(外研版英语2012)四年级英语下册教案Module9Unit1

英语外研新标准（一起）四年级下册-Module 9 Unit 1 (说课稿)一、教材背景《英语外研新标准（一起）四年级下册》是按照新课程标准编写的教材，适用于小学四年级下学期的英语教学。

其中，Module 9包括四个单元，分别是Unit 1《Where’s my pencil ？》、Unit 2《I’m hungry.》、Unit 3《What are you going to do？》和Unit 4《What’s the weather like？》。

本次说课主要针对Module 9中的Unit 1进行讲解。

二、教学目标1.知识目标：学生能够学习家具名称，能听懂并使用动词短语“is on”、“is under”和“is in”简单的位置描述。

2.能力目标：培养学生的听力、口语和阅读能力，提高学生的语言输出能力。

3.情感目标：通过对生活进行简单的描述，让学生学会自我表达，提升他们的口语表达能力和交际能力，同时，培养学生的爱好，发扬英语学习的兴趣。

三、教学重点1.学习家具名称。

2.学会运用“is on”、“is under”和“is in”进行简单位置描述。

四、教学难点学生辨别不同家具的名称，能清晰地描述出家具的位置。

五、教学内容及过程1. 热身引入（5分钟）通过播放英文儿歌《This is the way》唤起学生们的学习兴趣和积极性，逐步进入课堂学习状态。

老师可以先让学生跟读儿歌词，后唱跟动作，拓展生词(如：brush teeth、wash face)，为后面学习家具名称做铺垫。

2. 新课讲解（15分钟）1.呈现家具图片，老师帮助学生们辨认，教学家具名称，如：desk、bed、bookcase等。

2.具体地介绍“is on”、“is under”和“is in”三个英文表达，在家具画面上讲解三个表达的用法，并且通过一些实物进行引申，如：the book is on the desk、the cat is under the bed等。

外研版（一起）四年级英语下册教案Module 9 Unit 1 Why do you like Australia?一、教学内容：本课选自外语教学与研究社出版的《新标准英语》第八册的内容二、教学目标1.能听懂会说本课对话，掌握基本句型“Why do you like……？Because I ……. ”并能自如地运用在日常生活中，用why 和because进行问答。

2.能听说认读本课词汇：Australia /because/map /language.3.在语言训练的过程中，培养学生的团队精神和与人交往的能力。

教学重点：掌握句型Why do you like ……? Because I……三、学情分析（一）教材分析这节课的教学内容是外语教学与研究出版社出版的小学《新标准英语》第八册第九模块中第一单元。

按照“学习活动化、活动生活化”的自主学习思想，我采用了真实运用任务型的活动教学方式。

本节课主要是用“why”和“because”进行问答。

主要语言结构：Why do you like ……? Because I…….本课的学习内容与学生生活紧密相连，学生能自然地进入情境体验生活。

小学资源网（二）学生分析四年级学生已初步掌握了一些有关学习用品、生活用品、交通工具、动物、国家等一些词汇，并且能够运用英语进行一些简单的日常生活对话。

对形象感官的物体感兴趣，求知欲望强，容易被激活。

四、教学策略（一）教学理念新课程标准要求英语课程要面向全体学生，注重素质教育。

其中特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素质，增强实践能力，培养创新精神。

依据新课标的要求，我们在教学设计中要鼓励学生大胆地使用英语，并为学生提供自主学习和互相交流的机会以及充分表现自我发展的空间；鼓励学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能；创造条件，让学生能够探究他们自己感兴趣的问题并自主解决问题。

Unit 1 Did he live in New York?教学目标：1、学习理解和掌握本模块的单词和短语：welcome, postcard, cousin, on holiday, travel, came, pop, concert .2、理解和掌握Did …?句型以及相应的回答。

3、能够在实践中熟练运用本模块的新单词和句型进行问答。

教学重点：1、学习理解和掌握本模块的单词和短语：welcome, postcard, cousin, on holiday, travel, came, concert2、理解和掌握Did …?句型以及相应的回答。

教学难点：能够在实践中熟练运用本模块的新单词和句型进行问答。

教学准备：点读笔，课件教学过程：Step 1: Warm up1、师生之间互相问候和自由谈话。

2、带领学一起唱上一模块的歌曲I WENT TO THE CONCERT.将学生分大组进行小组竞赛，比比哪一组表现得好。

3、用上一模块的新单词进行造句练习：He can sang songs beautiful.That boy likes computer games very much.This cake is very delicious.I had a good time yesterday.I was very busy and I ate nothing.We went home by bus.Step 2: Presentation1、吟诵歌谣（1）教师做出欢迎的手势，引导学生说出欢迎。

将单词板书welcome,并教读，总结短语：welcome +to +some place 欢迎来到某地。

（2）Listen and chant.播放录音学生跟读，注意单词发音的技巧，如：重读，语气语调。

（3）请学生说说歌谣的意思，进行拓展性讲解。

by train, by bike, by car, by boat, by plane, by bus, by subway, by taxi（4）提醒学生表示步行应该用walk /on foot,不能用by 的结构。

