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四年級英語《Where Do You Live?》優秀教案（精選12篇）
作為一位杰出的老師，就有可能用到教案，教案是教學活動的依據，有著重要的地位。那么大家知道正規的教案是怎么寫的嗎？以下是小編整理的四年級英語《Where Do You Live?》優秀教案，歡迎閱讀，希望大家能夠喜歡。
四年級英語《Where Do You Live?》優秀教案 1
一、 教學目標：
1. 知識目標：掌握本課重點概念: Where do you live?
I live in a/an .
house, apartment
2.能力目標：使同學能夠熟練地運用“Where do you live?
I live in a/an .”
3.情感目標：感知英語的'實用性，增強學習英語的興趣。
二、教學重難點：
1.重要概念 house, apartment
2. 同學能夠熟練地運用“Where do you live?
I live in a/an .”
三、教具、學具：
1. house, apartment的圖片.
2.錄音機和磁帶
3.單詞卡片
四、教學過程
1.Greeting
2. 復習
Review “near,far”which students mastered in Level Demonstrate the concepts with volunteers.
3.教授重要概念:
Demonstrate “Where do you live? I live in a/an .”with puppets.Draw a house and an apartment building on the blackboard. Let one puppet “live”in the “house”and the other puppet “live” in the “apartment” Do a dialogue with the puppets based on “Where do you live? I live in a/an .”
Remind the students about “a”and“an”: a house,an apartment.
4.Practiceivide the class into small groups then ask and answer ,they can say:
S1:Where do you live?
S2:I live in a/an .
S1:Is it near/far from school?
S2:Yes/No,……
5.Read after the tape.
6.做<活動手冊>
7. 作業: a. 完成<活動手冊>剩余局部.
b. 對話練習.
板書設計:
Lesson 20 Where Do You Live?
Where do you live?
I live in a house.
I live in an apartment.
四年級英語《Where Do You Live?》優秀教案 2
一．設計意圖：
綱要中明確指出“興趣是學習的動力，只有對事物產生興趣，才能成為獲得知識的前提。在一次和孩子們的接觸中，我發現班上很多孩子對英語特別感興趣，課后也會來問我生活中常見的英語單詞，鑒于這個情況，同時也發揮自己的特長，我設計了這堂英語活動《What do you see?》，讓幼兒在游戲中玩耍，同時也鞏固了對單詞和句型的掌握，用肢體語言來表現歌曲，體驗英語活動的興趣。
二．活動目的：
1.學會單詞pigdogcat，掌握句型What do you see?I see a ______.
2.能大膽地演唱和表演歌曲。
3.大膽地參與活動，體驗英語活動的樂趣。
三．活動重點、難點：
學會單詞pigdogcat，掌握句型What do you see?I see a ______.
四．活動準備：
1.多媒體課件。
2.游戲活動中用的`錘子、球。
3.卡片若干張。
五．教學方法：
1.自然教學法
2.情景教學法
3.接教學法
4.溝通式教學法
5.歌謠韻文教學法
6.互動式教學法
7.肢體反應教學法。
六．活動過程：
一）熱身活動，充分調動孩子的積極性。
●Greetings
（師）Good morning ,everyone
（生）Good morning ,Selina
（師）How are you
（生）I’m fine ,thank you.。
（師）Ok,boy and girls,Are you ready for the class?
（生）yes, I am ready.
●Let’s do finger game.（通過手指做出來很多的小動物，游戲中能讓孩子初步了解關于動物的單詞，為后面的教學做好鋪墊。）
二）利用多媒體課件，吸引孩子的注意力。
1．單詞教學。
●播放課件，引出單詞。
教師利用各種方法來刺激幼兒學習新單詞的興趣。如：大小聲游戲、我說你做、我做你說等游戲，讓幼兒對單詞的發音有個初步的印象。
●利用游戲，鞏固單詞。
Bomb game:把三張卡片分別放在黑板前，教師把地雷放在任意一張卡片上面，接著幼兒跟隨老師讀單詞，讀到放置地雷那張卡片時，孩子們必須停止跟讀，否則，將會被地雷炸傷。
Missing game:讓幼兒把眼睛閉起來，隨意抽走一張，隨后讓幼兒找找，看看哪個小動物被藏起來了。（孩子們對游戲最感興趣了，在游戲中學習可以達到事半功倍的效果，同時也可以檢測孩子的學習情況，為下一步的句型學習做好準備。）
2．句型教學。
●利用情景表演，引出句型。
讓一位小朋友扮演Cody，由她來提出問題，讓老師回答。
師：“Who’s coming today?Hello ,What’s your name?”
生: “My name is Cody.Hello,everyone. Selina,What do you see?”
師: “I see a ____.
