湘少版小学英语四年级下册教案
湘少版小学四年级英语下册全册教案
Unit 1 It’s on your headPeriod 1 (Part A B C)Date: ______________________ 一、Teaching Aims1．To be able to know and say the new words “new，cap，behind，beside，between，watch，glasses ”.2．To be able to know the probably meaning of the text。
3．To be able to ask use other people using the patterns”Where’s my new …? “, and respond using “It’s on …”, “ They’re under..”“Your… is on…”二、Teaching Key Points and Difficult Points1. Key Points：1．To be able to know and say the new words “new，cap，behind，beside，between，watch，glasses ”.2．To be able to know the probably meaning of the text。
3．To be able to ask use other people using the patterns”Where’s my new …? “, andrespond using “It’s on …”, “ They’re under..”“Your… is on…”2. Difficult Points：To be able to express specific direction of the objects using “in ,on, under”neatly.三、Teaching Preparation: PPT Courseware四、Teaching StepsStep 1 Warming up.Greetings between the teacher and the students.T: Hello, everyone, nice to meet you. S: Nice to meet you ,too.T: How are you? S: I’m fine. And you?T: I’m fine, too.Step 2 Presentation.1. Learning the new wordsA. The new words: new，cap，behind，beside，between，watch，glasses.a) Show a picture about a cap, and say: What’s this? It’s a cap.b) Lead in reading.c) Teach the other new words: watch, glasses in this way.d) Show the new words: behind, between, beside.e) Lead in reading the new words: behind, between, besideB. Let’s Chant.A. S how the new words: new，cap，behind，beside，between，watch，glasses.新的，新的new，new ，new，new, 帽子，帽子cap，cap，cap，cap手表，手表watch，watch，watch，watch, 眼镜，眼镜glasses，glasses，glasses，glasses在……上面就是on，on，on，on, 在……里面就是in，in，in，in在……下面，under，under ，under ，under,在……旁边，beside，beside ，beside ，beside在……中间，between，between ，between ，between,在……后面，behind，behind ，behind ，behindB. L ead in reading.C. Quick Responsea) Show the new wordsb) Ask the students to read the word the frog jump onto.2. Learning part A ,B,C in unit onea) Show the dialogue with the first picture in part A : Where’s my blue shirt? It’s on yourhead.b) Ask the students to understand the dialogue.c) Ask the students: What colour is the shirt? Whose shirt is this? where’s the shirt?d) Lead in reading the sentences.e) Teaching the other sentences in this way.f) Play the video of Part A and C, and repeat.Step 3 PracticeAsk and answer in pairs1. Show some pictures and some words2. Ask the students to ask and answer in pairs using the words given like this:3. A: Where’re the glasses? B:They’re on the desk.4. Ask some pairs to act.Step 4 Consolidation.Listen and repeat Part A.Play the video of Part A, B ,C in Unit One, and ask the students listen and repeat.Homework1) Copy the new words ( 4 times)2) Read and recite the text of Part A B C and the new words in Unit one .Unit 1 It’s on your head.Period 2 (Part D E F G)Date:________________ 一、Teaching Aims1．To be able to know the new words “new，cap，behind，beside，between，watch，glasses ”.2．To be able to know the probably meaning of the text。
最新湘少版小学四年级英语下册教案(全册)
最新湘少版四年级英语下册教案（全册）总序第（2 ）个教案总序第（3）个教案总序第（ 4 ）个教案课题 Unit 2 Are you Lingling? 第 1 课时编写时间授课时间整理设计批注：一、教学目标1.能听懂、会说新单词。
2.能听懂、会说本课对话；3.能运用“Are you…?”询问辩人；用“Thank you.”表示感谢；4.渗透礼仪教育，培养学生助人为乐的美德。
二、教学重点及难点重点：询问辩人，表示感谢，并作出回应。
难点：创设情境，在情景中寻找物品的失主。
三、教学准备:单词卡片、多媒体等。
四、教学方法：听说法、任务型教学法、情景教学法。
五、教学步骤：Step 1 Warming up1.师生问好。
2.唱英语歌曲“ Hello”3.询问学生姓名。
T: What’s your name?/Who are you?S: I’m…Step 2 Presentation and drill1.随意走到学生的面前。
T: Are you Xiao Qing?引导学生回答：Yes, I am./ No, I’m not.T: Thank you.引导学生回答：You’re welcome.游戏—接龙游戏。
S1（回头对后面的一位同学说):Thank you.S2：You’re welcome. (回头对后面的一位同学说)Thank you.S3：You’re welcome.2.出示书中人物头饰，引导学生提问并回答。
S1: Are you Peter?S2: Yes I am.S3: Are you Ling ling?S4: No, I’m not.批注：让学生练习并表演。
3.教学part A.学习课文A部分内容。
听课文A部分录音，复述所听内容。
听课文A部分录音，跟读。
Step 3 Practice1.分组练习课文A部分。
2.分角色表演。
Step 4 Consolidation1.创设情境，自由会话。
湘少版小学英语四年级下册全册教案(54页)
Unit 1 It’s on your head !Period 1一、教学目标1、能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !二、教学重点难点2、重点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !难点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；三、教学准备单词卡片、小蜜蜂等。
一、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“Greeting.”Step 2 PresentationNew words①图片单词展示单词：cap,watch,glasses,behind.将卡片粘贴在黑板上，带读。
②将一只钢笔放在讲台上问：--Where is the pen?答：It is on the dess.将钢笔放在自己的身后问--Where is the pen?答：behind将钢笔放在自己旁边问--Where is the pen? 答：在旁边。
随机将beside板书，带读（同样引出between）③将新英语书放在自己的面前问：这本书怎么样？答：很新。
引出new 带读Step 3 PracticeGames小游戏巩固新单词1、站坐读，老师一手指着单词，另一个手做出指令，手掌是坐下大声读，举锤子是站起来读2、一二一，老师一手指着单词，另一个手做出指令，伸两个手指的话就读一遍单词，伸出一个手指就读一遍单词，反复做三次，分别以两倍三倍的语速进行，要求学生不出现错误。
3、拍苍蝇，快速反应，用书拍中那个单词，学生能快速的读出单词Step 4 Consolidation1、Group work小组长验收本小组的单词掌握完成情况，不会的情况小组长带读或要求其反复读单词2、check①小组展示，小组上台齐读单词②全班竞赛，老师指出单词，学生快速站起来第一个大声说出单词者得一分③将单词卡片收起来，老师抽出一张让学生逐个猜出单词，猜对者得一分，得分者上台抽单词，进行三轮。
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。
湘少版英语四年级下册教案全册(共41份)
湘少版英语四年级下册教案全册
(共41份)
Unit 12 D yu have any mney?课型巩固拓展课课时第2课时教材分析这一课的主要语言功能是能够向他人询问自己需要的物品及物品的价格。
学情分析在教学中，应该以学生的发展为宗旨。
教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在四年级的优化使用，设计有效的教学任务。
教学目标词汇:能听懂、会说、会读tea,cffee, ice cream,juice,water, mney,sme,any;区别sme与any的用法。
2.句型:能熟练运用“ D yu have ,Id./ N,I dn’t.”向他人询问自己需要的物品;能熟练地运用“Hwmuch is it?"询间。
湘少版四年级下册英语教案
Unit 1 Where is my new capPeriod 1一、教学目标⒈能听懂、会说新单词及词组 a drawer, a pair of new shoes, behind , an old dress,a newtie, brown ;⒉能理解并复述本课课文；⒊能运用句型“Where is / are my ……” “It is / They are ……”询问物体的位置，并回答。
二、教学重点及难点重点：掌握四会单词。
难点：正确使用方位介词。
三、教学准备抽屉一个，T恤、衬衣、大衣各一件，新领带一条，皮带一根，棕色皮鞋一双，新鸭色帽一顶（颜色包括 red, white, orange, dark, light purple, violet, grey, yellow, green）,单词卡片，教学挂图，教学磁带等。
四、教学步骤Step 1 Warming up⒈师生问候。
⒉听英语歌曲“ Colour song ”。
Step 2 presentation and drill⒈出示装有T恤、连衣裙、衬衣、大衣、皮带、帽子的抽屉。
T: Here is a drawer. What’s in it Guess please.S: A shirt.T: Yes, there is a shirt. What colour is itS: It’s white.T: Yes, it’s a white shirt.T: Any moreS: A dress.……⒉出示新领带。
T: What’s this帮助学生回答：“It’s a tie.”。
T(指着上面的标价)：It’s a new tie.(板书并教学单词 tie )出示帽子与领带做不比较，板书并教学单词new和old 。
a new tie an old capT (将领带放进抽屉)：Where is my new tieS: Your new tie is in the drawer.T(将帽子戴在头上)：Where is my new capS: Your new cap is on your head.⒊出示连衣裙。
湘少版小学四年级下册英语教学计划
湘少版小学四年级下册英语教学计划鼓励学生大胆质疑，注重以学生为主体、教师为导的教学方法，充分调动学生的学习积极性。
学生有疑难和不懂读的地方，不厌其烦地讲解、分析、带读，力争让他们学了就懂，懂了会用。
这里给大家分享一些关于湘少版小学四年级下册英语教学计划5篇，供大家参考。
小学四年级下册英语教学计划1一、学情分析：在经过一年多时间的英语学习，学生对英语有了一定的了解，大多数同学学习兴趣持续高涨，课堂上，他们举手积极，气氛活跃，绝大多数学生能按时完成课后作业。
但少数学生学习积极性不高，纪律松懈，作业拖拉，学习效果差，又缺乏家长的积极配合，学习英语的能力已经出现两极分化现象。
二、教学目的和要求本教材的教学目的是激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的.自信心;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;使他们初步具有用英语进行简单日常交流的能力。
同时培养学生的观察、记忆、思维、想象和创造能力。
适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
三、教学重点和主要目标：本册教材的特点是：1、强调语言运用。
2、注重能力培养3、突出兴趣激发4、重视双向交流5、融合学科内容6、重视灵活扩展7、实现整体设计。
本册教材分为六个单元，两个复习单元。
教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。
教学重点和主要目标：1、能听懂、会说12组会话，并能进行简单的交流。
2、能听、说、认读60个单词和词组并能听、说、读、写61个单词和24个句子(包括学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题)，并简单运用。
3、能听、做6个TPR活动。
4、能学会3个小制作。
5、能唱8首歌曲。
6、能听、说、唱7首歌谣。
7、能完成6个自我评价活动。
8、能听懂6个幽默小故事。
最新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cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !二、教学重点难点2、重点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !难点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；三、教学准备单词卡片、小蜜蜂等。
一、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲―Greeting.‖Step 2 PresentationNew words①图片单词展示单词：cap,watch,glasses,behind.将卡片粘贴在黑板上，带读。
②将一只钢笔放在讲台上问：--Where is the pen?答：It is on the dess.将钢笔放在自己的身后问--Where is the pen?答：behind将钢笔放在自己旁边问--Where is the pen? 答：在旁边。
