四年级下册英语unit 1 time join in 剑桥英语

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Unit1Time(课件)joinin外研剑桥英语四年级下册

注意 homework 是不可数名词。
加法记忆 home + 家
work = homework
工作
家庭作业
（名词）子夜，午夜
例句
Mr Green goes to bed at midnight . 在午夜格林先生在午夜上床睡觉。
巧记
mid（中间的）+night（夜晚，夜间）= midnight（子夜，午夜）
句型讲解例句
询问现在的时间：问句：What time is it (now) /What’s the time
(now) w答h语at：tiImt’e意s+为具“体几时点刻”. ，用于询问具体的时间点。此句型中的it指代时间，不必译出。
—What time is it /What’s the time 了？ —It’s twelve o’clock. 12点钟了。
（名词）分，分钟
复数 minutes
例句 Mike runs for 30 minutes every day. 迈克每天跑 30 分钟。
（副词）点钟
用法通常与数字1~12连用，表示整点。
形近词例句
clock（时）钟
短语
seven o’clock 7点钟
I often do sport at ten o’clock. 我经常在10点钟做运动。
（形容词）慢的，缓慢的
反义词 fast 快的
形近词 show 给……看
例句巧记
The clock is ten minutes slow. 这个时钟慢了10分钟。
show 给……看
h改为l
slow
慢的，缓慢的
（动词）敲（钟），报（时）

四年级下册英语剑桥Join in知识要点汇总

四年级下册词汇及句型Unit1Time●Vocabulary:half一半clock钟o’clock整点bathroom浴室check检查crazy疯狂的downstairs楼下的everywhere到处garden花园hall大厅midnight午夜police警察quick迅速的watch表someone某人hour小时minute分钟wake up醒来at在某具体地点或时刻get up起床careful小心的●Sentences:1.What time is it?It’s five o’clock.现在什么时间？五点整。

2.It’s half past three by the purple colck.那个紫色的钟是三点半。

3.It’s four o’clock on the watch on the table.在桌上那块表上是四点整。

4.Time for bed/school/lunch.到时间去睡觉/上学/吃午饭了。

5.Time to go to bed.Time to go to school.Time to have lunch.到时间去睡觉了。

到时间去上学了。

到时间吃午饭了。

6.I get up at six o’clock.我六点整起床。

7.Classes begin at half past eight.八点半开始上课。

8.At midnight.在午夜时分。

9.At one o’clock my crazy clock strikes two.在一点整的时候我疯狂的时钟敲了两下。

10.At ten o’colck it doesn’t do a thing.在十点整的时候它什么也没做。

11.At midnight it starts to sing.在午夜时分它开始唱歌。

Unit2Friends●Vocabulary：best最好的friend(s)朋友（们）music音乐sport运动spider蜘蛛butterfly蝴蝶rat耗子they他们pet宠物afternoon下午team团队place地方silly愚蠢的group组合together一起（an hour）later（一小时）之后●Sentences：1.She/He likes books and dogs.她/他喜欢书和狗。