●出示句型條，練習句子。
教師利用肢體動作，讓孩子更快的的記住這句話。（在這一環節中，為了能讓幼兒更好的理解這個句子，還可以利用前面學過的水果單詞來鞏固這句話，還能達到舉一返三的效果。）
●播放課件中的游戲，復習句型。
游戲中有六個數字供幼兒選擇，點擊不同的數字會有不同的畫面，讓幼兒大膽說出剛所教的英語句子。
3．歌曲教學。
●播放課件，欣賞歌曲。
●教師用開火車的游戲帶領幼兒練習歌詞。
●鼓勵幼兒大膽演唱和表演歌曲。
●利用游戲，把整個活動推入高潮。
讓幼兒邊演唱歌曲邊傳球，如果老師喊停，球傳到哪個小朋友手上，哪個小朋友就得回答老師提出的問題或是唱下一句的歌詞。
三）活動結束，體驗學、說英語的樂趣。
●幼兒演唱歌曲“Goodbye”,結束今天的英語活動。
教師和幼兒對話，感受快樂。
T: So much for today, Are you happy?
SS:Yes,I’m very happy.
四年級英語《Where Do You Live?》優秀教案 3
一、教學目標
知識與技能：
學生能夠掌握并使用核心句型“What do you see? I see a/an ______.”來提問和回答。
學生能夠認讀并記憶相關的動物和顏色單詞，如pig, dog, cat, blue, green等。
過程與方法：
通過游戲、歌曲、圖片等多種方式，讓學生在活動中學習和鞏固英語單詞和句型。
鼓勵學生大膽參與，積極互動，通過實踐提高英語聽說能力。
情感、態度與價值觀：
培養學生對英語學習的興趣和自信心。
通過小組合作，培養學生團隊協作精神和分享意識。
二、教學重難點
重點：掌握句型“What do you see? I see a/an ______.”并能用其進行提問和回答。
難點：正確運用所學單詞和句型進行實際交流。
三、教學準備
多媒體課件，包含相關動物和顏色的圖片、視頻素材。
實物或玩具動物模型，用于直觀展示。
音樂設備，播放與活動相關的.英語歌曲。
四、教學過程
導入新課
播放一段歡快的英語歌曲，讓學生感受英語氛圍。
提問學生：“What do you see in the song?”引導學生用英語回答。
呈現新課
展示多媒體課件中的動物和顏色圖片，教授相關單詞。
引導學生觀察圖片，提問：“What do you see?”并示范回答：“I see a pig.”
邀請學生模仿并跟讀，確保學生掌握正確發音。
鞏固練習
分組進行角色扮演游戲，每組選擇一個動物角色，其他組員提問：“What do you see?”該組員回答：“I see a/an ______.”
鼓勵學生使用不同的動物和顏色單詞進行練習。
拓展延伸
播放一段英語動畫片片段，讓學生觀察并找出動畫片中出現的`動物和顏色。
引導學生用所學句型描述動畫片內容，如：“I see a blue cat and a green dog.”
總結歸納
總結本節課所學的單詞和句型，強調重點難點。
鼓勵學生課后與家人或朋友分享今天學到的內容。
五、作業布置
口語作業：與家人或朋友進行對話練習，使用所學句型“What do you see? I see a/an ______.”進行提問和回答。
書面作業：繪制一幅包含多種動物和顏色的圖畫，并用英語描述圖畫內容。
六、教學反思
課后對教學活動進行反思，總結學生在活動中的表現，分析活動效果及不足之處，以便在后續教學中加以改進。
四年級英語《Where Do You Live?》優秀教案 4
一、教學目標
知識目標：學生能夠掌握基本句型“What do you see? I see a _______.”并能正確運用動物單詞如pig, dog, cat等。
能力目標：培養學生的英語聽說能力，通過互動游戲和角色扮演等形式，提高學生的英語應用能力。
情感目標：激發學生對英語學習的興趣，培養學生的合作精神和自信心。
二、教學重難點
重點：掌握句型“What do you see? I see a _______.”和動物單詞的正確發音。
難點：在實際情境中靈活運用所學句型進行表達。
三、教學準備
多媒體課件，包含動物圖片和音頻資料。
動物卡片或玩具，用于游戲環節。
黑板和粉筆，用于書寫重點句型和單詞。
四、教學過程
Step 1: Warming up
教師與學生進行簡單的問候，營造輕松的課堂氛圍。
通過播放歡快的英語歌曲，激發學生的學習興趣。
Step 2: Presentation
教師利用多媒體課件展示動物圖片，并教授動物單詞的發音和意思。
教師示范句型“What do you see? I see a _______.”并引導學生跟讀。
Step 3: Practice
小組活動：學生分成若干小組，每組選出一名代表進行句型練習。教師出示動物卡片，每組代表輪流提問和回答。
角色扮演：學生扮演不同的動物角色，用所學句型進行對話練習。
Step 4: Game
“我說你猜”游戲：教師描述一種動物的特征，學生猜測并說出相應的動物單詞。
“尋找動物”游戲：教師將動物卡片藏在教室的不同位置，學生分組尋找并用所學句型進行匯報。
Step 5: Summary
教師總結本節課所學內容，強調句型和單詞的掌握。
鼓勵學生回家后與家人分享所學內容，鞏固所學知識。
五、作業布置
要求學生回家后與家長一起制作動物卡片，并練習使用所學句型進行對話。
