牛津上海版小学英语四年级下册全册教案

牛津上海版小学英语四年级下册全册教案牛津上海版小学英语四年级下册全册教案目录Module1 Using my five senses《Unit1 What can you smell and taste》 (2)Module1 Using my five senses《Unit2 How does it feel》 (8) Module1 Using my five senses《Unit3 Look at the shadow!》(13)Module2 My favourite things《Unit1 Sports》 (17)Module2 My favourite things《Unit2 Cute animals》 (25)Module2 My favourite things《Unit3 Home life》 (31)Module3 Things around us《Unit1 Sounds》 (36)Module3 Things around us《Unit2 Time》 (43)Module3 Things around us《Unit3 Days of the week》 (51) Module4 More things to learn《Unit1 A Music class》 (56)Module4 More things to learn《Unit2 Festivals in China》 (62) Module4 More things to learn《Unit3 Story time》 (66)《Daily expressions》 (74)Module1 Using my five senses《Unit1 What can you smell andtaste?》1教学目标1)能感知、理解水果类的单词,如:watermelon, strawberry, cherr y, grape, plum等。

牛津小学英语四年级下册全册教案第一篇：牛津小学英语四年级下册全册教案B: Which one?A: The one in the…B: Yes, he / she is.No, he / she isn’t.Read and act听录音模仿，并分角色朗读。

Listen and repeat出示四个单词black, clock, jacket, sock及相应插图，学生听录音并跟读。

在读的过程中体会字母组合ck在单词中发/k/。

Look and read1）要求学生仔细看图、读句，理解故事的幽默之处。

2）请学生分角色朗读故事。

第四教时Free talkT: Who’s the…with…?Is that boy / girl …?Say a rhyme: My brotherExercises(exercise-book)Unit 3 What’s your job?本单元教学内容和教学目标:(一).知识目标:词汇: a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook.(听、说、读、写四会掌握)句子:A.What’s your / his / her job ?I’m / He’s / She’s a / an ….What are their jobs ?They’re ….第二篇：牛津小学英语四年级下册全册教案be ?（猜一猜：你的好朋友将来想做什么工作？他的名片上写的是什么呢？）（三）.给个任务, 我来完成(创设情景, 学以致用)任务1.: 小记者(采访一位同学后完成这张表格)NameHis name:_____________His father’s(mother’s)name:________________AgeHis age: ______________His father’s(mother’s)age:_________________JobHis job: ______________His fa ther’s(mother’s)job: _______________任务2:二十年后偶遇小学同学!与你的搭档一起设想一下二十年后如果你们在大街上偶遇的情景,编一段小对话,练习后给大家表演。

Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‗Wh-‘ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where‘s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They‘re Betty‘s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I‘m doing…What‘s he /she doing?He‘s/She‘s…Are you…? Yes/No.I‘mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。

Unit4 What can you smell and taste?First period一、主要新授内容(new contents)New words：blind, hamburgerPhrases：cannotPattern：What can … smell?Close/ Have …二、学习目标(Objectives)1.掌握两个单词的语音、语义和拼写2.能准确使用祈使句。

3.能理解have在句中表达的意思4. 能用can句型表达某人的水平,借用blind这个单词培养学生乐于助人，协助残疾人的思想。

三、教学建议1、任务前期准备阶段（Pre-task preparation section）Activity 1（daily talk）1、教学辅助(Aids)2、活动过程（Process）Steps Contents Methods PurposeAsk and answer What can you do with your…？T：What can you do withyour…？Pupils introduce themselves.学生通过介绍自己引入本课内容。

Activity 2（Revision the words ）1、教学辅助(Aids)2．活动过程（Process）Steps Contents Methods Purpose1 Ask and answerCan you …?T：Can you see( touch, feel,smell, taster)?What can you see?...How does it feel?复习相关感官的单词，通过问答协助学生复习掌握句型。

2、任务中期实施阶段（While-task procedure section）Activity 1（Introduction of the new words）1、教学辅助(Aids)图片, 实物2、活动过程（Process）Steps Contents Methods Purpose1 blindcannot 1. T：Close your eyes,children. Can you see?(No)Game：Draw a happy face onthe blackboard.(Close theeyes)2. （Show pictures）Look, this is Ben’s friend, hecannot see. He’s blind.Pupils follow.cannot blindT: Can you see? Are youblind?2. Ask and answerT: What can David do?What can’t David do?通过简短的游戏体验、借助人物图片及简单的语句使学生理解单词blind的含义。

