小学英语四年级下教案设计5篇(推荐3篇)
小学英语四年级下教案设计5篇 篇一：认识动物
课时安排：1课时
教学目标：
1. 学习认识并能正确发音以下动物的英文名称：cat, dog, bird, rabbit, fish, turtle。
2. 能够简单描述这些动物的外貌特征。
教学重点：
1. 让学生熟悉动物的英文名称。
2. 学会用简单的描述词汇来描述动物的外貌特征。
教学准备：
1. 教学用具：幻灯片、卡片、图片、录音机。
2. 教学材料：动物图片、动物名称卡片。
教学过程：
Step 1: Warm-up
1. Greet the students and ask how they are feeling today.
2. Show them some pictures of animals and ask if they know the names of these animals in English.
Step 2: Presentation
1. Introduce the new vocabulary: cat, dog, bird, rabbit, fish, turtle.
2. Show the pictures of the animals and pronounce the names clearly.
3. Have the students repeat the names after you.
Step 3: Practice
1. Show the animal name cards to the students randomly and ask them to say the names.
2. Play the recording of the animal names and ask the students to listen and repeat.
3. Divide the class into pairs. Each pair will be given a set of animal pictures. One student describes the animal and the other student guesses the name. They can take turns.
Step 4: Production
1. Show the pictures of the animals again and ask the students to describe their appearance. For example, "The cat has four legs and it has fur."
2. Encourage the students to use the new vocabulary and describe as many animals as they can.
Step 5: Conclusion
1. Summarize the lesson by reviewing the animal names and their descriptions.
2. Ask the students to share their favorite animal and why they like it.
Step 6: Homework
1. Assign homework to the students: draw a picture of their favorite animal and write a short description of it using the new vocabulary.
篇二：认识家庭成员
课时安排：2课时
教学目标：
1. 学习认识并能正确发音以下家庭成员的英文名称：father, mother, brother, sister, grandfather, grandmother.
2. 能够用简单的句子介绍自己的家庭成员。
教学重点：
1. 让学生熟悉家庭成员的英文名称。
2. 学会用简单的句子介绍自己的家庭成员。
教学准备：
1. 教学用具：幻灯片、卡片、图片、录音机。
2. 教学材料：家庭成员图片、家庭成员名称卡片。
教学过程：
Step 1: Warm-up
1. Greet the students and ask how they are feeling today.
2. Show them some pictures of family members and ask if they know the names of these family members in English.
Step 2: Presentation
1. Introduce the new vocabulary: father, mother, brother, sister, grandfather, grandmother.
2. Show the pictures of the family members and pronounce the names clearly.
3. Have the students repeat the names after you.
Step 3: Practice
1. Show the family member name cards to the students randomly and ask them to say the names.
2. Play the recording of the family member names and ask the students to listen and repeat.
3. Divide the class into pairs. Each pair will be given a set of family member pictures. One student describes the family member and the other student guesses the name. They can take turns.
Step 4: Production
1. Show the pictures of the family members again and ask the students to introduce their own family members. For example, "This is my father. His name is John."
2. Encourage the students to use the new vocabulary and introduce as many family members as they can.
Step 5: Conclusion
1. Summarize the lesson by reviewing the family member names and their introductions.
2. Ask the students to share something interesting about their family.
Step 6: Homework
1. Assign homework to the students: write a short paragraph introducing their family members using the new vocabulary.
小学英语四年级下教案设计5篇 篇三
编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。一般要符合以下要求：明确地制订教学目的，具体规定传授基础知识、培养基本技能﹑发展能力以及思想政治教育的任务，合理地组织教材，突出重点，解决难点，便于学生理解并掌握系统的知识。以下是小编带来的小学英语四年级下教案设计内容，感谢您的阅读，希望能帮助到您!
小学英语四年级下教案设计1
Unit 5 Where is my ruler?