鼓勵學生通過繪畫或手工制作等形式，創作與動物相關的'作品，展示對動物世界的理解和想象。
六、教學反思
課后，教師應根據學生的表現和教學效果進行反思，總結本節課的優缺點，為今后的教學提供參考和改進方向。同時，教師應關注學生的個體差異，為不同層次的學生提供有針對性的輔導和幫助。
四年級英語《Where Do You Live?》優秀教案 5
一、教學目標
讓學生掌握并運用核心句型“What do you see?”進行提問，并能用“I see...”句型根據實際情況回答。
學生能夠聽說、認讀單詞pig, dog, cat等動物類單詞，并能在實際情境中運用。
培養學生的英語學習興趣，提高他們參與英語活動的積極性，體驗英語學習的樂趣。
二、教學準備
多媒體課件，包含動物圖片及相應英文單詞。
動物玩具或模型，用于實物展示。
音樂設備，播放相關英語兒歌。
三、教學過程
Step 1: 導入（Leading-in）
播放一首歡快的`英語兒歌，營造輕松愉快的課堂氛圍。
與學生進行簡單的英語問候，詢問學生今天的心情，拉近師生距離。
Step 2: 呈現新知（Presentation）
利用多媒體展示動物圖片，引導學生觀察并說出動物的英文名稱。
教師示范使用“What do you see?”句型提問，引導學生用“I see...”句型回答。
重復練習，確保學生掌握句型結構。
Step 3: 實踐活動（Practical Activities）
分組活動：將學生分成若干小組，每組選一名代表，教師向代表展示動物玩具或模型，代表用“What do you see?”提問，其他小組成員用“I see...”回答。
角色扮演：學生兩兩配對，一人扮演提問者，另一人扮演回答者，進行對話練習。
歌曲演唱：教授一首與“What do you see?”相關的英語兒歌，讓學生在唱歌中鞏固句型。
Step 4: 總結反饋（Summary and Feedback）
教師總結本節課所學內容，強調句型“What do you see?”和“I see...”的重要性。
邀請學生分享他們在實踐活動中的表現，鼓勵他們提出問題和建議。
布置課后作業：讓學生在家中與家人進行“What do you see?”的英語對話練習，并記錄下對話內容。
四、教學反思
本節課通過多媒體展示、實物展示、分組活動、角色扮演和歌曲演唱等多種方式，讓學生在輕松愉快的氛圍中掌握了“What do you see?”句型，提高了他們的英語學習興趣和積極性。然而，在教學過程中也發現部分學生在發音和句型運用上還存在問題，需要在今后的教學中加強針對性訓練。
四年級英語《Where Do You Live?》優秀教案 6
一、教學目標
知識與技能：
學生能夠正確發音并認讀單詞：pig, dog, cat, blue, green, yellow, red, purple, white, brown, black等。
學生能夠掌握并運用句型“What do you see? I see a/an ____.”
過程與方法：
通過游戲、歌曲和角色扮演等活動，讓學生在輕松愉快的氛圍中學習英語。
培養學生運用英語進行觀察和表達的能力。
情感態度與價值觀：
激發學生對英語學習的興趣，培養他們主動參與英語活動的積極性。
通過合作學習，培養學生的團隊精神和互助意識。
二、教學重難點
重點：掌握新單詞和句型，并能在實際情境中運用。
難點：正確運用“a”和“an”冠詞。
三、教學準備
多媒體課件，包括圖片、視頻和音頻素材。
實物或圖片卡片，如動物、顏色等。
錄音設備，用于錄制學生的.發音和對話。
四、教學過程
Step 1: 導入新課
播放一段有關動物的英文兒歌，吸引學生的注意力。
提問：“What animals can you hear in the song?” 引導學生回答并引出新單詞。
Step 2: 呈現新課
利用多媒體課件展示動物和顏色的圖片，教授新單詞。
通過游戲“快速反應”，讓學生快速說出看到的動物或顏色。
教授句型“What do you see? I see a/an ____.”，并進行角色扮演練習。
Step 3: 鞏固練習
分組進行“你問我答”游戲，學生之間互相提問和回答。
播放一首與主題相關的`英文歌曲，讓學生邊聽邊跟唱，鞏固新學內容。
Step 4: 拓展延伸
讓學生描述自己看到的教室或校園內的物品，運用所學句型和單詞。
引導學生思考：“If you could see anything in the world, what would you like to see?” 鼓勵學生發揮想象力并表達自己的想法。
Step 5: 總結歸納
總結本節課所學的新單詞和句型。
表揚積極參與活動的學生，鼓勵他們在日常生活中多運用英語。
五、作業布置
讓學生回家后與家人一起進行“What do you see?”的游戲，鞏固所學內容。
準備下一節課的相關材料，預習新內容。
六、教學反思
課后，教師應對本節課的教學效果進行反思，總結學生在活動中的表現以及教學中的不足之處，以便在今后的教學中加以改進。同時，教師還應關注學生的個體差異，為不同層次的學生提供個性化的指導和幫助。
四年級英語《Where Do You Live?》優秀教案 7
一、教學目標
讓學生掌握新單詞：pig, dog, cat，并學會使用句型“What do you see? I see a ______.”
