四年级英语教案模板
四年级英语教案怎么写？小学英语正式学习最后达到英语上轨的过程。该过程中，家长会对孩子的英语习得，学习和语言环境，学习氛围养成起到一个积极的引导作用。下面是小编为大家带来的四年级英语教案模板七篇，希望大家能够喜欢！
四年级英语教案模板（篇1）
教学准备
教学目标
掌握住列举的重点单词和句子
教学重难点
掌握住列举的重点单词和句子并能灵活运用
教学过程
Ⅰ.重点单词
1.________ vi. 爆裂;爆发
n. 突然破裂;爆发
2.________ n. 事件;大事
3.________ n. 废墟;毁灭
vt. 毁灭;使破产
4.________ adj. 极度的
5.________ vt. 破坏;毁坏;消灭
6.________ vt. & vi. (使)震惊;震动
n. 休克;打击;震惊
7.________ n. & vt. 援救;营救
8.________ vt. 使陷入困境
n. 陷阱;困境
9.________ n. 灾难;灾祸
10.________ vt. 埋葬;掩埋;隐藏
11.________ n. & vt. 损失;损害
12.________ n. 裁判员;法官
vt. 断定;判断;判决
13.________ vt. 损害;伤害→________ n. 伤害;损害→________ adj. 受伤的
14.________ n. 电;电流;电学→________ adj. 用电的;带电的→________ adj. 与电有关的;电学的
15.________ vt. 使惊吓;吓唬
→ ________ adj. 受惊的;受恐吓的
→ ________ adj. 令人恐惧的
16.____________ n. 祝贺;(复数)贺词
→ _____________ vt. 祝贺
Ⅱ.重点短语
1.a (great) number ________ 许多;大量的
2.dig ________ 掘出;发现
3.________ an end 结束;终结
4.right ________ 立刻;马上
5.as ________ 仿佛;好像
6.________ ruins 严重受损;破败不堪
7.think little ________ 轻视，满不在乎
8.tens ________ thousands of 数以万计
9.be proud ________ 以……自豪
10.judge ________ 从……判断
11.be trapped ________ 陷入
12.be buried ________ 埋头于
13.put ________ shelters 搭建避难所
14.get away ________ 离开
15.pay attention ________ 注意
Ⅲ知识点教案
EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).
burst with anger/ joy
勃然大怒
burst n.
突然破裂;爆发
a burst of laughter
一阵笑声
2.
n. 废墟，遗迹(常用复数形式);毁灭
be/lie in ruins
成为废墟;严重受损;破败不堪
EX.1 All the towns were/lay in _____ (ruin) after the earthquake.
vt.毁灭;使破产
ruin oneself
ruin one’s health/fame/future
EX.2 过量吸烟损害健康，因此你应该戒烟。
Heavy smoking ruins your health, so you should give up smoking.
EX.3 用 ruin, destroy, damage填空：
① Her heart was slightly _______ as a result of her long illness.
② His life was ________ by drink.
③ The earthquake almost _______ all the bridges in this area.
3. injure vt.损害;伤害
______ n. 伤害
______ adj. 受伤的
________ 伤员
Exs.
①The soldier was ______ in the arm in the war.
②She was ______ slightly in an accident during the work.
③This bright light will do great ______ to your eyes.
④I was very much ______ at his words.
看例句再归纳：
1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.
2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.
3. I was shocked that 17 people died
in the explosion at a restaurant in Anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
6. trap
vt. 使陷入困境
trap sb. into (doing) sth.
be trapped in
困在 ……中;陷在……中
EX.1 警察设圈套使他讲出实情。
The police trapped him into
telling the truth.
EX.2 对比练习
他陷入交通堵塞中，感到很无助。
1) He ___________ (trap) in the traffic jam and felt helpless.
2) When he __________ (trap) in the traffic jam, he felt helpless.
3) When __________ (trap) in the traffic jam, he felt helpless.
n. 陷阱;困境
set a trap to do sth./for…
诱使某人做某事
fall into a trap
落入圈套
7. bury vt.
