英语：Unit13 Period2教案(湘少版四年级下)
湘少版四年级英语下册全册教案
四年级英语下册全册教案Unit 1 Where's my new cap?Periods:Language Function：Where's …？Language structure:Where’s my blue shirt， Munny？Your blue shirt is in your drawer.Vocabulary：Understanding words：For my students: articles as “a duawer, a pair of new shoes, behind, a new shirt，an old dress, a new tie.”grammar should be grasp：where’s …，where are….Sounds:Know the all—'s sound in the words。
Chant of greetings.Period 1Basic aims of this lesson:Can listen and say：Where ‘s my blue shirt?Finish the task the teacher given in the lessons。
Can understand the conversation the text given。
Can speak and say Part A and Part B.Can art with others with part C。
Teaching difficulties：Where's …？Where are …?Teaching points:Where’s my blue shirt? Your blue shirt is in your drawer。
Where are my brown shoes？Your brown shoes are in the cupboard.Teaching aids:Type-recorder， picture, computerStep 1 Warming up：Listen to songs： Good morning to you。
新版湘少版四年级英语下册全册教案
Unit 1 It’s on your head !Period 1一、教学目标1、能听懂、会说新单词shirt ,coat, bed, cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is4、能用on …”做出回应。
二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is on …”做出回应。
难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。
一、教学准备两个动物指偶、教学挂图、教学磁带等。
二、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“The more we’re together.”Step 2 Presentation w W w .x K b 1.c o M1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。
White cat: Good morning, Mum .Mum: Good morning, daughter.White cat :Where’s my new cap?Mum: It’s on the bed.White cat. Thank you, Mum. Where’s my new pencils?Mum: They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。
4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。
评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。
四年级英语下册全册教案(湘少版)
四年级英语下册全册教案（湘少版）Unit12Doyouhaveaticet?Period1编写日期：执行日期：一、教学目标：能听懂、会说新单词atrainticet,ashirepocet,apairofsocs,hurry；能听懂、会说本课对话；能运用“Haveyougot…?/Doyouhave…?”询问某人是否有某物，并用“yes,Ihave./No,Idon’thaveit.”对该询问做出回应。
二、教学难点：重点：掌握四会单词。
难点：正确运用句型询问和回答；理解句子“Doyouhaveaticet?”。
三、教具准备：几种车票、一张列车员的标牌、单词卡片、教学挂图、教学磁带等。
四、教学步骤Step1aringup师生问候。
表演诵读英语小歌谣。
Step2.Presentationanddrill指着学生画的简笔画。
T:Loo,Thesebringustoplaces.Buteuseaticet.出示一些车票，如火车票、汽车票等，帮助学生理解ticet的含义。
板书并教学单词ticet,atrainticet,abusticet.T:Iputitinyshirtpocet.指着口袋帮助学生理解单词pocet,教学单词pocet,ashirtpocet.悄悄地将车票放在长筒袜中。
T:heredoyouanttogo?S:…T:yes.Beijing/…isabeautifulcity.IanttogotoBeijing,too.I’goingtoBeijingtonight.Loo,It’sytrainticet.oh,hereisyticet?hereisit?S:issHuang,It’shere.T:oh,it’sinysoc.Ihaveapairofsocs.板书并教学词组apairofsocs,另举例说明词组apairof 的用法。
听课文B部分录音，跟读。
将几张火车票非给几名学生。
T:Nolet’splayagae.hohasgotaticet?帮助学生理解句子及单词got的含义和用法。
(湘少版)四年级英语下册《unit 13》教案设计
（湘少版）四年级英语下册《unit 13》教案设计一、教学目标知识目标1.学生能够听、说、认读词汇：clothes, pants, skirt, shorts, cap, glasses, socks, shoes。
2.学生能够掌握句型：What are you wearing? I am wearing a/an…。
3.学生能够描述人物所穿衣服的外貌特征。
能力目标1.学生能够用英语简单描述人物的衣着风格。
2.学生能够听懂简单的英语口语对话并进行基本交流。
情感目标1.培养学生的英语学习兴趣，增强学生的英语自信心。
2.能够在英语课堂中体验和感受英语涉及的语言文化。
二、教学重难点重点学生能够听、说、认读单词：clothes, pants, skirt, shorts, cap, glasses, socks, shoes。
难点1.学生能够独立运用句型“What are you wearing? I am wearing a/an…”进行基本的英语交流。
2.学生能够运用上述所学单词描述人物的衣着风格。
三、教学内容和过程教学内容1.学习词汇：clothes, pants, skirt, shorts, cap, glasses, socks, shoes。
2.学习句型“What are you wearing? I am wearing a/an…”。
3.描述人物衣着风格的对话练习。
教学过程导入引入自己的穿衣风格并鼓励学生描述自己的穿衣风格，渲染学习氛围。
学习词汇：clothes, pants, skirt, shorts, cap, glasses, socks, shoes。
1.播放单词展示PPT2.声音反复播放单词学习句型“What are you wearing? I am wearing a/an…”1.在学生中发放图片，让学生以图片引导，模拟对话。
2.录音播放教学材料中的问答和模拟对话，让学生跟读。
湘少版四年级英语下册全册教案
4.Can speak and say Part A and Part B.
5.Can act with others with part C.
Teaching difficulties:
Where’s …? Where are …?
It’s a small, small, stall after all.
Who read it right and quick who gets the blue ribbon.
Do the writing part.
Do the role-play on tongue twist.
Teacher give the assessments.
Step 1 Warming up:
Sing the song “who is wearing red today?”
·Task 1: Everybody listen the tape and arrange the picture.