培養學生的英語聽說能力，能夠在實際情境中運用所學句型進行簡單交流。
激發學生對英語學習的興趣，通過活動體驗英語學習的樂趣。
二、教學準備
多媒體課件，包含相關動物圖片和聲音。
動物卡片或玩具，用于實物展示。
黑板和粉筆，用于書寫單詞和句型。
三、教學過程
導入（Leading-in）
問候學生，與學生進行簡單的英語交流，營造英語氛圍。
通過多媒體課件展示一張包含多種動物的`圖片，詢問學生：“What can you see in the picture?” 引導學生用英語描述所看到的動物。
新課呈現（Presentation）
逐一展示動物圖片（pig, dog, cat），教授新單詞，并讓學生跟讀。
展示句型“What do you see? I see a ______.” 并解釋其含義和用法。
通過多媒體課件播放動物的聲音，讓學生猜測是哪種動物，并練習使用句型“What do you see? I see a ______.”進行回答。
練習鞏固（Practice）
分組進行角色扮演游戲，每組選一名學生扮演提問者，其他學生扮演動物，通過問答形式鞏固所學句型。
利用動物卡片或玩具進行實物展示，讓學生用所學句型進行描述。
組織學生進行小組競賽，看哪個小組能最快最準確地使用句型描述動物。
總結反饋（Summary and Feedback）
總結本節課所學內容，強調新單詞和句型的重要性。
詢問學生在活動中的感受，收集學生的反饋意見，以便改進后續教學。
四、作業布置
讓學生回家后與家人一起練習使用所學句型描述動物。
鼓勵學生收集更多關于動物的英語資料，擴展詞匯量。
五、教學反思
教師在課后應對本次教學活動進行反思，總結教學中的成功之處和不足之處，以便在今后的教學中加以改進和完善。同時，教師還應關注學生的學習情況，針對學生的個體差異進行有針對性的輔導和幫助。
四年級英語《Where Do You Live?》優秀教案 8
教學內容：
本單元主要內容是談論物品的所在位置，通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學 on , in , under ,behind 等的用法；學 重點：a、方位介詞 in , on , under , behind的用法。
b、where的特殊疑問句和is this a/an . . . ?一般疑問句的肯定和否定回答。
c、學 bed , dresser , bookcase ,backpack . . .
難點：a、能夠正確運用方位介詞描述物品作在的位置；
b、能夠運用where的問句找到物品位置。
課時安排：
第一課時 section a 1a-1c
第二課時 section a 2a-4
第三課時 section b 1-2b
第四課時 section b 3a-4 self-check
period one
教師：準備一個帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學 學生：彩筆
學生用品、大白紙、課本所涉及的單詞的實物。
學步驟
step one: present the new words.
①warming up.
(prepare some school things for the students as presents .)
t: what’s this ? (there is a pencil in the teacher’s hand .)
s1: yes you a right . here you are .
(give it to the student as a present .)
t: is this a ruler ? (hold up a ruler .)
s2: yes it is.
t: how to spell ruler ?
s2: r-u-l-e-r , ruler .
t: good , here you are.
(hold up a pen , an eraser , a notebook and so on . ask the questions in the same way . and give the presents to the students .)
t: what’s this ?
s3: it’s a backpack .
t: i have a backpack for you as a present ,(looking for it in the desk , under the chair . . . ) but i can’t find it . where’s it ? do you know ?
s3: i don’t know .
s4: i think it’s in your desk..
t: (look into the desk.) no ,it isn’t .now , let’s look for the backpack together , ok ? (write down the title on the blackboard .)
②learn the new words.
t: look at the big picture on the screen .this is a big nice room .i want to own such a room . because there is some nice furniture in it . do you know the names of the furniture ?
(show a picture of a bed and a dresser .)
t: what’s this ? it’s a bed . “bed” . read after me .b-e-d , bed.
ss: b-e-d , bed.
t: what’s this ? it’s a dresser . d-r-e-s-s-r , dresser.
ss: d-r-e-s-s-r , dresser.
(teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)
通過師生互動，激發學生思維，并用學過的句子導入新課。
利用多媒體課件創設情景，直觀地呈現單詞，使學生在語境中理解單詞。
t: read the words aloud .
③present the words in , on , under , behind using the objects .
t: where is my book ? it’s on the desk . (put a book on the desk .)
t: where is my bag ? (put a bag on the desk and ask this question .)
s1: it’s on the desk .
t: where is my bag ? (to all the students)
ss: it’s on the desk .
t: where is my pen ? it’s in the pencil case . (put a pen in the pencil case and ask .)
t: where is my ruler ? (put a ruler in the pencil case , too .)
s1: it’s in the pencil case , too .
t: where is the ruler ?
ss: it’s in the pencil case .