找出含bury 的短语并翻译
① The army organized teams to dig out those who were trapped and to bury
the dead.
掩埋
② He has learnt to bury his feelings.
掩藏、隐藏
③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
④ She buried her face in her hands and wept.
bury one’s face in hands
双手掩面
be buried in/bury oneself in
专心于;埋头于;沉浸于
EX.1 对比练习：
他埋头学习，不知道他的同学们早已经离开了。
1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
5. 8. right away
6. 立刻、马上
7. =right now/ at once/in no time
8. by the end of 到时候为止(常与_________连用)
9. EX.2 By the end of last month, he _________(learn) 3,000 English
10. words or so.
11. EX.3 我会用爱迪生的一句名言来结束。
12. I’ll end up with a famous saying from Edison.
13. 10. Review
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.
17. EX.2 ----The number of students are in
18. the dining hall now.(改错)
19. ----Yes. The number of students
20. _____ (be) about 400.(填空)
21. 11. Thousands of families were killed and many children were left without parents.
22. leave 做使役动词，意为 ___________________
23. leave+宾语+宾补 {doing sth.
24. {done
25. {to do sth.
26. {adj. / adv. /介词短语
27. EX.1 You shouldn’t have left water ___________(run).
28. EX.2 She ran away _____________________
29. _______________. (她跑开了，留下她的男友
30. 一个人在雨中)
31. 12. It seemed as if the world was at an end!
32. → as if用于陈述语气中：
33. It looks as if it’s going to rain.
34. She closed her eyes as if she was tired.
35. → as if 用于虚拟语气中：
36. 1). She behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). He opened his mouth as if _________ something. (say)
39. 12. It seemed as if the world was at an end!
40. → as if用于陈述语气中：
41. It looks as if it’s going to rain.
42. She closed her eyes as if she was tired.
43. → as if 用于虚拟语气中：
44. 1). She behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). He opened his mouth as if _________ something. (say)
47. 13.Translate the following sentences:
48. 1). All hope was not lost.
49.
50. 2). Not everyone has passed the exam.
51. 3). I don’t want both the ties.
52. 部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
54. 意为：______________________
55. EX.1 ________ people can understand you.
56. = _____ people can _____understand you.
57. 并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
EX.2 这两个男孩对我们都不粗鲁。
Neither of the boys is rude to us.
Ⅳ. 巩固 考点作文串记
One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).
四年级英语教案模板（篇2）
教学准备
教学目标
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教学重难点
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教学过程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦节 (1月1日)
2. Spring Festival 春节 (农历正月初一)
3. Lantern Festival 元宵节 (农历正月15)
4. the Qingming Festival 清明节 (4月5日)
5. Dragon Boat Festival 端午节 (农历5月初五
6. Double-ninth Day 重阳节 (农历9月初九)
7.National Day 国庆节 (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “life”.
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
课后习题
homework
Do exercises on Page 37-38.
四年级英语教案模板（篇3）
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
二、教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
Ⅰ. Warming-up and revision
用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
Ⅱ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.
Ⅳ. Listening
Now let’s listen! What rules are these students breaking? Write the numbers after names?
Ⅴ. Pair work
Read the dialogue in 1cand work in pairs.
Ⅵ. Listening
1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
Section A (Grammar Focus-3c)
教学重难点
1. 教学重点：
1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
2. 教学难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度;
2) 能用所学的知识来制定一些简单的规章制度。
教学过程
Ⅰ. Warming- up and revision
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 不要在楼道里跑。_______________________
② 不要打架。 ____________________
③ 有什么规则? ___________________
④ 我们必须按时上课。 ____________________
⑤ 我们可以在教室里吃东西吗?____________________
⑥ 不能。但我们可以在餐厅里吃东西。___________________
⑦ 我们可以在教室里带帽子吗?____________________
2. Ss finish off the sentences and check the answers by themselves.
Ⅲ. Writing
Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?
Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.
(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )
Ⅳ. Practice
Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.
2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成;而情态动词can则直接提前构成一般疑问句式。
3. Ss work by themselves and try to write the sentences on the workbook.
4. Ss work in pairs. Ask and answer the sentences.
Ⅴ. Game
Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make some rules at home.