·Task 2: Retell the story in groups.
Do the Part C、D in the Exercise.
· Homework: 1. Listening to the tape, recite the text.
2. act the story with the partents.
Blackboard drawings:
Unit 1 Where’s my new cap?
Task 2: a game: listen and do.
Step 2 Presentation and drill
(湘少版)四年级英语上册教案Unit13Period2-3
湘少版四年级上册英语Unit 13 Your plate is orange and grey.Period 2一、教学目标1．能听懂、会说新单词；2．能灵活运用句型描述物品的颜色；3．通过阅读理解课文D部分小故事，培养阅读能力，以及在生活中灵活运用语言材料的能力。
二、教学重点及难点重点：掌握新单词。
难点：理解故事大意；理解反义词cold和warm。
三、教学准备单词卡片、教学磁带、教学挂图或课件等。
四、教学步骤Step 1 Warming up1．师生问候。
2．自由会话。
Step 2 Presentation and drill1．出示单词卡片dark blue bag。
T: What colour is the bag?Ss: It’s blue.T: Almost right. What colour is the sea?Ss: It’s blue, too.T: But the colour of the two things is different, right?Ss: Yes.T: So we can say the bag is dark blue.板书单词dark blue bag，解释含义，带读。
让学生们在身边寻找类似的例子。
2．用类似的方法教授其他单词。
3．听课文B部分录音，跟读单词。
Step 3 Practice1．做出冷的样子。
T: It’s winter. It is snow outside. I am very cold.板书cold—winter和warm—spring，帮助学生理解这对反义词的含义。
带读。
2．听课文D部分录音，看课文，理解故事大意。
然后让学生跟读，并有感情地朗读课文。
游戏——Ask and answer(你问我答)教师问物体颜色，学生快速回答。
集体、分组、单个进行游戏，帮助学生清楚地辨析各种颜色的表达。
游戏——Quick response（快速反应）教师快速呈现单词卡片，学生说出单词。
湘少版四年级英语下册全册教案
· Do the act according to Part C.
· Teacher give the assessments.
· Do the Part A、B in the Exercise.
· Homework: Listening to the tape, recite the text.
2. act the story with the partents.
Blackboard drawings:
Can you read and write?
Can you write in English? Yes, I can. grandmother
Can Dongdong do it for me ? you can ask him.
Period Ⅱ
Basic aims of this lesson:
1. Finish the task the teacher given in the lessons.
2. The ability to read Part D with the given picture.
3. Retell the story on Part D.
Basic aims of this lesson:
1. Finish the task the teacher given in the lessons.
2. The ability to read Part D with the given picture.
3. Retell the story on Part D.
Teaching points:
Can you write in English?
新湘少版四年级(下).unit-12教学设计
新湘少版四年级(下).unit-12教学设计教学目标：1.能够掌握本课20个生词和短语。
2.能够听、说、读、写本课的对话、文本及问题。
3.能够在实际生活中运用所学的语言知识。
教学重点：1.能够准确地听、说、读、写本课重点单词和短语。
2.能够学会理解并回答问题。
教学准备：PPT课件、录音机、图片、小黑板、生词卡片、单词卡片、短语卡片。
教学过程：一、导入（5分钟）1.引出话题，口头与学生交流。
（1）T：Good morning，boys and girls！（2）T： Today we are going to talk about the topic of "My Hobbies". What is a hobby? What kind of hobby do you like? Can you tell me?2.出示图片或PPT上的相关话题，介绍单词。
二、激发兴趣，听说读单词。
（5分钟）1.激发学生对本单元主题的兴趣，口头呈现图片和实物给学生，鼓励学生将自己的观察和感受告诉其他同学。
并介绍一些单词给学生。
3．让学生两两搭配，说出图片上的单词。
（1）PPT介绍单词football、basketball等。
（2）两名学生站在讲桌前，说出课上所学的相关单词，其他学生鼓励、帮助回答。
4．由老师领读单词，同步掌握单词发音和意义。
T: Now I will read the words, and please listen and repeat after me. (老师大声读出单词后，学生跟读)三、学习本课的对话及问题。
（10分钟）1.传递读音，并引导学生读对话。
Ss: OK.（T 带读对话后，学生跟读）T: Very good.2．设计问题，检查学生的听力水平。
T: You are correct.四、学习文本及理解意思。
（20分钟）1.导入新句型及生词。
（1）PPT中先介绍新单词hobby、drawing、swimming等，并教学其发音和意义。
四年级英语下册unit13IlikemytoysoldierPeriod2教案湘少版(三起)[1]
![四年级英语下册unit13IlikemytoysoldierPeriod2教案湘少版(三起)[1]](https://img.taocdn.com/s3/m/2ddc57ddeefdc8d377ee32e4.png)
Period 2教学目标1．能掌握并运用句型“I like …",“Can I have …”表达个人的喜好.2．能阅读理解课文D部分。
教学重点和难点重点:阅读理解课文C部分。
难点：熟练地运用句型“I like …”，“Can I have …”表达个人的喜好。
教学准备玩具、文具实物或图片若干、教学磁带等。
教学步骤Step 1 Warming up1.师生问候.2.有表情地诵读英语小童谣。
游戏——悄悄话。
分组进行游戏,教师将写有doll,a toy soldier等单词的纸条发给每组最后一名学生,该学生将纸片上的单词小声的往前传,依次前传,第一名学生将单词写到黑板上，传得又快又准的一组为胜。
Step 2 Pressentation and drill课文B部分.1、单个或同桌练读对话，挑选一两组表演。
2、将讲台布置成商场的柜台,每组学生轮流上台“买东西”.Step 3 Practice课文C部分。
1.阅读课文，理解大意,并标出难以理解的地方。
2.听录音，回答问题。
Why is the baby crying? Does Dino like the baby?3.听录音,跟读。
4.分角色表演。
Step 4 Consolidation1.小组活动.2.评价。
对学生的手工进行评价，给予肯定与鼓励，激发学生的创新意识及动手动脚能力。
3.练习。
4.家庭作业：听磁带，读课文，抄单词.尊敬的读者：本文由我和我的同事在百忙中收集整编出来，本文档在发布之前我们对内容进行仔细校对，但是难免会有不尽如人意之处，如有疏漏之处请指正，希望本文能为您解开疑惑,引发思考。