(then learn the other two prepositions “under”, “behind” in the same way . )
④present the words .
t: now , please look at the screen , where is the ball in picture 1 ?
s1: i think it’s in the box .
t: where is the ball in picture 2 ?
s2: it’s on the box .
t: where is the ball in picture 3 ?
s3: it’s behind the box .
t: where is the ball in picture 4 ?
s4: it’s under the box .
t: there are some pictures on the screen , please match the sentences and the pictures .
1: the cat is under the chair .
2: the cat is on the bed .
3: the cat is behind the door .
4: the cat is in the box .
5: the cat is next to the plant .
通過實物所在的位置直觀地呈現乏味介詞。
利用多媒體課件創設語言情景，準確呈現物品之間的位置關系，讓學生在真實的.情景中理解和掌握方位介詞。
讓學生把句子和圖畫匹配起來，鞏固方位介詞的用法。
6: the cat is on the chair .
t：please open your books and do 1a quickly as you can.
(after doing 1a,check the answer.)
step two :drills .
①practice the drills .
t: this time , use the school things around you to practice the conversation .
t:where’s the watch? (hold up a watch in the hand.)
s1: it’s in your hand.
t: where’s the bag? (put a bag on the chair.)
s2: it’s on the chair.
(ask the students to practice the dialogue like this. then get some pairs to act it out.)
②introduce a room and listen to the tape.
t: this is tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. listen and number [1-5] the things in the picture.
(play the recording and then check the answer.)
step three: play a game.
t: now, we will play a game , i have a new ruler, all the students close your eyes, and i hide it in our classroom. please guess, where is it ? if your answer is right, it is yours. please ask like this is it on the desk? is it on the floor? are you ready?共8頁，當前第2頁12345678
s1: is it in the ...?
t: no,it isn’t.
s2: is it under the…?
t: no, it isn’t.
s3: is it behind the…?
t: yes, it is. please find it out .here you are.(give the ruler to him.)
(ask three or four students to come to the front to hide three or four new school things, others look for them.)
t:who can come here to hide my new pen?
ss: i can.
(after playing the game, some students who can find the school things will have them.)
step four: task.
t: look at the picture on the screen. this is mary’s room. in groups of four , describe where the things are in the room.(prepare
讓學生用身邊的學 用學過的一般疑問句以游戲的方式操練本節課所學內容以增強趣味性。
利用屏幕上所給圖片，描述mary房間物品的位置，強化句型。
for five minutes.)
s1: is the book on the desk?
s2: yes, it is. is the backpack under the chair?
s3: no, it isn’t. it’s… where are the keys?
s4: they are…
homework: make a play.
there is a man. his name is “forgetful”. he always forgets somethings, and he always asks where is / are my …?
please make a short play and next class we will act it out.
period two
課前準備
教師:準備表格、一些學 學生：表演短劇的道具、表格。
教學設計
step one: check the homework.（運用所學句型表演短劇。）
(the students practice the short play “forgetful” for three minutes so that they can act it out well.)
t:which group can act the play out?
ss:we can.(come to the front.)
s1:my name is “forgetful”, i want to work , but ,but … where are my …?
s2: (come to him ) are they on the…?
s1: no, it isn’t.
s3: are they in your…?
s1: oh, yes, it is. but where is my id card?...
(some groups act it out.)
step two: review the words.（利用多媒體教學課件復from 1-6.
t:check the answer.(students give the answer.)
t:now, listen again. let’s do 2b. find out where are the things from 2a? number the things in the pictures [1-6].（通過聽力訓練檢測學生對所學知識掌握的情況，培養學生聽的能力。）
(play the tape again and check the answer.)
t:who can answer?
s1:the computer game is on the backpack.
s2:the books are …
s3:the pencil case is …共8頁，當前第3頁12345678
s4: the backpack is…
s5: the baseball is…
s6: the keys are …
step three: practice the drills.（根據聽力材料中的句型，利用圖片再次進行鞏固練
教師：搜集學
學生：準備學教學設計
step one:present the new words.
t: i have some things on my desk, i think you can tell me how to say them.
t: what’s this? (hold up a book in the hand)
ss: it’s a book.
t: yes, it’s a math book. read after me. m-a-t-h-b-o-o-k, math book.
ss: m-a-t-h-b-o-o-k, math book.
t: do you have a watch?
ss: yes, i do./ no, i don’t.
t: is it a watch?
ss: no, it isn’t. it’s a clock.
t: good. it’s an alarm clock. read after me. a-l-a-r-m-c-l-o-c-k,alarm clock.
(then hold up cd, video tape, hat, notebook, teach them in the same way. check the words using the cards.)
t: let’s do 1a in section b. match the words with the things in the picture in 1a.(then check the answers.)
step two: present the drills.
1.review the words.
t: now do 1b in section b, look at tommy’s room for three minutes. please try your best to remember all the things in the room. begin!