随机将beside板书，带读（同样引出between）③将新英语书放在自己的面前问：这本书怎么样？答：很新。
引出new 带读Step 3 PracticeGames小游戏巩固新单词1、站坐读，老师一手指着单词，另一个手做出指令，手掌是坐下大声读，举锤子是站起来读2、一二一，老师一手指着单词，另一个手做出指令，伸两个手指的话就读一遍单词，伸出一个手指就读一遍单词，反复做三次，分别以两倍三倍的语速进行，要求学生不出现错误。
3、拍苍蝇，快速反应，用书拍中那个单词，学生能快速的读出单词Step 4 Consolidation1、Group work小组长验收本小组的单词掌握完成情况，不会的情况小组长带读或要求其反复读单词2、check①小组展示，小组上台齐读单词②全班竞赛，老师指出单词，学生快速站起来第一个大声说出单词者得一分③将单词卡片收起来，老师抽出一张让学生逐个猜出单词，猜对者得一分，得分者上台抽单词，进行三轮。
【湘少版】小学英语四年级下册：全册教案
Unit1 Our New House第一课时教学目标：学习“四会”单词：house, study, bedroom, kitchen, livingroom, dining room.教学重点：能听懂、会写、会读、会说house, study, bedroom, kitchen, living room, dining room. 教学难点：通过学习，能够用英语表达住所名称.教学环节：学习目标（2分钟）（一）出示学习目标：学习“四会”单词：house, study, bedroom, kitchen, living room, dining room, 并用所学单词和句型表达住所名称（二）学习There be句型.自主学习（15分钟）（一）温故知新复习有关日常活动的词汇：wathc TV, go to bed, have lunch, 同桌进行简单句型问答.（二）阅读方法对照课本，边看边练习拼写描述住所的单词.（三）互助释疑同桌间一边指着住所图片，一边读出单词，交流不会读的单词.（四）探究出招同桌间练习书写，可以互相检查拼写.展示交流（10分钟）（一）小组展示小组内练习用英语描述住所（二）班级展示指名小组上讲台做游戏，用英语描述住所.点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音.（二）学生开火车读单词.（三）用句子There be …描述住所.课堂作业（5分钟）作业当堂清1.单词拼写h se 房子 b dr m 卧室 b throom 卫生间d ing room 餐厅l ing room 客厅k tch 厨房2.单词连线house 卧室bedroom 餐厅bathroom 卫生间dining room 客厅living room 房子kitchen 厨房study 书房挑战自我造6个There be 句子板书设计：Unit 1 Our New Househouse 房子This is our new house.bedroom 卧室There are two bedrooms.bathroom 卫生间dining room 餐厅living room 客厅kitchen 厨房study 书房课后反思：第二课时教学目标：学习句型1. —What’s in your new house?—There is a …There are …2. —My house is not very big.—But it is beautiful.教学重点：熟练掌握句型，并进行简单的对话.教学难点：能够熟练运用所学的语言知识在创设的情景中进行交际，并能将其准确应用于日常生活之中.教学环节：学习目标（2分钟）（一）学习本课句型，并进行替换练习.（二）进行重读练习.自主学习（15分钟）（一）温故知新默写住所的单词（二）阅读方法自主读句子，理解句子意思.（三）互助释疑同桌间交流句子意思.（四）探究出招模仿例句造句，小组内交流，纠正错误.展示交流（10分钟）班级展示指名学生上台读句子，全班交流.点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音.（二）学生开火车读句子.（三）指名做look and say 练习.课堂作业（5分钟）作业当堂清There a TV in the living room.There a TV, a table and a sofa.There two bedrooms in our new house.板书设计：Unit 1 Our New House1. —What’s in your new house?—There is a …There are …2. —My house is not very big.—But it is beautiful.课后反思：第三课时教学目标：1. 能听懂Let‘s learn more 短文中描述住所的词汇和句型2. 能运用There be 句型向别人介绍自己的家3. 能运用new，big, samll, nice, beautiful, clean等形容词描述自己的家.4. 能够听懂并熟读短文，语言语调准确.5. 通过对Let‘s learn more 的学习，培养学生爱家的情感.教学重点：能听懂Let‘s learn more 短文中描述住所的词汇和句型能运用There be 句型向别人介绍自己的家能运用new，big, samll, nice, beautiful, clean等形容词描述自己的家.教学难点：能够听懂并熟读短文，语言语调准确；通过对Let‘s learn more 的学习，培养学生爱家的情感.教学环节：学习目标（2分钟）1. 能听懂Let‘s learn more 短文中描述住所的词汇和句型2. 能运用There be 句型向别人介绍自己的家3. 能运用new，big, samll, nice, beautiful, clean等形容词描述自己的家.4. 能够听懂并熟读短文，语言语调准确.5. 通过对Let‘s learn more 的学习，培养学生爱家的情感.自主学习（15分钟）（一）温故知新完成There be 的练习.（二）阅读方法对照课本，边看边练习拼写描述住所的单词.（三）互助释疑同桌间读对话，理解there be句型的用法.（四）探究出招小组合作用there be…造句，并进行回答.展示交流（10分钟）（一）小组展示小组内练习用英语描述住所名称.（二）班级展示小组内分角色朗读课文.点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音.（二）学生开火车读单词.（三）小组内分角色读课文.（四）上台表演对话.课堂作业（5分钟）作业当堂清Read again. Then tick or cross.Look and say.Read a story板书设计：Unit 1 Our New HouseThere is + 单数的人或物+地点There is a kitchen in our new house.There are + 复数的人或物+地点There are two bedrooms in our new house.课后反思：第四课时教学目标：1. 能够听懂、会读Part B Read a story 部分的对话2. 通过Part C 部分的练习，对本单元所学知识进行全面复习3. 能够熟练掌握句型：Is he in the…? Yes, he is./ No, he isn’t. He is …4. 通过Read a story 部分的学习，提高学生学习英语的兴趣.教学重点：1. 能够听懂、会读Part B Read a story 部分的对话2. 通过Part C 部分的练习，对本单元所学知识进行全面复习3. 能够熟练掌握句型：Is he in the…? Yes, he is./ No, he isn’t. He is …教学难点：通过Read a story 部分的学习，提高学生学习英语的兴趣.教学环节：学习目标（2分钟）（一）做游戏，做练习，巩固本单元所学单词和句型.（二）读故事，体会其中的教育意义.自主学习（15分钟）（一）温故知新分角色读对话，复习上节课内容.（二）阅读方法读课本上的故事，理解含义.（三）互助释疑小组内交流故事内容.展示交流（10分钟）班级展示1．请同学上台表演故事情节，教师进行适当的情感教育.2．请同学上台做游戏，一人读，一人画，巩固所学知识.3. 请同学上台做游戏，一人读单词，另外一个同学指出住所.点拨升华（8分钟）（一）教师放对话录音，学生跟读，纠正读音.（二）指名学生有感情读对话.课堂作业（5分钟）作业当堂清sListen and matchLook, circle and matchLook and sayThink and write板书设计：Unit 1 Our New House—Is he in the…?—Yes, he is.—No, he isn’t. He is …课后反思：Unit2 I’m Cooking in the Kitchen第一课时教学目标：1. 以学习Let’s learn 部分的动词为主，要求学生能听懂、会说、会读、能写单词：read, write, sleep, eat, cook, stand, sit.2. 能够根据教师的指令做出相应的动作.教学重点：能听懂、会写、会读、会说read, write, sleep, eat, cook, stand, sit等单词.教学难点：通过对单词的学习，能够根据教师的指令做出相应的动作.教学环节：学习目标（2分钟）一）出示学习目标：学习“四会”单词：read, write, sleep, eat, cook, stand, sit二）运用简单句型描述简单动作对应的单词.自主学习（15分钟）一）温故知新Look and findWhere is/are … ?It is …二）阅读方法自学单词，做到会读，会拼，会写，不会的画出来.三）互助释疑同桌间或小组内轮流读单词，探讨单词的读音和写法.四）探究出招同桌间练习书写，可以互相检查拼写.展示交流（10分钟）一）小组展示小组内练习用Where are …? What is/are …doing? 句型二）班级展示小组上讲台做表演，通过表演练习介绍别人的位置以及别人正在进行的活动.点拨升华（8分钟）一）教师放录音，学生跟读，纠正读音.二）学生开火车读单词.三）朗读Let‘s talk部分对话四）会用Where is/are…? 和What is/are …doing? 句型造句课堂作业（5分钟）作业当堂清1.单词拼写r ad 读书wr te 写字sl p 睡觉 e t 吃list n 听 c k 做法st nd 站立s t 坐2.单词连线read 坐write 睡觉sleep 听eat 站立listen 读书cook 吃stand 写字sit 做法板书设计：Unit 2 I‘m Cooking in the Kitchenread 读书write 写字Where is/are ...?sleep 睡觉What is/are … doing?eat 吃listen 听cook 做饭stand 站立sit 坐课后反思：第二课时教学目标：1. 能听懂Let‘s talk 对话中表示现在进行时态的句子.2. 通过具体而典型的情景，体会现在进行时态的用法，能有运用句子what are you doing？询问对方在做什么，并能用句型I‘m … ing.准确作答.3. 能够听懂并熟读对话，语音语调准确.4. 通过对话的学习，培养学生的会话能力，激发起学习兴趣.教学重点：能听懂Let‘s talk 对话中表示现在进行时态的句子；通过具体而典型的情景，体会现在进行时态的用法，能有运用句子what are youdoing？询问对方在做什么，并能用句型I‘m … ing.准确作答；能够听懂并熟读对话，语音语调准确教学难点：通过对话的学习，培养学生的会话能力，激发起学习兴趣.教学环节：学习目标（2分钟）一）学习问答句型what are you doing? I am …ing.二）学习Let‘s talk 部分的对话，并且熟练掌握.自主学习（15分钟）一）温故知新师生对话，Let’s talk学生表演对话.二）阅读方法what are you doing? I am …ing …句型造句三）互助释疑同桌间相互交流，一问一答，练习所造句型.四）探究出招自主学习对话，了解对话内容.展示交流（8分钟）班级展示指名两人一问一答练习句型，用所学句型介绍自己正在干什么？点拨升华（8分钟）一）教师放对话录音，学生跟读，纠正读音.二）学生开火车读句子.三）小组内分角色读对话.四）上讲台表演对话.课堂作业（7分钟）作业当堂清Listen and tickLook and write(1) Mom is in the kitchen.妈妈正在厨房里 .(2) The boy is apples.男孩正在苹果.(3) They are in the school bibrary.他们正在学校图书馆里 .(4) Dad is in the study.爸爸正在书房 .板书设计：Unit 2 I‘m Cooking in the Kitchen——What are you doing？——I am … ing.课后反思：第三课时教学目标：1. 能听懂Let‘s learn more 对话中表示现在进行时态的词汇和句型.2. 能理解并运用句型What are…doing? They are…就别人正在做什么进行问答.3. 能够听懂并熟读对话，语音语带准确.4. 通过对话的学习，培养学生的会话能力，激发其学习兴趣.教学重点：能听懂Let‘s learn more 对话中表示现在进行时态的词汇型.能理解并运用句型What are…doing? They are…就别人正做什么进行问答.能够听懂并熟读对话，语音语带准确.教学难点：通过对话的学习，培养学生的会话能力，激发其学习兴趣.教学环节：学习目标（2分钟）学习现在进行时的疑问句.What are…doing?They are…自主学习（15分钟）(一)温故知新What are you doing？I am …What is he/she doing?He/She is …（二）阅读方法Let‘s learn moreLook and sayRead and name.（三）互助释疑自主用现在进行时态疑问句造句，然后同桌或小组内探讨，熟练掌握现在进行时态的问答方式.（四）探究出招模仿课本对话，自主编写一段简单对话，同桌之间相互交流.展示交流（10分钟）班级展示指名小组上讲台表演对话.点拨升华（8分钟）（一）教师放对话录音，学生跟读，纠正读音.（二）师生问答练习.（三）分角色读对话.课堂作业（5分钟）作业当堂清Read and name板书设计：Unit 2 I‘m Cooking in the KitchenWhat are you doing？I am …What is he/she doing?He/She is …课后反思：第四课时教学目标：1. 通过Part B的read a story，复习本单元所学的有关现在进行时态的词汇和句子.2. 掌握句型What are you doing？We are…3. 通过唱Let‘s sing 部分的歌曲，复习巩固现在进行时态，并提高学生学习语音的兴趣.4. 通过各项复习活动，提高学生的综合语言运用能力.5. 通过造飞机的小故事，培养学生勇于创新坚持不懈的精神.教学重点：通过Part B的read a story，复习本单元所学的有关现在进行时态的词汇和句子.掌握句型What are you doing？We are…通过唱Let‘s sing 部分的歌曲，复习巩固现在进行时态，并提高学生学习语音的兴趣.教学难点：通过各项复习活动，提高学生的综合语言运用能力.通过造飞机的小故事，培养学生勇于创新坚持不懈的精神.教学环节：学习目标（2分钟）（一）自主完成书上练习，在小组内交流.（二）进行拓展练习，进一步巩固所学知识.自主学习（18分钟）(一)温故知新Let‘s sing 放录音，学生边听边唱，复习现在进行时态.（二）互助释疑同桌交流完成歌词的翻译.展示交流（10分钟）Read a story点拨升华（8分钟）（一）教师放对话录音，学生跟读，纠正读音.（二）教师讲解现在进行时态系动词Be的用法以及动词现在分词.课堂作业（10分钟）作业当堂清Ask and answer写出下列动词的现在分词：run jump dance sing read write sleepeat listen cook stand sit fly do板书设计：Unit 2 I‘m Cooking in the KitchenWhat are you doing？We are…课后反思：Unit 3 Is It Snowing?第一课时教学目标：1. 能听、说、读、写单词：rain, snow, cloud, wind, sky, raincoat, galsses.2. 能将本节课所学单词放入简单句型进行灵活运用.3. 完成Part C Listen and color部分.教学重点：能够听说读写单词：rain, snow, cloud, wind, sky, raincoat, galsses.教学难点：能将本节课所学单词放入简单句型进行灵活运用.完成Part C Listen and color部分教学环节：学习目标（2分钟）（一）出示学习目标：能够听说读写单词：rain, snow, cloud, wind, sky, raincoat, galsses.（二）老师朗读学习目标，学生认真听讲明确本节课任务.自主学习（15分钟）（一）温故知新教师带领学生唱一首有关天气的歌谣，引导学生快速进入本节课的学习.（二）阅读方法对照课本，边看边练习拼写描述天气的单词.