学情分析
学生年龄都在九到十岁左右，生性活泼好动，想象能力丰富，对游戏竞赛、唱歌都非常感兴趣。学生学习英语半年多了，大家都能说简单的日常交际用语。如何让他们学习英语有信心，感兴趣是我们教学的重点。课堂以跨越式模式为主，注重培养学生的英语学习兴趣，鼓励他们大胆说，努力听。
教材分析：在上册书Unit2>中我们已经学过句型：Where is...?在巩固此句型的基础上，学习一些新词和短语。
教学内容： Part A Let's talk 教学目标: 1.知识目标
The pupils can read and say these new words and new sentences: Where is my car? On the desk.In the toy box.Under the chair.
2.能力目标
1) PPT提供一定主题内容的图片，培养学生在key points辅助下进行口语表达的能力。
2) 通过自主说、两两对话、小组活动等形式，培养和提高学生口语交际能力和运用英语进行思维的能力。
3.情感目标
1) 通过本节课的学习，学生能够互相团结协作，共同完成学习任。在学习中培养孩子们的相互协作意识。 2)养成独立思考、自主学习的学习习惯。
教学重点：The pupils can read and say these new words and new sentences.
教学难点：The pupils can use the sentences correctly in the life. 教学理念: 1、以跨越式教学理念为基础，体现教师主导、学生主体的教学思想2、利用多媒体服务于教学，为教学创设理想的英语学习环境。 3、倡导俩俩对话为主、师生对华为辅的交际模式，提高学生的语言应用能力。
4、本节课主要通过图片展示、师生练习、俩俩对话、儿歌欣赏等方式培养学生学习英语的兴趣。
教学理念：跨越式教学理念
教学资源
1.录音
2.多媒体
3.教学卡片。
教学策略
以教师为主导，学生为主体。运用多媒体与卡片有效结合，激励学生的英语学习兴趣。 一..Warm-up/ Revision
1.Chant: Where is your hand? Here it is.--- 2.Revise the old words: car, box, plane, .Ask: What ’s this? Do you like? 二.Presentation
1.师生示范 The teacher puts the car, doll, plane in the toy box . T: What’s this? Ss: It’s a box.
T: Yes, it’s a box.It’s a toy box.
Then the teacher points at the car, doll, plane and says: They are toys.Help the pupils read “ toy box.”
2.The teacher puts the car in the toy box, on the toy box, under the toy box.Then teach these phases.
3.Teach in , on , under.Pay an attention to the sound of under. 4.Listen to the tape and read the dialogue.
5.俩俩说。Practise the dialogue in pairs like this: Where is my pencil? It’s in your pencil-case.
6.Game: Listen and act.T: Act a ball in a toy box.Act a plane on a toy box.Act a car under a toy box. 7. Do and Say .Two pupils in a group.
A :Where is my ---? B:It’s in/ on/ under---.
三 拓展听读。使用拓展材料中的Dialogue1、2、3、4、6。根据时间的安排与学生的理解情况至少听两个对话。
小学英语四年级下教案设计2
Unit 4 My home第四课时教学设计 教材内容：
本课时是PEP小学英语四年级上册第四单元第四课时的内容，课文围绕一些常见的生活用品和家具phone、fridge、TV、sofa、table、shelf and bed等展开的一系列活动。 教学目标：
一、知识目标:使学生能够听、说、认读phone, bed, sofa, shelf, fridge和table 二、能力目标:学会在日常生活中运用所学单词;学生能听懂课文中出现的指示语，并按照指示语做出相应的动作。
三、情感目标:初步培养学生对家的热爱。 教学重点：
一、掌握三会词汇：phone shelf fridge sofa bed table 二、熟练掌握Let’s do 教学难点：
一、听说认读本课生词
二、发音：phone不要丢掉尾音; bed shelf两个单词注意 [e]的发音。 教具准备： 一、本课生词的单词卡片图片
二、配套的教学课件 Unit 4/B/ Let’s learn] 三、相配套的教学录音带 教学过程：
一、热身，复习(Warm-up / Review ) (一)师生问候，板书课题(设计意图：通过师生之间亲切的交流，拉近师生之间的距离，明确学习任务)
(二)教师播放本册第一单元 Let’s sing “In the
claroom”的录音，学生边听边拍手有节奏的吟唱。(设计意图：一曲优美的乐曲，既为学生创设了轻松的课堂氛围，又为下面口语练习及新课做好铺垫，让学生很快融入到英语学习中。)
(三)口语练习What can you see in our claroom? (设计意图：紧密联系生活，学生既复习了句型，又锻炼了口语) (四)What can you see in Amy’s room? (出示课件) (设计意图：既复习了句型，又巩固了本单元所学单词，为新课做好铺垫) (五)Let’s do.教师发号施令，学生说词组、做动作。 Do you want to go Amy’s room? Let’s go.
