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四年级英语《Where Do You Live?》优秀教案（精选12篇）
作为一位杰出的老师，就有可能用到教案，教案是教学活动的依据，有着重要的地位。那么大家知道正规的教案是怎么写的吗？以下是小编整理的四年级英语《Where Do You Live?》优秀教案，欢迎阅读，希望大家能够喜欢。
四年级英语《Where Do You Live?》优秀教案 1
一、 教学目标：
1. 知识目标：掌握本课重点概念: Where do you live?
I live in a/an .
house, apartment
2.能力目标：使同学能够熟练地运用“Where do you live?
I live in a/an .”
3.情感目标：感知英语的'实用性，增强学习英语的兴趣。
二、教学重难点：
1.重要概念 house, apartment
2. 同学能够熟练地运用“Where do you live?
I live in a/an .”
三、教具、学具：
1. house, apartment的图片.
2.录音机和磁带
3.单词卡片
四、教学过程
1.Greeting
2. 复习
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<活动手册>
7. 作业: a. 完成<活动手册>剩余局部.
b. 对话练习.
板书设计:
Lesson 20 Where Do You Live?
Where do you live?
I live in a house.
I live in an apartment.
四年级英语《Where Do You Live?》优秀教案 2
一．设计意图：
纲要中明确指出“兴趣是学习的动力，只有对事物产生兴趣，才能成为获得知识的前提。在一次和孩子们的接触中，我发现班上很多孩子对英语特别感兴趣，课后也会来问我生活中常见的英语单词，鉴于这个情况，同时也发挥自己的特长，我设计了这堂英语活动《What do you see?》，让幼儿在游戏中玩耍，同时也巩固了对单词和句型的掌握，用肢体语言来表现歌曲，体验英语活动的兴趣。
二．活动目的：
1.学会单词pigdogcat，掌握句型What do you see?I see a ______.
2.能大胆地演唱和表演歌曲。
3.大胆地参与活动，体验英语活动的乐趣。
三．活动重点、难点：
学会单词pigdogcat，掌握句型What do you see?I see a ______.
四．活动准备：
1.多媒体课件。
2.游戏活动中用的`锤子、球。
3.卡片若干张。
五．教学方法：
1.自然教学法
2.情景教学法
3.接教学法
4.沟通式教学法
5.歌谣韵文教学法
6.互动式教学法
7.肢体反应教学法。
六．活动过程：
一）热身活动，充分调动孩子的积极性。
●Greetings
（师）Good morning ,everyone
（生）Good morning ,Selina
（师）How are you
（生）I’m fine ,thank you.。
（师）Ok,boy and girls,Are you ready for the class?
（生）yes, I am ready.
●Let’s do finger game.（通过手指做出来很多的小动物，游戏中能让孩子初步了解关于动物的单词，为后面的教学做好铺垫。）
二）利用多媒体课件，吸引孩子的注意力。
1．单词教学。
●播放课件，引出单词。
教师利用各种方法来刺激幼儿学习新单词的兴趣。如：大小声游戏、我说你做、我做你说等游戏，让幼儿对单词的发音有个初步的印象。
●利用游戏，巩固单词。
Bomb game:把三张卡片分别放在黑板前，教师把地雷放在任意一张卡片上面，接着幼儿跟随老师读单词，读到放置地雷那张卡片时，孩子们必须停止跟读，否则，将会被地雷炸伤。
Missing game:让幼儿把眼睛闭起来，随意抽走一张，随后让幼儿找找，看看哪个小动物被藏起来了。（孩子们对游戏最感兴趣了，在游戏中学习可以达到事半功倍的效果，同时也可以检测孩子的学习情况，为下一步的句型学习做好准备。）
2．句型教学。
●利用情景表演，引出句型。
让一位小朋友扮演Cody，由她来提出问题，让老师回答。
师：“Who’s coming today?Hello ,What’s your name?”