(three minutes later,ask them to close their books. give them another three minutes to write down the things they remembered.)
t:who can write them down on the blackboard?
s1:i can.(after writing them,students open the books to check the answer.)
t:how many words did you write?
ss:fifteen/twenty/twenty-two …
t:what are in the picture?
s:a backpack, a quilt, a computer game, some books…
2.present the drill.
t: look at the picture 1a in section b and answer my questions where is the math book?
s1: it is…
t: where are the pictures?
s2: they are…
t: where are the books?
s3: they are…
t: ask and answer according to the picture then fill in the chart.
thingsbackpackbooksid cardrulercap
places
step three: listen and practice the drill.
1.listen to the tape.
t: tommy wants his mother to bring some school things to school for him. but his room isn’t tidy. so his mother can’t find the things. let’s listen to the recording of 2a and help his mother find the things.
(play the tape for the first time. the students circle the word they hear. then check the answer.)
t:now listen again, and fill in the chart.
thingsrulernotebookmath bookcds
places
2.practice the dialogue.
t: where’s the ruler?
s1: it’s…
t: where’s the notebook?
s2: it’s…
t: where’re cds?
s3: they’re…
t: work in pairs according to the chart.
step four: task.
t: please look at tommy’s room. do you think it’s tidy?
ss: no, i don’t think so.
t: four students in a group. draw a picture about tommy’s room, help him clean the room to put the things in the correct places.
(choose some groups to show the room.)
homework.
1.draw a picture about your room.
2.describe your new room.
period four
課前準備
教師: 搜集單詞卡片、背景資料。
學生：彩筆、大白紙、相關新單詞。
教學設計
step one: learn the new words.
1.present the new words.
(show some pictures and words on the screen to teach the students the new words.)
t: what’s this?
s1: it’s a room.
t: do you have a room like this?
s2: yes, i do./ no, i don’t.
t: read after me. r-o-o-m, room.
ss: r-o-o-m, room.
(teach the other words “tv, desk, picture” in the same way.)
t: there are some words here. read the words after me and spell them.
(learn the other words without pictures on the cards.)
t: this is a word. can you spell this word?
(point to a word in the card.)
s1: yes, i can. / no, i can’t.
(let them know the meaning of “can”.)
t: i can spell your name. can you spell my name?
s1: yes, i can.
t: can you write your name?
s: sorry, i can’t. i have no pen.
t: you need a pen.( give him a pen.)
( let the students understand the word “need”.)
t: i bring a football to school every day. now it is on the floor. after class i take it to my home.
(teach “bring” and “take”. put a football on the floor and point to the floor to teach the word “floor”.)
2.practice the words.
(give the cxamples to the students and get the students to understand the new words.)
step two: listen and practice.
t: books closed. here is a note. please listen carefully and then answer the questions how many things are there in the note?
ss: there are five things in the note.
t: what are these?
ss: they are notebook…
t: open your books, who can read it for us?
ss: i can.
(one student reads it , others listen carefully.)
t: this is a note from mom to sally. please look at the picture, draw the missing things in the picture.
t: who can tell me where the missing things are?
s1: the baseball is…
s2: the cds are…
the other students will answer other questions.
step three: play a game.
t: i divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. the other group chooses someone to draw something on the big things.
(after drawing them.)
t: who can say the sentences according to the pictures?
s1: i can. the dog is under the chair.
s2: the cups are…
s3: the quilt are…
s4: the books are …
step four: practice and fill in the blanks.
1.fill in the blank.
(first, let the students describe the picture.)
t: look at the picture in 3b where is the hat?
s1: it’s…
t: where is the clock?
s2: it is…
t: where is the id card?
s3: it is …
t: where is the notebook?
s4: it is…
(ask the same questions in the same way.)
t: who can fill in the blank?
s1: i can.
(then ask one or two students to read it aloud. check the answer according to the picture.)
2.practice.
t: you want four things in your room now. but you have no time to go home to get them. write a note to a friend, let him go to your home to get them. tell him where the things are.
(students write a note.)
step five: task.
t: now draw your ideal rooms in groups of six, please use your color pencils to draw them, everyone can join this task, and then show the room to us.
(ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. choose the best one and give them some candies or school things encourage them.)
step six: do self-check.
1.review the words.
t: look at self check, let’s do exercise 1. look at the cards in my hand , and spell the words as quickly as you can.
(hold up some cards with chinese words on them such as“ 桌子”.)
t: who can spell this word?
s: i can. “table”.
(hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)
2.write some new words about this unit.
t: now, please think it over. do you know the other words about school things and furniture? who can write them down on the blackboard?
s: we can.
(some students will come to the front to write them down on the blackboard and others write them down in the notebook.)
t: look at the blackboard. they are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…
t:please remember them.
step seven: homework.
t: look at 3, read the note, and draw a room according to it on a picece of paper after class.
四年級英語《Where Do You Live?》優秀教案 9
教學目標：
1、掌握表示地點的詞匯;
2、掌握where 引導的特殊疑問句;
3、能夠簡單地描述地點方位;
4、能夠畫出簡單的示意圖。
教學向導：
語言目標
學習策略與思維技巧
重點詞匯
表示地點的詞匯
where 引導的特殊疑問句
個體、群體思維;
看圖作答;
交換信息;
Post office; library; hotel...