教师播放Unit 4 My home第一课时Let’s do.学生说词组、做动作。(点击课件) (设计意图：在活动中复习了前面所学内容，培养了学生的听、说、认读的能力，培养了学生学习英语的兴趣，活跃了课堂气氛。)
二、呈现新课 (Presentation) (一)教学sofa 1.接上一环节，引入新课 Do you want to go Mi Zhang’s room?点击课件出示张老师家客厅图片，师问：What can you see in Mi Zhang’s room?学生回答，引出sofa，教师领读并板书单词。
2.出示张老师女儿图片师问：Where does she sit?生回答：She sits on the sofa.教学sit on the sofa，教师做动作并领读。
(二)教学 phone 1.课件电话铃声，引出phone教师领读并板书单词。 2.点击课件教学answer the phone 3.打电话游戏。 (三)教学shelf 1.教师拿好几本书问学生，Where can I put ?引出书架shelf， 教师领读并板书单词。
2.自编Chant：Shelf，shelf，show me the shelf.巩固单词。 (四)教学fridge 1.出示图片教学fridge，教师领读并板书单词。
2.直接打开冰箱，教学Open the fridge,利用Chant：Fridge，Fridge，open the fridge.(五)教学bed 1.睡觉动作引出bed，教师领读并板书单词。 2.出示课件Make the bed.边读边做动作。 (六)教学table 1.谈话引出table.Is this a bed / shelf /desk ? What’s this ? 餐桌table 2.比较table和desk 3.点击课件教学set the table (设计意图：通过各种游戏、有节奏，有韵律的歌谣来操练新单词，活跃了课堂气氛，调动了学生的学习积极性, 增加了课堂教学的趣味性，又可以提高学习效率)
(三)趣味操练 (Practice) 1.教师领读黑板上单词。 2.出示图片，认图片。 3.游戏What’s miing?
4.将你认识的单词的图片贴在黑板上并领读。 5.let 's do.(设计意图：在此环节，通过这几个活动，从学生的听，说，认读，动手等几个方面入手，力求让学生做到“眼到、手到、口到、心到”进一步激发学生的学习兴趣。)
(四) 扩展性活动(Add-activities)
1.设计自己的家，把它画出来并介绍给同学们。教师鼓励孩子综合运用本单元的词汇。(设计意图：在课堂上通过为学生创设课堂情景，让学生感受了英语就在我们的身边，通过设计、绘画及介绍，培养学生的形象思维能力和大胆实践能力) 2.播放录音，学生跟读。(设计意图：回归课本，进一步明确学习内容) 五、Home work.(设计意图：将学习任务延伸到课堂外) 六、总结。
(一) What did you learn in this cla ? (二) 教师寄语。
(三) 在歌声中结束今天的学习任务，播放课件《My bedroom》 (设计意图：一曲优美的《My bedroom》，引发了他们开口的欲望。学生既感到亲切，又感到新鲜，轻松的巩固了新知。同时，在欢快和谐的氛围中把本节课推向高潮，使学生以饱满的情绪结束一节课的紧张学习为下一节课做好精神上的准备)。
板书设计： Unit 4 My home sofa phone shelf 沙发图片 电话图片 书架图片 fridge bed table 冰箱图片 床图片 餐桌图片
小学英语四年级下教案设计3
教学内容：
Look and read Play a game
教学目标：
1. 知识目标：Using possessive adjectives to show possession Using nouns phrases to identify people,animals,events,objects and activities Asking simple questions to obtain yes/no answers
2. 能力目标：Communicate with teachers or other learners
3. 情态目标：爱护绿化
重点难点：
Its stalk is long. Has it got …?
