文档库 最新最全的文档下载
当前位置:文档库 › 开心学英语四年级下英语教案

开心学英语四年级下英语教案

Unit 1 Hi,Gogo!2009-09-15 10:23

四年级第一学期英语教案

Do you know?

TEACHING AIMS: to help students, reviews of student’s Book 2

TEACHING KEY: adjectives, sports, household items, fruit, clothing, time, numbers11-20

TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

Getting ready:

Hi,

Hello

Nice to meet you! …

Have some activities to go over the Book 2

dice game

class collage

chant markers

listen

carefully

can you follow

guess fast

Unit One Hi, Gogo!

TEACHING AIMS: to help students to comprehend a dialogue and a passage, and reviews of student’s Book 2

TEACHING KEY: students to comprehend a dialogue and a passage, and reviews of student’s Book 2

TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

Conversation

Getting ready

Put picture cards of Gogo, Tony and jenny on the board.

T: what’s his name? Who’s she?

Model responses. Then elicit responses from Ss.

Put picture cards of notebook, snake, butterfly and lamp on the board.

T: what’s that? Is it (bird)? Is it big or small?

Model answers, e.g. It’s a small snake. Have Ss repeat.

Using the book

T: Let’s look at the pictures and listen to the tape.

Point to Ss’ books and play the tape.

T: Let’s listen again and repeat.

Play the tape again, pausing after each sentence to let Ss repeat.

Divide Ss into four groups for the roles of Tony, Jenny, Bing the bird

and Gogo.

Treads each line, pausing for each group to repeat its part.

Encourage groups to add actions, e.g. Tony and Jenny looking up and pointing at the sky and the bird flapping its wings.

Extension activity TB p.12

Vocabulary

Getting ready

Rub your stomach and lick your lips.

T: I’m hungry. Repeat.[Ss: I’m hungry.](Show Ss Picture Card l hungry.)

Rub your throat.

T: I’m thirty. Repeat. [Ss: I’m thirsty.](Show Ss Picture Card 2 thirsty.)

Continue with the other picture Cards. Say the word and have Ss repeat.

Using the book

T: Listen to the tape and repeat. Point to each picture as you say it.

Play the tape and have Ss repeat each word.

Point to the picture of stapler.

T: Stapler. [Ss: Stapler.]

Point the other pictures in random order. Say the words and have Ss repeat.

Extension activity TB p.12

Review

Getting ready

Point to the door.

T: What’s that? [Ss: It’s a door.]

T: Are you happy? (Point to one student.)[S1: Yes, I am.]

Elicit responses from several Ss.

T: Who’s he? (Point to one student then ask another student to answer.)[S2: He’s my friend. / He’s a student.]

Using the book

T: Listen to the tape and repeat.

Have Ss look at the pictures.

Play the tape and Pause after each sentence for Ss to repeat.

Extension activity TB p.12

Optional activities Tb p.14

Unit One Hi, Gogo!

TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2

TEACHING KEY: to help students to comprehend target, sounds

TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the second period

PROCEDURES:

Practice1

Getting ready

Point at and talk about the three pictures in each number.

T: What’s this? (Point to soda.)[Ss: It’s soda.]

T: (Pantomime drinking the soda.) I’m thirsty. Repeat. [Ss: I’m thirsty.]

Model the first sentence in each group, then have Ss make the other sentences.

Using the book

T: Let’s listen to the tape.

Play the tape for number l, then pause.

T: Which picture and sentence is it? Is it this one? (Point to the picture of steak.)

T: Number l is “I’m hungry.”(Trace the circle.)

Continue with the other three numbers.

Extension activity TBp.12

Practice2

Getting ready

Write Are you thirsty? And Do you have a ruler? On the board.

T: Are you thirsty? (Point to S l.) [S l.: Yes, I am. / No, I’m not.]

T: How about you? Are you thirsty? (Point to S2.) [S2: Yes, I am. / No, I’m not.]

Continue until you get both yes and no answers.

Do the same for Do you have a ruler?

Using the book

T: Now, let’s read the questions together.

Have Ss read the questions out loud.

Put Ss into small groups to practice asking and answering the

questions.

Extension activity TB p.12

Song

Getting ready

Write I’m and my name’s on the board.

T: I’m (T’s name). (point to I’m .phrase.) What’s your name? (Point to S1.)[S1:I’m (S1’s name)]

T: My name’s (T’s name). (point to My name’s .Phrase.)What’s your name? (point to S1.)[S1: My name’s (S1’s name.)]

Ask several Ss using both question patterns.

Using the book]

T: Let’s learn a song. Let’s listen first.

Play the tape and point each word and sentence as it is sung.

Play the tape a second time and have Ss sing along.

Divide class into two teams. One team sings the Gogo part and the other team is Bing.

After the class sings the song in the book, have the Bing team members substitute their real names in the song.

Switch teams and sign the song again.

Extension activity TB p.12

Activity 1

Getting ready

T: Look at the pictures. I say the word and you point to the picture.

Say the words in random order. Circulate around the room to check where Ss are pointing.

T: Listen, repeat and point to the sentences.

Read the sentences in random order. Circulate around the room to check where Ss are pointing.

Using the book

T: Listen. “He’s her grandfather. “ Point to the picture What number is it?[Ss: One]

Have Ss look, read and write the numbers in the appropriate boxes.

Have Ss exchange books to check each other’s work.

Extension activity TB p.12

Optional activities TB p.14

Unit One Hi,Gogo!

TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2

TEACHING KEY: to help students to comprehend Target, sounds

TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the third period

PROCEDURES:

Activity 2

Getting ready

Put up several picture cards from Level 2 in scrambled fashion on the board.

Invite tow Ss up to the board and give each one a piece of chalk or marker.

Dictate one of the words and have Ss race to circle the picture card.

Bring up other Ss and let them race to circle the cards.