Join_in(改编版)四下剑桥英语教案

Join_in(改编版)四下剑桥英语教案Unit 5.Items Contents RequestsTopic The days of a week Listen ,speak ,read,write ,use . Key sentences (1)My favourite day is…Listen ,speak ,read,(2)…’s favourite day is… write ,use .New words Sunday ,Monday ,Tuesday , Listen ,speak ,read,Wednesday ,Thursday ,Friday , write ,use .Saturday ,my ,faviouritePeriod OneThe pupils learn to understand:We've got football today.I can stay in bed.I hate Mondays.The pupils learn to use:Monday, Tuesady, Wednesday, Thursday, Friday, Saturday, Sunday. Come with me.(What's your favourite day?)Activities and skill:1.Saying a chant.Listening to people in different situations on the casstte/CD and deciding which picture goeswith which situation.(Listening for gist).Teaching process:Step 1—Listen and say the chant.1.Introduce the days of the week.(1).Use a calendar, pointsit and says: Today is (Firday).(2).Write the first letter of the day of the week in English on the board. (3).Introduce all the other days of the week and write the first letter of each day in sequence. 2.Repet the days several times.(1).First only to listen and then try to repeat them.(2).The teacher asks in Chinese which day of the week they prefer and the pupils can answerin English.3.Say the chant.(1).First with the book closed.(2).Twice with looking at the text.(3).Try to say the chant follow the tape.Step 2—Listen and say the number.1.Talk to the pupils in Chinese for a few minutes about the importance of understanding thegist of a message form the tone of voice, hte modulation and connecting inages and sound. 2.Listen to the tape.Give them some encouragement and stress the fact that understanding doesn't necessarilyimply thta they know every word.Period Two The pupils learn to understand:I hate (Monday).What's your favourite day?The pupils learn to use:Try to write the days of the week.What's your favourite day?Activities and skills:1.Listening to children talking about their favourite day.2.Writing the days of hte week.Teaching process:Step 1—Warm-up.1.Say the chant.2.Playing a game.Teacher says the days of the week without sound. The pupils try to lip read them.Step 2—Listen and tick their favourite days. 1.Ask the pupils to say the words, teacher writes the first letter of each day on ht eblackboard.2.Have a chant.What's your favourtie day?3.Introduce new British children, Claire, Diana, Bob, Frank.4.Listen and tick.5.Check answer.Step 3—Chant.1.Teacher and the pupils ask and answer.2.Pair work.Step 4—Learn to write.The pupils try to write the words one by one.Period Three The pupils learn to understand:Emma's new room.The pupils learn to use:Close your eyes. Open your eyes.I hate (pink).Activities and skills:3.Decoding meanings of the language in a story. Teaching process:Step 1——Warm-up1.Say a chant.2.Have a chat.What's your favourite day?Period Four The pupils learn to understand:Emma hates pink.The pupils learn to use:She paints (a red budgie) on (Monday).Activities and skills:4.Singing a song and colouring animals as specified in the lyrics of hte song.Spotting the days of hte week in a crossword puzzle. Applying a colour code in order to find out about four children's favourite days.Teaching process:Step 1——Listen and sing the song. Then colour the animals.1.Introuduce the tille:Emma hates pink.2.Listen to the song several times.3.Read the sentences.4.Sing ht esong.5.Colour the animals.Step 2——Circle the days of week.1.Open book at page 48, do the exercise 7 by themselves or pair.2.Check answer.Step 3——Do the word puzzle.1.Do the exercise 8.2.Check answer.Step 4——Complete the sentences.1.Have a chat with the pupils by those topic.2.Try to write them.3.Check answer.Unit6Items contents RequestsTopic clothes Listen ,speak ,read . Key sentences (1)I’m wearing … Listen ,speak ,read,(2)…is wearing… write ,use .New words cap ,T-shirt ,sweater, Listen ,speak ,read,shirt ,dress ,jeans , write ,use .skirt ,shorts ,socks ,shoes ,trains .Period OneThe pupils learn to understand:My favourite (T-shirt) is (blue).the colours of …The pupils learn to use:T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, short, trainers, skirt, kite. Activities and skills:Listening to words and pointing at pictures.Doing the actions to a song.Teaching process:Step 1------ New vocabulary:1. Introduce the new vocabulary using the clothes I am wearing and those of the pupils.2. Read the new vocabulary. Write each word on the blackboard, the pupils read them afterteacher several times.3. listen and point. Play the tape. The pupils point to the objects in the book as they arenamed.4. Ask the pupils to listen once or twice with their eyes closed, and try to imagine the objectsnamed.Step 2------Play a memory game.1. Introduce how the memory game works.Teacher covers the word written under one of the pictures in the book with an eraser (or apencil sharpener or any other small object). Ask one pupil to try and remember the word. If thepupil remembers, then it is his/her turn to cover a word and ask the teacher to guess. 2. Work in pairs.3. Corrections can be made at the end of the exercise.Step 3------Listen and sing the song.1. Introduce the new word “kite”.T: Have you got a kite? What colour is it?2. Play the song two or three times with the books closed.3. The pupils sing along with the tape.4. What's wrong in the picture?The pupils draw the picture according to the words of the song.Period TwoThe pupils learn to understand:Put on your (T-shirt).Get out of bed.Turn off the alarm clock.The pupils learn to use:Cycle helmet.Open the door.Run out of the door.Activities and skills:Understanding instructions and miming in the actions.Listening to the tape and filling in the numbers.Teaching process:Step 1------Warm-up.A team game.Decide the pupils four groups. the pupils watch the teacher mouthing the words below:trainers, sweater, cap, T-shirt, dress, skirt, shoes, socks jeans, shirt, shorts, kite. Do not useyour voice, but let the pupils guess which word you are saying. Which group is the best? Let's have a team.Step 2------New vocabulary and new sentences.1. New word: cycle helmet.Show the pupils a cycle helmet and teach them the new word.2. Learn to say the new sentences: Turn off the alarm clock. Get out of bed. Put on your T-shirt. Run out of the door. Shout out: "Oh, no!"Step 3------Mime the action story.1.The teacher and the pupils listen to the instructions on the cassette. The teacherperforms each action and the pupils watch and then imitate the teacher.Repeat this stage several times.2.The teacher gives the instructions in the same order which the pupils heard them on thecassette during Phase1. The pupils listen and do the actions one ata time, following theteacher’s instructions.3.The teacher gives the instructions in jumbled order. The pupils listen and performs theactions one at a time.Step 4------Listen and fill in the numbers.