（三）互助释疑同桌间一边指图片，一边读出单词，交流不会读的单词.（四）探究出招同桌间练习书写，可以互相检查拼写.一．展示交流（10分钟）（一）小组展示小组内练习用英语描述天气.（二）班级展示指名小组上讲台做游戏，用英语描述天气情况.二．点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音.（二）学生开火车读单词.（三）小组内相互探究描述天气单词的记忆方法.课堂作业（5分钟）（一）作业当堂清同桌相互默写单词rain, snow, cloud, wind, sky, raincoat, galsses.（二）挑战自我Listen and color.板书设计：Unit 3 Is it snowing?rain, snow, cloud, wind, sky, raincoat, galsses. 课后反思：第二课时教学目标：1. 学习掌握以下句型：(1) Look at the clouds in the sky.(2) —Is it raining/snowing?—Yes, it is./No, it isn’t.(3) —Is there a wind?—No, there is no wind.2. 通过学习Part A Let‘s talk 复习并巩固现在进行时态的用法.3. 能在日常生活交流中，正确运用本部分的功能句型.4. 通过实际练习，提高学生的听、说、读、写等语言运用能力.教学重点：1. 学习掌握以下句型：(1) Look at the clouds in the sky.(2) —Is it raining/snowing?—Yes, it is./No, it isn’t.(3) —Is there a wind?—No, there is no wind.2. 通过学习Part A Let‘s talk 复习并巩固现在进行时态的用法.教学难点：能在日常生活交流中，正确运用本部分的功能句型.通过实际练习，提高学生的听、说、读、写等语言运用能力.教学环节：学习目标（2分钟）学习句型：(1) Look at the clouds in the sky.(2) —Is it raining/snowing?—Yes, it is./No, it isn’t.(3) —Is there a wind?—No, there is no wind.自主学习（15分钟）（一）温故知新教师出示Part A Let‘s learn 部分的单词卡片，学生齐读并做动作（二）阅读方法Let‘s talk 自主读句子，并翻译.（三）互助释疑同桌间交流句子意思并分角色朗读.（四）探究出招小组内熟读句子，并且按照实际情况做对话.展示交流（10分钟）班级展示.让学生在讲台上展示自己所造的对话.点拨升华（8分钟）（一）教师放录音，学生跟读，简单介绍短语.（二）学生开火车读句子.（三）指名做ask and answer 练习.课堂作业（5分钟）作业当堂清Is he/she…?Yes, he/she is. / No, he/she isn’t.Are they…?Yes, they are./ No, they aren’t.板书设计：Unit ３Is it snowing?(1) Look at the clouds in the sky.(2) —Is it raining/snowing?—Yes, it is./No, it isn’t.(3) —Is there a wind?—No, there is no wind.课后反思：第三课时教学目标：1.能够熟练掌握词汇：please, them, take, take out, put on.2. 能听懂、会说以下句型：(1) Please take a raincoat.(2) Let’s take out our raincoats.(3) Let’s put them on.3. 能在实际生活正灵活自如的描述天气，并能根据天气情况向他人提出合理的建议.教学重点：能够熟练掌握词汇：please, them, take, take out, put on.能听懂、会说以下句型：(1) Please take a raincoat.(2) Let’s take out our raincoats.(3) Let’s put them on.教学难点：能在实际生活正灵活自如的描述天气，并能根据天气情况向他人提出合理的建议.教学环节：学习目标（2分钟）（一）能够熟练掌握词汇：please, them, take, take out, put on.（二）能听懂、会说以下句型：(1) Please take a raincoat.(2) Let’s take out our raincoats.(3) Let’s put them on.自主学习（15分钟）（一）温故知新教师带领学生复习本单元的单词和已学句型.(1) 教师出示单词卡片，学生说单词并做动作.(2) ask and answerT: It’s raining, what do you need?S1: I need a raincoat.…（二）阅读方法Let’s learn more 学生对照课本，边看图边理解每个句子的意思.（三）互助释疑同桌间读对话，理解不懂的单词、短语以及句子.（四）探究出招小组合作解决难题，分角色朗读对话.展示交流（10分钟）（一）小组展示小组内上台展示Let’s learn more的对话.（二）班级展示Let’s play 指名小组上讲台做游戏，一人表演，两人表演对话.点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音.（二）介绍短语put on，take out，take a raincoat.（三）小组内分角色读对话.课堂作业（5分钟）Part C match and say板书设计：Unit ３Is it snowing?please, them, take, take out, put on(1) Please take a raincoat.(2) Let’s take out our raincoats.(3) Let’s put them on.课后反思：第四课时教学目标：1. 能听懂、理解Part B read a story 中的内容，并能准确跟读，要求模仿正确、语言语调自然.2. 通过复习Part B read the words 中已学含有字母a的单词，引导学生总结字母a在单词中的常见读音规则，让学生初步感知音标知识，提高学生认读和记忆单词的能力.3. 教育学生不要想故事中的寒候鸟一样，只贪图眼前的安逸，应该为自己的以后早做打算，用辛勤的劳动来创造美好的生活.教学重点：能听懂、理解Part B read a story 中的内容，并能准确跟读，要求模仿正确、语言语调自然.教学难点：通过复习Part B read the words 中已学含有字母a的单词，引导学生总结字母a在单词中的常见读音规则，让学生初步感知音标知识，提高学生认读和记忆单词的能力.教学环节：学习目标（2分钟）一) 能听懂、理解Part B read a story 中的内容，并能准确跟读，要求模仿正确、语言语调自然.二) 通过复习Part B read the words 中已学含有字母a的单词，引导学生总结字母a在单词中的常见读音规则，让学生初步感知音标知识，提高学生认读和记忆单词的能力.自主学习（15分钟）一）温故知新教师出示天气图片并借助于本单元重点句型进行提问.二）交流感知翻到课本22页，看图理解故事，学生相互交流故事内容.三）互助释疑小组内相互理解单词、句子、翻译这个故事.展示交流（10分钟）请同学上台讲故事，教师进行适当的情感教育.点拨升华（8分钟）一）老师放录音，学生听故事并跟读.二）make 现在分词是makingWe are busy. 我们很忙.课堂作业（5分钟）作业当堂清Look and write(1) Look at the .Please take your .看看 .请带上你的 .(2) It is . Put on your .在 .穿上你的 .(3) It is . I need .在 .我需要一件 .(4) Look at the in the sky. Please take your .看天上的 . 请带上你的 .板书设计：Unit ３Is it snowing?make 现在分词是makingWe are busy. 我们很忙.课后反思：Unit 4 What Do You Do on Saturday?第一课时教学目标：1. 能听、说、读、写词汇：fly a kite, play football, do exercise, see a film, do some washing, climb the mountain, do one’s homework2. 引导学生完成Warming-up: Read and tick 部分的内容.3. 通过趣味课堂活动，激发学生学习英语的兴趣.教学重点：1. 能听、说、读、写词汇：fly a kite, play football, do exercise, see a film, do some washing, climb the mountain, do one’s homework2. 引导学生完成Warming-up: Read and tick 部分的内容.教学难点：通过趣味课堂活动，激发学生学习英语的兴趣.教学环节：学习目标（2分钟）（一）出示学习目标1. 能听、说、读、写词汇：fly a kite, play football, do exercise, see a film, do somewashing, climb the mountain, do one’s homework2. 引导学生完成Warming-up: Read and tick 部分的内容.（二）老师朗读学习目标，学生认真听讲明确本节课任务.自主学习（18分钟）（一）温故知新复习有关动作的词汇：get up, have a class, have lunch, play games, watch TV, go to bed, run, swim, dance, jump, play basketball, sing songs（二）阅读方法1. 句型词汇学习:听录音，小组合作学习单词，讨论解决问题，解决不了的请老师指导.2．学生自读，互读，并根据图片理解单词意思.3．展示成果.4．写一写.（鼓励学生边读边写，把所学的单词拼写会）5．教师检测拼写情况6．听录音，第一遍，整体感知对话，第二遍掌握正确发音，个别难词应该反复跟读.展示交流（8分钟）（一）出示单词，师范读，学生试着读一读.fly a kite, play football, do exercise, see a film, do some washing, climb themountain, do one’s homework（二）教师巡视，发现学生的读音错误并纠正（三）Read and tickWhat do you like to do after class? (学生小组相互问答)点拨升华(8分钟)（一）巩固练习：Let’s chant（二）拓展提升:用所学词组造句What do you do on Saturday?I/We …课堂作业：(4分钟)(一)作业当堂清默写单词(二) 挑战自我用所学动词词组做对话板书设计：Unit 4 What Do You Do on Saturday?fly a kite, play football, do exercise, see a film, do some washing, climb themountain, do one’s homeworkWhat do you do on Saturday?I/We …课后反思:第二课时教学目标：1. 能听、说、读、用下列句型：—What do you/ dose your … do on Saturday?—I/He/She often … (动词短语)2. 复习和巩固现在进行时态，并能理解现在进行时态的含义.3. 能够借助所学词汇和句型在日常生活中进行简单的交流.教学重点：能听、说、读、用下列句型：—What do you/ dose your … do on Saturday?—I/He/She often … (动词短语)教学难点：理解现在进行时态的含义教学流程：学习目标（2分钟）（一）出示学习目标能听、说、读、用下列句型：—What do you/ dose your … do on Saturday?—I/He/She often … (动词短语)（二）老师朗读学习目标，学生认真听讲明确本节课任务.自主学习（18分钟）（一）温故知新播放上一课时所学的Part B 部分Let‘s chant 录音，学生跟读说唱，并做动作（二）阅读方法（1）听录音，小组合作学习对话，讨论解决问题，解决不了的请老师指导.（2）学生自读，互读，并根据图片理解句子的意思.（3）展示成果.（4）写一写.（鼓励学生边读边写，把所学的词组拼写会）（5）教师检测拼写情况展示交流（8分钟）（一）出示单词卡片，师范读，学生试着读一读.（二）教师巡视，发现学生的读音错误并纠正（三）读读下面的句子并试着理解：I do some exercise, too.I often play basketball.点拨升华：（8分钟）（一）巩固练习1.首先老师放录音，让学生复述.2.老师讲解这段对话.3.同桌两人一组练习本课对话，然后进行情景表演.（二）拓展提升)Think and circleWhat do you often do on the weekend?课堂作业：（4分钟）Read and match板书设计:Unit 4 What Do You Do on Saturday?—What do you/ dose your … do on Saturday?—I/He/She often … (动词短语)课后反思:第三课时教学目标：1. 能听、说、读、写单词：sometimes2. 复习和巩固词汇：fly a kite, play football, do exercise, see a film, do somewashing, climb the mountain, do one’s homework3. 能听懂、会说句型：—Do you/Does your… often … on Saturday?—Yes, … / No, …并能在实际生活中灵活运用教学重点：1. 能听、说、读、写单词：sometimes2. 复习和巩固词汇：fly a kite, play football, do exercise, see a film, do somewashing, climb the mountain, do one’s homework教学难点：能听懂、会说句型：—Do you/Does your… often … on Saturday?—Yes, … / No, …并能在实际生活中灵活运用教学流程：学习目标(2分钟)（一）呈现导学目标能听、说、读、写单词：sometimes能听懂、会说句型：—Do you/Does your… often … on Saturday?—Yes, … / No, …并能在实际生活中灵活运用（二）老师朗读学习目标，学生认真听讲明确本节课任务自主学习（18分钟）（一）温故知新老师以小游戏的形式带领学生复习上节课所学词汇：教师介绍自己的日常活动，要求每当老师出示一个词汇卡片时，学生马上做相应的动作，教师可对反应最快的学生予以适当的奖励.（二）互助释疑(1) 自主读对话并翻译(2) 小组合作解决疑点展示交流（8分钟）听录音小组练习对话并表演对话.点拨升华（8分钟）—Do you/Does your… often … on Saturday?—Yes, … / No, …Look and talkListen and circle板书设计:Unit 4 What Do You Do on Saturday?sometimes—Do you/Does your… often … on Saturday?—Yes, … / No, …课后反思：第四课时教学目标：1.能听懂理解read a story 中情节简单的小故事，并能顺利的跟读录音，要求模仿正确，语音语调自然.2. 通过Read a story 的小故事，引导学生合理安排课余时间、规律生活的好习惯.3. 启发学生思考，教学学生不能像故事中的男孩那样只注重学习而忽视了锻炼身体.教学重点：能听懂理解read a story 中情节简单的小故事教学难点：能跟读read a story的录音，要求模仿正确，语音语调自然.教学流程：学习目标(2分钟)（一）呈现导学目标能听懂理解read a story 中情节简单的小故事（二）老师朗读学习目标，学生认真听明确本节课任务自主学习（18分钟）（一）温故互查1. 师做口型说出本单元的动词短语，学生看口型写出动词短语2. 师做口令，学生做动作.（二）互助释疑四人一组，讨论完成read a story 中的故事情节，相互解决不懂的单词、词组以及句子.展示交流：（12分钟）（一）组长负责查看组员的读故事的情况，组内互相讨论正确的答案（二）班级展示指名小组派一名代表，讲述这个小故事点拨升华：（4分钟）a poor boy！课堂作业：（4分钟）Look, ask and answerA: Does … often do … on … ?B: No, she/he doesn’t.A: What does … do on …?B: She/He …板书设计：Unit 4 What Do You Do on Saturday?A: Does … often do … on … ?B: No, she/he doesn’t.A: What does … do on …?B: She/He …课后反思:第五单元Where Are You Going?第一课时教学目标：1. 以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听、说、读、写词汇：park, cinema, shop, hospital, bus stop, buy a story book, 并熟练运用.2. 引导学生完成Part C Read and complete 部分的内容.教学重点：以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinem a, shop, hospital, bus stop, buy a story book, 并熟练运用.教学难点：引导学生完成Part C Read and complete 部分的内容.教学环节：学习目标（2分钟）（一）出示学习目标：以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinema, shop, hos pital, bus stop, buy a story book, 并熟练运用.（二）学生齐读学习目标，明确本节课任务.自主学习（15分钟）（一）温故知新复习以前学过的描述日常生活的词汇；复习一般现在时态中主语是第三人称单数时的句子；。