Using the book

T: I will say a word or sentence. You touch the picture.

T: calls out words or sentences, e.g. It’s six o’clock. Ss touch the corresponding picture.

Once Ss are familiar with the game, put Ss into groups of three. One student is the announcer and the other two will play against one another using one book. They compete to see who can touch the picture first.

Have Ss change roles after a few minutes.

Continue until all items have been called out.

Extension activity TB p.12

Optional activities TB p.14

Sounds and words

1

Getting ready

Write cooks. Plays and washes on the board and underline the ending sounds.

T: Let’s practice these sounds. Look at my mouth and repeat.

T: /s/ [Ss:/s/.]

T:/z/[Ss:/z/.]

If necessary. have Ss point their fingers

rs on their throat to distinguish /s/and /z/.(/z/-Ss feel the vibration of the vocal cords;/s/-Ss don’t feel it.)

Using the book

T: Let’s listen to the tape.

Play the tape and have Ss point to each word as the tape says it .

T: Let’s listen again and this time, repeat.

Have Ss repeat after the tape.

Point to the pictures at random and have Ss said the words.

Help Ss if they have difficulty making the sounds /s/,/z/,and //.

2

getting ready

Have Ss look at the pictures.

T: (point to different items on the page.)What’s this? [Ss: It’s a (c at).]What are those?[Ss: They’re (pears.)]

T: Now listen and then touch the pictures.

Ss touch the corresponding picture on the page.

Using the book

T: Let’s listen to the tape.

Pause the tape after the first sentence.

T: He washes the cat. Repeat. [Ss: He washes the cat.]Point to the picture.

Ss point to each picture as they repeat the words.

Continue with the rest.

Extension activity TB p.12

Optional activities TB p.14

Teaching postscript:

Unit 2 What day is it today?2009-09-15 10:25Unit Two What day is it today?

TEACHING AIMS: students can ask and answer questions about the days of the week and daily activities

TEACHING KEY: to help students to comprehend Conversation and vocabulary TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the first period

PROCEDURES:

Getting ready

Bring in large calendar and sports equipment, e.g. a basketball, a ping-pong paddle, etc, to class.

T: What day is it today? (Point to the days of week on the calendar, then point to the current day of the week.) Oh, it’s (Tuesday).

Hold up a basketball.

T: I play basketball on (Tuesday). (point to the day on the calendar again.)

Give the basketball to various Ss and have Ss repeat the sentence I play basketball on (Tuesday).

Hold up other pieces of equipment, e.g. a ping-pong paddle and pretend to play.

T: I play ping-pong on Sunday. (Point to Sunday on the calendar.) Give equipment to various Ss, model sentences and have Ss repeat. Using the book

T: open your books. Let’s listen to the tape.

Play the tape and point to each picture.

T: Let’s listen again and repeat.

Play the tape, pausing after each sentence to have Ss repeat.

Put Ss into four groups for the roles of Gogo, jenny Tony and Mrs. Green , who is Tony and jenny’s mom.

Play the tape again, after each sentence for each group to repeat its part.

Encourage groups to add actions, e.g. pretending to play each sport in the dialog.

Extension activity TB p.24

Vocabulary

Getting ready

Put picture cards9-16 up on the board.

T: (point to Sunday) It’s Sunday. Repeat. [Ss: It’s Sunday].

Continue with the other days of the week.

T: all the days together make one week. (Show picture card 16.) we repeat. [Ss: week.]

Using the book

T: open your books to page 10. Listen to the tape and repeat. Point to each day as you say it.

Play the tape and have Ss repeat each day of the week.

For the word week, have Ss circle a week on the calendar in the picture.

T: is it Wednesday? (Point to Saturday.)[Ss: no, it isn’t. It’s Saturday.] is it Monday?(point to Monday.)[Ss: yes, it is.]

Model if necessary.

Point to other days of the week and ask similar questions.

Extension activity TB p.24

Target

Getting ready

Point to the pictures in the vocabulary section.

T: what day is it today?[Ss: it’s (Thursday).]

T: what do you do on (Thursday)? [S1: I(play the piano)on (Thursday).]

Using the book

Play the tape, pausing after each sentence for Ss to repeat.

T: what day is it today? (Point to one strident.)[S1: It’s (Wednesday.)]

T: what do you do on (Wednesday)?(point to another student.)[S2: I (play soccer ) on (Wednesday).]

Repeat the activity with several Ss.

Extension activity TB p.24

Optional activities TB p.26

Unit Two What day is it today?

TEACHING AIMS: students can ask and answer questions about the days of the week and daily activities

TEACHING KEY: to help students to comprehend Conversation and vocabulary, target

TEACHING AIDS: pictures ,tape and some transparencies

TEACHING PERIOD: the second period

PROCEDURES:

Practice 1

Getting ready

Point to and talk about the three pictures in each number.

T: what day is it today?(point to Monday under number 1.)[Ss: it’s Monday.]

T: how about this one? What day is it today? (point to Friday under number 3.)[Ss: it’s Friday.] What do you do on Friday? [Ss: I pay soccer on Friday.]

Using the book

T: let’s listen to the tape.

Play the tape for number 1, then pause.

T: which day of the week is it? Do you know? Is it this one?(point to Monday .)

While Ss are respondin g make a circle motion around the ‘It’s Wednesday.’ sentence.

T: number 1 is “it’s Wednesday.”

Continue with the other numbers, pausing after each one and letting Ss repeat each sentence.

Practice 2

Getting ready

Put picture cards9-15 on the board.

T: what day is it today? [Ss: it’s (Wednesday ).]

T: what do you do on (Wednesday)?(Point to one student.)[S1: I (play baseball ) on (Wednesday ).]

Repeat, getting answers from various Ss.

Using the book

T: now, let’s read the questions.

Have Ss read the questions out loud.

Put Ss into pairs or small groups to ask answer the questions.