四年级下英语教案Module 9外研版（一起）一、教学目标1. 知识与技能目标：学生能够理解并运用Module 9的主题词汇和句型，能够在日常生活中进行简单的英语交流。

2. 过程与方法目标：通过听、说、读、写的训练，提高学生的英语综合运用能力，培养学生的学习兴趣和自主学习能力。

3. 情感态度与价值观目标：通过英语学习，激发学生对英语学习的兴趣，培养他们合作学习、积极思考的良好习惯。

二、教学内容1. 词汇：学生需要掌握的词汇包括：……（列出Module 9中的重点词汇）2. 句型：学生需要掌握的句型包括：……（列出Module 9中的重点句型）3. 语法：学生需要掌握的语法包括：……（列出Module 9中的重点语法）三、教学重点与难点1. 教学重点：词汇、句型和语法的学习和运用。

2. 教学难点：句型的灵活运用和语法的正确使用。

四、教具与学具准备1. 教具：多媒体教学设备、PPT课件、单词卡片、录音机等。

2. 学具：英语课本、练习册、笔记本、文具等。

五、教学过程1. 导入：通过歌曲、游戏等方式，激发学生的学习兴趣，引入新课。

2. 新课内容学习：通过讲解、示范、练习等方式，让学生掌握词汇、句型和语法。

3. 练习：通过听、说、读、写的练习，巩固所学知识。

5. 作业布置：布置适量的作业，巩固所学知识。

六、板书设计1. Module 92. 词汇：……（列出Module 9中的重点词汇）3. 句型：……（列出Module 9中的重点句型）4. 语法：……（列出Module 9中的重点语法）七、作业设计1. 听力练习：听录音，完成相关练习。

2. 口语练习：模拟情境，进行对话练习。

3. 阅读练习：阅读相关材料，完成练习题。

4. 写作练习：根据所学内容，进行写作练习。

八、课后反思1. 教学内容是否充实，是否符合学生的实际需求。

2. 教学方法是否恰当，是否能够激发学生的学习兴趣。

3. 教学效果如何，学生是否能够掌握所学知识。

Module 9Unit 1 I helped Mum.一、教学目标：知识与技能：1. I helped Mum.2. Did you cook meat yesterday?Yes, I did. / No, I didn’t.1. Talk about the action or event in the past.2. Understand the sentence “Did you cook meat yesterday?” and answer correctly.3. Use the past tense to explain the actions in oral.过程与方法：讲授、过去时情感、态度和价值观：有空帮妈妈德育目标：Have the students understand the differences between Chinese languages and foreign languages.二、重点：1.words: phone, yesterday, day.2.the past form of the verbs: help—helped, cook—cooked, walk—walked, talk—talked, watch—watched, listen—listened.3. Grammar: the past tense三、难点：the usage of the past tense四、教具：单词卡片、录音机五、教学过程：（一）导入：Warm upT: Hello, boys and girls. First, let’s sing a song, OK?Ss: OK.(Ss sing the song “OH, we love holidays.”)T: Now who can compare yourself now and past?Several students compare themselves. According to this practice to review the past tense.（二）探究新知LeadingT: Today, we will go on learning the past tense in Module 9 Unit1.Amy phoned her grandma in England. They talked about their last weekend. Do you know how to describe the things in the past? Let’s look together, and then please talk about you what you did last weekend.New ConceptsTeacher do the actions and say: “I played basketball yesterday.” for several times. Then write played on the board.Teacher asks one student: “Did you played basketball yesterday?” and help them answer “Yes, I did. / No, I didn’t.” Write these sentences on the board.Play the tape and have them underline “did” “didn’t” and the words that add –ed. Teacher explains how to change the past tense of verbs.Play the tape again and have them read.（三）巩固新知PracticeT: Search your friends what did they do yesterday .Please make a table just like the table in the book.(Students make a table and use the past tense to inquire their friends what did they do yesterday.)T: Now let’s play a game “Find friends”Teacher takes out some cards, there are some verbs and their past tense forms on it. One student should find its correct p ast tense form and say: “We are friends.”In this way, they can review the past tense form of the verbs.T: OK. Good boy. You do very well.（四）作业布置Homework write words five times六、板书设计Module 9 WeekendUnit1 I helped Mum.Did you play basketball yesterday?Yes, I did. / No, I didn’t.七、教学反思Unit 2 Did Dad cook lunch?一、教学目标：知识与技能：1 Vocabulary: him laugh dance stop last2 Sentences: Did Dad cook lunch?Yes, he did. / No, he didn’t.3 Grammar: using the past tense.过程与方法：讲授、过去时情感、态度和价值观：德育目标：感受家庭的温暖二、重点：him laugh dance stop lastDid Dad cook lunch?Yes, he did. / No, he didn’t.三、难点：using the past tense.四、教具：单词卡片、录音机五、教学过程：（一）导入：Warming upT: Hi, boys and girls! Yesterday I talked with my friends and I watched TV. What about you? Did you watch TV yesterday?S1: Yes, I did.T: Did you listen to music yesterday?S2: No, I didn’tT: Did you clean the house?S3: Yes, I did.T: What did they do yesterday? Point and say (show the 6 pictures on page 35) (screen)S1: Grandma cooked fish（二）探究新知Review and leading·Let’s come to the Smarts. What are they in their family? What did they do yesterday? Are you clear?Listen to the tape and repeat (CAI)Listen to the tape and answer the questions.S1: Answer the questions.3 New concepts·T: Now this class we’re going to learn Module 9 Unit 2 Did Dad cook lunch? Pair work Talk about the pictures on page 36 (CAI)S1: Did Dad cook noodles yesterday? S2: Yes, he did.Complete Ex 1 Listen and matchAsk some students to give the similar questions.S1: Ask S2: Answer.·Find out the past tense of the verbs, Underline the past verbs.Read the verbs after the teacher. Which is new word? Ask students to point out. S1: Point out the new words.Learn to say the new words (cards) .Then listen, say and chant.（三）巩固新知Practice·Talk about something about your last weekend.S1: I talked with my grandma last weekend.S2: I played football last weekend.S3: I …·Let’s play a game. Guess what he/she did last weekend?S1: Last weekend, I …S2: Did you play tennis last weekend?S1: No, I didn’t.S3: Did you watch TV last weekend?S1: No, I didn’t.S4: Did you play football last weekend?S1: Yes, I did.David 8 groups to play the game.Complete Ex 3 at the same time.（四）作业布置Homework 用一般过去时造句六、板书设计Unit 2 Did Dad cook lunch?Did Dad cook lunch? Yes, he did.No, he didn’t.七、教学反思。