(1) Listen and mime.(2) Fill in the numbers.(3) Check it. Make sure that everyone is correct.Period ThreeThe pupils learn to understand:What's her name?What's his name?The pupils learn to use:Ann is wearing (a blue skirt).Activities and skills:Doing a logic puzzle.Deciding if written sentences are right or wrong.Reading a short descriptive text and colouring a picture accordingly. Colouring a picture and producing a short descriptive text.Teaching process:Step 1------Listen and write the names of the children.1. Draw a boy and a girl on the blackboard (stick figures will do) and write he and she.2. In troductory activity.Describe the clothing of one of the pupils and ask the others to guess who it is. Guess who itis!3. Write It's…on the blackboard and help the pupils to provide a complete answer.4. Read the children's names a few times and ask the pupils to repeat them and then play thecassette. Do the exercise in the book.5. Checking the answers orally.Step 2------Rignt or Wrong?1. Explain the meaning of right and wrong and then give the pupils time to read the sixsentences of the exercise by themselves.2. Do the exercise by the pupils themselves.3. Check them. Ask the pupils to read the sentences in groups.Step 3: Read and colour the picture.Step 4: Colour the picture and write.Explain these two exercises above are the homework. Check them in next class.unit 7Items Contents RequestsTopic Happy birthday! Listen ,speak ,read ,write ,use . Key sentences (1)Happy birthday (to you)!Listen ,speak ,read ,(2)Happy birthday to… write ,use .(3)My birthday is in…(4)…’ birthday is in…New words happy ,birthday ,my ,January , Listen ,speak ,read ,February ,March ,April ,May , write ,use .June ,July ,August ,September ,October ,November ,DecemberIn this unit the pupils learn to understand:I live in...Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards. Warning! No Water!Quick, let's run into the house.What a lovely cake!In this unit the pupils learn to use:January, February, Match, April, May, June, July, August, September, October, November, December.When's your birthday, (Rose)? In (June).Happy birthday!(Ann)'s birthday is in (May).Stamp your feet, turn around, clap your hands, snap your fingers. Hip hip, hooray!Activities and skills:Saying a chant.Decoding meaning from listening and reading.Finding out from reading about how a child from Hastings celebrates her birthday. Singing a song.Circling and copying the names of the months.Asking each other when their birthdays are.Making a chart based on a class survey.Writing sentences about when one's own and other children's birthdays are. Reading and listening to a story.Discerning cause-effect connections in a picture.Recognising patterns (quesions and statements).Period TwoStep 1------Warm-up.1. The teacher mouths the months, first in the correct order and then in jumped order.2. Say the birthday chant.Step 2------Listen and sing the birthday song.1.With the help of gestures, the teacher introduce the new action words: Stamp your feet.Clap your hands. Snap your fingers. Turn around. The pupils learn to mime the actions.2.Listen with the book closed.3.Listen with eyes closed.4.Listen again with eyes open but without the text.5.Listen andread the text.6.Ask the pupils to sing along.Step3------Circle the names of the months. File them in. 1.Thepupils circle the months using different colours cragons. 2.The pupils write the names of the months in the correct order on the numbered lines.3.Check the answer.Ask some pupils to write the names of the months on the blackboard. Step 4: Make a chant for birthdays.The teacher makes a example with a pupil.When is your birthday, Lisa?Step 5: Write the sentences.The teacher writes the example on the blackboard. The pupils try to write by themselves or inpairs.Explain: The pupils do the Step4 and Step 5 exercises as their homework. The teacherchecks the answer in next class.Period Three The pupils learn to understand:Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards.Warning! No Water!Quick, Let's run into the house.What a lovely cake!The pupils learn to use:(John)'s birthday's in (May). Write the sentences. Teaching process: Step 1------Warm-up.1. Sing the birthday song.2.Make a chant.When is your birthday, (Alice)?3.Check the answer at Page 59.Step 2------A story-A birthday cake for Pit.1. Listen to the story.(1). The teacher plays the story twice with the book closed.(2). The teacher plays the story twice with the book open.These four times without introduction. 2.The teacher checks if the pupils have instinctively understand the meaning of the individual words.If necessary, introduce new words and sentences. Step 3: When arethe children's.Period Four The pupils learn to understand.Here's a present for you:what a lovely doll!A birthday card, a birthday cake, a birthday present. The pupils learn to use:Happy birthday (to you)!Thank you very much.Activities and skills:Reading and acting the corversation. Matching and sing a song.Teaching process:Step 1------Warm-up.1.Sing the birthday, song.2.Make a chant: When is your birthday?3.Ait the story-birthday cake for Pit by the pupils. Step 2------Let's read and act.1.the teacher shows the pupils a box and says to a pupil:Happy birthday. Here's a present for you. Asks the pupil to guess. What's in it? Open the box,please.New sentences: Oh, What a lovely doll! Thank you very much!2.Read the text.