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This article is collected and compiled by my colleagues and I in our busy schedule. We proofread the content carefully before the release of this article, but it is inevitable that there will be some unsatisfactory points. If there are omissions, please correct them. I hope this article can solve your doubts and arouse your thinking. Part of the text by the user's care and support, thank you here! I hope to make progress and grow with you in the future.。
【K12学习】湘少版四年级英语下册全册教案
湘少版四年级英语下册全册教案Unit1here’sneap?Perids:ntentsPeridsPartA、B、ExeriseA、BnePeridPartD、E、FExerise、DnePeridLanguageFuntin:here’s…?Languagestruture:here’sblueshirt,unn?urblueshirtisinurdraerVabular:Understandingrds:Frstudents:artilesas “aduaer,apairfneshes,behind,aneshirt,anlddress,ane tie”graarshuldbegrasp:here’s…,hereare…Sunds:ntheall-’ssundintherdshantfgreetingsPerid1Basiaisfthislessn:anlistenandsa:here‘sblueshirt? Finishthetastheteahergiveninthelessns anunderstandthenversatinthetextgiven anspeaandsaPartAandPartB anartiththersithpart Teahingdiffiulties:here’s…?hereare…?Teahingpints:here’sblueshirt? urblueshirtisinurdraer herearebrnshes? urbrnshesareintheupbard Teahingaids:Tpe-rerder,piture,puterStep1aringup:Listentsngs:GdrningtuHareu?Step2Presentatinanddrill•Greetingiththestudents•Tas1:TeaherletthehildrenintrduetheirdressSpea:apisnhead/tieisinhand/…•Tas2：Guess:hereisit?Gdrning,Hareu?GdafternnGdeveninghereisblueshirt?/herearebrnshes?ultivatetheirpennessthiningTheresentenetheanspea,th ehigherpintstheteahergivethegrup•Tas3:athinggaendress、shirt、shes、at、apStep3Pratie•Listentthetape•RetellthetextA、Bardingthatthehear•Readafterthetape•Readindifferentrle•ReadindifferentgrupStep4nslidatin•DtheatardingtPart•Teahergivetheassessents•DthePartA、BintheExerise•Her:Listeningtthetape,reitethetext Blabarddraings:here’sblueshirt,u?urblueshirtisinurdraerherearebrnshes,u?urbrnareintheupbardTeahingNtesPerid2Basiaisfthislessn: Finishthetastheteahergiveninthelessns2TheabilittreadPartDiththegivenpiture3RetellthestrnPartD4Theabilittnthesundin“all-”Theabilittreadthesentene6Theabilittritetherdinrretfr7Theabilittsathesentene,P48Theabilittidentif“here’s…?hereare…?”Teahingdiffiulties:Findtherulerfthesundin“all-”HelpthestudentultivatetheirreadingabilitinPartD Teahingaids:Tpe-rerder,piture,puterStudent’saids:Everneaeapiturefdinsaur,TiandabStep1aringup:Singthesng“hisearingredtda?”Step2Reading•Tas1:Everbdlistenthetapeandarrangethepiture •Tas2:RetellthestringrupsRetellinlassStep3Pratie•Tas3:Readtherdsaludball,all,fall,tall,allThenfindtheruler,hillfinditillbetheinner•Tas4:ReadthesenteneIt’sasall,sall,stallafterallhreaditrightandquihgetstheblueribbnStep4nslidatinDtheritingpartDtherle-plantnguetist TeahergivetheassessentsDthePart、DintheExerise•Her:1Listeningtthetape,reitethetext 2atthestriththepartentsBlabarddraings:here’sneap?ball,all,fall,tall,allIt’sasall,sall,stallafterallTeahingNtesUnit2anureadandrite?Perids:ntentsPeridsPartA、B、ExeriseA、BnePeridPartD、E、FExerise、DnePeridLanguageFuntin:Gettingtn“anu…?”Languagestruture:anu…?es,IanVabular:Understandingsentenes:Frstudents:Heanread HeanlibSheanriteianeataltItanflItan’tsiSunds:nthe-’ssundintherdsTnguetistersPeridⅠBasiaisfthislessn: anlistenandsashapesinthetext2Finishthetastheteahergiveninthelessns3anunderstandthenversatinthetextgiven4anspeaandsaPartBanatiththersithpartTeahingdiffiulties:anDngdngditfre?Teahingpints:anuriteinEnglish?Teahingaids:Tpe-rerder,piture,puterStep1aringup:Tas1:atinas“read,lib,rite,eat,fl,si”Tas2:agae:listenanddStep2Presentatinanddrill•Tas3:Teaherletthehildrenaethepituresas “read,lib,rite,eat,fl,si”•Tas4：Guess:hatdthed?ultivatetheirpennessthiningTheresentenestheanspea, thehigherpintstheteahergivethegrupStep3Pratie•Listentthetape•RetellthetextA、Bardingthatthehear•Readafterthetape•Readindifferentrle•ReadindifferentgrupStep4nslidatin•DtheatardingtPart•Teahergivetheassessents•DthePartA、BintheExerise•Tas:FinishthepitureSaitalud•Her:1Listeningtthetape,reitethetext 