四年级下册英语教案Module 9 Unit 1——外研社（三起）一、教学内容本课选自外研社《新标准英语》四年级下册第九模块第一单元。

本课的教学内容主要是围绕询问时间及星期来展开。

主要句型包括：What day is it today? It’s ；What time is it? It’s 。

要求学生能够听懂、会说这些句型，并能结合实际情景进行灵活运用。

二、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课单词和句型，并能结合实际情景进行灵活运用。

2. 过程与方法目标：通过图片、游戏等多种教学手段，培养学生观察、记忆、思维和想象能力。

3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养他们合作学习的意识，提高他们跨文化交际的意识。

三、教学难点1. 句型What day is it today? It’s ；What time is it?It’s 的灵活运用。

2. 正确表达时间及星期的英语单词。

四、教具学具准备1. 教具：多媒体课件、录音机、磁带、卡片等。

2. 学具：教材、练习册、彩笔等。

五、教学过程1. 导入：通过播放一首关于时间的歌曲，引导学生进入本课的主题。

2. 新课呈现：利用多媒体课件展示本课的单词和句型，引导学生跟读并模仿。

3. 操练：通过小组合作、角色扮演等形式，让学生运用本课所学句型进行交流。

4. 巩固：完成教材中的练习题，检测学生对本课内容的掌握程度。

6. 作业布置：布置相关的作业，巩固所学知识。

六、板书设计1. 课题：Module 9 Unit 1 What day is it today?2. 重点单词：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday3. 句型：What day is it today? It’s ；What time is it?It’s七、作业设计1. 听录音，跟读课文。

英语外研新标准（一起）四年级下册Module 9 Unit 1 教案一、教学目标1. 知识与技能：（1）学生能够理解、听懂、会说、会读本课的单词和句子。

（2）学生能够用一般过去时描述过去发生的事情。

（3）学生能够通过图片和情景创设，运用所学句型进行交流。

2. 过程与方法：（1）通过听、说、读、写的训练，提高学生的英语综合运用能力。

（2）通过任务型教学，培养学生的合作意识和自主学习能力。

3. 情感态度与价值观：（1）培养学生对英语学习的兴趣和自信心。

二、教学内容1. 单词：yesterday, went, library, read, returned2. 句型：What did you do yesterday? I went to the library.I read books. Then I returned them.三、教学重点与难点1. 教学重点：学生能够运用一般过去时描述过去发生的事情。