Extension activity Tb p.24

Song

Getting ready

Display a large calendar and point to various days.

Talk about birthdays and help Ss find out what days their birthdays fall on this year.

Using the book

T: let’s sing a song! Let’s listen first.

Play the tape and point to each word as it is sung.

Divide Ss into two groups.

One group sings the questions and the other group signs the responses.

Extension activity TB p.24

Activity 1

Getting ready

T: what do you do on Saturday? Repeat. [Ss: what do you do on Saturday?]

T: I swim on Saturday.(point to a student.) what do you do on Monday?[S1:

I (cook)on Monday.]

Repeat the question to several Ss, using different days of the week.

Have several Ss pose the question question for other Ss to answer.

Using the book

Put Ss in pairs.

Model the activity by copying the survey grid on the board and asking a student what do you do on Sunday?[S1: I (play soccer) on Sunday.] Write the word soccer in the corresponding box.

Have Ss complete their grids, writing the key words in the boxes.

If time permits, have several pairs share their answers with the class.

Extension activity TB p.24

Optional activities Tb p.26

Unit Two What day is it today?

TEACHING AIMS: students can ask and answer questions about the days of the week and daily activities

TEACHING KEY: to help students to comprehend Conversation and vocabulary

TEACHING AIDS: pictures, tape and some transparencies

TEACHING PERIOD: the third period

PROCEDURES:

Activity 2

Put picture cards from level 2 up on the board.

Under each card, write the word in a scrambled fashion.

Ask for volunteers to unscramble the words.

Give the volunteers chalk/markers to write the words underneath the scrambled the scrambled letters.

Ask the class if they agree with what the volunteers are writing.

Using the book

T: open your books. Look at these scrambled. Words. What are they?

Prompt Ss to say days. Or days of the week.

Point to various tables in the picture and ask various Ss what days of the week they are.

Put Ss in days in the spaces at the spaces at the bottom.

Extension activity TB p.24

Optional activities TB p.26

Sounds and word

1

Getting ready

write the alphabet letter u on the board.

T: what’s this letter?[Ss: U.]

T: yes .today’s sound is the same sound as the letter U. Let’s practice the sound/ju/. Look at my mouth and repeat.

T: /ju:/.[Ss: /ju:/]

Using the book

Have Ss look at the words on the page.

Make the sound /ju:/,pointing to the spelling combinations (u,u-e).

T: let’s listen to the tape.

Play the tape and have Ss point to each word as the tape says it.

T: let’s listen again and this time, repeat.

Have Ss repeat after the tape.

After enough practice, point to the pictures randomly and have Ss say the words.

Using the book

T: let’s listen to the chant.

Play the tape one.

T: now, listen and point to the pictures as they are chanted.

Play the tape again and have Ss point to the unicorn, cucumbers, ice cubes and balloons as they are chanted.

T: let’s chant together.

Play the tape and have Ss chant along. Clap to the beat.

Extension activities TB p.24

Optional activities TB p.26

Teaching postscript:

最新人教版四年级下册英语教案Unit-1--My-school

Unit 1 My school 单元备课 教材解读 本单元是本册教材的第一单元。从教材的整体来看,本单元讨论的话题是上学期内容的延伸和拓展。本单元与四年级上册教材在知识编排上紧密衔接,起到了承上启下的作用。从内容上主要是围绕“我的学校”主题是学校教室、场馆名称及相应位置。单元内容分为A、B、C三部分。学生通过学习能够听懂、会说、会认读并拼写单词或词组:library, teacher’s office, computer room, music room, art room, playground, first floor, second floor等。能够正确使用以上单词描述教室的物品、设施。同时能够正确利用上述单词或词组来描述学校教室、场馆及其大致位置。能够听说认读句型:It’s on the second floor. Is this the teacher’s office? No,It isn’t. The teacher’s office is next to the library. Is that the computer room? No, It isn’t. Do you have a library? Yes,we do.能在情景中运用句型Where is …? It’s on the first/second floor询问方位并回答。能够掌握字母组合er的发音规则,同时能读出符合er发音规则的单词,并能根据发音规则拼写出符合er发音规则的单词。了解英语中简单的问候语和告别语。单元C部分是拓展了解部分,它以英文小故事的形式将A、B两部分的内容巧妙地联系起来,通过阅读使学生的英语素养在语言技能、语言知识、情感态度,学习策略和文化意识等方面得到整体发展和提升,提高学生的阅读能力,通过对故事情节中幽默环节的体会,感受语言文化的魅力。本单元的教学重点是学习学校教室、场馆名称及相应位置。并能够利用曾经学过的介词对其位置加以介绍和解说。本单元学习的主题是关于介绍学校各个设施的具体位置。主情境图通过学生之间讨论学校不同设施达到对单词短语及重要句式的练习。为此,教师为学生创设情景,使学生了解英语常用用语以及使用环境。学会掌握句型Where’s…?It’s on the first/second floor等。 单元目标 一、知识与技能 1.学生能够听懂、会说、会认读并拼写单词短语:library,teacher’s office,computer room,music room,art room,playground,first floor,second floor. 2.能够听懂,会说Where is …? It’s on the first/second floor 等。 3.培养学生乐于开口、敢于开口讲英语的习惯,激发学生想学、乐学英语的兴趣和愿望。 二、过程与方法 1.在教学过程中,对于学习困难的学生,可通过请学生复述老师的话或是复述同学的回答,让学生对老师和同学的发言引起注意,让学生意识到要仔细听别人的说话。 2.对于学习还不错,但是不愿或害怕发言的学生,课堂中教师主动请他们表达其意见,培养他们良好的学习英语的习惯。 3.充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等,给予小学生语言感染的机会。还可开展各种活动,鼓励学生交际。 三、情感态度与价值观 通过学习让学生培养乐于开口、敢于开口讲英语的习惯,激发学生想学、乐学英语的兴趣和愿望。 教法导航 教师为学生创设见情景,使学生了解英语常用用语以及使用环境。学会掌握句型:Where’s …?It’s on the first/second floor等。