2atthestriththepartentsBlabarddraings:anureadandrite?anuriteinEnglish?es,IangrandtheranDngdngditfre?uanashiPeridⅡBasiaisfthislessn: Finishthetastheteahergiveninthelessns2TheabilittreadPartDiththegivenpiture3RetellthestrnPartD4Theabilittnthesundin“-”TheabilittreadthesenteneTheabilittritetherdinrretfrTheabilittsathehantTheabilittintrduethepiturethatthestudentsdraTeahingdiffiulties:Findtherulerfthesundin“-”HelpthestudentultivatetheirreadingabilitinPartD Teahingpints:LanguagesundsasintnguetisterandhantTeahingaids:Tpe-rerder,piture,puterStudent’saids:Evernedrapituresabutthestr,PartD,P7Step1aringup:Tas1:dtheatingandguessTas2:Studentsdraapitureardingttheteaher’sgivenrdsStep2Reading•Everbdlistenthetapeandarrangethepiture•Tas3:RetellthestringrupsRetellinlassStep3Pratie•Tas4:Readtherdsaludz,siingpl,then,stl,brThenfindtheruler,hillfinditillbetheinner Haveaathbeteengrups•Tas:Readthesentenes Thebntheneatsithaspn,hiletheithzspastnherbr Step4nslidatinDtheritingpartDtherle-planhant•TeahergivetheassessentsDthePart、DintheExerise•Her:1Listeningtthetape,reitethetext 2aeapiturefdinsaurandadgBlabarddraings:anureadandrite?z,siingpl,then,stl,brThebntheneatsithaspn,hiletheithzspastnherbrt TeahingNtes:Unit3Areuaingaite?Perids:ntentsPeridsPartA,BnePeridPart,DnePeridPartE,FnePeridLanguageFuntin:GettingtnsethingisdingnLanguagestruture:Areuainga…?Vabular:Therdshuldbegrasped:aingaite,plaingthepian,baingapi e,apaperbat,aessUnderstandingrds:nise,nis,hra,hlida,aa,spra,as,funn Sunds:nthea-’ssundinthesentenesandtherdsGaa,Isa!Hra!Trrisahlida!spraHtrite:aingaitePerid1Basiaisfthislessn: anlistenandsabsinthetext2Finishthetastheteahergiveninthelessns3anunderstandthenversatinthetextgiven4anspeaandsaPartBTeahingdiffiulties:Graspthefur-sillrdsrretuse“Iaaing…/uareaing…/Areuaing…?”Teahingaids:Tpe-rerder,piture,puter,verbardsStep1aringup:GreetingsSng:AreuBett?Step2PresentatinanddrillShtheverbardsT:LandreadtherdsSs:Run/up/Si…LettheSsdtheatinShapaperbatT:L,it’sapaperbatanuaeapaperbat?S:…ShtheallpitureT:hisaingthepaperbat?Ss:AnnisaingapaperbatLearnPartBListentthetape,readafterthetapeStep3PratieGrupinfuratthePartAGae:Guess,guess,guess,Letastudentetthefrntanddtheatinthersuse “Areu…?”guesshatishe/sheding?Ss:Areubaingapie?S1:NI’baingaaeStep4nslidatinfreetalAssessentExerisesbP9-10HerTeahingNtesPerid2Basiaisfthislessn: Graspthenerdsandphrasesfthisunit 2rretusethesentene “hatareuaing?Areu…?es,IaN,I’…”UnderstandPart,D Teahingdiffiulties: Revietherdsandsentenes Freetaliththesenteneshavelearned Teahingaids:Tpe-rerder,piture,puterStep1aringup:greetings2singasng“Sundarning”Step2Presentatinanddrill TeaherdraatriangleT:hataIding?Step3PratieGae:Guess,guess,guessLetastudentdraapiturenBb,thersguess “hatishe/sheding?”ListentthetapefPartD3AtthestreartheheadearasDinandTiStep4nslidatinFreetalAssessentExerisesbP11HerTeahingNtesPerid3Basiaisfthislessn:Theabilittnthesundin“a-”,andunderstandtherds “aa,sa,hra,hlida,spra”2RevietherdsandsentenesTeahingdiffiulties:Findtherulerfthesundin“a-”DrillthedialgueTeahingaids:Tpe-rerder,rdardsStep1aringup:greetingssingasng“Sundarning”Step2PresentatinanddrillTeaherrite“pla”nBb,letSsreadar“a”,lettheSsfindtheruleritetherrdsith“a”,sa,a,aa,ra,hra,hlida LetSstrtreadStep3PratieListentthetapefPartE hanttherdsandsentenes3rite“aingaite”nbStep4nslidatinGrupin4atPartFExerisesbP12FreetalHerTeahingNtesUnit4PeterisritingPerids:ntentsPeridsPartA,BnePeridPart,DnePeridPartE,FnePeridLanguageFuntin:GettingtnsebidisdingsethingLanguagestruture:Peter’sthreisingHeissleepingVabular:Therdshuldbegrasped:riting,sleeping,ring,reading,se eping,ing,painting,plaingUnderstandingrds:b,d,hd,h,,err-g-rund,letthers Sunds:nthe-’ssundintherdsHtrite:readingandritingPerid1Basiaisfthislessn:understandandsathenerds “riting,sleeping,ring,reading,seeping,ing,painting ,plaing”retellthePartAansasebdisdingsethingTeahingdiffiulties:Graspthefur-sillrdsansasebdisdingsethingTeahingaids:Tpe-rerder,piture,puter,rdsardsStep1aringup:GreetingsSng:AreuBett?Step2PresentatinanddrillShtherdardsfPartBT:LandreadtherdsSs:riting/sleeping/ring…LettheSsdtheatinTeaherisseepingT:L,hataIding?S:…ShtheallpitureT:L,thisisPeterhatisPeterding?Ss:PeterisritingT:hat’sPeter’stherding?Ss:SheisingLearnPartBListentthetape,readafterthetapeStep3PratieGrupinfuratthePartAGae:Alittleatr LetastudentetthefrntandatPartBthersdesribe Ss:…isriting…Step4nslidatinfreetalAssessentExerisesbP13-14Her:reitePartATeahingNtesPerid2Basiaisfthislessn:Graspthenerdsandphrasesfthisunit2rretusethesentene“seneisding…”UnderstantPart,DTeahingdiffiulties:RevietherdsandsentenesFreetaliththesenteneshavelearnedTeahingaids:Tpe-rerder,piture,puterStep1aringup:greetings2Ltheardsandreadtherds3LtheuthandguesstherdsStep2PresentatinanddrillGae:BestpartnerGrupis2,neshtherdard,anthernedtheatinStep3PratieGae:Guess,guess,guessLetastudentdraapiturenBb,thersguess “hatishe/sheding?”ListentthetapefPartD3AtthestreartheheadearasDinandTiStep4nslidatinFreetalAssessentExerisesbP1-16HerTeahingNtesPerid3Basiaisfthislessn:Theabilittnthesundin“-”,andunderstandtherds “b,d,hd,h,2RevietherdsandsentenesTeahingdiffiulties:Findtherulerfthesundin“-”DrillthedialgueTeahingaids:Tpe-rerder,rdardsStep1aringup:greetingssingasng“Sundarning”Step2PresentatinanddrillTeaherrite“b”nBb,letSsreadar“”,lettheSsfindtheruleritetherrdsith“”,d,hd,h,…LetSstrtreadStep3Pratie ListentthetapefPartE hanttherdsandsentenesrite“readingandriting”nb Learntsing“Areusleeping?”Step4nslidatinGrupin4atPartFFreetalHerTeahingNtesUnithat’sAnneding?Perids:ntentsPeridsPartA,BnePeridPart,DnePeridPartE,FnePeridLanguageFuntin:GettingtnsebidisdingsethingLanguagestruture:hat’sAnneding?SheissippingVabular:Therdshuldbegrasped:hpping,running,daning,digging,p laingbasetball,sipping,siingUnderstandingrds:aingtheatangr,rain,rail,train,nail ,paint,tail,pail,sail,SpainSunds:ntheai-’ssundintherdsHtrite:plaingbasetballPerid1Basiaisfthislessn:understandandsathenerds “hpping,running,daning,digging,plaingbasetball,sip ping,siing”retellthePartAanasandsasebdisdingsethingTeahingdiffiulties:Graspthefur-sillrds anasandsasebdisdingsething Teahingaids:Tpe-rerder,piture,puter,rdsards Step1aringup:GreetingsSng:SundarningStep2Presentatinanddrill ShtherdardsfPartBT:LandreadtherdsSs:riting/sleeping/ring…LettheSsdtheatin TeaherisrunningT:L,hataIding?S:…LetastudentrunT:hatareuding?S:I’runningT:hatisSding?Ss:He/sheis…ingShtheallpitureT:L,thisisAnnehatisAnneding?Ss:PeterissippingT:hat’sthebding?Ss:HeishppingLearnPartBListentthetape,readafterthetapeStep3PratieGrupinfuratthePartAGae:Alittleatr LetastudentetthefrntandatPartBthersdesribe Ss:…issipping…Step4nslidatinfreetalAssessentExerisesbP17-18Her:reitePartATeahingNtesPerid2Basiaisfthislessn: Graspthenerdsandphrasesfthisunit2rretusethesentene“seneisding…”UnderstandPart,DTeahingdiffiulties: Revietherdsandsentenes Freetaliththesenteneshavelearned Teahingaids:Tpe-rerder,piture,puterStep1aringup:greetings2Ltheardsandreadtherds3LtheuthandguesstherdsStep2PresentatinanddrillGae:BestpartnerGrupis2,neshtherdard,anthernedtheatin Step3PratieGae:agieesLet2Ssetthefrnt,thersattheatinS1:hat’sAding?S2:Aishpping…ListentthetapefPartD3AtthestreartheheadearasDinandtheatStep4nslidatinFreetalAssessentExerisesbP19-20HerTeahingNtesPerid3Basiaisfthislessn:Theabilittnthesundin“ai-”,andunderstandtherds “rain,rail,train,nail,paint,tail,pail,sail,Spain 2RevietherdsandsentenesTeahingdiffiulties:Findtherulerfthesundin“ai-”DrillthedialgueTeahingaids:Tpe-rerder,rdardsStep1aringup:greetingssingasng“Sundarning”Step2PresentatinanddrillTeaherrite“rain”nBb,letSsreadar“ai”,lettheSsfindtheruleritetherrdsith “ai”,rain,rail,train,nail,paint,tail,pail,sail,Sp