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四年级英语下册全册教案Unit 1 Where’s my new cap?Periods:Contents PeriodsPart A、B、C. ExerciseOne PeriodA、BPart D、E、F. ExerciseOne PeriodC、DLanguage 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.How are you?Step 2 Presentation and drill· Greeting with the students.· Task 1:Teacher let the children introduce their dress.Speak: My cap is on my head./ My tie is in my hand./…· Task 2：Guess: Where is it? (With the given picture on the text.)Good morning,How are you?Good afternoon.Good evening.Where is my blue shirt? / Where are my brown shoes?Cultivate their openness thinking. The more sentence they can speak,the higher points the teacher give the group.· Task 3:Matching game on dress、shirt、 shoes、coat、cap.Step 3. Practice· Listen to the tape.· Retell the text A、B according to what they hear.· Read after the tape· Read in different role.· Read in different group.Step 4. Consolidation· 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 tex t.Blackboard drawings:Where’s my blue shirt, Mummy?Your blue shirt is in your drawer Where are my brown shoes, Mummy?Your brown are in the cupboard.Teaching NotesPeriod 2Basic 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.4. The ability to know the sound in “all-”.5.The ability to read the sentence.6.The ability to write the word in correct form7.The ability to say the sentence, P4.8.The ability to identify “where’s …? Where are …?”Teaching difficulties:Find the ruler of the sound in “all-”.Help the student cultivate their reading ability in Part D. Teaching aids:Type-recorder, picture, computerStudent’s aids:Everyone make a picture of dinosaur , Tim and a book..Step 1 Warming up:Sing the song “who is wearing red today?”Step 2 Reading·Task 1: Everybody listen the tape and arrange the picture.·Task 2: Retell the story in groups.Retell in class.Step 3 Practice· Task 3: Read the words aloudball, wall, fall, tall, call.Then find the ruler, who will find it will be the winner.· Task 4: Read the sentence.It’s a small, small, stall after all.Who read it right and quick who gets the blue ribbon.Step 4. ConsolidationDo the writing part.Do the role-play on tongue twist.Teacher give the assessments.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:Where’s my new cap?ball, wall, fall, tall, callIt’s a small, small, stall after all.Teaching NotesUnit 2 Can you read and write?Periods:Contents PeriodsPart A、B、C. Exercise A、B One PeriodPart D、E、F. Exercise C、D One PeriodLanguage Function:Getting to know “can you …?”Language structure:Can you …?Yes, I can .Vocabulary:Understanding sentences: For my students: He can read. He can climb. She can write. Jimmy can eat a lot. It can fly. It can’t swim.Sounds:Know the oo-’s sound in the words.Tongue twisters.Period ⅠBasic aims of this lesson:1. Can listen and say shapes in the text.2.Finish the task the teacher given in the lessons.3.Can understand the conversation the text given.4.Can speak and say Part B.5.Can act with others with part C.Teaching difficulties:Can Dongdong do it for me ?Teaching points:Can you write in English?Teaching aids:Type-recorder, picture, computerStep 1 Warming up:Task 1: action as “read, climb, write, eat, fly, swim”Task 2: a game: listen and do.Step 2 Presentation and drill· Task 3:Teacher let t he children make the pictures as “read, climb, write, eat, fly, swim.”· Task 4：Guess: What do they do? (With the given picture on the text.)Cultivate their openness thinking. The more sentences they can speak,the higher points the teacher give the group.Step 3 Practice· Listen to the tape.· Retell the text A、B according to what they hear.· Read after the tape· Read in different role.· Read in different group.Step 4. Consolidation· Do the act according to Part C.· Teacher give the assessments.· Do the Part A、B in the Exercise.·Task 5: Finish the picture.Say it aloud.· Homework: 1. 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 ⅡBasic 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.4. The ability to know the sound in “oo-”.The ability to read the sentence.The ability to write the word in correct formThe ability to say the chant.The ability to introduce the picture that the students draw.Teaching difficulties:Find the ruler of the sound in “oo-”.Help the student cultivate their reading ability in Part D. Teaching points:Language sounds as in tongue twister and chantTeaching aids:Type-recorder, picture, computer.Student’s aids:Everyone draw pictures about the story, Part D, P7.Step 1 Warming up:Task 1: do the acting and guess.Task 2:Students draw a picture according to the teacher’s given words. Step 2 Reading·Everybody listen the tape and arrange t he picture.·Task 3: Retell the story in groups.Retell in class.Step 3 Practice· Task 4: Read the words aloud zoo, swimming pool, the moon, stool, broom. Then find the ruler, who will find it will be the winner.Have a match between groups.· Tas k 5: Read the sentences.The boy on the moon eats with a spoon, while the witch zooms past on her broom.Step 4. ConsolidationDo the writing part.Do the role-play on chant.·Teacher give the assessments.Do the Part C、D in the Exercise.· Hom ework: 1. Listening to the tape, recite the text.2. Make a picture of dinosaur and a dog.Blackboard drawings:Can you read and write?zoo, swimming pool, the moon, stool, broomThe boy on the moon eats with a spoon, while the witch zooms past on her broom.tTeaching Notes:Unit 3 Are you making a kite?Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Getting to know something is doing now.Language structure:Are you making a …?Vocabulary:The word should be grasped: making a kite, playing the piano, baking a pie,a paper boat, a mess.Understanding words: noise, noisy, hooray, holiday, away, spray, mask, funny.Sounds:Know the ay-’s sound in the sentences and the words. Go away, I say! Hooray! Tomorrow is a holiday! sprayHow to write: making a kite.Period 1Basic aims of this lesson:1. Can listen and say jobs in the text.2.Finish the task the teacher given in the lessons.3.Can understand the conversation the text given.4.Can speak and say Part B.Teaching difficulties:Grasp the four-skill words.Corret use “I am making…/ You are making … / Are you making …?”Teaching aids:Type-recorder, picture, computer, verb cards (run, jump, swim, climb, reat, write, cut)Step 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drillShow the verb cards.T: Look and read the words.Ss: Run / Jump / Swim …Let the Ss do the action.Show a paper boat.T: Look, it’s a paper boat. Can you make a paper boat?S: …Show the wall picture.T: Who is making the paper boat?Ss: Ann is making a paper boat.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: Guess, guess, guess,Let a student come to the front and do the action. Others use “Are you …?” guess what is he/she doing?Ss: Are you baking a pie?S1: No. I’m baking a cake.Step 4. Consolidationfree talk.Assessment.Exercises book P9-10.Homework.