板书设计
Section B 1a-2c
教学重难点
1. 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
2. 能掌握以下句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfast.
3. 理解must, have to/ can/can't的用法
三、教学过程
Ⅰ. Warming- up and revision
Check the homework. Let some Ss read their home rules.
Ⅱ. Presentation
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 学生看着1a部分的图片
学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。
Check the answers with the class.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.
2. Play the recording for the Ss to listen and check.
Ⅳ. Listening
Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.
Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.
Check the answers:
Ⅴ. Group work
Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading
1. Fast reading: Read the letter and find the answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer to this question. (she feels terrible.)
2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )
3. Careful reading
1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.
(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )
Ⅶ. Reading
1. Read the letter again and complete the sentences with have to/ must, can or can't.
2. 提示： have to与must的用法：
1)must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。
2)have to的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
他们目前没有必要买电脑。
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
四年级英语教案模板（篇4）
SectionA(1a—2c)
【学习目标】：1、熟练掌握本课6个单词.
2、学会询问他人姓名及介绍他人姓名.
3、能听懂有关谈论他人姓名的对话并进行自由交际.
【学习重点】：询问他人姓名及介绍他人姓名的句型.
一、自主学习(教师寄语：Knowledgeispower.)
学习任务一:熟练读写本课6个单词.
1.个人自渎，记忆本课单词.
2.小组互相检查单词读写情况.
3.根据汉语写出下列英语单词并展示.
学习任务二:运用句型：What'shis/hername?
His/Hernameis....进行自由交际.
1.小组合作，理解并熟读下列短语，并写出汉语意思.
mynane()yourname()
hisname()hername()
2.个人理解下列对话，并且两人合作练习.
A：Hello!What'syourname?
B：MynameisGina.
A：Nicetomeetyou.
B：Nicetomeetyou,too.
A：What'shername?
B：HernameisJenny.
3.小组合作，练习自己的对话.
4.对抗组开展竞赛，展示自己的对话.
学习任务三:听听力完成2a,2b.
1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方.
2.听听力，给四幅图画编号.
3.小组为单位，熟读2b中的名字。
4.听听力，完成2b.
二、合作共建(教师寄语：Manyhandsmakelightwork.)
讨论下面两句话如何用英语表达.
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语：Nomancandotwothingsatonce.)
根据提示，完成下列问答.
______________
What's_______name?_______is....
_______________
四、诊断评价
1、写出下列短语.
(1)我的时钟(2)你的问题
(3)他的名字(4)她的回答
2、根据句意及首字母补全单词。
(1)_________isyourname?
(2)Nicetom________you.
(3)Hisa_________isgood.
(4)L______!Hisclockisbeautiful(漂亮的).
三、选择
1._______,What'shisname?HisnameisJohnGreen.
A.HiB.OhC.SorryD.OK
2.Sheisagirl(女孩).What's______name?
A.herB.sheC.she'sD.his
五、【课后反思】(教师寄语：Neverdothingsbyhalves)
第3课时Unit1Myname'sGina(总第3课时)
SectionA3a—4
【学习目标】：1、熟悉掌握本节课的六个词汇。
2、正确辨别英文名字的姓和名，以及和中文名字的差异.
3、学会询问他人名和姓的句型.
【学习重点】：掌握询问他人名和姓的句型.
【学习过程】：
一、自主学习(教师寄语：Knowledgeispower.)
学习任务一:熟悉掌握词汇。
1、个人自读，记忆本课单词.
2、小组相互检查单词读和写的情况.
3,、据汉语写出单词,小组竞赛并展示.
学习任务二:能运用句型:What'syourfirstname?
Myfirstnameis....
What'syourlastname?
Mylastnameis...进行交际.
1、试读下列姓名,尝试总结归纳.
GinaMiller
Firstname:________Lastname:________
完成3a.(让对抗号在黑板上展示)
2、理解下列对话,两人合作练习.
A:Hello!What'syourname?
B:MynameisJackSmith.