ainLetSstrtreadStep3PratieListentthetapefPartEhanttherdsandsentenesrite“plaingbasetball”nbLearntsing“Areusleeping?”Step4nslidatinGrupin4atPartFFreetalHerTeahingNtesUnit6hereareuging?Perids:ntentsPeridsPartA,BnePeridPart,DnePeridPartE,FnePeridLanguageFuntin:Gettingtasandanser“hereareuging?I’gingt…”Languagestruture:hereareuging?I’gingtshlPeterisalingttheplagrundThe’restatingatheVabular:Therdshuldbegrasped:ging,ing,staing,standing,ashl,a huse,apstffie,ahlida,anenvelpeUnderstandingrds:iss,bean,rea,seal,eal,eat,seat,rea dSunds:ntheea-’ssundintherdsHtrite:ingandgingPerid1Basiaisfthislessn:understandandsathenerds “ging,ing,staing,standing,ashl,ahuse,apstffie,ahli da,anenvelpe”retellthePartAanasandsa“hereareuging?I’gingt…”Teahingdiffiulties:Graspthefur-sillrdsanasandsasebdisdingsethingTeahingaids:Tpe-rerder,piture,puter,rdsardsStep1aringup:GreetingsSng:Areusleeping?Step2PresentatinanddrillShapiturefashlT:hat’sthis?Ss:It’sashlT:hereareun?Ss:Hduetshl?Bbus/ar/nfeet/…?T:IaltshlTeah:alShatdgT:ThedgisgingThedgisingThedgisstaingThedgisstanding LetSsreadafterteaherletastudentatasadgT:hi,littledg,hereareuging?S:I’gingtshl/…LearnPartBListentthetape,readafterthetapeStep3PratieGrupinfuratthePartAGae:AlittleatrLetastudentetthefrntandatPartBthersdesribeSs:…issipping…Step4nslidatinfreetalAssessentExerisesbP21-22Her:reitePartATeahingNtesPerid2Basiaisfthislessn: Graspthenerdsandphrasesfthisunit 2rretusethesentene“hereareuging? I’gingt…”UnderstandPart,D Teahingdiffiulties: Revietherdsandsentenes Freetaliththesenteneshavelearned Teahingaids:Tpe-rerder,piture,puterStep1aringup:greetings2Ltheardsandreadtherds3LtheuthandguesstherdsStep2Presentatinanddrill Stithepituresfshl,huse,pstffienBb T:hat’sthis?Ss:It’sashl/…Step3PratieGae:agieesLetastudentetthefrnt,attheatinS1:here’sAging?S2:Aisgingt……ListentthetapefPartD3AtthestreartheheadearasDinandtheat Step4nslidatinFreetalAssessentExerisesbP23-24HerTeahingNtesPerid3Basiaisfthislessn:Theabilittnthesundin“ea-”,andunderstandtherds “bean,rea,seal,eal,eat,seat,read”2RevietherdsandsentenesTeahingdiffiulties:Findtherulerfthesundin“ea-”DrillthedialgueTeahingaids:Tpe-rerder,rdardsStep1aringup:greetingssingasng“Sundarning”Step2PresentatinanddrillTeaherrite“rea”nBb,letSsreadar“ea”,lettheSsfindtheruleritetherrdsith “ea”,bean,rea,seal,eal,eat,seat,readLetSstrtreadStep3PratieListentthetapefPartEhanttherdsandsentenesrite“ingandging”nbsingthesng“Areusleeping?”Step4nslidatinGrupin4disussandpletePartF FreetalHerTeahingNtesUnit7PeterishapptdaPerids:ntentsPeridsPartA,BnePeridPart,DnePeridPartE,FnePeridLanguageFuntin:Gettingtn“dasfaee”Languagestruture: hatdaistda?It’s/tdaisTuesda TrrisbirthdaItisPeter’sbirthdaPeterishapptdaVabular:Therdshuldbegrasped:Sunda,nda,Tuesda,ednesda,Thurda ,Frida,Saturda,aalendar,tda,trr,aftballgae,aandleUnderstandingrds:three,tree,bee,see,eep,seep,seet,f eetSunds:ntheee-’ssundintherdsHtrite:tdaandtrrPerid1Basiaisfthislessn:understandandsathenerds “Sunda,nda,Tuesda,ednesda,Thurda,Frida,Saturda,aal endar,tda,trr,aftballgae,aandle”retellthePartAansa“Tdaisednesda/Frida/Saturda”Teahingdiffiulties:Graspthefur-sillrdsandesribe“Tdaisednesda/Frida/Saturda”Teahingaids:Tpe-rerder,rdsards,aalendar,aandle,abirthdaaeStep1aringup:GreetingsSng:DasfaeeStep2PresentatinanddrillTeaherishappT:I’happtdaTdaisbirthdaShaalendarLearn:Sunda,nda,Tuesda,ednesda,Thurda,Frida,Saturda, Learntsing:DasfaeeLearnPartBListentthetape,readafterthetapeStep3PratieGrupinfuratthePartAGae:AlittleatrLetastudentetthefrntandpinttalendarthersdesribethed asSs:Sunda,nda,Tuesda,ednesda,Thurda,Frida,Saturda, …Step4nslidatinfreetalAssessentExerisesbP2-26Her:hihdaduliebest,h?TeahingNtesPerid2Basiaisfthislessn:Graspthenerdsandphrasesfthisunit2rretusethesentene“TdaisTuesdaItisDin’sbirthda”3Understandingrds:sunn,lud,rain,ind4UnderstantPart,DTeahingdiffiulties:RevietherdsandsentenesFreetaliththesenteneshavelearnedTeahingaids:Tpe-rerder,piture,puterStep1aringup:greetings2singthesng:Dasfaee3Ltheardsandreadtherds4LtheuthandguesstherdsStep2PresentatinanddrillStithe“eatherhart”ntheBbT:hatdaistda?T:hat’stheeatherlietda?Learn:sunn,lud,rain,ind