生: “My name is Cody.Hello,everyone. Selina,What do you see?”
师: “I see a ____.
●出示句型条，练习句子。
教师利用肢体动作，让孩子更快的的记住这句话。（在这一环节中，为了能让幼儿更好的理解这个句子，还可以利用前面学过的水果单词来巩固这句话，还能达到举一返三的效果。）
●播放课件中的游戏，复习句型。
游戏中有六个数字供幼儿选择，点击不同的数字会有不同的画面，让幼儿大胆说出刚所教的英语句子。
3．歌曲教学。
●播放课件，欣赏歌曲。
●教师用开火车的游戏带领幼儿练习歌词。
●鼓励幼儿大胆演唱和表演歌曲。
●利用游戏，把整个活动推入高潮。
让幼儿边演唱歌曲边传球，如果老师喊停，球传到哪个小朋友手上，哪个小朋友就得回答老师提出的问题或是唱下一句的歌词。
三）活动结束，体验学、说英语的乐趣。
●幼儿演唱歌曲“Goodbye”,结束今天的英语活动。
教师和幼儿对话，感受快乐。
T: So much for today, Are you happy?
SS:Yes,I’m very happy.
四年级英语《Where Do You Live?》优秀教案 3
一、教学目标
知识与技能：
学生能够掌握并使用核心句型“What do you see? I see a/an ______.”来提问和回答。
学生能够认读并记忆相关的动物和颜色单词，如pig, dog, cat, blue, green等。
过程与方法：
通过游戏、歌曲、图片等多种方式，让学生在活动中学习和巩固英语单词和句型。
鼓励学生大胆参与，积极互动，通过实践提高英语听说能力。
情感、态度与价值观：
培养学生对英语学习的兴趣和自信心。
通过小组合作，培养学生团队协作精神和分享意识。
二、教学重难点
重点：掌握句型“What do you see? I see a/an ______.”并能用其进行提问和回答。
难点：正确运用所学单词和句型进行实际交流。
三、教学准备
多媒体课件，包含相关动物和颜色的图片、视频素材。
实物或玩具动物模型，用于直观展示。
音乐设备，播放与活动相关的.英语歌曲。
四、教学过程
导入新课
播放一段欢快的英语歌曲，让学生感受英语氛围。
提问学生：“What do you see in the song?”引导学生用英语回答。
呈现新课
展示多媒体课件中的动物和颜色图片，教授相关单词。
引导学生观察图片，提问：“What do you see?”并示范回答：“I see a pig.”
邀请学生模仿并跟读，确保学生掌握正确发音。
巩固练习
分组进行角色扮演游戏，每组选择一个动物角色，其他组员提问：“What do you see?”该组员回答：“I see a/an ______.”
鼓励学生使用不同的动物和颜色单词进行练习。
拓展延伸
播放一段英语动画片片段，让学生观察并找出动画片中出现的`动物和颜色。
引导学生用所学句型描述动画片内容，如：“I see a blue cat and a green dog.”