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence“what are you making?Are you …?Yes, I am.No, I’m …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned. Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. sing a song “Sunday morning.”Step 2 Presentation and drillTeacher draw a triangle.T: What am I doing?Step 3 PracticeGame: Guess, guess, guess.Let a student draw a picture on Bb, others guess “What is he/she doing?”Listen to the tape of Part D.3. Act the story wear the headwear as Dino and Tim.Step 4. ConsolidationFree talk.Assessment.Exercises book P11.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1. The ability to know the sound in “ay-”, and understand the words “away, say, hooray, holiday, spray”2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ay-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “play” on Bb, let Ss read.Mark “ay”, let the Ss find the rule.Write other words with “ay”, say, way, away, ray, hooray, holiday. Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentences3. Write “making a kite ” on book.Step 4. ConsolidationGroup in 4 act Part F.Exercises book P12.Free talk.Homework.Teaching NotesUnit 4 Peter is writing.Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Getting to know somebidy is doing something.Language structure:Peter’s mothre is cooking.He is sleeping.Vocabulary:The word should be grasped: writing, sleeping, working, reading, sweeping, cooking, painting, playing.Understanding words:book, wood, hood, hook, cook, merry-go-round, letothers.Sounds:Know the oo-’s sound in the words.How to write: reading and writing.Period 1Basic aims of this lesson:understand and say the new words “writing, sleeping, working, reading, sweeping, cooking, painting, playing.”retell the Part A.can say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is sweeping.T: Look, what am I doing?S: …Show the wall picture.T: Look, this is Peter. What is Peter doing?Ss: Peter is writing.T: What’s Peter’s mother doing?Ss: She is cooking.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is writing.…Step 4. Consolidationfree talk.Assessment.Exercises book P13-14.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understant Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action.Step 3 PracticeGame: Guess, guess, guess.Let a student dra w a picture on Bb, others guess “What is he/she doing?”Listen to the tape of Part D.3. Act the story wear the headwear as Dino and Tim.Step 4. ConsolidationFree talk.Assessment.Exercises book P15-16.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “oo-”, and understand the words “book, wood, hood, hook, cook2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “oo-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “book” on Bb, let Ss read.Mark “oo”, let the Ss find the rule.Write other words with “oo”, wood, hood, hook, cook …Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “reading and writing ” on book. Learn to sing “Are you sleeping?”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Teaching NotesUni t 5 What’s Anne doing?Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Getting to know somebidy is doing something.Language structure:What’s Anne doing?She is skipping.Vocabulary:The word should be grasped: hopping, running, dancing, digging, playing basketball, skipping, swimming.Understanding words:making the cat angry, rain, rail, train, nail, paint, tail, pail, sail, Spain.Sounds:Know the ai-’s sound in the words.How to write: playing basketballPeriod 1Basic aims of this lesson:understand and say the new words “hopping, running, dancing, digging, playing basketball, skipping, swimming”retell the Part A.can ask and say somebody is doing something.Teaching difficulties:Grasp the four-skill words.Can ask and say somebody is doing something. Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Sunday morningStep 2 Presentation and drillShow the word cards of Part B.T: Look and read the words.Ss: writing / sleeping / working …Let the Ss do the action.Teacher is running.T: Look, what am I doing?S: …Let a student run.T: What are you doing?S: I’m running.T: What is S doing?Ss: He/ she is …ing.Show the wall picture.T: Look, this is Anne. What is Anne doing? Ss: Peter is skipping.T: What’s the boy doing?Ss: He is hopping.Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe. Ss: … is skipping.…Step 4. Consolidationfree talk.Assessment.Exercises book P17-18.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “someone is doing …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillGame: Best partner.Group is 2, one show the word card, anther one do the action.Step 3 PracticeGame:Magic eyes.Let 2 Ss come to the front, others act the action.S1: What’s A doing?S2: A is hopping.…Listen to the tape of Part D.3. Act the story wear the headwear as Dino and the cat.Step 4. ConsolidationFree talk.Assessment.Exercises book P19-20.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ai-”, and understand the words “rain, rail, train, nail, paint, tail, pail, sail, Spain.2. Review the words and sentences.Teaching difficulties:Find t he ruler of the sound in “ai-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “rain” on Bb, let Ss read.Mark “ai”, let the Ss find th e rule.Write other words with “ai”, rain, rail, train, nail, paint, tail, pail, sail, Spain.Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “playing basketball” on book.Learn to sing “Are you sleeping?”Step 4. ConsolidationGroup in 4 act Part F.Free talk.Homework.Teaching NotesUnit 6 Where are you going?Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Gett ing to ask and answer “Where are you going? I’m going to …” Language structure:Where are you going?I’m going to school.Peter is walking to the playground.They’re stating at home.Vocabulary:The word should be grasped: going, coming, staying, standing, a school, a house, a post office, a holiday, an envelope.Understanding words: miss, bean, cream, seal, meal, meat, seat, read. Sounds:Know the ea-’s sound in the words.How to write: coming and going.Period 1Basic aims of this lesson:understand and say the new words “going, coming, staying, standing, a school, a house, a post office, a holiday, an envelope”retell the Part A.can ask and say “Where are you going? I’m going to …”Teaching difficulties:Grasp the four-skill words.Can ask and say somebody is doing something.Teaching aids:Type-recorder, picture, computer, words cardsStep 1 Warming up:Greetings.Song: Are you sleeping?Step 2 Presentation and drillShow a picture of a school.T: What’s this?Ss: It’s a school.T: Where are you now?Ss: How do you come to school? By bus/ car/ on feet/ …?T: I walk to school.Teach: walk.Show a toy dog.T: The dog is going. The dog is coming. The dog is staying. The dog is standing.Let Ss read after teacher.let a student act as a dog.T: hi, little dog, where are you going?S: I’m going to school / …Learn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and act Part B. others describe.Ss: … is skipping.…Step 4. Consolidationfree talk.Assessment.Exercises book P21-22.Homework: recite Part A.Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “Where are you going? I’m going to …”Understand Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. Look the cards and read the words.3. Look the mouth and guess the words.Step 2 Presentation and drillStick the pictures of school, house, post office on Bb.T: What’s this?Ss: It’s a school / ….Step 3 PracticeGame:Magic eyes.Let a student come to the front, act the action.S1: Where’s A going?S2: A is going to ….