新版开心学英语四年级下册U6练习卷

Class________________ Name _________________ No._________ 一.英汉互译。 1.医生_____________ 2.老师______________ 3.办公室工作人员_______________ 4.nurse______________ 5.student____________ 6.消防员_________________ 7.农民_______________ 8.作家_______________9.出租车司机________________ 10.你是做什么职业的?_________________________ 11.我是一名学生。_____________ 12.他是一名医生。____________________ 二.选择正确的字母补全单词, ( ) 1.f__ __ __fighter A. ire B.eir C.rie ( ) 2.offic__ __ A. er B. or C.ur ( )3. d__ __ver A. ai B. ri C. ei ( )4. stud__ __t A .ea B.en C.eo ( ) 5.t__ __i A. as B. ax C. ex ( ) 6.n__ __se A. ur B. or C.ex ( ) 7.doct__ __ A. or B. ar C. er 三.模仿例句写句子。 Model 1: What do you do? I’m a writer. ____________________________________________________(she/ teacher) ____________________________________________________(Tony/ student) Model 2: Where are you going? I’m going to the park. ___________________________________________________(my friends/ bank) ______________________________________________________(my mother/zoo) 四.看图,补充完整句子,一空一词。 (1)(2)(3)(4) 1.A:________ does he do? B: He’s a ___________ ____________. 2.A: Is your father a _____________? B: Yes, he is. 3.A: What _________ he want to _____________? B: He _________to be a __________ ____________. 4.A:___________ she want to be a doctor? B: No, she doesn’t. She wants to be a ______________. A. do/do B. does/do C. does/does 五.根据实际情况回答问题。 1.What are you doing?____________________________________________ 2.What do you want to be?________________________________________

pep四年级英语下册全英教案

p e p四年级英语下册全 英教案 公司内部编号:(GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-

教材总体分析 一、教学内容: PEP小学英语四年级下册 四年级上册共6个单元、2个复习单元。 Unit 1 Our School Unit 2 What time is it Unit 3 Is this your skirt Unit 4 It’s warm today! Unit 5 How much is it Unit 6 At a farm 每单元分“A、B、C”三个部分。每个单元的最开始有一个主情景图,呈现本单元的主要教学内容。接下A和B部分Let’s learn主要学习生单词,Let’s do或Let’s play 是提供活动来练习和巩固这些生单词的。Let’s talk主要学习交际用语,Let’s chant或Group work通过TPR和游戏来巩固所学语言。Read and write 、Write and say主要是培养学生的四会能力和阅读能力。C部分主要是适当扩展学生的语言能力,复习和巩固所学语言。而Good to know施以通俗易懂的方式展示中西方文化的差异。教材所蕴含的能力体系:听:Let’s check 能听懂录音并找出正确答案。说:Let’s talk 能运用所学日常用语进行交流;读:四年级上册Read and write 能正确地读出字母的发音以及字母在单词里的发音;写Write and say 能按笔顺正确地书写26个英文字母;做:Let’s do能通过看图片了解并会做相应的动作。 二、教学目标:

听、做 1.能根据教师的语言、动作、事实物等提示听懂所学内容。 2.能听懂课堂指令并作出正确的反应。 3.能根据指令做事情,如:指图片、画图、做动作、做手工等 说、唱: 1.能根据录音内容模仿说唱。 2.能听懂、会说12组会话,并能进行简单的交流。 3.能唱8首歌曲。 4.能根据图画说出单词或短句。 玩、演 1.能用英语做游戏。 2.能表演英文歌曲或歌谣。 3.能就所学内容参与角色表演。 认、读: 1. 66个单词和听、说、读、写26个字母并且能听、说、读、写。 2. 36个单词(包括教室、书包、同学、家具、住宅结构、家庭成员、职业、数字、爱好、食品和饮料、餐具等几个话题),和进行简单的运用 三、教学重点:单词教学 四、教学难点:会话教学 五、教材编写特点: 教材教材的主要编写特点:本套教材的编写思路是以话题为纲,以交际功能和语言结构为主线,逐步引导学生运用英语完成有实际意义的语言任务,即:话题—功能—结构—任务。 1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。本书的语言材料真实地道,活泼有趣,可以发展学生学习英语的自主能力。 2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定基础。

新版开心学英语四年级下册练习题

四年级英语下册练习卷(一) Class:______________Name:___________________No._________________ 一、选择正确的字母补全单词。 ()1.sh____tsA.arB.erC.or ()2.wh__s__A.o/eB.o/eC.e/o ()3.t__x__dr__verA.e/i/aB.a/e/iC.a/i/i ()4.sw____terA.eiB.aeC.ea ()5.s____oolA.chB.shC.th ()6.par____A.thB.ayC.ty 二、选词填空。 (Maybathroomsdriversweaterdoesdoctorbe) 1.Gogowantsto__________afirefighter. 2.Isyourfatherataxi______________?No,heisn’t. 3.Howmany____________arethereinhisnewhome? 4.The____________issonice.__________Ibuyit? 5.What________hewanttobe?Hewantstobea____________. 三、模仿例句写句子。 ModuleA:Doyouwanttoseeamovie?Yes,Ido. 1.they/playtheguitar/yes _____________________________________________________________________ 2.he/gotothebeach/yes _____________________________________________________________________ 3.Mr.Li/studymath/no _____________________________________________________________________ ModuleB:Isshegoingtothebeach?Yes,sheis. 1.they/bank/no _____________________________________________________________________ 2.you/supermarket/yes _____________________________________________________________________ 3.Benandhisfriend/restaurant/yes _____________________________________________________________________ 四、根据下面的中文,完成句子,每空一词。(缩写算一空)