(1).The pupils read after the teacher. (2).The pupils try to read by themselves. (3).The pupils read in pairs:3.Act the text.Step 3------Let's match and sing the song. 1.Learn to read:A BIRTHDAY CARDA BIRTHDAY CAKEA BIRTHDAY PRESENT2.Open the book at Page 63, And match it.3.Check the answer.4.Learn to sing the song:Happy birthday!Unit 8 FeelingsItems Contents RequestsTopic Feelings Listen ,speak ,read ,write ,use . Key sentences (1)I’m… Listen ,speak ,read ,(2)…is… write ,use .New words happy ,sad ,angry ,tired ,scared Listen ,speak ,read , write ,use .Period OneThe pupils learn to understand:Oh, what a super T-shirt.Help! A mouse!Here's your orange juice, Sally.Look at my new T-shirt.I'm sorry, Paula.The pupils learnt to use:Feeling words: sad, happy, angry, tired, scared.He cries, he smiles, he stamps his feet, he goes to seelp.Peter is (sad).Activities and skills:Listening to the feeling words and filling in numbers.Doing the actions to a song.Listening to short conversations from the tape and interpreting people's feelings. Teaching process:Step 1------Warm-up.Have a chat:What's your favourite day?What's your favourite colour?When's your birthday?Step 2------Listen and fill in the numbers.1. Introduce the new vocabulary.With the help of actions introduce the feeling words.2. Ask the pupils say the words and do the actions.3. listen and fill in the numbers.4. Check answer.Step 3------Listen and sing the action song.1. Introduce the new sentences.With the mark of Toby and the actions, the teacher introduces the new sentences: he cries,hesmiles, he stamps his feet, he goes to sleep.2. Play the song two or three times with the boos closed, and teacher does the actions.3. The pupils sing along with the tape and do the actions.Step 4------Listen and draw the children's faces.1. Ask the pupils to imitate the feelings expressed. The teacher names a feeling ,the pupilsmime it.It's a competion.2. Make sure that everybody understands what feelings are being expressd in the pictures.3. The pupils listen to the tape two times without necessarily understanding everything word.4. The pupils draw the children's faces.5. Check answer.Period two The pupils laern to understand:Super! I've got a new game.Let's play. No, we've got anthother game.This game is stupid, Dad. But Mike!I'm sorry. The game is not stupid.I was angry. That's OK, (Mike).The pupils learn to use:Language for a card game:the tired mouse, please; here you are; sorry. Happy birthday, (Mike). Thank you.Activities and skills:Cutting out cards for a game from the Appendix. Playing a card game.Decoding the meaning of the language in a story. Teaching process: Step 1------Warm-up.1. Sing the action song.2. The teacher names a feeling ,the pupils mime it.It's a competion.Step 2------A card game.1. Ask the pupils cut out the cards necessary for this game from the Appendix in their book onPage109.2. Divided the pupils into the groups of four.3. Introduce how the game plays.4. Play the cards game.Step 3------A story-The birthday present.Period Three The pupils learn to understand:Look scared.Look anrgy.Put on your cycle helmet.The pupils learn to use:Numbers 13-20.Strech.Roar like a tiger.Put on your trainers.Clap your hands.Snap your fingers.Stand up.sit down.Activities and skills:Playing a board game; miming written instructions. Writing numbers13-20.Teaching process:Step 1------Warm-up.1. Sing a song.2.A game: Toby says.Step 2------Listen and point the numbers. 1. Pevise numbers 1 to 12.2. In troduce numbers 13 to 20 in the same way.3. Write the numberson the board and ask the pupils to repeat them.Point: It is difficult for the pupils to pronounce the word 15. 4. Listen and point the numbers.Step 3------play the miming game.1. the pupils listen to the tape and mime the actions that are shownfor each number.2. Play this game in pairs without the use of the tape.3. Introduce how to play the press.Step 4------Learn to write the numbers.Teacher writes the numbers on the blackboard. The puplis try towrite the words.Period Four The pupils learn to understand and use: He is scared.She is sad.He is happy.He is angry.She is tired.Activities and skills:Deciding on personal pronouns to replace female and male names.Writing sentences about children and how they feel. Teaching process: Step 1------Warm-up.1. Revise the numbers 1 to 20.2. Do the miming game.Step 2------Language puzzle. Circle the right name.1. The teacher writes a sentence on the board,e.g She is happy, and ask the pupils to give aname to repeat She.When the pupils give a girl's name, the teacher should write it in onecolour chalk.2. Then do the same with He is tired. Write the boy's name inanother colour chalk. 3. Do the exercise in the book.4 Check answer.Step 3------Write the children's names. Draw their faces. Write the sentences. 1. The pupils draw the expressions and write the names as descriptive sentences beside theirdrawings.2. Check answer.Step 4------Aske five children in class. How are you feeling today/1. Teacher has a chat with a pupil.How are you feeling today?2. Make sure that everyone should have this chat, then chat in pairs.3. Write the answer on the book.Step 5. Talk about five children.Ask the pupils to have chat affter class.Unit 9. FoodItems Contents RequestsTopic food Listen ,speak ,read ,write ,use . Key sentences (1)My favourite food is…Listen ,speak ,read ,(2)…’s favourite food is… write ,use .New words Listen ,speak ,read ,write ,use .Period OneThe pupils learn to understand:Do you like (bananas)?The pupils learn to use:Popcorn, pizza, chicken, apples, ice cream, banana, spaghettl, fish, hamburger, chess, hotchocolate, cola, milk.(Maria) likes (bananas).Activities and skill:Listening to words and pointing at the appropriate pictues.Completing a logical puzzle about what children like.Writing the words for food.Teaching process:Step 1------Warm-up.Have a chat.(1).I like toast and milk. What about you?I like ....(2).I don't like cornflakes. Waht about ypu?I don't like....With this chart, teacher can check Which words the pupils already know. Step 2------New words.1.Introduce the new words using flashcards: pizza, chicken, spagehettl, cheese, hotchocotate, cola.2.Write the first letter on hte blackboard.3.Chat.Introduce the new structure:Do you like (banana)? Yes, I do/No, I don't. Teacher usue facial expressions and mime, makesure htta the pupils understand.4.Listen and point.5.A game.