总结归纳
总结本节课所学的单词和句型，强调重点难点。
鼓励学生课后与家人或朋友分享今天学到的内容。
五、作业布置
口语作业：与家人或朋友进行对话练习，使用所学句型“What do you see? I see a/an ______.”进行提问和回答。
书面作业：绘制一幅包含多种动物和颜色的图画，并用英语描述图画内容。
六、教学反思
课后对教学活动进行反思，总结学生在活动中的表现，分析活动效果及不足之处，以便在后续教学中加以改进。
四年级英语《Where Do You Live?》优秀教案 4
一、教学目标
知识目标：学生能够掌握基本句型“What do you see? I see a _______.”并能正确运用动物单词如pig, dog, cat等。
能力目标：培养学生的英语听说能力，通过互动游戏和角色扮演等形式，提高学生的英语应用能力。
情感目标：激发学生对英语学习的兴趣，培养学生的合作精神和自信心。
二、教学重难点
重点：掌握句型“What do you see? I see a _______.”和动物单词的正确发音。
难点：在实际情境中灵活运用所学句型进行表达。
三、教学准备
多媒体课件，包含动物图片和音频资料。
动物卡片或玩具，用于游戏环节。
黑板和粉笔，用于书写重点句型和单词。
四、教学过程
Step 1: Warming up
教师与学生进行简单的问候，营造轻松的课堂氛围。
通过播放欢快的英语歌曲，激发学生的学习兴趣。
Step 2: Presentation
教师利用多媒体课件展示动物图片，并教授动物单词的发音和意思。
教师示范句型“What do you see? I see a _______.”并引导学生跟读。
Step 3: Practice
小组活动：学生分成若干小组，每组选出一名代表进行句型练习。教师出示动物卡片，每组代表轮流提问和回答。
角色扮演：学生扮演不同的动物角色，用所学句型进行对话练习。
Step 4: Game
“我说你猜”游戏：教师描述一种动物的特征，学生猜测并说出相应的动物单词。
“寻找动物”游戏：教师将动物卡片藏在教室的不同位置，学生分组寻找并用所学句型进行汇报。
Step 5: Summary
教师总结本节课所学内容，强调句型和单词的掌握。
鼓励学生回家后与家人分享所学内容，巩固所学知识。
五、作业布置
要求学生回家后与家长一起制作动物卡片，并练习使用所学句型进行对话。
鼓励学生通过绘画或手工制作等形式，创作与动物相关的'作品，展示对动物世界的理解和想象。
六、教学反思
课后，教师应根据学生的表现和教学效果进行反思，总结本节课的优缺点，为今后的教学提供参考和改进方向。同时，教师应关注学生的个体差异，为不同层次的学生提供有针对性的辅导和帮助。
四年级英语《Where Do You Live?》优秀教案 5
一、教学目标
让学生掌握并运用核心句型“What do you see?”进行提问，并能用“I see...”句型根据实际情况回答。
学生能够听说、认读单词pig, dog, cat等动物类单词，并能在实际情境中运用。
培养学生的英语学习兴趣，提高他们参与英语活动的积极性，体验英语学习的乐趣。
二、教学准备
多媒体课件，包含动物图片及相应英文单词。
动物玩具或模型，用于实物展示。
音乐设备，播放相关英语儿歌。
三、教学过程
Step 1: 导入（Leading-in）
播放一首欢快的`英语儿歌，营造轻松愉快的课堂氛围。
与学生进行简单的英语问候，询问学生今天的心情，拉近师生距离。
Step 2: 呈现新知（Presentation）
利用多媒体展示动物图片，引导学生观察并说出动物的英文名称。
教师示范使用“What do you see?”句型提问，引导学生用“I see...”句型回答。
重复练习，确保学生掌握句型结构。
Step 3: 实践活动（Practical Activities）
分组活动：将学生分成若干小组，每组选一名代表，教师向代表展示动物玩具或模型，代表用“What do you see?”提问，其他小组成员用“I see...”回答。
角色扮演：学生两两配对，一人扮演提问者，另一人扮演回答者，进行对话练习。
歌曲演唱：教授一首与“What do you see?”相关的英语儿歌，让学生在唱歌中巩固句型。
Step 4: 总结反馈（Summary and Feedback）
教师总结本节课所学内容，强调句型“What do you see?”和“I see...”的重要性。
邀请学生分享他们在实践活动中的表现，鼓励他们提出问题和建议。
布置课后作业：让学生在家中与家人进行“What do you see?”的英语对话练习，并记录下对话内容。
四、教学反思
本节课通过多媒体展示、实物展示、分组活动、角色扮演和歌曲演唱等多种方式，让学生在轻松愉快的氛围中掌握了“What do you see?”句型，提高了他们的英语学习兴趣和积极性。然而，在教学过程中也发现部分学生在发音和句型运用上还存在问题，需要在今后的教学中加强针对性训练。
四年级英语《Where Do You Live?》优秀教案 6
一、教学目标
知识与技能：
学生能够正确发音并认读单词：pig, dog, cat, blue, green, yellow, red, purple, white, brown, black等。
学生能够掌握并运用句型“What do you see? I see a/an ____.”