…Listen to the tape of Part D.3. Act the story wear the headwear as Dino and the cat.Step 4. ConsolidationFree talk.Assessment.Exercises book P23-24.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ea-”, and understand the words “bean, cream, seal, meal, meat, seat, read.”.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ea-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Sunday morning.”Step 2 Presentation and drillTeacher write “cream” on Bb, let Ss read.Mark “ea”, let the Ss find the rule.Write other words with “ea”, bean, cream, seal, meal, meat, seat, read. Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “coming and going” on book.sing the song “Are you sleeping?”Step 4. ConsolidationGroup in 4 discuss and complete Part F.Free talk.Homework.Teaching NotesUnit 7 Peter is happy today.Periods:Contents PeriodsPart A, B One PeriodPart C, D One PeriodPart E, F One PeriodLanguage Function:Getting to know “days of a week”Language structure:What day is today? It’s / today is Tuesday.Tomorrow is my birthday.It is Peter’s birthday. Peter is happy today.Vocabulary:The word should be grasped: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday, a calendar, today, tomorrow, a football game, a candle. Understanding words: three, tree, bee, see, weep, sweep, sweet, feet. Sounds:Know the ee-’s sound in the words.How to write: today and tomorrow.Period 1Basic aims of this lesson:understand and say the new words “Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday, a calendar, today, tomorrow, a football game, a candle”retell the Part A.can say “Today is Wednesday / Friday / Saturday.”Teaching difficulties:Grasp the four-skill words.C an describe “Today is Wednesday / Friday / Saturday.”Teaching aids:Type-recorder, words cards , a calendar, a candle, a birthday cake.Step 1 Warming up:Greetings.Song: Days of a weekStep 2 Presentation and drillTeacher is happy.T: I’m happy tod ay. Today is my birthday.Show a calendar.Learn: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday, Learn to sing: Days of a weekLearn Part B.Listen to the tape (Part A, B), read after the tape.Step 3 PracticeGroup in four act the Part A.Game: A little actor.Let a student come to the front and point to calendar. others describe the daysSs: Sunday, Monday, Tuesday, Wednesday, Thurday, Friday, Saturday,…Step 4. Consolidationfree talk.Assessment.Exercises book P25-26.Homework: Which day do you like best, why?Teaching NotesPeriod 2Basic aims of this lesson:1. Grasp the new words and phrases of this unit.2. Correct use the sentence “Today is Tuesday. It is Dino’s birthday.”3. Understanding words: sunny, cloudy, rainy, windy.4.Understant Part C, D.Teaching difficulties:Review the words and sentences.Free talk with the sentences have learned.Teaching aids:Type-recorder, picture, computerStep 1 Warming up:1. greetings.2. sing the song: Days of a week.3. Look the cards and read the words.4. Look the mouth and guess the words.Step 2 Presentation and drillStick the “Weather Chart” on the Bb.T: What day is today?T: What’s the weather like today?Learn : sunny, cloudy, rainy, windy.Complete the table “weather chart”Step 3 PracticeGame:Magic eyes.Let a student come to the front, act the action.S1: Today is Tuesday. It is Dino’s birthday.S2: Wow, a present. I like the present.…Listen to the tape of Part D.3. Act the story wear the headwear.Step 4. ConsolidationFree talk.Assessment.Exercises book P27-28.Homework.Teaching NotesPeriod 3Basic aims of this lesson:1.The ability to know the sound in “ee-”, and understand the words “three, tree, bee, see, weep, sweep, sweet, feet.”.2. Review the words and sentences.Teaching difficulties:Find the ruler of the sound in “ee-”.Drill the dialogue.Teaching aids:Type-recorder, word cards.Step 1 Warming up:greetings.sing a song “Days of a week.”Step 2 Presentation and drillTeacher write “tree” on Bb, let Ss read.Mark “ee”, let the Ss find the rule.Write other words with “ee”, three, tree, bee, see, weep, sweep, sweet, feet.Let Ss try to read.Step 3 PracticeListen to the tape of Part E.Chant the words and sentencesWrite “today and tomorrow” on book.sing the song “Days of a week”Step 4. ConsolidationPart F: sing the song “Happy birthday.”Free talk.Homework.Teaching NotesUnit 8 Spring is warm and nice.I. Teaching aims and materialsLearn some new words and the use of some sentence structures to discribe the weather and the temperature. Such as “It is nice and warm ! The lowest/highest temperature is…”II.Teaching procedure第一课时Step1. Revision(6 min)Pratice the dialogue in section A with the whole class to review thenew words and sentence structures we have learned last period.A: What’s the weather like in spring?B: It’s warm. It is a good time to go hiking.A: What’s the weather like in summer?B: It’s hot. It is a good time to go swimming.A: How is the weather in autumn?B: It’s cool. We can go to climb the mountain.A: How is the weather in winter?B: It is very cold. But we can make snowmen .Ask some pairs of students to make up new dialogues by using the sentence structures above.Step 2. Presentation (teaching new words 15min)1) Draw some clouds on the blackboard, and say “ it’s a cloudy day today, there are many clouds in the sky. So it is very dark , after without clouds, it will become bright. Guess the meaning of cl oudy and bright.”2) Draw a snowman on the blackboard, and say “only on a snowy day ,we can make snowmen ,but on that day it is very cold, it is quite cold, then can you guess what snowy and quite mean ?”3) Use a picture which describes a girl is watering the trees in the sun , and say “do you think it is very hot on a sunny day? In summer, almost everyday is sunny day, everywhere is very dry, so we must water the trees to survive them. Guess the meaning of sunny and dry.”4) Let the students see a video, two cars are crashed to each other ona foggy day, because the drivers can not see each other clearly. And say “on a foggy day, we can not see others far away from us, so it is very dangerous for drivers to drive the cars. Guess the meaning of foggy”.5) Use a flash on which the wind blows, and the leaves fall down from。
湘少版小学英语四年级下册教案
湘少版小学英语四年级下册教案一、指导思想随着全球经济、信息技术、知识技能一体化，社会对人才要求：年青化、知识化、技能化、专业化。
尤中国加入WTO后，English get more and more important in moderm society。
所以我们的英语教学必须响应国家基础教育课程的改革政策，与时俱进，开拓创新、以人为本、终身学习的思想观念，提高教育教学效益为中心，培养学生的创新精神和实践能力为重点，全面推进素质教育。
结合小学英语教学的特点，主要激发学生学习英语的兴趣，培养良好的语言学习习惯，着重培养学生英语基础语言能力和英语语感能力，循序渐进地建立起英语语言思维能力，为学生进一步学习英语打下良好基础。
二、教学原则，教学目的以听为首，以听助说，听说整合，听说领先，读写跟上，废止“聋哑英语”。
教师全情参与课堂，建立新型的师生关系，创造一种有利于学生自主学习的氛围，高质量的上好每一堂英语课，使知识、技能、兴趣、音乐、情感、享受融为一体，让学生在身心愉悦的状态中掌握知识，在玩中体验，在体验中享受成功，在成功中激发潜能。
1、通过学习，使学生能听懂、会说一些简单的日常交际用语，并能在情境中运用。
2、使学生掌握一定数量的单词，掌握生词的读音、书写及中文意思。
3、通过歌曲、游戏、歌谣、游戏、制作等活动巩固所学内容培养学生对英语学习的兴三、学生基本情况分析四年级的学生已学过一年多的英语，学生以有一定的基础，良好的听、说、读、写英语的习惯已基本养成。
但由于教材难度偏大，教学内容与课时不成比例，学生的学习兴趣难以保持，两极分化较严重。
因此，本学期应注重转化后进生，因材施教，分层教学，保持学生的学习兴趣。
四、教材分析此套教材Primary School English，全书共分14个单元，每个单元分为６个部分，即：Ｌet’s listen and say; let’s learn; let’s act; Let’read;let’s listen ,read and write; let’s have fun通过对歌谣和小诗的学习，一是培养学生的语感和节奏感；第二是提高发音的正确性；第三通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。
新湘少版小学四年级英语下册教案
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小学四年级下册湘少版英语全册完整教案