(1).The pupils look at the pictures in the book for 15 seconds. Then they close the book whilethe teacher asks.How many words can you remember?What are they?(2).Play this game first as a class and hten in groups, in pairs.Step 3------Complete the puzle.1.Explain hte meaning of likes in Chinese.2.The pupils read thefirst and hte second sentences, trying hte understand. How to do hte exercise.plete the puzzle individually or in pairs.4.Check the answers togther, reading out loud.Period Two The pupils learn to understand:Go to a drinks machine.put your hand in your pocket.take out three coins.Put the coins in the machine.Press the button.Take out the can.Open it.Wipe your face.Drink.The pupils learn to use:Press hte button.Open it.Drink.Activitles and skills:Understanding instructions and miming actions. Listening to the tape and filling in the numbers.Period Three The pupils learn to understand:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...The pupils learn to use:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...Activities and skills:Saying a chant.listening to children talking about their likes and dislikes and rdawing their faces accordingly.Teaching process:Step 1------Warm-up.A game Toby says.Press the button. Open The can. Drink.Step 2------Listen and say the chant.1.The teache asks the pupils Do you like apples or pizza? etc.Help the pupils by suggestingthe answers quietly Yes,I do,No,I don't.Making sure that the intonation is correct.2.After the pupils have answerd a few times, writ aboth answers on the board so that they cansee how they are written.3.Play the tape and ask the pupils to repeat it,following the methodology in the introduction. Step 3------Listen and draw the children's mouths.1. Draw a stylised face without a mouth on the board and say, miming,This is me.I like fish.Then draw a curved line to indicate a smiling mouth.2. Draw another face and add I don't like ice cream. Draw the cooresponding expression onthe face.3. Draw a third face and without a mouth and ask one of the pupuils Do you like chicken? Complete the drawing according to the answer.4. Read the chilrden's names several times.5. Listen to the tape, and complete the exercises.6. Check the answers.Period FourThe pupils learn to understand:Have some(popcorn).Can I have a hanburger, please?Here you are.No ice cream on the bus.The pupils learn to use:THank you.Here you are.Activities and skills:Decoding the meaning of the language in the story.Teaching process:Step 1------warm-up.Say a chant. What do you like?Step 2------A story- Bad luck for Pat.1. To be set up a snack barin the classroom.Invite a pupil to the counter and suggest thathe/she ask:A hamburger,please.At this reques, the teacher shouldgive an imaginaryhamburger to the pupil and say: Here you are.Practise more.2.In troduce the expression Can I have (a humberger), please?3.Play the tape.The pupils listen to the tape first with book closed, then listen with book open.As the third time, the pupils read the story follow the tape.4.Action the story.Period FiveThe pupils learn to understand:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.The pupils learn to use:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.Activities and skills:Holding interviews in class about other children's likes and dislikes. Reading and writing about children in Britain and their favourite foods. Teaching process:Step 1------warm-up.Say the chant.Step 2------Ask three fridens what they like.1. Have a chat.Do you like (fish)?Yes, I do./ No, I don't.I like (apples).(1).Teacher chat with the puplis.(2).Pupils chat together.2. Draw a table on the blackboard, similar to teh one in the book. Then ask some of the pupilsDo you like apples?and note the answers on the table.After a few examples, the pupils should interview each other and complete the table in theirbooks.Step 3------Write about yourself.1. Ask the pupils to look at the text next to the photograph. Then ask them how they would adapt the text to their own taste. Give them some time to thinkabout it and then ask them to read the text aloud with their own modifications. 2. Ask each pupil to write his/her own text. One each pupil has finished, the teacher shouldwalk around the class and correct them individually, asking them if necessary, to rewriteeverything correctly.3. Check the answer.Period Six The pupils learn to understand:What's your favourite food?The pupils learn to use:Hi, what's your name?What's your favourite food?Beans, toast, rice.Activities and skills:Decoding the meaning of the lanuage in the tape and filling in the numbers.Teaching process:Step 1------warm-up.Talk about yourself.I like (apples).I don't like (fish and cheese).My favourite food is (pizza).My favourite drink is (milk).Step 2------Listen and fill in the numbers.1. Chat.The teacher says to the clsaa My favourite food is (chicken).Thenask some of the pupilsindividually What's your favourite food?2. New words, beans, toast, rice.Introduce the new words with the flashcards. 3. Read the names, Jeff, Julia, Karen, Bob. 4. Play the tape, do the exercise in the book. 5. Chech the answer.Step 3------A memory game.Write four names on a piece of paper: Jeff, Julia, Karen, Bob andafter allowing the pupils tolook at the page for 15 seconds, sak them to close the book and say which food each childlikes best.Period Seven The pupils learn to understand:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...The pupils learen to use:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...Ativities and skills:Reading and acting the dialogue. Learning the words for Chinese food. Drawing the foods which you like and dislike. Teaching process: Step 1------Warm-up.Have a chat.Step 2------Learn the new words. 1. Introduce the new words with flashcards. 2. Learn to read them.3. Learn to write.Step 3------Let's read and act.1. The pupils read the dialogue loudly themselves.2. Act thedialogue by the teacher and a pupil. 3. Act in pairs.4. Act in class.Step 4------Let's work in pairs.1. Draw four kinds of food you like best.2. Draw four kinds of food you dislike.3. Ask your partner about foods.Unit 10 BodyItems Contents Requests。