过程与方法：
通过游戏、歌曲和角色扮演等活动，让学生在轻松愉快的氛围中学习英语。
培养学生运用英语进行观察和表达的能力。
情感态度与价值观：
激发学生对英语学习的兴趣，培养他们主动参与英语活动的积极性。
通过合作学习，培养学生的团队精神和互助意识。
二、教学重难点
重点：掌握新单词和句型，并能在实际情境中运用。
难点：正确运用“a”和“an”冠词。
三、教学准备
多媒体课件，包括图片、视频和音频素材。
实物或图片卡片，如动物、颜色等。
录音设备，用于录制学生的.发音和对话。
四、教学过程
Step 1: 导入新课
播放一段有关动物的英文儿歌，吸引学生的注意力。
提问：“What animals can you hear in the song?” 引导学生回答并引出新单词。
Step 2: 呈现新课
利用多媒体课件展示动物和颜色的图片，教授新单词。
通过游戏“快速反应”，让学生快速说出看到的动物或颜色。
教授句型“What do you see? I see a/an ____.”，并进行角色扮演练习。
Step 3: 巩固练习
分组进行“你问我答”游戏，学生之间互相提问和回答。
播放一首与主题相关的`英文歌曲，让学生边听边跟唱，巩固新学内容。
Step 4: 拓展延伸
让学生描述自己看到的教室或校园内的物品，运用所学句型和单词。
引导学生思考：“If you could see anything in the world, what would you like to see?” 鼓励学生发挥想象力并表达自己的想法。
Step 5: 总结归纳
总结本节课所学的新单词和句型。
表扬积极参与活动的学生，鼓励他们在日常生活中多运用英语。
五、作业布置
让学生回家后与家人一起进行“What do you see?”的游戏，巩固所学内容。
准备下一节课的相关材料，预习新内容。
六、教学反思
课后，教师应对本节课的教学效果进行反思，总结学生在活动中的表现以及教学中的不足之处，以便在今后的教学中加以改进。同时，教师还应关注学生的个体差异，为不同层次的学生提供个性化的指导和帮助。
四年级英语《Where Do You Live?》优秀教案 7
一、教学目标
让学生掌握新单词：pig, dog, cat，并学会使用句型“What do you see? I see a ______.”
培养学生的英语听说能力，能够在实际情境中运用所学句型进行简单交流。
激发学生对英语学习的兴趣，通过活动体验英语学习的乐趣。
二、教学准备
多媒体课件，包含相关动物图片和声音。
动物卡片或玩具，用于实物展示。
黑板和粉笔，用于书写单词和句型。
三、教学过程
导入（Leading-in）
问候学生，与学生进行简单的英语交流，营造英语氛围。
通过多媒体课件展示一张包含多种动物的`图片，询问学生：“What can you see in the picture?” 引导学生用英语描述所看到的动物。
新课呈现（Presentation）
逐一展示动物图片（pig, dog, cat），教授新单词，并让学生跟读。
展示句型“What do you see? I see a ______.” 并解释其含义和用法。
通过多媒体课件播放动物的声音，让学生猜测是哪种动物，并练习使用句型“What do you see? I see a ______.”进行回答。
练习巩固（Practice）
分组进行角色扮演游戏，每组选一名学生扮演提问者，其他学生扮演动物，通过问答形式巩固所学句型。
利用动物卡片或玩具进行实物展示，让学生用所学句型进行描述。
组织学生进行小组竞赛，看哪个小组能最快最准确地使用句型描述动物。
总结反馈（Summary and Feedback）
总结本节课所学内容，强调新单词和句型的重要性。
询问学生在活动中的感受，收集学生的反馈意见，以便改进后续教学。
四、作业布置
让学生回家后与家人一起练习使用所学句型描述动物。
鼓励学生收集更多关于动物的英语资料，扩展词汇量。
五、教学反思
教师在课后应对本次教学活动进行反思，总结教学中的成功之处和不足之处，以便在今后的教学中加以改进和完善。同时，教师还应关注学生的学习情况，针对学生的个体差异进行有针对性的辅导和帮助。
四年级英语《Where Do You Live?》优秀教案 8
教学内容：
本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学 on , in , under ,behind 等的用法；学 重点：a、方位介词 in , on , under , behind的用法。
b、where的特殊疑问句和is this a/an . . . ?一般疑问句的肯定和否定回答。
c、学 bed , dresser , bookcase ,backpack . . .
