图】通过看一看，猜一猜活动演绎歌谣中句子的含义，将韵律诗导出；然后初次听，让学生小声跟说初步感受韵律；再次听，引导学生模仿，逐句跟说；最后师生听伴奏带边说边做动作，完成对韵律诗的初步学习。活动Mime and say.用CAI课件呈现AB Activity 1和SB Activity 4中的动词过去式短语，通过师生、生生示范，使学生明确活动怎样做，克服学习焦虑。然后进行两人pair work练习，最后小组展示并给与小组评价。此活动将枯燥的语言现象转变为学生乐于接受的生动有趣的课堂形式,使学生全员参与进一步拓展延伸了所学内容。

Step Five: Fulfill the task.

1. Watch a video and remember what work in pairs, compare the answers.

5. Ask the child in the video to report first, then call another student to report. At last ask the whole class to say together

【设计意图】通过观看同学生活录像，进行说、读、写技能的训练，完成活动任务。此活动深入了解学生的生活, 发掘兴趣点, 创设情景，引导学生们通过观察，对过去发生的一系列动作进行描述，并将获取信息进行处理和使用。在运用过程中认识, 领悟语言, 激发兴趣, 启迪思维, 从而挖掘学生运用语言的能力，同时也发展了学生用英语解决实际问题的能力。此环节还注重情感渗透，帮助学生体会父母一天的忙碌，教育学生要关爱父母，做力所能及的家务劳动，养成良好的生活习惯。

Step Six: Summary and Children‘s Day.

2)Finish off Exercise 1 on AB P8.

【设计意图】教师引导学生对本课的所学内容进行总结，评出优胜小组给与奖励。总结归纳能加深学生对本课知识的整体印象，评价不仅可以激发学生强烈的学习英语的愿望和竞争意识，而且增强了他们的学习信心。作业设计的目的是将任务活动延神到课堂之外的学习和生活中,在课下为学生们创造语言实践的机会。

Blackboard design

Module 2 unit 2 Amy painted a picture.

Yesterday, Mr Smart cooked noodles.

Tom ‘t‖的用法。在第一单元中通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读、歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。

2、情感态度目标：以National Day为契机，培养学生热爱祖国、热爱家乡的美好情感。

二、教学重点及难点：

能通过练习、运用等活动使学生能够掌握一般过去式及其实义动词一般过去式否定形式的用法是本模块的重点。

本模块涉及到的语法项目比较多，有一般现在时及其第三人称单数、一般过去式及实义动词的否定式。使学生能正确的运用进行语言的交际是本模块的难点。

三、课前准备：

录音机、磁带、单词卡片、VCD

四、教学过程

Step1 Warm — up

1 I do you say.老师做动作,学生用‖ You _______yesterday. ‖ 来描述老师昨天做过的事情.

2 Free talk:

T: ― When do you usually get up? How do you usually go to school? ‖ (复习usually 的用法)

Step2 Presentation and practice:

1指导学生询问老师的一些情况.老师就自己的情况做出回答,如：―I usually get up at 6.But I didn‘t get up at 6 yesterday.‖让学生初步了解―didn‘t‖的意思。

2、T：―lingling usually gets up at 6:30.But she didn‘t get up at 6 :30 yeste rday,either.‖可让学生猜一下没在6点半起床的原因。

3、听录音，验证Lingling没在6：30起床的原因。引出―Yesterday was National Day.‖教授National Day给学生补充几个主要国家的国庆节在什么时候并渗透热爱祖国、家乡的情感教育。

4、再听录音。勾出课文中含―didn‘t‖的句子。并初步理解句子的意思。

5、提前给出三个问题，让学生带着问题听录音。

―Did Lingling get up at 6:30 yesterday? Did Li ngling walk to school yesterday? Did Lingling learn English and Maths yesterday?‖

回答问题，教师板书。

She didn‘t get up at 6:30. She didn‘t walk to school. She didn‘t learn English and Maths.并教读。

6、放录音、跟读课文。

7、Activity Book P10 Activity1 听录音排顺序，然后根据图片提示复述课文内容。

Step3 Consolidation and Extension:

1 、SB Activity 3 两两谈论并反馈。

2、把学生分成几个小组，给每个小组分发卡片，分小组分别写人名、动词词组、表示过去的时间等。随机从每组当中抽出一张卡片，用didn‘t 来造句。

3、AB Activity 2

Step4 Summary:

1 叙述Lingling 通常做些什么。

2 叙述Lingling 昨天与以前有什么不同。

Step5 Homework:

1 听录音、跟读课文

2 完成调查表：

并用I usually _________. But I didn ‘ t__________yesterday.书写一篇短文。

Step6 Blackbord design:

She didn‘t walk to school.