A:What'syourfirstname?
B:Myfirstnameis....
A:What'syourlastname?
B:Mylastnameis...
3、小组合作,练习自己的对话.
4、对抗小组开展竞赛,展示自己的对话.(完成3b)
二、合作共建(教师寄语：Manyhandsmakelightwork.)
学会了询问他人的名和姓的句型后，能否用his/her做替换练习。
三、系统总结(教师寄语：Nomancandotwothingsatonce.)
1、总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话.
四、诊断评价(一)用所给词的适当形式填空.
1.Nicetomeet______(your).
2._____(she)nameisHelenBlack.
3.Hisfamilyname_____(be)MrGreen.
4.______(be)youMrGreen.
5.Hi,I_____(be)Lily.
(二)据汉语完成句子
1.Brown是他的姓氏.Brownis______________name.
2.她的名是什么?____________________name?
3.你好,我是杰克.Hi,________Jack.
4.我的钢笔是黑色的._____penis______.
5.他的名字是吉姆._______________Jim.
(三)根据上下文完成对话.
A:Hello!
B:________!
A:I'mGina,________________?
B:MynameisLindaBrown.
A:IsLindayourlastname?
B:No.Lindaismy__________.AndBrownis___________.
A:Nicetomeetyou.
B:____________________.
五、【课后反思】(教师寄语：Neverdothingsbyhalves)
四年级英语教案模板（篇5）
教材分析
本模块的教学内容是描述人物的性格特征。在第一单元，熊猫Panpan介绍好朋友的性格特征;第二单元，Panpan介绍自己的亲朋好友。通过Panpan的介绍，学生可以进一步熟悉英语中家庭成员的称谓语，并巩固本模块所学描述人物特征的形容词。
模块教学目标
一、知识目标
1. 熟练掌握本模块的重点单词：nice, clever, shy, naughty, a bit, shy, answer, call, bad, cool, aunt, uncle, big, little, cute
2. 熟练掌握本模块的重点句型：This is... He / She is...
She’s very nice. But she’s a bit shy.
二、能力目标
感知英语中用形容词描述人物外观、性格特点的不同方法，能运用所学语言描述人物的性格特点。
三、情感目标
1. 培养孩子们尊重他人，广交朋友的情感态度。
2. 学生乐于感知并积极尝试，运用所学进行表达和交流。
教学重点及难点
教学重点：
1. 掌握本模块重点单词和句型。
2. 能熟练运用所学句型谈论人物的外观、性格特点。
教学难点：
学生能根据已有的知识，描述人物的外观、性格特点。能正确运用形容词，理解形容词两种不同的用法。
教学辅助：OHP, flash, word cards
教学策略
鼓励学生积极运用所学英语进行表达和交流。
教学过程
第一课时教学设计
教学重点与难点
能够运用本课所学句型和词汇向他人介绍和描述朋友。
教学内容(含时间设置)
教学活动
教师活动、学生活动
Step 1: Warm up and Lead in(about 4 minutes)
1. 请学生观看活动1。
(通过图片、单词卡教读单词clever)
2. 请学生听并跟读活动1。
设计意图
通过Activity 1来引出本模块语言学习点——用形容词来描述性格特征。
Step 2: Text Introduction(about 1 minute)
1. 展示活动
2》第一幅图。
T: Do you remember Panpan? Panpan has got some new friends too. He would like to introduce them to us. Let’s see: Who are they? How are they like?
设计意图
导入本课课题。
Step 3: Presentation(about 20 minutes)
1. 看一看，填一填。
Students watch and fill in the blanks.
Maomao: She’s very nice. But she’s a bit shy. (教授 a bit, shy)
Ms Smart: She’s a nice teacher.
Xiaoyong: He’s a clever pupil.
Parrot: This is Parrot.
Can you answer the call now?
(讲授词组answer the call)
He is very naughty. But he’s not a bad bird.
(教授naughty)
2. 听并跟读。
Let the students pay attention to their pronunciation and intonation.