2. 教学难点：正确运用一般过去时态的动词过去式。

四、教具与学具准备1. 教具：多媒体课件、图片、单词卡片、录音机、磁带2. 学具：学生用书、练习册、英语词典五、教学过程1. 导入a. 通过播放歌曲“Yesterday”，营造英语学习氛围。

b. 引导学生谈论歌曲中的关键词“yesterday”，为新课内容做铺垫。

2. 新课展示a. 利用图片和情景创设，引出本课单词和句型。

b. 通过讲解、示范、练习，使学生掌握单词和句型的正确用法。

3. 操练a. 听力练习：听录音，完成练习题。

b. 口语练习：角色扮演，模拟真实情景进行交流。

c. 写作练习：仿照例句，编写自己的过去发生的事情。

4. 巩固拓展a. 小组讨论：讨论自己或家人昨天做的事情，用英语进行交流。

b. 课后作业：完成练习册相关习题。

六、板书设计1. 单词：yesterday, went, library, read, returned2. 句型：What did you do yesterday? I went to the library.I read books. Then I returned them.七、作业设计1. 听力作业：听课文录音，跟读并模仿语音语调。

四年级下册英语教学设计-Module9 Unit1 ｜外研社（三起）教学目标1.能听懂、会说、会读、会写以下重点词汇：train, plane, bus, bike, ship。

2.通过听、说、读、写训练学生听、说交通工具的英语单词和句子。

3.通过课堂表演和游戏活动培养学生团队合作、竞争合作与创新能力。

4.通过目的语英语使用提高学习者的未来职业竞争力。

教学准备1.教学PPT2.课件视频资源3.学习卡片4.游戏道具教学过程Warm-up（5min）1.教师提问：“What’s your favorite transportation?”（你最喜欢的交通工具是什么？），引导学生用英语回答，为Unit1展开场景做铺垫。

Presentation（20min）1.教师播放视频资源，给学生展示一些经典的交通工具场景，让学生从视觉上增加对于交通工具的认知度和兴趣。

2.引导学生重点学习单词：train, plane, bus, bike, ship，并给学生发放学习卡片，让学生把听懂单词之后的学习卡片插入至卡片盒。

同时，教师为学生在PPT上演示学习卡片插入示范。

Practice（25min）1.向学生展示有关交通工具的英语句子，引导学生句子，同时启发学生根据实际场景创新句子。

例如：–How do you go to school every day?–I go to school by bus/train/bike.–My father flies to Beijing by plane.2.进行游戏活动：–教师把学生分为两组，给每组学生分别发放一定量的学习卡片，让学生根据卡片中给出的词汇组合成有意义的句子。

每个学生都需要参与表演。

如果某组学生表现出众则会获得游戏奖励。

–采用说英语数数字节奏游戏，让学生按照指定的数字顺序和节奏放置卡片，将口语和团队合作，竞争合作与创新能力结合，实现在游戏中有效的英语口语练习。

Production（10min）1.教师让学生自由发挥，完成一份有关“我喜欢乘坐什么交通工具”分享的作文。

Module 9满招损，谦受益。

《尚书》原创不容易，【关注】店铺，不迷路！Unit1Did epostcardcousin,one,pop,concert,eart，录音机，用于奖励学生的小贴画教学设计：四、教学课时：1课时五、教法预设：讲授法、演示法、练习巩固法、讲演结合法六、教学步骤：一、Warmer:1.Greetings.自我介绍，师生之间互相问候和自由谈话，引入新单词“welcome”。

教师做出欢迎的手势，引导学生说出欢迎，将单词板书welcome,并教读，总结短语：welcome+to+someplace欢迎来到某地Welcometote.老师做一些动作，学生来说出短语，一同复习巩固以前学习过的短语。

Watcusic,singsongs,swim,readbooks,rowaboat,dance,run,设计理念与意图：师生交流拉近师生关系，使学生快速进行学习状态。

用多种方法复习旧知识，为新授学习打下基础。

二．Presentation:1.LookattingliveinNewYork?板书课题：Unit1Dide”“pop”“concert”4.背景资料。

教授“自由女神”“SanFrancisco”“Wasoustinutestolookatit.三、Learnt ingliveinNewYorklastyear?DidDamingtravelbyplane?3.Listente,c…来自于…的明信片lastyear去年onework:1. Writetes.2. Makeadialoguewitatesuse”Didusiclastyear?singsongsswimreadbookrowaboatdance【素材积累】岳飞应募参军，因战功累累不断升职，宋高宗亲手写了“精忠岳飞”四个字，制成旗后赐给他。

又召他到寝阁，对他说：“中兴的大事，全部委托给你了。

”金人攻打拱州、亳州，刘锜向朝廷告急，宋高宗命令岳飞火速增援，并在赐给岳飞的亲笔信中说：“设施之事，一以委卿，朕不遥度。

四年级英语下册教案Module9Module 9 weekend 单元分析本单元由Unit 1 I helped Mum. Unit 2 Did Dad cook lunch?组成，谈论过去的行为或事件。