《Join_In》剑桥小学英语导学案例

《Join_In》剑桥小学英语导学案例《Join_In》剑桥小学英语导学案例《Join In》1剑桥小学英语导学案例――四年级小学英语教材Colours---Let’s learn and work in groups武汉市洪山区广埠屯小学夏爱华《Join_In》剑桥小学英语导学案例《Join In》1剑桥小学英语导学案――四年级小学英语教材Unit 2: Colours(Part 9)武汉市洪山区广埠屯小学夏爱华一．设计背景教案，是教师教学活动的设计。

过去，我们教师备课都是自己备课，把备课的各个环节呈现在备课本中，上课都是用传统模式，学生按照教师设计的那样一步一步学，教师似乎成了课堂的主体，而学案，就是学生学习活动的设计。

那么导学案究竟是什么呢？是指以导学案为载体，以导学为方法，教师的指导为主导，学生的自主学习为主体，师生共同合作完成教学任务的一种教学模式。

显而易见，这对我们的教师要求又提高了，不仅要自己备课，还要通过导学案清楚明白的告诉学生该怎么样去学，让学生成为课堂的主体。

导学案的作用主要在“导”，所以我们在编制导学案时要根据教学内容编制合适的导学案，导学案发到学生手中，让学生很快就能明白什么是重点，什么是难点，如何突破难点。

对所学内容如何去思考，考虑知识点的思路是什么要给学生明确的指导。

同时导学案中还应包含所学内容的知识点的结构和关联知识点。

导学案既不是练习题，也不仅仅是知识点的罗列。

导学案的关键是编制，一份好的导学案要为学生创设了更多的自主学习的机会和自主探究的主体活动平台，给学生提供了充足的思维时空。

《Join_In》剑桥小学英语导学案例二．导学案的编制导学案的编制是重中之重。

如何编好导学案，我认为需要做到以下几点：（一）导学案的编写主要按课时进行，与教师上课同步，教师要把握好导学案的量，不可过多也不可过少，这就需要教师要了解每个学龄段孩子的特点，有很多教师遇到这样的问题，有时候一堂课导学案上不完，我想量没把握好是其中重要的原因。

剑桥小学英语Joinin

《剑桥小学英语Join in —入门阶段》教材教法分析（上）一、教材分析：（一）.教材特点：《Join in 》教材的突出特点表现在以下几个方面：1．以学生为主体，全面提高学生的素质。

2．教学方法先进，反映国际教学的趋势。

3．目标设置科学，符合国家小学英语课程目标要求。

4．教材内容广泛，体现现代社会的气息。

5．教学资源丰富，有利于小学课程的拓展。

本套教材非常显著的特点之一是借鉴了多元智能理论，儿童的能力和智力各不相同，每个人的学习方式也不一样，教材中用语言、数学逻辑思维、音乐、空间、身体运动等不同的语言载体来小学家长会课件开发学生的多元智能学习语言，在语言学习的过程中关注孩子们方方面面的成长，评价系统、全面，是一套很有思想。

有创意的教材。

老师能否把这些多种智能考虑在内，尤其是在评估学生时能否充分发掘这些智能就显得非常重要。

其次，本教材借鉴的另一重要理论是全身反应法（TPR）。

根据这个理论，人们只有在视觉、听觉和身体方面全面参与，学习才能稳定持久。

那种认为学生只要顺利完成书本中的练习便能学会语言结构和单词的看法是错误的，或者只对少数通过语言智能和逻辑数学智黄牛课件能形式学习的学生有效。

另外，这套教材的编写适合西方的国情。

而给中国小学英语教师的教学带来一定的难度，如，对教材体系难以把握，教材中的文化背景涉及到的国家多，对教师自身的英语文化知识是很大的挑战，任务型教学适合小班教学，不少教学活动在我们现在七、八十人的大班里很难开展。

所以我们在解读教材时，有时有必要根据自己的学情和班情。

将教材上语言活动进行相应的调整。

（二）、大纲要求激发和培养学生学习英语的兴趣，使学生树立信心，养成良好的学习习惯和形六年级上册试卷成有效的学习策略。

发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想像能力和创新能力（精神）；帮助学生了解世界和中西方文化的差异，拓展视野。

剑桥(join in)版小学英语四年级下册单元同步练习试题及答案(全册)

Join In小学英语四年级下册Starter unit Let’s join in(第1课时)同步练习1．看图，根据上下文的提示完成对话。

Lily: Hello!Linhao: Hi! I’m Linhao. .Lliy: Nice to meet you, too.Linhao:Lliy: I’m from America.Linhao: I’m ten years old. What about you?Lily: , too. Let’s be friends.Linhao: That’s great!2．看图片，从方框中选出一个单词写在图片下面。