难点：a、能够正确运用方位介词描述物品作在的位置；
b、能够运用where的问句找到物品位置。
课时安排：
第一课时 section a 1a-1c
第二课时 section a 2a-4
第三课时 section b 1-2b
第四课时 section b 3a-4 self-check
period one
教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学 学生：彩笔
学生用品、大白纸、课本所涉及的单词的实物。
学步骤
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 .)
通过师生互动，激发学生思维，并用学过的句子导入新课。
利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。
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 .
通过实物所在的位置直观地呈现乏味介词。
利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的.情景中理解和掌握方位介词。
让学生把句子和图画匹配起来，巩固方位介词的用法。
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页，当前第2页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
让学生用身边的学 用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片，描述mary房间物品的位置，强化句型。
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
课前准备
教师:准备表格、一些学 学生：表演短剧的道具、表格。
教学设计
step one: check the homework.（运用所学句型表演短剧。）
(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.（利用多媒体教学课件复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].（通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。）
(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页，当前第3页12345678
s4: the backpack is…
s5: the baseball is…
s6: the keys are …
step three: practice the drills.（根据听力材料中的句型，利用图片再次进行巩固练
教师：搜集学
学生：准备学教学设计
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
课前准备
教师: 搜集单词卡片、背景资料。
学生：彩笔、大白纸、相关新单词。
教学设计
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.
四年级英语《Where Do You Live?》优秀教案 9
教学目标：
1、掌握表示地点的词汇;
2、掌握where 引导的特殊疑问句;
3、能够简单地描述地点方位;
4、能够画出简单的示意图。
教学向导：
语言目标
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维;
看图作答;
交换信息;
Post office; library; hotel...
Between; on; next to;across from...
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程设计：
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
教学反思：
介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的'展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
四年级英语《Where Do You Live?》优秀教案 10
一、教学目标：
1、学习be动词的一般疑问句、特殊疑问句及其答语。
2、学习句型：What’s your name?和Where is/are sb .from?(特殊疑问句)
二、教学重点：
短语：1.Excuse me 请原谅
2.be from 来自
3.my name 我的名字
三、教学难点：
1、一般疑问句：Are you from…?
2、特殊疑问句：What’s your name?/ Where is/are sb .from?
四、自主学习(一)：
1、阅读对话并且翻译;
五、新课导入:
1、阅读9-10页单词表：excuse me what your name please where from Canade America Japan England they who Cuba he she ;
2、对话题2对话进行词句翻译;
3、回顾上一节课内容，be动词：is am are
六、自主学习(二)：
1、找出be动词的`一般疑问句;
七、讲授新课：
1、找出be动词的一般疑问句;Are you from Canada?
(be动词提前，句末加问号;be动词跟随前面的主语变化而变化.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、 找出特殊疑问句：What’s your name?/Where are you from?
(以What/ Where+be动词+sb 开头的疑问句，be动词跟随前面主语的变化而变化.)