Unit 1 I helped Mum.Teaching aims:I helped Mum.Did you cook meat yesterday?Yes, I did/No, I didn't.Teaching importance:Talk about past activities.Teaching difficulities:Using the simple past tense of regularverbs to talk about past activities.Teaching Tools:RecorderTeaching Steps:Step one : Warm upsing a song.Write these words at random on the board:watch, cooked, talked, helped, phoned , talk, pointed, phone,listen, help, listened, played, watched,point ,cook, play. Note that some of them are in the present tense and others are in the past.Explain to the students that you are going to call out the present and the past form of a verb. Choose one student to go to the board and draw a line to connect the words.Step two:listen and pointExplain to the students that many verbs in English are 'regular'. That means they follow a pattern,or rules. To make the negative of regular verbs,we use the auxiliary,orhelping verb'do' plus 'not' and the infinitive without'to'. Of course,when we are talking about the past, we must use the past tense form of the auxiliary,which is 'did',e.g. didn't playdidn't talk .The auxiliary'do'(which becomes'did'in the past tense)is used to formclosed,or'yes/no'questions,e.g. Do you have a dog? Did you go to the library?Now hold up your book,point to the pictures in Acitivity 1 and ask question,e.g. Did Amyhelp her mother on Sunday? Did she play on the computer?Did Tom watch TV?The students should look at the pictures and respond,'Yes, she/he/they/did.'or 'No,she/he/they didn't.'Then have the students continue the activity in pairs.Step three:play a gameDo an example with a student,say that you are going to ask questions and they have tosay'Yes'or 'No'.For example:Did you cook on Saturday?...Did you play football on Saturday?...Step four: Homework。

(外研版)四年级英语下册教案Module9Module 9 weekend 单元分析本单元由Unit 1 I helped Mum. Unit 2 Did Dad cook lunch?组成，谈论过去的行为或事件。

Unit 1 I helped Mum.Teaching aims:I helped Mum.Did you cook meat yesterday?Yes, I did/No, I didn't.Teaching importance:Talk about past activities.Teaching difficulities:Using the simple past tense of regularverbs to talk about past activities.Teaching Tools:RecorderTeaching Steps:Step one : Warm upsing a song.Write these words at random on the board:watch, cooked, talked, helped, phoned , talk, pointed, phone,listen, help, listened, played, watched,point ,cook, play. Note that some of them are in the present tense and others are in the past.Explain to the students that you are going to call out the present and the past form of a verb. Choose one student to go to the board and draw a line to connect the words. Step two:listen and pointExplain to the students that many verbs in English are 'regular'. That means they follow a pattern,or rules. To make the negative of regular verbs,we use the auxiliary,or helping verb'do' plus 'not' and the infinitive without'to'. Of course,when we are talking about the past, we must use the past tense form of the auxiliary,which is 'did',e.g. didn't playdidn't talk .The auxiliary'do'(which becomes'did'in the past tense)is used to form closed,or'yes/no'questions,e.g. Do you have a dog? Did you go to the library?Now hold up your book,point to the pictures in Acitivity 1 and ask question,e.g. Did Amyhelp her mother on Sunday? Did she play on the computer?Did Tom watch TV?The students should look at the pictures and respond,'Yes, she/he/they/did.'or'No,she/he/they didn't.'Then have the students continue the activity in pairs.Step three:play a gameDo an example with a student,say that you are going to ask questions and they have to say'Yes'or 'No'.For example:Did you cook on Saturday?...Did you play football on Saturday?...Step four: Homework。

Module9 Unit 1 Did he live in New York?【教学目标】1.能听、说、认读单词：welcome, postcard, cousin, on holiday, travel, came, pop, concert。

2.能熟练运用Did...?句型进行问答。

3.培养学生做一个热情好客,积极乐观的人。

【教学重点】询问某人过去是否做了某事：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did. No,主语+didn’t.【教学难点】San Francisco ,Washington DC等地名的发音。

【教学准备】课本CD-ROM，课件，单词卡片【教学过程】一、Warming up and Revision1.Free talkT：Hello，boys and girls. Nice to meet you. Are you ready?Ss: Yes.T: What did you do last weekend?Where did you go last weekend?Ss:...2. Revision教师出示图片。

学生看图，说句子。

注意时态要用过去时。

3.Listen and chant.（1）教师播放动画，学生感知动画内容。

（2）教师出示欢迎小朋友的图片，讲解单词welcome欢迎。

（3）学生听录音，跟唱歌谣。

二、Presentation1.Listen,point and find "Did he...?".（1）教师播放动画，请学生找出新句型：Did he...?(2）教师出示美国地图的图片，并提问：What’s this?引导学生回答：This is a map of America.教师讲解单词：America（3）教师用同样的方式讲解其他单词。

（4）Games:摘苹果（5）教师出示公共汽车的图片，并提问：Did he travel by plane?教师出示哭脸的表情图标，引导学生做出否定回答：No,he didn’t.（6）教师用同样的方式操练新句型：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did. No,主语+didn’t.（7）教师播放本课录音，学生回答问题：1. Does Dalong live in New York?2. Did Dalong live in New York last year?3.Did Dalong travel by plane?（8）Read the text in groups and find answers.He is from ________.He lives in ________________now.He lived in________________la st year.But now he is on holiday in ________.（9）Read again ,help Dalong writ e the postcard.Dear Daming,I’m on holiday in New York.I came here by plane.I went to a pop concert and a basketball game last week .(10)Role play两人一小组，分别扮演Daming和Sam。