Teaching aids:pictures,recorder
教学过程：
一、Warming –up
1,Sing a song
2,Daily talk
Revision Review:stalk,leaves,flowers,roots,
二、Presentation
1.Show a picture of a plant with flowers. Ask:What is it?Is it a tree? To elicit:a plant/ Ask:What colour are the flowers? What colour are the leaves? To elicit:They?re… Ask:Are they long or short? To elicit:They?re long(short) .
2.Draw another plants. Say:Look at this plant.Its flowers are red. Look at that plant .Its flowers are purple.
3.Listen to the tape.
4.Say sth.about the plant .
Show a picture of a tree. Introduce:a trunk,branches.
Make sentences:Its trunk is big. It branches are long.
Listeen to the tape.
Say sth about the tree.
Play the cassette:
Play a game/ Listen and repeat.
Play this game.
三、Consolidation
1.Photocopiable pages 44-45.
2.Workbook page 29.
3.Grammar practice book 4a page 35.
板书设计：
Unit 2 Look at,,, Its stalk is…
Its trunk is…
leaves are …branches… roots flowers
小学英语四年级下教案设计4
教材分析：
本课时的教学内容是外研版小学英语第三册第一模块Numbers第二单元I,ve got twenty-six points.这一模块继续学习十位以上的数字，本单元要求掌握数字相加的英语表达法，数字的表达是本册很重要的内容。
学情分析：
经过一学年的学习，学生具备了初步的英语语感，上一单元学生又学习了13至20的十位数，已经具有了一定的单词储备。本课涉及的句型难度不大，对于四年级的学生而言，通过大量的操练来巩固并运用本课句型应该并不困难。
教学目标：
1.知识和技能：⑴能够听懂、会说①Have you got a lion /…? ② I,ve got twenty-six/… points.③Twenty and one/… is twenty –one/… .
⑵能够运用句型Have you got a lion/ …?Yes,I can ./No, I can ,t .自如地进行会话交流，完成交际。
2.情感态度和价值观：增强学生语感，促进学科交流。鼓励学生勇于开口，乐于表达，积极活跃的参与课堂教学活动。
过程方法：
采用教师引领、学生自主学习与小组合作学习相结合的策略，配合具体情境运用所学知识进行语言交际，形成学生初步运用英语的能力。
教学重点：
结合具体情境能够运用英语表达，完成语言交际任务。
教学难点：
调动原有的知识储备，能结合本课内容运用所学进行自如表达。
教学过程：
一、热身
1.问候
2.学生按座位顺序拍打同学肩膀进行数字接龙。
二、复习
出示一些学过的动物图片，请学生说出它们的名字。
三、用动物图片自然学习并操练句型
把刚才出示过的动物图片分发给每个学生一张，教师做示范问其中的一名学生： Have you got a lion ?引导学生回答： Yes,I can .或No, I can ,t .
四、新知呈现
请几名学生猜测他们每个人手里分别有哪些图片。如果答对了教师马上给这名学生一张事先准备好的10分数字卡片，并告诉他/她
You have got ten points.并引导学生说出句子： I,ve got ten points.板书句子。
待全部猜完后每个人报出自己所得到的分数，分数高者获胜。教师对他/她说：You are the winnen !
五、帮助理解
呈现课文，出示课文题目，提问学生：Who is the winner? How many points has Weiwei got ? 放课文录音后，学生回答问题。
再放录音，要求学生边听边指出句子。
六、游戏
数字游戏，教师讲解数字相加的英语表达法，并将数学算式20+1写到黑板上。
学生两人一组，学生A给出一算式让学生B回答并给出另一算式，再由学生A回答，两人轮流进行。
七、活动
快速加法问答。每个学生都有一个数字代号，教师从每组中请几名学生快速出题如：Twenty and six is
Twenty-six .