Unit 8 Spring is warm and nice.I. Teaching aims and materialsLearn some new words and the use of some sentence structures to discribe the weather and the temperature. Such as “It is nice and warm ! The lowest/highest temperature is…”II.Teaching procedure第一课时Step1. Revision(6 min)Pratice the dialogue in section A with the whole class to review the new words and sentence structures we have learned last period.A: What’s the weather like in spring?B: It’s warm. It is a good time to go hiking.A: What’s the weather like in summer?B: It’s hot. It is a good time to go swimming.A: How is the weather in autumn?B: It’s cool. We can go to climb the mountain.A: How is the weather in winter?B: It is very cold. But we can make snowmen .Ask some pairs of students to make up new dialogues by using the sentence structures above.Step 2. Presentation (teaching new words 15min)1) Draw some clouds on the blackboard, and say “ it’s a cloudy day today, there are many clouds in the sky. So it is very dark , after without clouds, it will become bright. Guess the meaning of cloudy and bright.”2) Draw a snowman on the blackboard, and say “only on a snowy day ,we can make snowmen ,but on that day it is very cold, it is quite cold, then can you guess what snowy and quite mean ?”3) Use a picture which describes a girl is watering the trees in the sun ,and say “do you think it is very hot on a sunny day? In summer, almost everyday is sunny day, everywhere is very dry, so we must water the trees to survive them. Guess the meaning of sunny and dry.”4) Let the students see a video, two cars are crashed to each other on a foggy day, because the drivers can not see each other clearly. And say “on a foggy day, we can not see others far away from us, so it is very dangerous for drivers to drive the cars. Guess the meaning of foggy”.5) Use a flash on which the wind blows, and the leaves fall down from the trees, say” on a windy day, because the wind blows, the leaves fall down. Guess the meaning of windy”.6) Take a thermometer to the classroom ,point it and say “today’s temperature is 20 degree centigree. In winter, the temperature is often below 0 degree centigree. Then who can tell me what temperature means?”All those above can ask different groups to answer .the group who guess right will get some presents from the teacher.Ask the students to do the exercise of 1b to consolidate the new words ( match the pictures with the words)第二课时Step3.Drill(8min)(1)ListeningLet the students listen to the tape and make sure whether the following sentences are right or not.1) a boy is flying a kite .2) the weather today is nice and cold.3) The weather here yesterday is cloudy.There is a difficult point in the dialogue : the phrase “nice and”doesn’t mean 又好又…Through an example , maybe we can know itHow is the weather in spring ?It’s very warm ,it’s nice and warm..(2)ReadingAsk the students to read the text 2A and do the exercise of 2b, get them try to guess the meaning of “lowest” “from……to …..”then ask them to make some sentences by using it.Step4. practice (8min)(1)Reading aloudAsk the students to read together, and then read in rolls.(2)Make a dialogueAsk the students to make up a dialogue by using the key words in 1C.Step 5.consolidation (8min)Ask some students to come to the front to talk about the weather and temperature in their own hometown by using the new words and sentence structures they have just learned. Maybe the teacher can talk at first.Step6. Assigning homework.第三课时Teaching aims:1. Grasp the words：Spring, summer, autumn and winter.2. Learn to say and use the sentence patterns__ It’s spring .__It’s warm in spring .__We go cycling in spring .3 Read and act the conversation .Teaching aids :MCAI , tape–recorder and headdress .Teaching steps :PARTⅠ: Greeting .T: Hello ! Boys and girls !Ss: Hello ! Miss Wu !T: How are you ?Ss: I’m fine ,thank you ! And how are you ?T: I’m fine ,too .Nice to meet you !Ss: Nice to meet you ,too !PARTⅡ: Warming-up and revision :1.Sing a song :“I can sing rainbow”2. Free talk:T: What do you do at the weekend ?S: I go cycling .T: What do you do at the weekend ?S: I play football .PART Ⅲ Presentation :Step 1: Learn to say .( The teacher put on headdress and act “season ”)1.T: Boys and girls! I’m season , I have four children :spring ,summer, autumn and winter . Look! They’re here .T shows MCAI :( Trees germinate and grasses become green … Children go cycling .) T: Spring is coming on . Spring is warm .The tree is germinating , flowers open and grass become green. How beautiful spring it is! We go cycling in spring . MCAI shows “spring ”and pronounces .The students read together.Ss: It’s spring . Spr ing is warm . We go cycling in spring.2.T shows MCAI :( The leaf is plentiful and children are swimming … )T: It’s summer. Summer is hot .We can swim in summer .MCAI shows “summer” and pronounces . The students read together .3.T shows MCAI: (The leaf become yellow and fall in .)T :It’s autumn .autumn is cool .We play football in autumn .MCAI shows “autumn” and pronounces .The students read together.4.T shows MCAI :(It was snowing thick and fast ,The tree is barren…)T: It’s winter .Winter is cold .We watch TV and play football in winter . Step2.Let’s do .(music)T: Boys and girls , Let’s do!(T and Ss make the action)Spring is green and spring is warm .We go cycling in spring.Summer is red and summer is hot .We go swimming in summer .Autumn is yellow and autumn is cool .We can play football in autumn .Winter is white and winter is cold.We play table tennis in winter.2.Pairwork.Step3.Let’s learn .2.T shows MCAI .Ss listen .Ss look at the picture and read after the MCAI.3.Practice the sentence patterns.Step 4 :Play a game .T shows pictures and cards .1. T: Boys and girls ! Guess !What/s miss ?S: Spring.T: What/s miss ?S: Hot .2. Make a survey.Unit 9 I’m from China.I. Teaching aims and demands1. Enable the Ss to master the new words and expressions:summer, camp, Summer Camp, China, USA, UK,Canada, France, Japan, outer, space, cool;2. Enable the Ss to mater the sentence patterns:Where are you from? I’m from…II. Key points1. The new words;2. The sentence patterns.III. Teaching aids1. Word cards;2. Tape and cassette;3. CAI;4. Some objects;5. A map of world.IV. Teaching Steps第一课时Step 1 Warming up1. Make greetings.1) How are you?2) Nice to meet you.3) What’s this?4) What color is it?5) Where is it?2. Revision1) Welcome to McDonald’s.2) Welcome to Hunan.3) Welcome to Zhuzhou.4) Welcome to Meitian School.Step 2 Presentation(CAI)1. Part 2 Listen and say.1) Look at the pictures and watch the CAI carefully.2) Learn the new words.①China 中国② USA 美国③UK 英国④Canada 加拿大⑤France 法国⑥Japan 日本3) Read and spell them.4) Ask some Ss to teach them.5) Read them together.2. Part 1 Watch, listen and say.1) Look at the picture and say what you know from it;2) Listen to the tape;3) Listen again and learn some sentences:① Welcome to the Summer Camp. 欢迎来到夏令营。
新版湘少版小学英语四年级下册教案全集(全册 附反思 共55页)
新版湘少版小学英语四年级下册教案全集（全册附反思共55页）目录Unit 1 It’s on you head!Unit 2 Spring is warmUnit 3 What can you see?Unit 4 Can you write in English?Unit 5 Peter is writingUnit 6 What’s Anne doing?Unit 7 Today is SaturdayUnit 8 I come from ChinaUnit 9 How much is it?Unit 10 He has two feetUnit 11 Do you have a ticket?Unit 12 Do you have any money?Unit 1 It’s on your head.Unit 2 Spring is warm .Period 1一、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；3.能用“I’m from Changsha. I like spring.\ I don’t like summer.”和“Spring is warm .”与他人谈论某地四季的天气情况。
二、教学重点及难点重点：.能听懂、会说会读新单词winter,warm,hot,cool,spring,summer,autumn,winter；正确描述四季及不同的天气。
难点：理解不同地方的四季有不同的天气状况。
Spring 的正确发音。
三、教学准备单词卡片、教学磁带等四、教学步骤Step1. Warming up1.师生问候。
2.唱英语歌曲。
Step 2. Presentation and drill1.T：I don’t like hot days.How about you?S:I like warm days.…让学生们各抒己见，谈谈对天气的喜好。