教案：Module 9 Unit 1 Did he live in New York?一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和重点句子。

（2）能够用一般过去时询问和回答某人是否做过某事。

（3）能够用一般过去时描述过去的事件。

2. 能力目标（1）能够正确运用一般过去时进行交流。

（2）能够通过图片和情景理解课文内容。

3. 情感目标培养学生的同理心，让他们学会关心他人。

二、教学内容本课主要讲述了一对父子之间的对话，父亲询问儿子是否记得他们的邻居Mr. Tim，儿子回答说不记得了，父亲告诉他Mr. Tim曾经住在纽约，但后来搬到了北京。

通过这个故事，学生学会了一般过去时态的用法。

三、教学重点与难点1. 重点：能够听懂、会说、会读本课的生词和重点句子，能够用一般过去时询问和回答某人是否做过某事。

2. 难点：一般过去时态的运用，如何正确描述过去的事件。

四、教具与学具准备1. 教具：多媒体课件、录音机、磁带。

2. 学具：课本、练习册。

五、教学过程1. 热身（5分钟）（1）教师与学生进行简单的对话，询问学生昨天做了什么，引导学生使用一般过去时回答。

（2）学生听录音，模仿对话。

2. 引入（10分钟）（1）教师出示图片，引导学生猜测图片中的人物是谁。

（2）学生听录音，回答问题：“Did he live in New York?”，引导学生使用一般过去时回答。

3. 呈现（15分钟）（1）教师出示课本插图，引导学生观察并回答问题：“Where did Mr. Tim live?”，“Did he live in New York?”。

（2）学生听录音，跟读课文。

4. 操练（15分钟）（1）教师组织学生进行角色扮演，模拟课文的对话。

（2）学生分组进行对话练习，教师巡回指导。

5. 巩固（5分钟）（1）教师出示图片，引导学生用一般过去时描述图片中的人物和事件。

（2）学生完成练习册的相关题目。

六、板书设计1. 课题：Did he live in New York?2. 一般过去时态：疑问句：Did + 主语 + 动词原形 + 其他？否定回答：No, he didn't.肯定回答：Yes, he did.七、作业设计1. 抄写本课的生词和重点句子。

外研版四年级下册m9u1教案外研版四年级下册M9U1的课程主题是“Daming is visiting his grandparents”。

以下是本课时的教案设计：教学目标：1. 知识目标：学生能够理解并掌握本课时的重点词汇和句型，如“be like”、“in front of”、“behind”等。

2. 能力目标：学生能够运用所学知识进行简单的英语交流，描述人物和物品的位置关系。

3. 情感目标：通过学习，增强学生对家庭成员的关爱，培养他们的观察力和表达能力。

教学内容：1. 新词汇：be like、in front of、behind2. 重点句型：Daming is visiting his grandparents. The bookcase is in front of the bed. The wardrobe is behind the bookcase.教学难点与重点：1. 难点：如何引导学生理解并运用描述位置关系的词汇和句型。