四年级英语下册教案

Unit 3 Weather 第一课时 教学目标: 1、本部分学习的核心句型“Can Igo outsidenow?No,you can’t.It’s cold outside.”以及It’s very hot教材通过Mike 向妈妈征求许可的情景,让学生感知上述功能的语义及语用情景。 2、能够理解在对话中的意思;能够用正确的语音、语调朗读对话;能够在情景中运用句型Can I go outside/have somesoup?征求对方许可并用Yes,you can./No, you can’t.作答。 3、能在情景中恰当运用句型It’s very hot./cold.描述天气及温度状况;能够在语境中理解新词out,cold,be careful hot的意思,并能正确发音。 教具准备:教学光盘、单词卡片。 教学重点:句型:“Can Igo outside now?No, you can’t. It’s cold outside.” 词汇:out,cold,be careful hot 教学难点:“Can I go outside /have some soup? 教学过程: 一、复习引题 1、从教材局部语言到呈想完整对话 (1)Can I go outsidenow?No, you can’t.的呈现与操练 复习Can I…?用于请求xx的功能。 教师呈现四年级上册Unit5 B Read and write 部分的图片,请学生进行表演,复习关于请求别人许可的句型:Can I have a knife and fork,please?Yes,but try…

二、教学新课 1、教师根据同学们在纸上写的食物名,教师提问:Can I have some…?并引导学生回答:Yes,you can.或No, you can’t. 并进行板书。 2、学生分小组练习:A:Can I…? B:Yes,you can./No, you can’t. 3、播放Let’s talk部分教学录像,学生观看,教师指着图片下着大雪图提问:Can I go outside now?教师板书并引导学生回答:No, you can’t. 4、学生看配套动画,模仿跟读。教师对学生的语音、语调进行必要的指导。 5、学生分角色朗读,表演对话。教师可以先与一个学生进行示范性表演,以降低本项活动的难度。 三、巩固练习 1、创新练习:根据所给情境两人一组编对话。今天你要和同学去公园,和妈妈商量:A:It’s …Can I …? B:Yes,you can. /No, you can’t. 2、学生分组汇报表演,教师进行适当评价。 四、布置作业 1、熟读并背诵第24页的Le t’s talk。 五、板书设计 六、教学反思 第二课时 教学目标: 1、能听懂会说本课的会话。 2、能听说认读本课主要单词:warm,cool,hot,cold,weather。

最新科普版四年级英语下册教案全册

最新科普版四年级英语下册教案全册 课题: Lesson 1 Are you in Grade Four ? 教学内容: 1.Let’s talk . 教学目标: 1.能听懂.会说.会认读way, they, behind, new, table.并能根据 中文拼写出英文. 2.能听懂.会说交际用语,并能用来进行对话. 教学重难点: 1.词汇. 2.交际用语. 教学方法: 自问自答法. 教具准备: 录音机. 教学过程: 一. 学习单词: 教师把本课要求掌握的8个生词写在黑板上,教师领读几遍,让学生自己读,直到熟练为止. 二.学习 Let’s talk : 本课的对话可以用自问自答导入法导入,教师可同时充当Jill, Bill和Lulu 三个角色,先站在右边充当Jill 和Bill ,说”Excuse me , .please.”再转到左边充当Lulu ,说” Yes ?” ,再转回右边充当Jill和Bill 说” We are new . We can’t find our classroom.”一直到将全段对话表演完,表演两遍后放录音,先将全段放一遍,然后逐句放,让学生逐句跟说并翻译成中文.

三. 操练: 将对话分成三段, 各配一幅简笔画,教师写出关键词,然后逐段操练.操练的顺序是:先让学生听录音并跟说两遍,再让他们连起来说,并给他们半分钟时间让他们根据关键词复述,然后让全班复述. 在三段都操练完毕后,让同座间充当不同角色进行对话,一人充当Bill,另一人充当Lulu, 三段连起来练习,最后叫若干对同学站起来复述全段对话,然后将学生按三人一组分组,要求他们在下一堂课上进行表演. 四.作业: 让学生课下练习,准备下节课进行表演. 五. 效果测试: 根据Let’s talk.的内容填空 A: Excuse ( ) , please. B: Yes ? A: We are ( ).We can’t find our ( ). B: Are you in ( ) Four ? A: Yes , we ( ). B: What class are you ( ) A: We’re in ( ) Three . B: Class Three ? This ( ) , please . 教学内容: 1. Let’s learn . 2. Let’s sing . 3.Read for fun . 4. Listen and tick . 教学目标: 1.掌握主题句型. A: Are they in Grade Four ?

pep小学英语四年级下课文及翻译

pep小学英语四年级下课文及翻译 Unit One 第一单元 My school 我的学校 主情境图Look! That's the playground. 看~那是操场。Where's the library? 图书馆在哪里, It's next to the art room. 在美术教室的旁边。Oh, no! That's my library! 哦,不~那是我的图书馆。 Is this the teachers' office? 这是教师办公室吗,No, it isn't. It's the computer room. 不,不 是。这是计算机房。Do you have an art room? 你们有美术教室吗,Yes. It's on the second floor. 是的。它在二楼。 A Let's talk 一起说一说Excuse me. Where's the teachers' office? 麻烦你。教师办公室在哪里, It's on the second floor. 在二楼。OK. Thanks. 哦,谢谢。Hi. Is this the teachers' office? 嗨,这是教师办公室吗,No, it isn't. 不,不是。The teachers' office is next to the library. 教师办公室在图书馆的旁边。 Hi, Miss White! Here's my homework. 嗨,怀特老师~这是我的家庭作业。Thank you, Mike. 谢 谢你,迈克。 Bye, Miss White. 再见,怀特老师。 Let's learn 一起学Where's the library? 图书馆在哪里,It's on the first floor. 它在一楼。 teachers' office 教师办公室 library 图书馆first floor 一楼 second floor 二楼 Let's do 一起做练习Go to the library. 去图书馆Read a book. 读一本书Shhh... Be quiet! 嘘...安静~ Go to the teachers' office. 去教师办公室Say hello. 说你好Hi, Miss White. 嗨,怀特老师。 Go to the playground. 去操场Play football. 踢足球Yeah! We win! 耶~我们赢了~ Go to the garden. 去花园Water the flowers. 给花浇水Wow! Beautiful! 哇~真美~