She didn‘t learn English and Maths.

Module3 UNIT2 I didn't play football.

一、教学目标：

1、知识与能力目标：本模块主要讲授的是实义动词的一般过去式的否定形式―didn ‘ t ‖ 的用法。在第一单元中通过运用一般现在时对Lingling生活习惯的描述以及实义动词一般过去时的否定形式对于过去某一天没有发生的活动的描述来进行对比，帮助学生理解否定式的含义及用法。在第二单元中通过阅读、歌曲及游戏等活动来进一步复习和巩固第一单元中所呈现的重点语言知识。

2、情感态度目标：以National Day为契机，培养学生热爱祖国、热爱家乡的美好情感。

二、教学重点及难点：

能通过练习、运用等活动使学生能够掌握一般过去式及其实义动词一般过去式否定形式的用法是本模块的重点。

本模块涉及到的语法项目比较多，有一般现在时及其第三人称单数、一般过去式及实义动词的否定式。使学生能正确的运用进行语言的交际是本模块的难点。

三、课前准备：

录音机、磁带、单词卡片、VCD

四、教学过程

Step1 Warm — up

1、Enjoy a song ― Today is National Day! ‖

2、对歌曲的内容进行提问：What did she do ? what didn ‘ t she do?

3、Free talk: What do you usually do? Did you do it yesterday?

Step2 Presentation and practice:

1T: ― What about Daming? What does and Extension:

1 找学生展示自己上节课的表格，

并朗读用I usually _________. But I didn ‘ t__________yesterday.书写的短文。

2、其他同学仿照活动2的方式向自己的同桌转述该同学的内容。

3、做SB Activity4

4、做ABActivity2

Step4 Summary:

A game:

Sa : ― I usually_______.But I didn ‘ t____________. ‖

Sb: ― Sa usually_______.But ‘ t____________. ‖

Step5 Homework:

1、听录音跟读对话。

2、写一写你的同学或者家人昨天或者周末的活动与平时有什么不同。

Step6 Blackbord design:

Module 3 Unite 2 I didn ‘ t play football.

I usually_______. But I didn ‘ t____________.

H eShe usually_______. But ‘ t_______

Module4 Chinese people invented paper.

一、教学目标与要求

1、知识目标

Words: important , paper , newspaper , invented , pringting , printed Sentences: Paper is important.

Chinese people invented …….

Chinese people didn‘t invent …….

2、能力目标

Help the students use these words and sentences in

activities and daily life.

Help the students to know some greating inventions.

Help the students to learn the past indefinite tense.

2、情感态度目标

Inspire the students‘ intere st.

Inspire the students to love our ‘t invent.

To use these words and sentences in the past indenfinite tense correctly.

四、课前准备

Radio , cards , small pictures , multimedia

五、教学过程

Step 1 Warm up

教师通过着急的找卡片的活动创设情境让学生感知important。通过―头脑风暴‖让学生思考什么是对自己重要的，扩展运用important。

1、Where is my card?It‘s very important for me.

2、Are TVs important ?

What is important for you (in our lives)?[

Step 2 Presentation and practice

1、老师通过抢答趣味操练newspaper,并为后面的ChineseEnglish people 作铺垫。

T: Books are made of paper.

Show some things:paper telephoneboatplane

T:.Look,some important news on this paper.

Show the newspaper.

T:.猜报纸Game: Chinese or English newspaper.

2.读报纸，运用学生想要了解蔡伦的信息差导入重点句型Chinese people invented paper。

通过对发音的渗透，引导学生归纳以t结尾的词加ed的发音规则。

导入Cailun

T: Who is -tent

invented渗透发音edid，

want—wanted

prait—praited