2、 找出be...from短语：表示某人来自某地(be动词跟随前面主语的变化而变化.)
八、板书设计：
一般疑问句：be+主语…
回答：Yes.主语+be/No.主语+not
F:Are you from Canada?
Yes.I am/No.I am not.
特殊疑问句：Where+be+主语+from
F:Where is she from?
What+be+主语
F:What’s your name?
短语：be…from：表示某人来自某地
四年级英语《Where Do You Live?》优秀教案 11
教学内容：
Unit1 Where I live Lesson1
教学目标：
1. Using imperatives to give simple instructions.
2.Using the definite article to refer to specific classroom objects.
重点难点：
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.
教学方法：
1. Read and say:
2. Look, read and learn:
3. Look and say:
4. Think and guess:
5. Look and read:
教具准备：
tape recorder, tape, word and picture cards, some objects.
教学过程：
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.歌曲开始课堂让学生重新感受到英语课的气氛。 1）和2）是让学生先动动，调起他们的积极性。 这是为了教授新的知识而做的准备工作。
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.
这一部分新内容是通过发命令和做动作来教授的，这样很容易就可以让学生理解句子的意思。 听录音，模仿语音语调是不可缺少的，这样可以让孩子们更准确的说。
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.
先分小组，一学生发令，其他学生做动作，再让学生成对表演，然后选出最佳组合。通过这样一个活动学生快乐动起来，又巩固和复习了知识，一举两得。
Assignments Ask Ss to clean their own bedroom. They must say ‘Clean/Sweep the…’ when they do the housework. Do and say.
板书设计：
Clean the desk, please. （rag）
Sweep the floor, please. （floor）
教学后记：
通过其他动作的'导入来教授新的句子，使学生一步步进入学习状态，能够很好的让学生掌握句子结构和意思，而且整个课堂气氛十分活跃，就是单词的发音不是很准确，这要再多加练习。
四年级英语《Where Do You Live?》优秀教案 12
教学内容：Unit4 Where is it?
教学目标：
知识目标： 1)运用in/on/under/behind/in front of描述物体所在的位置，英语 - Unit4 Where is it?。
2）熟悉操练句型Where is it?It’s …学习句型Where are the…?及其答语They are…
能力目标：1)能够熟练运用in/on/under/behind/in front of 等介词及词组描述物体位置，能用Where is it?It’s …句型询问物体的位置，并做出正确回答。
2）学习句型Where are the…?及其答语They are…，能区分并准确运用Where is the …?Where are the…?两个句子及其回答。
情感态度：1）激发学生学习英语的.兴趣，渗透方位意识。
2）培养学生良好的倾听习惯和书写习惯。
教学重点：能用Where is it?It’s …/Where are the …?They are…句型询问物体的位置，并做出正确回答。
教学难点：能区分并准确运用Where is the …?Where are the…?两个句子及其回答。
教学准备：课件、图片、两份学生练习的材料（附页1、2）录音机
实践活动：小组活动、 口语交际调查
板书设计：
Unit 4 Where is it?
Where is the cat? Where are the birds?
It’s on… They are …
In…
Under…
Behind…
In front of…
教学过程：
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?板书在黑板上的句子)
*T:Let’s complete the sentences ,take out your paper.
Positions Master
1.The ball is ( )the box.
2.The ball is ( )the box.
… …(见附页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)（课件呈现）18’
*T：Look at picture1, what can you see in the picture?(学生回答)
*T: who can ask, who can answer?(问答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.(用铅笔、书本等学生身边的东西练习这个句型，并随时纠正错误
*Look at the picture2, read the sentences, and the ask and answer.(这幅图画里基本是练习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?
… … (见附页2)
Step 5 Read the story. (课件)7’
T: Look at the screen. Let’s read the story.
*Look and listen.
*Listen and repeat.
*Listen and repeat again.(重点模仿课文中的语音语调。)
*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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