pletethetable“eatherhart”Step3PratieGae:agiees Letastudentetthefrnt,attheatin S1:TdaisTuesdaItisDin’sbirthda S2:,apresentIliethepresent…ListentthetapefPartD3AtthestreartheheadearStep4nslidatinFreetalAssessentExerisesbP27-28HerTeahingNtesPerid3Basiaisfthislessn:Theabilittnthesundin“ee-”,andunderstandtherds “three,tree,bee,see,eep,seep,seet,feet”2RevietherdsandsentenesTeahingdiffiulties:Findtherulerfthesundin“ee-”DrillthedialgueTeahingaids:Tpe-rerder,rdardsStep1aringup:greetingssingasng“Dasfaee”Step2PresentatinanddrillTeaherrite“tree”nBb,letSsreadar“ee”,lettheSsfindtheruleritetherrdsith “ee”,three,tree,bee,see,eep,seep,seet,feet LetSstrtreadStep3PratieListentthetapefPartEhanttherdsandsentenesrite“tdaandtrr”nbsingthesng“Dasfaee”Step4nslidatinPartF:singthesng“Happbirthda”FreetalHerTeahingNtesUnit8SpringisarandnieITeahingaisandaterialsLearnsenerdsandtheusefsesentenestruturestdisribethe eatherandtheteperatureSuhas“Itisnieandar!Thelest/highestteperatureis…”IITeahingpredure第一时Step1Revisin 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四年级英语下册 unit2教案 湘少版
湘少版四年级英语下册教案Can you read and write?Period 1一、教学目标1、能听懂、会说新单词read ,write,climb,letter.2、能理解并复述本课课文。
3、能运用句型“Can you …？”询问某人能否做某事，并用“Yes,I can .””No,I ca n’t .”对询问做出回答。
二、教学重点难点重点：掌握四会单词难点：正确使用能动词can。
三、教学准备一张画有狮子、鸟、猴子、青蛙、鸭子的动物图片，人物卡片，教学挂图，教学磁带等。
两个动物指偶、教学挂图、教学磁带等。
四、教学步骤Step 1 Warming up1、师生问候。
2、做热身操Step 2 Presentation1、出示画有狮子、鸟、猴子、青蛙、鸭子的动物图片。
T:What can you see in the picture ?S:I can see a lion/bird/monkey/frog/duck.T:Can it run/fly/jump/swim/climb?S:Yes,it can ./No,it can’t.T:Can you run/fly/jump/swim/climb?S:Yes,I can./No,I can’t.……3、依次出示单词卡片，带读。
Run,run,run,I can run.Jump,jump,I can jump.Swim,swim,swim,I can swim.Climb,climb,climb,I can climb.Fly,fly,fly,I can fly.4、贴出动物图片，滚动单词卡片。
T：Run,run,run,can a lion run?S：Yes,it can.游戏——Dragon game将学生分成两组，教师出示单词卡片，两组学生轮流一问一答。
S1：Swim,swim,swim,can a bird swim?S2：No,it can’t.Fly,fly,fly,can a monkey fly?5、出示一本书T；What’s this?S：It’s a book.T：Can a lion read a booke?S：No,it can’t.T：Can you read a book?S：Yes,we can.T：Can you read ,S1?S1：Yes, I can.T: He/She can read.板书单词read ,边写边带读T:Can you write,S2?S2: Yes, I can…T:Can you write in English? S2: Yes, I can.板书单词write,边写边读：Write,write,write in English.T:Can Lingling read and write in English?Open your books at Page 5. Let’s look and listen.6、听课文A部分录音，跟读并回答刚才的问题。
(湘少版)四年级英语下册《unit 13》教学设计设计
湘少版四年级英语下册《Unit 13》教学设计一、教学目标1.能够正确听、说、读、写9个新单词: the Grand Canyon, the Pacific Ocean, the Statue of Liberty, the Great Wall, Australia, Canada, the United States, Mexico, China；2.能够了解和理解这些地理特征、地理名称所在的国家和地区；3.能够用正确的句子结构表达自己的想法，如比较、归类和分类。
二、教学重点1.学习和加强单词记忆；2.理解和了解各地理特征、地理名称所在的国家和地区；3.并能够以正确的句子结构表达。
三、教学难点1.语言材料的记忆和运用；2.理解和把握此单元的知识点；3.表达的正确性和自由发言的力度。
四、教学准备1.多媒体课件；2.单词卡片；3.地图和相关资料。
五、教学过程1. Warming-up通过询问学生的最喜欢的国家和地区开展比较。
Questions:•What’s your favorite country?•Why do you like it?2. Presentation通过幻灯片展示 Grand Canyon，Pacific Ocean，Statue of Liberty，Great Wall，Australia，Canada，United States，Mexico，China这几个词的图片和中英文解释，让学生了解这些知识点。
3. Listening and speaking划分学生小组，在电脑上放听力材料，播放慢速版和较快版，让学生听懂每一个单词并进行口语练习。
4. Writing引导学生口头描述一下 Grand Canyon，Pacific Ocean，Statue of Liberty，Great Wall，Australia，Canada，United States，Mexico，China和这些地区和国家的关系。
湘少版四年级英语下册教案
B L bl blow blue balloon
科 目
英语
年 级
四年级
班 级
1、2、3
时 间
年 月 日
课 题
Unit 2 Spring is warm
Period 1
教
学
目
标
1.能听懂、会说会读新单词winter,warm,hot,cool,spring,summer,autumn,winter； 2.能理解并复述本课文；
4. Group discussion: where are the birds?
5. Draw the birds on your own.
Step three: Let’s chant
1. Review the letters b and l.
2. Listen and read.
Step 4: Let’s have fun
Step four: homework
1. Listen and try to recite Part A and copy the words
in Part B and the title.