牛津版四年级下册英语教案姓名：时间：年 3 月~学年度第二学期教学周安排单元分析Step4:Read ingMark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5熟悉课文让学生跟着模仿即可，初步感知句型课后作业1、Make a riddle.2、Complete Workbook 4B pages 2 and 5.Blackboard writing第三课时 Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard Taste/Smell it. How does it taste/smell? It’s sweet/ sour. It’s ...How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sourThose grape s are sour.让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。

牛津版四年级下册英语教案姓名：时间：年 3 月~学年度第二学期教学周安排单元分析Step4:Read ingMark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5熟悉课文让学生跟着模仿即可，初步感知句型课后作业1、Make a riddle.2、Complete Workbook 4B pages 2 and 5.Blackboard writing第三课时 Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard Taste/Smell it. How does it taste/smell? It’s sweet/ sour. It’s ...How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sourThose grape s are sour.让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。

四年级英语沪教牛津下教案Here is the English essay on the topic "Fourth Grade English Oxford Curriculum Lesson Plan" with a word count of over 600 words:Learning a new language can be an exciting and rewarding experience for young students. In the case of fourth-grade English learners, the Oxford curriculum provides a comprehensive and engaging framework to guide their journey. This curriculum not only focuses on developing proficiency in the language but also fosters a deeper understanding of different cultures and expands students' cognitive abilities.One of the key aspects of the Oxford curriculum is its emphasis on interactive and experiential learning. Instead of relying solely on textbooks and memorization, the curriculum encourages teachers to incorporate a variety of teaching methods that cater to different learning styles. This includes the use of multimedia resources, hands-on activities, and cooperative learning strategies.For example, in a lesson on vocabulary development, students might be asked to create visual representations of new words, such as drawings or collages. This not only helps them remember the wordsbut also allows them to explore the cultural and contextual associations of the vocabulary. Similarly, in a grammar lesson, students might engage in role-playing exercises or create short dialogues to practice using the target structures in real-life situations.Another key aspect of the Oxford curriculum is its focus on developing well-rounded language skills. Rather than solely concentrating on grammar or vocabulary, the curriculum aims to cultivate students' abilities in reading, writing, listening, and speaking. This holistic approach ensures that learners can not only understand and comprehend the language but also communicate effectively in various contexts.In a reading lesson, for instance, students might be asked to engage in a close reading of a short story or poem, analyzing the plot, characters, and themes. This not only helps them improve their reading comprehension but also exposes them to different literary genres and cultural perspectives.Similarly, in a writing lesson, students might be asked to compose narratives, descriptive essays, or even short research reports. The emphasis is on developing their ability to organize their thoughts, use appropriate language structures, and convey their ideas clearly and effectively.One of the unique features of the Oxford curriculum is its integration of language learning with broader educational objectives. For example, in a lesson on environmental conservation, students might learn vocabulary related to nature and sustainability while also exploring the importance of responsible stewardship of the planet.This cross-curricular approach not only reinforces language skills but also helps students make connections between their English studies and other subject areas, such as science, social studies, or even the arts. This holistic learning experience can foster a deeper understanding and appreciation of the world around them.Furthermore, the Oxford curriculum places a strong emphasis on cultural awareness and global perspectives. Students are encouraged to explore the diversity of English-speaking cultures, learn about the customs and traditions of different countries, and develop a sense of cultural sensitivity and respect.This cultural component is particularly important in today's increasingly interconnected world, where effective communication and cross-cultural understanding are essential skills for success. By exposing students to a range of cultural perspectives, the Oxford curriculum prepares them to navigate the global landscape with confidence and empathy.In conclusion, the Oxford curriculum for fourth-grade English learners offers a comprehensive and engaging approach to language education. By combining interactive teaching methods, a focus on well-rounded language skills, and a cross-curricular integration of content, the curriculum aims to foster not only language proficiency but also critical thinking, cultural awareness, and a lifelong love of learning. As students progress through this program, they will be well-equipped to navigate the challenges and opportunities of the 21st century.。

—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式义务教育课程标准试验教科书上海教育出版社小学英语四（下)英语教学设计任教学校：任课教师：Module1 Using my five senses Unit1 Touch and feelThe First Period课题：上课时间教学目标1.帮助学生学习表示感觉的单词Look and learn中的单词2.学生用已学的句型描述物品的触觉；3．能用What is it? It’s ….来确认事物的名称教学重点词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音教学难点1.如何短时间背thick , thin, soft这三个单词。