（有一个单词是多余的）dog, face, tie, egg, shirt, socks, pig3. 依据范例，完成下列连线题。

(1)deskwinterAmerica seasonssweatertwenty numberschairBritain countriessixty-nineAutumn clothesjacketblackboard things in the classroom summerChinawindowtrousers(2)MondayclassroomNovember days of the weekhotlibrary monthsFridaycold feelings about weather Marchplayground places in a schoolcoolTuesdayJoin In小学英语四年级下册Starter unit Let’s join in(第1课时)同步练习参考答案1．看图，根据上下文的提示完成对话。

Lily: Hello! I’m Lily.Linhao: Hi! I’m Linhao. Nice to meet you.Lliy: Nice to meet you, too.Linhao: Where are you from?Lliy: I’m from America. How old are you?Linhao: I’m ten years old. What about you?Lily: I’m ten, too. Let’s be friends.Linhao: That’s great!2．看图片，从方框中选出一个单词写在图片下面。

剑桥(join in)版四年级下册英语全册教学课件

What can you hear?
I’m new to the class. 我是班里新来的。 Let’s be friends. 让我们交个朋友吧。
3. Listen and read.
Group work
Group 1
Group 2
Group 3
4. Write the words.
Speak more words.
shirt, trousers, socks, tie …
4. Write the words.
Read the words.
Read them aloud!
4. Write the words.
schoolbag
egg
tree
flag
deskWrite the words.
1
I’m Lily.
3
I’m new to the class.
4
I love our class!
3. Listen and read.
Listen and repeat.
What can you hear?
Xiaoyu: Hello! I’m Xiaoyu. This is my friend Jitao. Lily: Hi! I’m Lily. Nice to meet you. Xiaoyu: Nice to meet you, Lily. Jitao: Where are you from, please?
Read the sentences.
I’m from Australia. I’m ten years old.
I’m Lily. I’m new to the class.
I love our class!

教学内容《Join In》剑桥小学英语学生用书

教学内容：《Join In》剑桥小学英语学生用书2（五年级）Unit 10 of Book 2 Holidays：A story --- The monster.执教者：武汉市光谷第一小学汪远琦一．教材说明《剑桥少儿英语》是英国剑桥大学出版社2000年最新出版的教材。

它以非英语国家的少年儿童为学习对象，学习内容与小学生的生活紧密相连，吸收了大量新的教学思想和方法，充分运用国际上先进的外语教学研究成果，注重学生运用语言能力的培养，使教材和教学过程成为对少年儿童各种外显的语言活动与智能开发和英语综合运用能力的优化整合。

同时，教学内容也可根据实际情况自由随意组合，适时调整。

本教材的突出特点体现在以下几个方面：1．学生为主体，全面提高学生的素质；2．教学方法先进，反映国际教学的趋势；3．目标设置科学，符合国家小学英语课程目标的要求；4．教材内容广泛，体现现代社会的气息；5．教学资源丰富，促进小学课程的拓展。

二．教学指导思想在《英语课程标准》的引领下，我将本课的指导思想确定为：让学生主体参与，主动探究，合作互动，协调发展。

基本教法为：创设情境，营造和谐氛围；强化听说，突出学生主体地位；培养语感，发展学生潜能。

面向全体，引导学生参与学习过程，适当利用教辅手段，充分体现英语的学科特点，注重听说能力的培养，尽量全英语组织教学，逐步培养学生良好的听力以及运用语言的能力。

基本学法：学生个体活动，小组合作，全班齐动交替进行，让学生在“动”、“玩”、“乐”的中爱学，轻松获取知识，变以往学生被动接受知识的过程为主动探究、创造的过程。

三．教学设计.Ⅰ.Teaching Aims.（教学目标）1.Knowledge Aims.（知识目标）.（1）能理解故事内容，并学习和使用现在进行时这种新的时态；（2）能给故事设计一个合理地结尾；（3）能运用简单的对话进行交流，并能听、说、演故事。

2.Ability Aims.（能力目标）.通过实践性学习培养学生的听、说、读、写，以及综合运用英语进行交际的能力。

四年级下册英语课件：专项讲解一般疑问句-join in剑桥英语 (共16张PPT)

No, there isn’t.
Yes, I am. 陈述句：We are happy.
Yes, it is. 一般疑问句：Are there any apples on the tree? 陈述句变一般疑问句的步骤
This/ That __i_s__ a car. 一般疑问句：I_s__t_h_i_s__/_t_h__a_t__a__car ? 肯定回答：Y_e_s__,_i_t_i_s_.__________ 否定回答：N_o_,__it__i_s_n_’_t_.________
My room __i_s__big. 一般疑问句：Is__y__o_u__r_r_o__o_m___b__ig? 肯定回答：Ye__s_,_i_t__is_.___________ 否定回答：N_o_,__it__i_s_n_’_t_.________
陈述句变一般疑问句的步骤一般疑问句：_________________
1) I am a student. 肯定回答：___________________ __A_r_e_ ___y_o_u__ a student ? 否定回答：__________________
先用be的适当形式填空然后按照要求变换句型
2) They are bluHale Waihona Puke . I ____ a teacher.
___Is__ __h_e___ Zhang Peng? 5)There are some pictures on the window.
陈述句：He is my brother. be动词(am,is,are)+主语+其他成分?
4)Mike is a student . 3) He is Zhang Peng.