人教版四年级英语下册全册教案(新版)

Unit1My School 单元教材分析 一、单元教材分析: 本单元重点学习学校校室及功能室的名称、分布和不同的功能。课文发生的情景是小朋友们在参观、讨论有关学校设施模型和学校的分布图。 本单元重点学习的句型是:This is the teacher’s office. That is my classroom. Is this the library? Is that the TV room? A、B部分的Let’s talk渗透了这几个新的句型,应作为本单元的教学难点。 二、单元教学目标: 1.知识目标 (1)认读A、B部分Let’s learn、Let’s talk中的单词和句子。 (2)掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。 (3)掌握字母组合er的发音规则并会读出例词,拼读单词。 (3)理解Let’s do、Let’s chant等部分的内容。 (4)了解Story time等部分的内容。 2.能力目标 (1)能够简单介绍学校校舍的分布情况,如:This is the teacher’s office. That is my classroom. (2)能简单说出每个课室的不同功能,如:Go to the library. Read a story-book. (3)能听懂并回答一些问题,如:Is this the library? Is that the TV room? (4)会唱歌曲“Our school”. 3.情感、态度与价值观 (1)情感态度:能以得体的方式向客人介绍自己的学校。 (2)学习策略:注重合作学习,鼓励学生大胆想象,构思未来学校的蓝图。 (3)文化目标:了解在不同场合应该遵守的公共道德,培养学生对学校的热爱之情。 三、单元教学重、难点: 1.教学重点:学习学校课室及功能室的名称、分布和不同的功能。 2.教学难点:在A、B部分的Let’s talk渗透的几个新句型:This is the teacher’s office. That is my classroom. Is this the library? Is that the TV room? 四、教学策略

PEP小学英语四年级下册知识点归纳

PEP四年级下册知识点归纳 Unit 1 Our school 重点单词:playground 操场garden 花园teacher’s office 教师办公室library 图书馆canteen 餐厅art room 美术教室computer room 计算机教室washroom 卫生间music room 音乐教室gym 体育馆TV room 电视机房 四会句型:This is my computer. 这是我的电脑。(近的)That is your computer.那是你的电脑。(远的)Is this a teacher’s desk? 这是讲台吗?Yes, it is.是的,它是。 重点句型: 1.—How many students are there in your class? 你们班有多少个学生?—There are forty-five.有四十五。 2.—Do you have a library? 你/你们有图书馆吗?—(肯定)Yes, I do./Yes, we do. 是的,我有。/ 是的,我们有。 (否定)No, I don’t./ No, we don’t. 不,我没有。/ 不,我们没有。 3.—Where is the canteen. 食堂在哪里?—It’s on the first floor. 在一楼。 4.—Welcome to our school. This way, please. 欢迎来到我们学校。这边请。 5.—Your school is beautiful. 你们学校很漂亮。—Thank you. 谢谢。 Unit 2What time is it? 重点单词:lunch 午餐English class 英语课music class 音乐课breakfast 早餐dinner 晚餐P.E. class 体育课get up 起床go to school 上学go home 回家go to bed 上床睡觉just a minute 再多一会儿 四会句型:What time is it ? 几点了?It’s two o’clock.两点整。 It’s9:45. It’s time for math lass. 现在9点45分。该上数学课了。 重点句型: 1. It’s 8:35. It’s time for math class. 现在8点35了。该上数学课了。 2. It’s 7:05. It’s time to get up. 现在7点5分。该起床了。 3. Breakfast is ready. 早餐准备好了。 4. School is over. Let’s go to the playground. 放学了。让我们一起去操场。 Unit3Is this your skirt? 重点单词:sweater 毛衣jeans 牛仔裤pants 长裤socks 袜子shoes 鞋子shorts 短裤what for 为什么neighbor 邻居 四会句型:What colour is it? 这是什么颜色?It’s white.白色。 Is this(that)your T-shirt? 这(那)是你的T桖衫吗?No, it’s not.(Yes, it is.)不,它不是。是的,它是。 重点句型: 1.—Whose is this? 这个是谁的?—It’s your baby brother’s .这是你的小弟弟的。 2.—What are they? 这些是什么?—They are your pants. 它们是你的长裤。 3. I like the white sweater with the green skirt. 我喜欢白色毛衣配绿色的短裙。 4. —Where is my bag?我的书包在哪里?—It is on/in/under/near the desk. 在书桌上/里/下/旁。

新版PEP英语四年级下册知识点总结

四年级下册要点总结 Unit 1 My School 一.重点句型 1.询问具体位置“Where's …?” Where is+场所?(……在哪里?) where is可以缩写为where's,后面的名词可以是单个人,也可以是单个事物。 例如:—Where's the book? —It's on the desk. —Where's Mike? —He's in the classroom. 2.询问对方是否拥有某物 当你想知道对方是否拥有某物时,可以用下面的句型: Do you have+…?(你/你们有……吗?) 肯定回答:Yes, I/we do.(是的,我/我们有。)否定回答:No, I/we don’t.(不,我/我们没有。)—Do you have a storybook? —Yes, I do./No, I don't. 二.重点单词及短语 first floor 一楼 second floor 二楼 teachers' office教室办公室library 图书馆 playground 操场 computer room 计算机房 art room美术教室 music room 音乐教室 next to 紧邻 homework 作业 class 班;班级 forty 四十way 方向 Unit 2 What time is it 一.重点句型 1. 表示整点的常用句型