2. 重点：准确理解和运用“be like”、“in front of”、“behind”等词汇。

教具和多媒体资源：1. 黑板2. 投影仪3. 教学卡片教学方法：1. 激活学生的前知：通过提问，了解学生对于家庭成员和物品位置关系的认知情况。

2. 教学策略：采用讲解、示范、小组讨论和角色扮演等多种方式进行教学。

3. 学生活动：组织学生进行描述物品位置关系的游戏和练习。

教学过程：1. 导入：通过提问导入，询问学生是否喜欢去爷爷奶奶家，以及爷爷奶奶家的布局如何。

引导学生进入本课主题。

2. 讲授新课：首先介绍新词汇“be like”、“in front of”、“behind”，然后通过投影仪展示课文内容，带领学生一起阅读并理解课文。

在讲解过程中，强调重点词汇和句型的用法。

3. 巩固练习：学生分组，每组内成员描述家庭成员或物品的位置关系，其他成员根据描述进行摆放。

通过实际操作，加深学生对所学知识的理解和记忆。

Module 9 Unit 1 Did he live in New York?教学目标：知识与技能：Key words and phrases :country project also call speak right city cousin there Sentences: San Francisco is in the west.Task aim: Learn about the cities of Americ a .And grasp the position words .Use the simple sentences to describe the position of something.过程与方法：单词、课文、对比情感、态度和价值观：美国三大主要城市的地理位置德育目标：培养学生的方向感重点：Key words and phrases :country project also call speak right city cousin thereSentences: San Francisco is in the west.难点：Learn about the cities of America .And grasp the position words .Use the simple sentences to describe the position of something.教学方法：讲授、对比（一）导入：Sing the song together.”I am the music man.”(constructfunny atmosphere)Show some pictures or maps about London.Free talk ( Have students describe the picture)(re viewand present the new le sson)（二）探究新知Teacher’s Q: Which countries speak English/S: England, American…Q: What do you know about America?S: In Chinese they may say something about it.OK, today let’s do it in English.Show a map of America.(Teacher draw it before t he class) And introduce “This is my project .It about America” (show “project…) read it and understan d it.b. Use questions to show new wordsQ: what language d o the people speak in America?S: people speak English in America.Q: what’s the capital of America?S: Washington D.C is the capital of the USA.Q: where is it?S: It’s in the east.New words :speak , eastc. Use the map to show the position of New York and San Francisco. And present the text c ontest on the blackboard. (teach new words “ city , west , cousin ) d. Make sure that all the contest on the blackboard and use a color chalk underline the new words.[来源:学|科|网Z|X|X|K]Listen and repe at. And read it in pairs.Repeat some key sentences with a teacher .Understand th e meaning of it.Competition between two students. Read it “Who can read it more quickly?”(Improve the students ability of oral English)（三）巩固新知Do you have a friend? If you have, please draw her / his house .And tell us where is his / her house?(Practice “I live in Beijing. My friend lives in …)Give them 2’ to remember the new words and the meaning ofit .Then finish the part 1 on Activity book. Check the answer in groupsPoint ,ask and answerSho w some pictures on TV.( on the blackboard)A: Where is New York? B: It’s in the east.( Look at pictures and describe the position of it )3. Show a map of China and deal with the part 3 on activity book（四）作业布置（五）小结Practice to read and remember the new words .( look at the phonetic symbol and say them out) Important s entences ( make a simple translation)Unit 1 Did he live in New York?I t’s about America.It’s called USA.。

外研版（一起）四年级英语下册《Module 9 Unit 1》教案设计一、教学目标1. 知识与技能：学生能够理解并运用本课的重点单词和句型；能够正确描述自己的家庭成员及活动；能够听懂、会说、会读本课的对话。

2. 过程与方法：通过图片、游戏、情景创设等教学手段，培养学生的观察能力、表达能力、合作能力；通过角色扮演、小组讨论等形式，提高学生的英语交际能力。

二、教学内容1. 重点单词：brother, sister, mother, father, family, picture, have2. 重点句型：This is my family. This is mymother/father/brother/sister. She/He is …三、教学重点与难点1. 教学重点：掌握重点单词和句型，能够运用所学知识描述家庭成员及活动。

2. 教学难点：正确运用单词和句型进行英语交际，描述家庭成员的特点和活动。

四、教具与学具准备1. 教具：PPT、图片、录音机、磁带、卡片2. 学具：课本、练习册、文具五、教学过程1. 导入：通过展示家庭成员的图片，引导学生说出所学过的家庭成员单词，激发学生学习兴趣。

2. 新课呈现：利用PPT展示本课重点单词和句型，引导学生跟读并模仿，确保学生掌握正确发音。

3. 情境创设：创设情境，让学生运用所学知识进行角色扮演，提高学生的英语交际能力。

4. 小组合作：分组进行讨论，让学生在小组内分享自己的家庭成员及活动，培养合作意识。

5. 巩固练习：通过练习册、卡片等材料，让学生进行听、说、读、写的练习，巩固所学知识。

六、板书设计1. Module 9 Unit 12. 重点单词：brother, sister, mother, father, family, picture, have3. 重点句型：This is my family. This is mymother/father/brother/sister. She/He is …七、作业设计1. 听力作业：听录音，跟读课文，模仿语音语调。

Unit 1 Did he live in New York? 【教学目标】1.掌握单词postcard,travel，词组go to a pop concert, go to a basketball game,2.掌握句型：询问某人过去是否做了某事：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did. No,主语+didn’t.【学情分析】本节课的授课对象是小学四年级的学生，他们已经学习了一年多的英语，学生对英语有了一些认识，他们对于自己喜欢的话题和知识有很强的好奇心和表达的欲望。

所以在本节课教学中，首先要调动起学生的学习兴趣，使学生集中精力学习。

其次，通过小组讨论、情景表演等方式培养学生综合运用语言知识进行交际的能力。

最后扩展一些相关的课外知识，满足学生的好奇心，开拓学生的思维。

【重点难点】重点：询问某人过去是否做了某事：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did. No,主语+didn’t.难点：San Francisco ,Washington DC等地名的发音.【教学过程】Step 1: Warm－up1.师生之间互相问候和自由谈话。