八、训练学生
学习chant。教师先放一遍chant录音，请学生边看图边听，指导学生找出生词，教师解释词义并指导学生读音。
再次放音，逐行停顿
九、总结
总结这节课多少学生获得了分数卡。
学生说出自己的分数。
做到首尾呼应，及时总结学生的表现有效激励学生。
板书设计：
Module 1 Unit 2 I,ve got twenty-six points
Have you got a/an lion /…?
Yes,I have .
No,I haven,t .
小学英语四年级下教案设计5
教学目标：
1.能听懂、会说、会读交际用语：Welcome to … What are these/those?They’re …Are these/those …? Yes, they are./No, they aren’t
2.能听懂、会说、会读词汇：they’re=they are, pig, cow, chicken, duck
3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those
4.能熟练朗读对话或表演对话。
教学难点：
1.句型：What are these/those? Are these/those …?的语调和用法。
2.词汇：farm, they, those, chicken, apple, pear的读音;a和an用法的区别;名词复数形式。
教学准备：
动物头饰，水果、动物卡片，PPT、学生学案
教学过程：
Step1 Before class
Listen and Sing a song:Old Mac Donald had a farm
Step 2. Warming up
1. Free talk.
T:Hello,boys and girls.I’m your new English teacher,Miss Wang.
I’m very glad to be here.
I want to be your friend.
OK,firstly,I want to know your names.
T:What’s your name? Who’s your friend?
Nice to meet you.Welcome to my class.(PPT)
S:Thank you.
2. Learn to say:Welcome to …
(请学生先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课教师说)
3. Lead-in and learn
T: Boys and girls,we sang a song before class.We were very happy.
We saw a lot of animals there.Right?(PPT出现农场画面)
They were on the farm.
Learn ‘on the farm’。
Step 3. Presentation and practice
1.Learn : What are these/those? And ‘pigs/cows/ducks/chickens’
(1)What are these?They’re pigs.
(2) Are these pigs?No,
What are these?They’re cows.
(3) What are those?They’re …s.
Are those …?Yes./No.
(同步出现动物卡，结合句型学习生词。)
2. Let’s say.A chant
These,these. What are these?
Pigs,pigs. They’re pigs.
Those,those. What are those?
Cows,cows. They’re cows.
Step 4.Text-learning
1.Task 1 : Let’s listen! Who is on the farm too? (谁也在农场?)
2.Task 2 : Listen and tick：What’s on the farm?
3,Task 3 : Let’s watch: (欣赏动画，将农场上的动植物摆在正确的位置。)
A. pigs
B
C. apples
D. pears
4.Task 4 : Let’s follow.(跟读) ☆ 注意语音语调 ☆ 要读出感情哦
5.Task 5 : Let’s read. (让我们读吧!)分角色朗读。
6.Task 6 : Farm show! (农场秀!)(发挥想象创编并表演，说得越多越好哦!)
T：It’s great fun to visit a farm. Liu Tao and Mike have great fun on the farm. It’s great fun to have a farm,too.
30 years later, you’re grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups.
A model:
A (farmer)： Look! I have a farm! Look! They’re pigs!/They’re cows! Welcome to my farm, Mr …!
B: Oh, thank you! My good friend, Mr/Miss …
A: Nice to see you!
B: Nice to see you! What are these?
A: They’re … They’re lovely!
Would you like a …?
B: Yes, please. Thank you! I like… What are those?
A: They’re …s. They’re sweet. Would you like … ?
B: Yes, please. It’s yummy!
A: Do you like my farm?
B: Yes. It’s great!
A: Welcome to my farm next time!
B: Thank you. Bye-bye!
A: Goodbye!
Step 5. Ticking time
Ticking time
I can talk about things on a farm.
I can act things on a farm.
Step 6. Homework
1.Read Story time for 5 times.
2.Make your performance better.
3.Visit a farm if it’s possible.
板书设计：
Unit 7 On the farm
--What are these/those?
--They’re …s.
--Are these/those …s?
--Yes./No,they’re …s.