It’s+钟点数+o’clock.”来表示。o’clock可以省略。口语中也可以把It’s和o’clock省略,直接回答钟点数。例如“九点”我们可以表示为:It's 9 o'clock. It's 9:00. 9:00. 2.不是整点的时间:非整点的时间我们要如何表达呢?同学们只要读出整点数和分钟数就可以。 eg:10:43 ten forty-three 12:55 twelve fifty-tive 3.“到做某事的时间了” It’s time to+动词原形+其他. It’s time for+名词. 这两个句型都可用来表示“到做某事 的时间了”。 例如:It's time to go to school. 是上学的时间了 It's time for lunch . 是午饭时间了 二.重点单词及短语 breakfast 早餐 English class 英语课lunch 午餐 music class 音乐课 PE class 体育课dinner 正餐get up 起床 go to school 去上学 go home 回家 go to bed 上床睡觉 over 结束 now 现在;目前 o'clock(整点) ···点钟kid 小孩 thirty 三十 hurry up 快点 come on 加油 just a minute 稍等一会儿 Unit 3 Weather 一.重点句型 1.征求别人的许可“Can I…?”“我可以····?” 肯定回答:Yes, you can.(是的,你可以。)否定回答:No, you can’t.(不,你不能。) —Can I open the window? —Yes, you can./No, you can’t. 2.询问天气

开心学英语四年级上册每课重点句型

Unit 1 School Subjects 一.重点词汇:( Vocabulary) 1.English英语 2.Chinese语文 3.music音乐 4.art美术. 5.math数学 6.P.E.体育 7.science科学 二.Sounds and words: 1.rice米饭 2.mice老鼠 3.face脸 4.dance跳舞 5.science科学 6.ice cream冰淇淋 三.重点句子:(Target) 1. Do you like math? Yes, I do. 你喜欢数学吗?是的,我喜欢。 2. Do you like science? No, I don’t. 你喜欢科学吗?不,我不喜欢。 3. What subjects do you like, Gogo? 果果,你喜欢什么科目? I like art and music. 我喜欢美术和音乐。 4、What’s that? 那是什么?It’s my science book. 那是我的科学书。 5. I like science, math, English, and P.E.我喜欢科学,数学、英语和体育。 6. What do you like, Gogo? 果果,你喜欢什么什么科目? I like art, too.我也喜欢美术。 四、重点句型 1.问某人喜欢哪个科目,可以用句型:What subjects do/does____ like?如: 1)What subjects do you like? I like math and music. 2)What subjects does he/she like? He/She likes math and music. 2.问某人是否喜欢某个科目,可以问:Do/Does ___like___? 如: 1)Do you like math? Yes, I do./ No, I don’t. 2)Does he like math? Yes, he does./No, he doesn’t. 3.一起做某事,应该说: Let’ s_______.( let’s 后面加动词原形) Unit2 School Activities 一. 重点词汇:(Vocabulary) 1.paint/painting绘画 2.read/read阅读 3. sleep/sleeping 睡觉 4.sing/singing唱歌 5.write/writing写字 6. study/studying学习 7. play/playing 玩 8.run/running跑步 二.Sounds and words: 1. painting绘画 2. reading阅读 3. sleeping 睡觉 4. singing唱歌 5. fishing钓鱼 6. swimming游泳

新人教版PEP小学四年级下册英语教案(全册)

四年级下册英语教案 一、教学目的 1、激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立 学习英语的自信心; 2、培养学生具有一定的语感和良好的语音、语调书写基础,以及良好的学习习惯; 3、使他们初步具备用英语进行简单日常交流的能力。 4、同时培养学生的观察、记忆、思维、想象和创造能力。 5、适当介绍中西方文化,培养学生的爱国主义精神,增强世界意志,为学生的 进一步学习奠定良好的基础。 二、教材分析 《义务教育课程标准实验教科书英语》供三年级起使用,是人民教育出版社 与加拿大Lingo.Media国际集团合作编写的一套全新的中下学衔接的英语教材。这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。 《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的 继承和发展。在分析、研究许多种国内外小学英语教材的基础上,取其精华,博 采众长,形成了本套教材特有的编写体系。同时,有吸收了当今国内外英语作为外语教学的理论和成功经验,把这些教学理论和实践经验同我国的小学外语教学实际相结合,以形成我国小学英语的外语教学模式和教学方法。 本册教材具有以下几个特点: 1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语 言的真实性和实用性。 2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定 基础。 3、注重中外文化的双向交流,使学生通过学习,培养未来跨文化交际所需要的 能力。 4、注重学生学习兴趣的培养,以不同方式最大限度的激发学生的学习动机。 5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获 得其他学科的知识。 6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求。 7、注重教学资料的配套,为学生提供良好的英语学习环境,帮助学生拓展自我 发展的空间。 8、注重中小学各阶段的衔接,以保证各学段的顺利过渡,全面提高中小学英语 - 1 -

PEP小学四年级下册英语全册教案

PEP小学四年级下册英语全册教案

Unit 1 Our School 第一课时 教学目标: 1、能够听、说、认读本课时的主要单词: 2、听懂指示语,并按要求做出相应的动作,如:Go to the garden . Water the Flower . 教学重点:本课时的五个有关学校功能室和设置的单词。 教学难点:Let’s do 中有关动作单词的发音和含义。 教学方法:1、在进行词汇教学时,尤其是通过实物或图片,让学生感知颜色与衣物名称连用的六个词组时,切忌一一呈现,而应当让学生在听过录音学习过一两个之后,自己体会并领悟到颜色与学校功能室名称连用的方法,自己说出其它几个词组,或者在原有基础上进行想象、发挥,运用学习过的颜色和学校功能室名称自行搭配,掌握这一知识点。 2、利用书中提供的情景让学生编对话、表演,也可以为学生提供一些其它的情景练习、表演,或者让有能力的同学自己设置情景、编对话、进行操练和表演,既为学生提供了更多的练习机会,又检验了学生实际运用语言的能力。 课前准备:本课时的五张单词卡、录音机、朗读磁带 教学步骤 1、热身 教师播放第三册学生用书第五页的歌谣“Work and play ”,让学生跟随录音机说唱。 2、预习 通过和学生一起回顾第三册学生用书第一单元句型:“What’s in the classroom? A board , two lights , many desks and chairs .”自然过渡到学习学校各课室的名称。 3、新课呈现