Between; on; next to;across from...
語言結構
語言功能
跨學科學習
There be 句型
Where句型的問答
詢問路線
指出方位
通過繪畫激發學生學習興趣
教學過程設計：
Steps
Teachers activity
Students activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ....
Aim
Use there be sentences, familiar with the new words
1 Read and match the new words in 1a
Read and finish the work
Picture
2 Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3 Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4 Move around the room and give support as needed
Talk to each other
5 Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1 Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2 Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3 Move around the room and give support as needed
Write down the answer
4 Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1 Teach some more words to the Ss and read
Learn the new words
Pictures
2 Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3 Move around the room and give support as needed
Discuss in groups and finish the picture
4 Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use where question, and know how to answer it.
1 Target language: where is the bank?
Learn the sentences
2 Ask Ss to talk about the pictures
Pair work to talk about the places
Ss pictures or the picture in 1a
3 Move around the room and give support as needed
Discuss in pairs and
4 Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教學反思：
介詞表示的方位應該講解清楚，這樣學生才能更加明確的表述各個建筑所處的位置。這些知識不能死板的傳授，一定要在任務中完成，讓學生不知不覺地學習目標語言。圖片的'展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。
四年級英語《Where Do You Live?》優秀教案 10
一、教學目標：
1、學習be動詞的一般疑問句、特殊疑問句及其答語。
2、學習句型：What’s your name?和Where is/are sb .from?(特殊疑問句)
二、教學重點：
短語：1.Excuse me 請原諒
2.be from 來自
3.my name 我的名字
三、教學難點：
1、一般疑問句：Are you from…?
2、特殊疑問句：What’s your name?/ Where is/are sb .from?
四、自主學習(一)：
1、閱讀對話并且翻譯;
五、新課導入:
1、閱讀9-10頁單詞表：excuse me what your name please where from Canade America Japan England they who Cuba he she ;
2、對話題2對話進行詞句翻譯;
3、回顧上一節課內容，be動詞：is am are
六、自主學習(二)：
1、找出be動詞的`一般疑問句;
七、講授新課：
1、找出be動詞的一般疑問句;Are you from Canada?
(be動詞提前，句末加問號;be動詞跟隨前面的主語變化而變化.肯定回答：Yes.I am/she is /he is they are.否定回答：No.I’m not/she isn’t/they aren’t)
1、 找出特殊疑問句：What’s your name?/Where are you from?
(以What/ Where+be動詞+sb 開頭的疑問句，be動詞跟隨前面主語的變化而變化.)
2、 找出be...from短語：表示某人來自某地(be動詞跟隨前面主語的變化而變化.)
八、板書設計：
一般疑問句：be+主語…
回答：Yes.主語+be/No.主語+not
F:Are you from Canada?
Yes.I am/No.I am not.
特殊疑問句：Where+be+主語+from
F:Where is she from?
What+be+主語
F:What’s your name?
短語：be…from：表示某人來自某地
四年級英語《Where Do You Live?》優秀教案 11
教學內容：
Unit1 Where I live Lesson1
教學目標：
1. Using imperatives to give simple instructions.
2.Using the definite article to refer to specific classroom objects.
重點難點：
1. Review the sentences: Look at the … Open/Close the… Show/ me your… Take your…
2. Teach the new sentences: Clean the desk, please. Sweep the floor, please.
教學方法：
1. Read and say:
2. Look, read and learn:
3. Look and say:
4. Think and guess:
5. Look and read:
教具準備：
tape recorder, tape, word and picture cards, some objects.
教學過程：
Teacher’s activityStudents’s activityRemark
Pre-task preparation
1.Warming up: Sing a song: Hello！
2. Free talk:
1） T: Hello, boys and girls, I’m very happy to see you again. Welcome to back our school and our classroom. （Ss say the word ‘classroom’ together several times.） First please say ‘hello’ to your partner. Ss do it.
2） T: Good morning, S1.
S1: Good morning , Miss Shen.
T: How do you do！/ How are you?/ I’ m happy to see you.
S1: …。. （ Ask and answer several times.）
3.Ask and answer:
1） T: what is this? （Point to the desk） S2: This is a desk. Encourage the class to point to their own desks and say ‘ desk’。
2） T: And your know, this is our classroom.
（Gesture with T’s arm to Listen and sing a song together. Say hello to each others in the class. Greeting between T and Ss. Ask and respond.歌曲開始課堂讓學生重新感受到英語課的氣氛。 1）和2）是讓學生先動動，調起他們的積極性。 這是為了教授新的知識而做的準備工作。
T: This is our… Ss: Classroom.
T: Yes, we are in the classroom now. （ Ss follow.）
T: Is our nice? S3: Yes.
T: Ok, our classroom is nice. We must help to keep it clean.
While-task Procedure
1.Learn the new instructions:
1）T: First, please look at your desk. All the Ss look at their desk. T: And now please look at Miss shen’s desk. It’s very dirty. I will clean the desk.