2. 能用句型：How does it feel? It’s… . 来询问并描述物品的触觉；教学栏目Look and learn Ask and answer, Listen and enjoy学习方法指导：口语对话练习（师生---生生）、造句及游戏。

教学过程教学步骤教学活动二次备课导入活动1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry . T: What do you want? S1: I want a cake\ some bread.可用中文回答。

1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读呈现新课趣味操练扩展性活动hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , thin,最后请学生跟读Look and learn中的单词。

Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。

牛津上海版小学四年级英语下册教案全册执笔：第12周Unit 8 Days of the week（1、2）(第1课时）教学时间：第12周[教学目标]1、学习单词Monday, Tuesday, Wednesday, Thursday，Friday ,Saturday, Sunday.2、能够用On…（day）…,I …（do）表达一周七天的活动。

[教学重点]认读单词Monday, Tuesday, Wednesday, Thursday，Friday ,Saturday, Sunday.[教学难点]时间的表达法[教学准备]1.教学用具：单词卡片录音机挂图。

2、课前任务：[教学过程]一、谈话导入：1.出示日历（上面有一周七天的中引文字样）问一周有几天，学生简单回答。

T: How many days are there in a week?Ss: Seven.T: What are they?出示完整的一周七天单词卡，学生跟教师读。

2.出示Listen and enjoy 的图片，播放录音，学生听音朗读。

二、探究过程：1．出示Look and learn 的录音，让学生跟读单词，然后拼读。

T: Monday, M-O-N-D-A-Y, Monday.Ss: Monday, M-O-N-D-A-Y, Monday.2.通过单词游戏帮助学生巩固单词。

1）Read and match2) Read and order3.学生八人一组做游戏。

其中一人为组长，其他气人代表一周七天。

组长说“周一”时，代表星期一的学生要站起来并作自我介绍I’m Monday.4.问学生一周有什么活动安排，上什么课。

T: What lessons do you have on Monday?Ss: We have …on Monday.T: What do you do on Sunday?Ss:….三、随堂验收：（或随堂练习）1.让学生制作一份英文课程表，写上从星期一到星期五的课程。

（沪教牛津版）四年级英语下册教案Module 1 Using my five sensesUnit 1 Look!Teaching Contents: P2—P5Teaching Aims:1. Learners develop their range of stationary vocabulary2. Learners collect objects and talk about what belongs to whom3. Learners in groups play a miming game to guess what others are doing4. Learners act as a boss or a secretary in a role-play and talk about what the staff members are doing in the office5. Learners prepare a slide show and write about where people are in school and what people are doingTeaching Focus:Using predictive adjectives to describe objects and nouns to identify objectAsking ‘wh’ questions to find out specific information about a personUsing demonstratives to refer to objectsAsking ‘wh’ questions too find out whi ch person sth belongs toE.g. whose pens are these?Using the present continuous tense to describe an action at the time of speaking.E.g. what are you doing? I’m drawing.Asking ‘wh’ questions to find out the place.E.g. where are Peter and Betty?Using the present continuous tense to describe an action taking place at the time of speaking.E.g. what’s he doing?Teaching Time: 4 periods4th lessonTeaching Contents:P5Teaching Aims:Learners prepare a slide show and write about where people are in school and what people are doingLanguage focus:Asking ‘wh’ questions to find out the place. E.g. where are Peter and Betty?Using the present continuous tense to describe an action taking place at the time of speaking.E.g. what’s he doing?Teaching Type: NewMaterials:Cassette. Cassette player.Procedure:ⅠWarming upHave a dictationAnswer the question.Whose chair is this? (我的)Whose ruler is that? (Peter的)Whose bags are these? (我们的)Whose books are these? (她的)What are you doing? (读书)What are the children doing? (跳舞)What’s Danny doing? (写字)What’s Miss Tang doing? (说话)Are you cooking? (是的)Are you jumping? (不在教室里)ⅡWhile-task procedure:Look at the pictures and answer the questions:Where’s Danny? He is in the playground.What’s he doing? He is playing.Where’s kitty? She is in the hall.What’s she doing? She is saying.Where are Peter and Betty?They are in the library.What are they doing? They are reading.要多练习进行时的一般疑问句ⅢPost-task Activity1. Listen to the cassette and practise it in two.2. Ask and Answer (P5)First oral then write.Blackboard designWhere’s ……? /Where are….?He’s/She’s /It’s/They’re…….Assignment1. Oral: Recite “Look and Say.2. Written: Copy it.教学效果反馈：1.教学目标基本达到，但是现在进行时要多操练和讲解。