(1)教师指着教室问学生:This is our new classroom. Do you li ke our classroom? What’s in the classroom ? 学生做出相应的回答。教师接着问:How many classrooms are there in our school? Do you like our school? What else can you see in the school ? Look! This is a map of our school .接下来教师借助校园分布图教授生词。教师在教学过程中引入句型“It’s on the first floor .”,为下一课时进一步学习序数词做铺垫。 (2)通过教师领读和听音跟读,让学生掌握本课时五个生词的正确读音。在练习library 的发音时,可复习已学过的含辅音连缀的单词,如ice-cream , brother , friend , hungry 。 (3)游戏 A 、小组比赛。教师出示一张词卡,如graden ,组内学生依次说出与该词有关的其他单词,如:flowers , red , colour , trees 等,这样既复习了学过的单词,也为继续学习Let’s do 打下了基础。 B 、教师或学生做动作,让其他的学生猜并说出该单词。 L et’s do 要求学生听指令,做出相应的动作。可以采取组与组竞赛的方式。 4、Extension 设计自己的学校,并谈谈自己的学校。 【板书设计】 教学后记:学生能够熟练掌握所学单词,并能听、说、做Let ’s do 。但是还要加强动词water 、read 、eat 、hand in 、play 的读音。 第二课时 教学目标: 1、能听懂、会说:“This is the teacher’s office .That is my cl assroom .”并能在实际情景中进行运用。 2、能跟唱歌曲“Our school ”。 3、了解英美国家关于楼层的不同表达方式。 教学重点:本课对话及其在实际情景中的运用。 教训难点:认读对话及歌曲Our school 中英语句子的读音和含义。 教学方法: 1、本课时的两部分内容都是通过情景对话来完成的,教师应积极鼓励每一个学生参与对话,为学生创造更多的语言训练机会。 2、在学生积极参与表演对话时,不要求学生都必须按照课文内容表演,可根据实际情况或对基础较好的同学,鼓励他们用学过的相应词汇进行替换,如:两个男孩表演第一个对话时,学生就可以将对话中的Teacher ’s office 替换成canteen, library 等,这样更符合学生的实际,学生更容易进行真实的交流。 3、为了便于学生更加熟悉两个句型的使用,在课文的基础上有目的地多设计一些交际活动,如:Ask and answer 等,为学生提供更广阔的交际空间。 1、 教学过程: 2、 1、热身 (1)教师播放本课时A 部分Let’s do 的录音带,学生听音做动作。 (2)教师慢慢出示canteen 等词的图卡,让学生猜出该单词。 2、预习 教师播放本单元歌曲“Our school ”,先让学生听然后鼓励学生跟唱。 3、新课呈现 Let’s talk 教师首先和学生进行自由交谈,主题是Why do you like our school ? 鼓励学生用简单的句子作出回答,即使只能说只语片言,教师也要给予表扬。顺着这一话题,教师说:Yes , our school is really very nice .Today some friends from America are coming to see our school. Chen Jie is showing our school .Let’s watch .有此导入新课。 (1)看与听 学生看Let’s talk 部分的插图,教师提一些问题,如:How many American friends are there ? What do you do in the playground ? 在提问与回答的过程中,将难点各个击破。 (2)模仿分说,注意指导“this ”和“that ”中“th”的发音。 (3)和的操练可以在排列卡片、复习单词的过程中渗透,如:也可以让学生听指令排列卡片,如:然后引导学生仔细观察挂图,正确理解和运用短语。 (4)分角色朗读与表演 分组表演 先示范------大众化表演 4、Extension 和同学一起表演课文对话。 【板书设计】

(完整版)新人教版PEP英语四年级下册教案

四年级英语下册教案 一、教学目的 1、激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心; 2、培养学生具有一定的语感和良好的语音、语调书写基础,以及良好的学习习惯; 3、使他们初步具备用英语进行简单日常交流的能力。 4、同时培养学生的观察、记忆、思维、想象和创造能力。 5、适当介绍中西方文化,培养学生的爱国主义精神,增强世界意志,为学生的进一步学习奠定良好的基础。 二、教材分析 《义务教育课程标准实验教科书英语》供三年级起使用,是人民教育出版社与加拿大Lingo.Media 国际集团合作编写的一套全新的中下学衔接的英语教材。这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。 《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的继承和发展。在分析、研究许多种国内外小学英语教材的基础上,取其精华,博采众长,形成了本套教材特有的编写体系。同时,有吸收了当今国内外英语作为外语教学的理论和成功经验,把这些教学理论和实践经验同我国的小学外语教学实际相结合,以形成我国小学英语的外语教学模式和教学方法。 本册教材具有以下几个特点: 1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。 2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定基础。 3、注重中外文化的双向交流,使学生通过学习,培养未来跨文化交际所需要的能力。 4、注重学生学习兴趣的培养,以不同方式最大限度的激发学生的学习动机。 5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获得其他学科的知识。 6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求。 7、注重教学资料的配套,为学生提供良好的英语学习环境,帮助学生拓展自我发展的空间。 8、注重中小学各阶段的衔接,以保证各学段的顺利过渡,全面提高中小学英语

相关文档
相关文档 最新文档