（ T wipe the desk with a rag.） Please clean your desks. Ss follow T and say ‘ clean the desk’。
2） Practices: T invite a more able S to come to the front. Give the rag to him/her and say ‘clean the desk, please.’
（The S performs the action and repeats T’s command.） T invite more Ss to come to the front. Let the more able S give the command and others do the action. Repeat with several groups of Ss.
3） T invite another more able S to come up and say the command ‘Sweep the floor, please.’ （ T tell the S secretly） Guess the meaning of ‘Sweep the floor.’ Then one S performs the action. Repeat 2）。
2. Listen and say:
T play the tape ,Ss listen to the instructions and repeat.
T first do and say, Ss repeat. Practice in groups with rag. Teach the new instruction by the actions. Give the commands and do them. Listen and repeat the instructions.
這一部分新內容是通過發命令和做動作來教授的，這樣很容易就可以讓學生理解句子的意思。 聽錄音，模仿語音語調是不可缺少的，這樣可以讓孩子們更準確的說。
Post-task activities 1Divide Ss into pairs. Have one S give the commands and the other mime the actions. Then let them change roles. Eg: Show me your pencil-box. Take your chair. Clean the pencil-box/chair/window/door… Sweep the floor…。
Invite pairs of Ss to act out the dialogue to the class. Ss vote for the best pair. Have a match. To practice in pairs with actions.
To vote the best pair then give them a star.
先分小組，一學生發令，其他學生做動作，再讓學生成對表演，然后選出最佳組合。通過這樣一個活動學生快樂動起來，又鞏固和復習了知識，一舉兩得。
Assignments Ask Ss to clean their own bedroom. They must say ‘Clean/Sweep the…’ when they do the housework. Do and say.
板書設計：
Clean the desk, please. （rag）
Sweep the floor, please. （floor）
教學后記：
通過其他動作的'導入來教授新的句子，使學生一步步進入學習狀態，能夠很好的讓學生掌握句子結構和意思，而且整個課堂氣氛十分活躍，就是單詞的發音不是很準確，這要再多加練習。
四年級英語《Where Do You Live?》優秀教案 12
教學內容：Unit4 Where is it?
教學目標：
知識目標： 1)運用in/on/under/behind/in front of描述物體所在的位置，英語 - Unit4 Where is it?。
2）熟悉操練句型Where is it?It’s …學習句型Where are the…?及其答語They are…
能力目標：1)能夠熟練運用in/on/under/behind/in front of 等介詞及詞組描述物體位置，能用Where is it?It’s …句型詢問物體的位置，并做出正確回答。
2）學習句型Where are the…?及其答語They are…，能區分并準確運用Where is the …?Where are the…?兩個句子及其回答。
情感態度：1）激發學生學習英語的.興趣，滲透方位意識。
2）培養學生良好的傾聽習慣和書寫習慣。
教學重點：能用Where is it?It’s …/Where are the …?They are…句型詢問物體的位置，并做出正確回答。
教學難點：能區分并準確運用Where is the …?Where are the…?兩個句子及其回答。
教學準備：課件、圖片、兩份學生練習的材料（附頁1、2）錄音機
實踐活動：小組活動、 口語交際調查
板書設計：
Unit 4 Where is it?
Where is the cat? Where are the birds?
It’s on… They are …
In…
Under…
Behind…
In front of…
教學過程：
Step1 Greeting 1’
Step2 Let’s sing .2’
Step3 practice the words and sentences of this Unit.10’
*T:who can read?(where is it?板書在黑板上的句子)
*T:Let’s complete the sentences ,take out your paper.
Positions Master
1.The ball is ( )the box.
2.The ball is ( )the box.
… …(見附頁1)
*Ask and answer.
(1)Teacher and a student make a model.
T:where is the ball?
S:The ball is in(on /under /behind /in front of/next to ) the box.
(2)Group work.
(3)Report.
Step 4 Touch, ask, and answer. (page 45)（課件呈現）18’
*T：Look at picture1, what can you see in the picture?(學生回答)
*T: who can ask, who can answer?(問答birds ，引出where are the…? )
*Teacher write down the sentence:Where are the…?have students read the sentence and known.
*practice the new sentence.(用鉛筆、書本等學生身邊的東西練習這個句型，并隨時糾正錯誤
*Look at the picture2, read the sentences, and the ask and answer.(這幅圖畫里基本是練習where are the …?They are …)
*Report.
*Make a survey, and the write the sentences in your paper.
(A)The tiger is behind the tree. (B)The shirt is on the desk.
Where is the tiger? Where is the shirt?
… … (見附頁2)
Step 5 Read the story. (課件)7’
T: Look at the screen. Let’s read the story.
*Look and listen.
*Listen and repeat.
*Listen and repeat again.(重點模仿課文中的語音語調。)
*Read the story all together.
Step6 Setting homework.1’
Use the sentences and words to describe your home.
Step7 Let’s sing .（page41）1’
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