沪教版四年级英语下册全册教案(义务教育教科书)Module1 Using my five senses Unit1 Touch andfeelThe First Period课题：上课时间教学目标1.帮助学生学习表示感觉的单词Look and learn中的单词2.学生用已学的句型描述物品的触觉；3．能用What is it? It’s ….来确认事物的名称教学重点词汇：hard, soft, thick, thin句型：How does it feel? It’s soft.1. thin, thick的发音教学难点1.如何短时间背thick , thin, soft这三个单词。

2. 能用句型：How does it feel? It’s… . 来询问并描述物品的触觉；教学栏目Look and learn Ask and answer, Listen and enjoy学习方法指导：口语对话练习（师生---生生）、造句及游戏。

教学过程教学步骤教学活动导入活动呈现新课1.出示不同食物和饮料并通过问题引导学生用形容词以过些物品进行描述.2、对着食物和饮料,做饥饿状,然后问学生,他们是否也感到饿,如果是, 想吃什么东西.T: Are you hungry? S1: yes, I’m hungry .T: What do you want? S1: I want a cake\ some bread.可用中文回答。

1、教师顺接上一个教学活动中最后一个学生的话语引出hard,soft.请学生跟读hard,soft.然后请学生分别触摸一本厚的书和一本薄的书，引出单词thick , t hin,最后请学生跟读Look and learn中的单词。

2.提问学生生活中具有这些触觉的物品还有哪些。

把学生说到的物品写在相关的形容词旁边。

3．快速反应。

（对子活动）趣味操练扩展性活动4．让学生看Ask and answer的图片，示范如何用所学的单词描述图片中的物品。

Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under'Wh-' question: Where\What\Whose...?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk thinkGrammar: these thoseWhat have you got? I have got ...Whose...are these? Where's...?Difficult and main points:These... Those...Teaching breach: Using the things, compare and try to say.ProcedureContentsMethodPurposePre-taskpreparation1. Song2. Daily talk3. RevisionPs sing togetherT-PP-PWhile-taskprocedureLook and learnThick/ thinThese / thosepaint brush felt penWhat have you got?1.T. show the pictures and learn the words.Paint/ felt pen /paintMake phrases.Brush---brushesPaint---paintsFelt pen---felt pens2. Compare two books.Show: thin---thickLearn the word.4. Try to say:5. E.G. The rubber is thick. The ruler is thin.6. show the things and show: these/those7. Compare the opposite.Try to say: These --- are ---.Those --- are ---.8. T: What have you got? I've got these ---.T-PP-tP-P通过用事物来引出学习文具,在学习使用中掌握单词.在对事物的比较中引出单词,在对比和使用中学会他的不同含义并灵活运用. Post-task activitiesWorkbook page1P-P ask and answerListen to the tape and repeat.Read in role.HomeworkCopy the words and sentencesListen and read.Feedback:寓学于乐让学生轻松、快乐、高效地学习地是我们的追求的游戏，是我们的好帮手之一。

Module 1 Using my five sensesUnit 1 Look!Language skills:Listening:Identify key words in an utterance by recognizing the stressLocate specific information in response to simple questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in responseUse appropriate intonation in questions and statementsWriting:Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentencesDifficult points:Prepositions: Behind, beside, in, on, under‘Wh-’ question: Where\What\Whose…?Materials: Pictures, recorder, tapesTeaching Times:Five periodsThe First PeriodTeaching tasks:Word:: brush do felt-pen paint sleep talk think Grammar: these thoseWhat have you got? I have got …Whose…are these? Where’s…?Difficult and main points:These… T hose…The Second Period Teaching tasksGrammar: Whose…are these/those?Sounds: -ckTeaching contents: 1. Whose paints are these /those?They’re Betty’s paints.2. -ckDifficult points: whose pens are these?Teaching breach: Using the things to practice the sentence:Whose --- are these/those?The Third PeriodTeaching contentsUsing the present continuous tense to describe an action taking place at the time of speakingTeaching contentsWhat are the children doing? I’m doing…What’s he /she doing?He’s/She’s…Are you…? Yes/No.I’mDifficult and main point: Present continuous tense.Feedback:1.歌曲激趣，营造氛围英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。