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.How are you?Step 2 Presentation and drill· Greeting with the students.· Task 1:Teacher let the children introduce their dress.Speak: My cap is on my head./ My tie is in my hand./…· Task 2：Guess: Where is it? (With the given picture on the text.)Good morning,How are you?Good afternoon.Good evening.Where is my blue shirt? / Where are my brown shoes?Cultivate their openness thinking. The more sentence they can speak, the higher points the teacher give the group.· Task 3:Matching game on dress、shirt、shoes、coat、cap.Step 3. Practice· Listen to the tape.· Retell the text A、B according to what they hear.· Read after the tape· Read in different role.· Read in different group.Step 4. Consolidation· 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.Blackboard drawings:Where’s my blue shirt, Mummy? Your blue shirt is in your drawer Where are my brown shoes, Mummy?Your brown are in the cupboard.Teaching NotesPeriod 2Basic 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.4. The ability to know the sound in “all-”.5.The ability to read the sentence.6.The ability to write the word in correct form7.The ability to say the sentence, P4.8.The ability to identify “where’s …? Where are …?”Teaching difficulties:Find the ruler of the sound in “all-”.Help the student cultivate their reading ability in Part D. Teaching aids:Type-recorder, picture, computerStudent’s aids:Everyone make a picture of dinosaur , Tim and a book..Step 1 Warming up:Sing the song “who is wearing red today?”Step 2 Reading·Task 1: Everybody listen the tape and arrange the picture. ·Task 2: Retell the story in groups.Retell in class.Step 3 Practice· Task 3: Read the words aloudball, wall, fall, tall, call.Then find the ruler, who will find it will be the winner. · Task 4: Read the sentence.It’s a small, small, stall after all.Who read it right and quick who gets the blue ribbon. Step 4. ConsolidationDo the writing part.Do the role-play on tongue twist.Teacher give the assessments.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:Where’s my new cap?ball, wall, fall, tall, callIt’s a small, small, stall after all.Teaching NotesUnit 2 Can you read and write? Periods:Language Function:Getting to know “can you …?”Language structure:Can you …?Yes, I can .Vocabulary:Understanding sentences: For my students: He can read. He can climb. She can write. Jimmy can eat a lot. It can fly. It can’t swim. Sounds:Know the oo-’s sound in the words.Tongue twisters.Period ⅠBasic aims of this lesson:1. Can listen and say shapes in the text.2.Finish the task the teacher given in the lessons.3.Can understand the conversation the text given.4.Can speak and say Part B.5.Can act with others with part C.Teaching difficulties:Can Dongdong do it for me ?Teaching points:Can you write in English?Teaching aids:Type-recorder, picture, computerStep 1 Warming up:Task 1: action as “read, climb, write, eat, fly, swim”Task 2: a game: listen and do.Step 2 Presentation and drill· Task 3:Teacher let the children make the pictures as “read, climb, write, eat, fly, swim.”· Task 4：Guess: What do they do? (With the given picture on the text.)Cultivate their openness thinking. The more sentences they can speak,the higher points the teacher give the group.Step 3 Practice。
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3、Are you making a kite ?第一课时教学内容: 单元中的A.B 两部分教学目标：1、能听懂、会说本课新单词及词组making a kite ,baking a cake , playing the piano. A pie a mess.2、能听懂，会说本课对话。
3、能正确使用making a kite ,baking a cake , playing the piano.二、教学重点及难点：重点：掌握AB两部分的新单词难点：能正确使用I am making …/ You are making …/Are you making ..?三、教学准备：教学磁带，录音机，自制单词卡片。
教学内容: 第一单元中的A.B 两部分教学过程：一、组织教学：教学过程：1、师生互相问候：T：HelloS：Hello.2、唱一首英文歌曲：Are you sleeping ?二. A部分的教学。
（Let’s listen and say）学习主句：Are you making a kite ?听录音朗读A部分。
1,指导学生看图,老师分析A部分的句子,然后听录音朗读A部分的句子,进行教学,(1)跟读句子.(2),情景对话,根据A部分的内容进行对话练习.2、句型I am making a boat ./ kite /bike/ plane…You are making a boat ./ kite /bike/ plane…Are you making a boat ?./ kite /bike/ plane,Yes ,I am / No,I am not.What are you making ?↗ a ruler.↗ a boat .I am making → a kite .↘ a bike.↘ a plane.3、指导学生朗读。
三、B部分的教学。
(Let’s learn)这部分要求学生学习单词1、出示单词卡片。
making a kite baking a cake , playing the piano a pie a mess.A：听录音朗读。
B：利用图片进行教学。
（1）开火车读一读,baking a cake →,baking a cake ,→baking a cake ,→baking a cake , playing the piano.→playing the piano.→playing the piano.→a pie →a pie → a pie →a pie →a mess. →a mess. →a mess. →a mess. →（2）分小组进行朗读。
四.指导学生书写句子，单词1.making a kite baking a cake , playing the piano a pie a mess.2.Are you making a kite ?第二课时教学内容：C、D内容教学目标：1.掌握新单词：drawing , homeword , making a kite baking a cake , playing the piano a pie a mess.2.通过模仿和表演，对所学的句型和词汇进行交际和运用：3.能阅读并理解课文D部分的对话。
教学重点及难点：重点：复习单词和句型。
难点：对所学的句型和词汇进行交际和运用：教学准备：教学准备：教学磁带，录音机，自制单词卡片。
教学步骤：一：互相问候1、师生互相问候：T：HelloS：Hello.二、复习A部分内容：1、读句子：2、听录音读A部分句子。
三、复习B部分单词：drawing , homeword , making a kite baking a cake , playing the piano a pie a mess.1、开火车认读单词：2、齐读单词：四、新内容教学：1、C部分的教学：（Let’s act）（1）重点练习句型。
Are you drawing a fish ?- No, I am not.Are you drawing a bird ?- Yes, I am.（2）集体练习。
注意句型的变换。
2、D部分的教学（Let’s read ）（1）看图理解图中的含义，句型练习What are you doing ?（2）跟录音读句子，（3）游戏。
五、游戏六、作业练习抄写句子：Are you drawing a bird ? - Yes, I am.Are you drawing a fish ? - No, I am not.第三课时教学内容：E-F部分内容教学目标：1、能掌握字母组合ay 在单词中的发音规律，能理解和读出新单词，2. 会读含有字母组合ay 的单词。
3. 能掌握课文中关键单词的书写。
巩固所学的单词，规范书写格式。
教学重点及难点：重点：字母组合ay 在单词中的发音规律，能理解和读出新单词，难点：复习单词和句型教学准备：教学准备：教学磁带，录音机，自制单词卡片。
教学步骤：一：互相问候1、师生互相问候：T：HelloS：Hello.二、复习旧知识1、A，B部分内容：（1）读A部分的句子：Are you making a kite ? （2）认读B部分的单词：drawing , homeword , making a kite baking a cake ,playing the piano a pie a mess.2、复习C、D部分内容：读句子：Are you drawing a bird ? - Yes, I am.Are you drawing a fish ? - No, I am not.三：新内容教学：1. E部分的教学：（Let’s listen read and writen ）（1）字母组合ay 在单词中的发音规律（2）读含有字母组合ay 的单词。
away →away →away →away →holiday →holiday →holiday →holiday →spray →spray →spray →spray →spray →（3）Read the sentence.(4) Let’s write.2、F部分的教学（Let’s have fun ）（1）看图。
明白做风筝的过程，（2）能用英语看懂（3）读一读四、活动，自己做一个风筝，五、作业练习1、单词书写：2、抄写句子：4、Peter is writing皮特正在写东西。
第一课时教学内容: 单元中的A.B 两部分教学目标：1、能听懂、会说本课新单词sleeping, working, cooking, painting,2、能听懂，会说本课对话。
3、能用现在进行时描述某人在做某事。
二、教学重点及难点：重点：掌握四会新单词难点：能用现在进行时描述某人在做某事。
三、教学准备：教学磁带，录音机，自制单词卡片。
教学内容: 第一单元中的A.B 两部分教学过程：一、组织教学：1、师生互相问候：T：HelloS：Hello.2、唱一首英文歌曲：come and see my faimliy.二. A部分的教学。
（Let’s listen and say）学习主句：P eter is writing听录音朗读A部分。
1,指导学生看图,老师分析A部分的句子,然后听录音朗读A部分的句子,进行教学,(1)跟读句子.(2),情景对话,根据A部分的内容进行对话练习.2、句型；Peter’s mother is cooking.Anne’s mother is sweeping.Lingling’s brother is sleeping.Lingling is painting.3、指导学生朗读。
三、B部分的教学。
(Let’s learn)1、出示单词卡片。
sleeping, working, cooking, painting,A：听录音朗读。
B：利用图片进行教学。
（1）开火车读一读sleeping,→sleeping,→sleeping,→sleeping,working, →working, →working, →working,cooking, →cooking, →cooking, →cooking,painting,→painting,→painting,→painting,（2）分小组进行朗读。
四、指导学生书写句子，单词1 sleeping, working, cooking, painting,2. Peter’s mother is cooking.Anne’s mother is sweeping.Lingling’s brother is sleeping.Lingling is painting.第二课时教学内容：C、D教学目标：1 掌握新单词：sleeping, working, cooking, painting, 2所学的句型现在进行时和词汇进行交际和运用：3 能阅读并理解课文D部分的对话。
教学重点及难点：重点：复习句型和单词。
难点：情景会话。
教学准备：教学准备：教学磁带，录音机，自制单词卡片。
教学步骤：一：互相问候1、师生互相问候：T：HelloS：Hello.2、唱一首英文歌曲：二、复习A部分内容：1、读句子：Peter’s mother is cooking.Anne’s mother is sweeping.Lingling’s brother is sleeping.Lingling is painting.2、听录音读A部分句子。
三、复习B部分单词：开火车认读单词：sleeping, →sleeping, →sleeping, →sleeping, working, →working, →working, →working, cooking, →cooking, →cooking, →cooking, painting, →painting, →painting, →painting,四、新内容教学：1、C部分的教学：（Let’s act）重点是句型的练习。
运用单词进行↗sleeping.↗w riting. Lingling is →drawing.↘cooking.↘reading.2、D部分的教学（Let’s read ）句型练习，↗sleeping.↗w riting.Anne is →drawing.↘cooking.↘reading.五、作业练习1、单词书写：sleeping. w riting. drawing. cooking. reading.2、抄写句子：What is that ?第三课时教学内容：E-F部分内容教学目标：1 能掌握字母组合oo在单词中的发音规律，能理解和读出新单词，2 会读含有字母组合oo 的单词。