设计意图
让学生带着问题听文本，一步步解决问题，教师引领，指导学生层层深入文本，了解更多描写人物的单词。
学习过程中，引导学生通过看图理解，用所学形容词来描述的人物性格特征。帮助学生判断nice, clever, bad三种性格，引导学生认真看图，并引导学生注意：人物的性格特征通常不能仅用一个词准确描述，对于人物性格的变化，我们可以用but来进行连接。
Step 4: Practice and Consolidation(about 13 minutes)
1. 做游戏。
Choose and say: This is... He/ She is ...
2. 请学生分小组讨论自己的朋友，并做汇报。
设计意图
巩固所学知识。
此处活动是在教师引导下学生之间的互动，这种互动是点与面的互动。目的是操练重点知识This is… She’s / He’s... 教师在此环节可以较好地把握生成，使学生获取更多的语言表达机会，培养学生的语用能力。这一游戏具有语言性、学习性、趣味性。
Step 5: EmotionalEducation(about 2 minutes)
T: You have got so many friends. You can play together, and you can help each other.
Remember: A friend in need is a friend indeed. Animals are our friends too.
设计意图
对学生进行情感教育，培养他们认识到朋友的重要性，广交朋友!动物也是人类的好朋友!
Classroom Assessment
Language Encouragement Stickers
设计意图
通过不同的奖励形式，有效激发学生学习英语的兴趣，让学生在英语课堂上想说、敢说。
Blackboard Design
Module 1
Unit 1 She’s a nice teacher.
This is...
He / She’s...
家庭作业：
1. Listen and read the text.
2. Introduce your friends to your parents.
四年级英语教案模板（篇6）
一、知识与技能
1. 掌握重点句型：How was your vacation?Where did you go? Did you go out with anyone?
2. 理解并掌握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。
3. 熟练运用句型：Did you …?
二、过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句已经掌握，能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
教育学生渗透合作精神和社会公德意识。
教学重点
掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?
教学难点
能用句型Did you …?提出尽可能多的有关过去假期的问题。
教法导航
创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。
学法导航
自主学习，独立思考，小组讨论，同桌合作，完成学习任务。
教学准备
视频，图片，多媒体。
教学过程
Step 1 Greetings
Greet the class as usual.
Step 2 Revision
Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
Step 3 Role play
The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.
Step 4 Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.
Step 5 Game
Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.
Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.
Step 6 Practice
3a Fill in the blanks with the words in the box and practice the conversation.
3b Fill in the blanks in the e-mail mestudentsage with the words in the box.
After checking the answers, get the students to read them aloud.
Step 7 Group work
Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.
Step 8 Homework
Ask your classmates as many questions about their last vacation as possible.
四年级英语教案模板（篇7）
Teaching contents(教学内容)
SectionA 1a,1b,1c,2a,2b,2c,grammar focus .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .
Repeat with other sets of pictures .
Step 2 Pre-task(任务前活动)SB Page 34 , 1a .
1.Point out the pictures and ask Ss to tell what they see .
2.Ask some students to read the statements and responses .
3.Have Ss match the statements and responses on their own .
Step 3 While-task(任务中活动)SB Page 34 , 1b .
1.Play the tape and get Ss to check their answers to activity 1a .
2.Talk about the answers together .
SB Page 34 , 1c .
1.Ask two Ss to read the example in the sample in activity 1c.
2.In pairs , get Ss to talk about what happened in the pictures .
3.Ask some pairs to present their conversations to the class .
SB Page 35 , 2a & 2b .
1.Read the instructions .Make sure the students know what to do .
2.Play the recording .Ss listen and write down their answers .
3.Correct the answers .
Step 4 Post-task(任务后活动)SB Page 35 , 2c .
1.Ask two students to read the sample dialogue .
2.In pairs ,get the students to role play the conversation between Andrea and her friend .
3.Ask a few pairs of students to practice their conversations for the class .
Step 5 Grammar Focus SB Page 35 , Grammar Focus .
1.Review the grammar focus .Ask Ss to say the statements and responses .
2.Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.
3.Ask some groups to share their sentences with the class .
Homework(家庭作业) :
Have Ss write their sentences on their exercise books.