2. Paint your drawing at class.
五、板书设计 (Blackboard Design)
教师将所学单词卡片一一展示后，快速抽走其中一张，学生说出被抽走的是哪一张。
2.听课文B部分，跟读。
3.T:The weather is different in different seasons.Ilike spring.Spring is warm and nice.Whataboutyou?
A:I like autumn.
四年级英语下册unit13IlikemytoysoldierPeriod1教案湘少版(三起)[1]
![四年级英语下册unit13IlikemytoysoldierPeriod1教案湘少版(三起)[1]](https://img.taocdn.com/s3/m/75f7fe55960590c69fc376c7.png)
unit13 I like my toy soldierPeriod 1教学目标1.能理解新单词toy soldier。
2.能听懂、会说本课对话.3.能准确地表达对某事物的喜好。
教学重点及难点重点：能听懂、会说本课对话；难点:准确地表达对事物的喜好。
教学准备实物或图片,单词卡片,教学挂图，教学磁带等.教学步骤Step 1 Warming up1.师生问候。
2.唱已学的英语歌曲.游戏——Dragom game(接龙游戏）Step 2 Pressentation and drill1.出示玩具士兵实物或图片。
T：Look！This is my son’s toy。
This is a toy solkier。
He likes it very much . Do you like it？S1： Yes， I like it。
S2： Yes, I like it。
……T: Me too,I like this toy soldier.板书并教学词组a toy soldier.游戏--寻宝奇兵.教师将若干单词卡片和图画放入一只不透明的袋子里,学生们轮流上台来“寻宝”，如果摸到的是写有英文的卡片，则英译汉。
如果摸到的是写有中文的卡片，则汉译英，并读出来,如果摸到的是图画，则看图说单词。
说对的可加分，积分最高的一组获胜.2.将所有玩具放在讲台上，布置成商场柜台，并让一名学生充当售货员。
T：I like that doll. Can I have that doll？S:Here you are 。
T: Thank you。
S：You’are w elcome.板书并教学句子“Can I have …?”帮助学生理解其含义和用法，并自由组合，用其他玩具替换操练句型。
Step 3 Practice课文A部分。
1。
听录音,复述所听内容。
2．听录音，跟读。
3．分组练习。
4．分角色表演。
Step 4 Consolidation1.让学生利用所学自由创设情景进行会话。
四年级英语下册 unit13课件 湘少
Her name is Billy. I aldo you
learn today？
•11、凡为教者必期于达到不须教。对人以诚信，人不欺我;对事以诚信，事无不成。 •12、首先是教师品格的陶冶，行为的教育，然后才是专门知识和技能的训练。 •13、在教师手里操着幼年人的命运，便操着民族和人类的命运。2022/1/172022/1/17January 17, 2022 •14、孩子在快乐的时候，他学习任何东西都比较容易。 •15、纪律是集体的面貌，集体的声音，集体的动作，集体的表情，集体的信念。 •16、一个人所受的教育超过了自己的智力，这样的人才有学问。 •17、好奇是儿童的原始本性，感知会使儿童心灵升华，为其为了探究事物藏下本源。2022年1月2022/1/172022/1/172022/1/171/17/2022 •18、人自身有一种力量，用许多方式按照本人意愿控制和影响这种力量，一旦他这样做，就会影响到对他的教育和对他发生作用的环境。 2022/1/172022/1/17
Oh, kate. I am sorry. You can’t.
I like it very much.
Dialogue
I like this one very very muOch,. sChaenisI ahlsaoveveitr?y
beautiful. What’s her name?
Ok. You can have this one.
•
湘少版四年级英语下册课件
Unit 13 I like my toy soldier
教学目标
• 能理解新单词toy soldier；
• 能掌握并运用句型“I like …”,“Can I have …”表达 个人的喜好。
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13 I like my toy soldier
Perild 2
一、教学目标：
1、能掌握并运用句型“I like …”，“Can I have …”表达个人的喜好。
2、能阅读理解课文D部分。
二、教学重点和难点：重点：阅读理解课文C部分。
难点：熟练地运用句型“I like …”，“Can I have …”表达个人的喜好。
三、教学准备：玩具、文具实物或图片若干、教学磁带等。
四、教学步骤：
Step 1 Warming up
1、师生问候。
2、有表情地诵读英语小童谣。
游戏——悄悄话。
分组进行游戏，教师将写有doll，a toy soldier等单词的纸条发给每组最后一名学生，该学生将纸片上的单词小声的往前传，依次前传，第一名学生将单词写到黑板上，传得又快又准的一组为胜。
Step 2 Pressentation and drill
课文B部分。
1、单个或同桌练读对话，挑选一两组表演。
2、将讲台布置成商场的柜台，每组学生轮流上台“买东西”。
Step 3 Practice
课文C部分。
1、阅读课文，理解大意，并标出难以理解的地方。
2、听录音，回答问题。
Why is the baby crying? Does Dino like the baby?
3、听录音，跟读。
4、分角色表演。
Step 4 Consolidation
1、小组活动。
2、评价。
对学生的手工进行评价，给予肯定与鼓励，激发学生的创新意识及动手动脚
能力。
3、练习。
4家庭作业：听磁带，读课文，抄单词。