2.带领学一起唱上一模块的歌曲I WENT TO THE CONCERT.将学生分大组进行小组竞赛，比比哪一组表现得好。

3.教师带领学生复习歌曲中的单词和词语：concert, play the piano, enjoy, enjoy oneself, have a good time, happily.4.用上一模块的新单词进行造句练习：He can sang songs beautifully. That boy likes computer games very much.This cake is very delicious.Ihad a good time yesterday.Iwas very busy and I ate nothing.Wewent home by bus.Step 2: Presentation活动一：吟诵歌谣1.教师做出欢迎的手势，引导学生说出欢迎，将单词板书welcome,并教读，总结短语：welcome+to+someplace欢迎来到某地2.Listenandchant.播放录音学生跟读，注意单词发音的技巧，如：重读，语气语调。

四年级英语下册M o d u l e9U n i t1(4)教学案外研版（外研版）四年级英语下册教学案Module9 WeekendUnit1 I helped Mum.一、学习目标：1. 学习单词：phone, yesterday, cook, day, him2. 识别某些动词的过去式形式：phoned, cooked, walked, played, watched.3. 学习语句：Did you cook meat yesterday? Yes, I did. / No, I didn’t. I helped Mum.二、预习学案（一）预习目标1. 认知动词的过去式形式：phoned, cooked, walked, played, watched.2. 听懂Did you cook meat yesterday? Yes, I did. / No,I didn’t.3. 运用I helped Mum.这类语句说明过去的行为或事情。

（二）预习过程1. 标出课文中的生词和难以理解的词语或句子。

2. 小组内合作交流，解决问题，剩余疑难，小组代表写在黑板上。

3. 听录音，模仿跟读。

三、导学案（一）热身复习，交流展示1. 教师带领全班做一组TPR活动：师发出指令，学生模仿相应动作，如：watch TV, play computer, walk, cook, phone 等。

2. 学生自我展示上一模块的收获：介绍自己家人以前和现在的情况。

（二）预习呈现，练习巩固1. 利用课前时间，各小组之间相互交流预习时遇到的问题，由值日小组把课文中的生词和不理解的句子找出来，其他小组进行补充。

2. 小组长依次上台指认、领读单词，其他同学指出其出现的错误。

3. 教师用不同颜色的粉笔标注动词过去式的变化形式，并适时为学生纠正示范发音，适当领读单词。

4. 小组内互相检查，强化巩固。

5. 师生、生生做“单词配对”小游戏，练习巩固动词原形与其过去式的正确对应。

小学英语四年级下册 Module9 Unit1 Did he live in New York教学设计外研版三起一、教学目标1.能够正确使用一般过去式进行过去的询问和回答。

2.能够掌握3个新的单词并运用到口语和书面表达中。

3.能够在交际情境中发挥个人语言表达能力及思维逻辑的发展。

二、教学内容1.语言结构：–Did he live in New York? Yes, he did. / No, he didn’t.2.词汇：–live, easy, movie3.交际用语：–Did he live in New York?–Yes, he did.–No, he didn’t.4.情景对话：–对话1：询问某人是否曾经居住在纽约市。

–对话2：询问某人是否喜欢看电影。

三、教学过程1.创设情境T：Hello, boys and girls. Today, we are going to learn Module 9 Unit1 Did he live in New York. Do you know where New York is?S：(回答)T：Yes, New York is a big city in the United States. Have you ever been to New York?S：(回答)T：Great. Now, let’s learn some new words.2.学习新单词T：(出示单词卡片) The first word is live. Can you read it?S：(齐读)T：Good. What does it mean?S：(回答)T：Yes, it means to reside or dwell in a place. (示范如何使用该单词) I live in Beijing. Where do you live?S：(回答)T：The second word is easy. Can you read it?S：(齐读)T：Good. What does it mean?S：(回答)T：Yes, it means not hard or difficult. (示范如何使用该单词) This math problem is easy to solve. Is this game easy or difficult to play?S：(回答)T：The third word is movie. Can you read it?S：(齐读)T：Good. What does it mean?S：(回答)T：Yes, it means a story or event recorded by a camera as a set of moving images and shown in a theater or on television. (示范如何使用该单词) I watched a movie last night. What is your favorite movie?S：(回答)3.学习语言结构T：Now, let’s learn the grammar. We use the past tense to talk about things that happened in the past. (出示语言结构) Did he live in New York? Yes, he did. / No, he didn’t. Let me give you an example. (示范) Did you go to the park yesterday? Yes, I did. / No, I didn’t. Did he live in New York?S：(回答)T：Good. Did he like movies?S：(回答)4.情景对话T：Now, let’s practice the dialogues. (示范) A: Did he live in New York? B: Yes, he did. A: Did he like movies? B: No, he didn’t. No w, let’s try it together.S：(学生进行情景对话练习)5.小结与作业T：Today, we learned Module 9 Unit1 Did he live in New York. We learned three new words: live, easy, and movie. We also learned how to use the past tense to talk about things that happened in the past. For homework, please write a short paragraph about a movie you like using the past tense.四、教学反思本节课采用了多种教学方法，如出示单词卡片、示范和情景对话等，让学生通过互动参与，加深对新词汇和语言结构的理解，提高了课堂教学的效果。