StarterunitLet’sjoinin(课件)joinin外研剑桥英语四年级下册

复数 jackets
短语 a black jacket
一件黑色的夹克
例句 Matt is wearing a grey jacket.
马特穿着一件灰色的夹克。
情景记忆杰克（Jack）今天穿了一件新夹克（jacket）。
短语 too many 太多
近义词
many+可数名词复数
much 大量
归纳记忆 butterfly → butterflies
library → libraries
以“辅音字母+y”结尾的名词变复数时，先变 y 为 i，再加-es。
形近词 he 他
例句
Peter wants to be a teacher. 彼得想成为一名教师。
短语
like... best 最喜欢…… best present 最好的礼物
much+不可数名词
近义短语 lots of/a lot of 大量，许多
例句 There are many toys at my home. 我家有很多玩具。
加法记忆
m+
any 一些，一点，少许
=
many 许多
复数 pigs
形近词 big 大的
例句 The pig is hungry. 这只猪饿了。
trousers 裤子 shorts 短裤 jeans 牛仔裤
短语
police uniform 警服 wear a uniform 穿制服
uniform 的发音以辅音音素开头，其前的不定冠词要用 a。
例句 He was wearing a green uniform. 他穿着一套绿色制服。
短语 wear a school uniform 穿校服

剑桥(join in)版小学英语四年级下册单元同步练习试题附答案(全册)

绝密★启用前剑桥英语四年级下册Unit 1 Time练习卷1．答题前填写好自己的姓名、班级、考号等信息2．请将答案正确填写在答题卡上第I卷（选择题）一、选择题1.How many_____________are there in a year? ( )A. seasonB. seasons2.There are two ____in Toby’ s room? ( )A. clocksB. clock3.Toby has got two____. ( )A. watchB. watchsC. watches4.I like _____. ( )A. tomatosB. tomatoesC. tomato5.________name is Lily. ( )A. HerB. His6.找出划线字母发音与其它三个单词不一样的单词。

（______）1. A. lunch B. cute C. uncle D. umbrella（______）2. A. number B. hamburger C. farm D.dirty（______）3. A.girl B. dinner C. birth D.first（______）4. A. it B. pig C. like D. sit（______）5. A.meat B. bread C. teacher D.cheap第II卷（非选择题）二、填空题7.用英语表达下列时间1.6:45____________2. 1:58____________3. 9:05____________4. 3:30____________5. 5:50____________三、连线题8.看一看，连线1. What time is it? A. Yes, I can.2. What season is it? B. It’s 6.403. Can you slide? C. It’s fall.4. Do you like summer? D. It’s hot.5. What’ the weather like? E. No.四、翻译9.用英语表达下列句子1.你什么时间起床？ What time do you ____________?2.我06:30起床 I________________at ______ past ________3 .TOBY的房间里有两个钟。

四年级下册英语教案 Starter Unit Let's join in!第一课时外研剑桥英语

1.单词与短语：Australia, friend, be from, welcome
2.句型：
Nice to meet you.
Where are you from?
I'm from Australia.
I'm new to the class.
Let's be friends.
六、Homework
引导学生用各种形式,变化各种声调朗读课文对话,不断深入学习,加深印象.
提高学生英语口语表达的水平.
让学生能够掌握本课重点句型.
巩固本课所学新知识.
课堂小结
本节课的教学任务是激发学生学习英语的兴趣,通过英语故事,让学生懂得互敬互爱有礼貌,寓教于乐,让学生感受轻松愉悦的英语课堂.
板书
Starter unit
T:当我们和一位新朋友进行交流时,我们可以从这些方面来进行对话.
导出新课
通过日常问答,培养学生语感,提高学生的学习兴趣.
在交流的过程中老师将话题自然引入本单元教学内容.
讲授新课
二、Let’s learn
1.T出示图片,学习新单词Australia学生跟读, T: He is from Australia..学生跟读.
3.向你的爸爸妈妈介绍你的同学和朋友.
能配合老师学习新单词和短语,能够说出所学单词和短语的名称,并会读新单词和新短语.
跟录音读对话,模仿语音语调；
分角色朗读课文,并上台表演对话.
积极配合老师玩游戏,并会介绍自己和朋友.
掌握本课重点句型.
积极配合老师完成练习.
通过反复的听读训练,掌握词汇；通过图片方式,巩固单词与短语；针对性的完成学习目标；学习形式生动多样化,使学生集中注意力,同时保持学习的积极性.

剑桥(join-in)版小学英语四年级下册第一次单元测检测试题

六年制小学英语四年级单元测试卷（一）题号一二三四五六七总分题分40 10 10 10 10 10 10 100得分一、听力部分1、Listen and number. （听音，标号。

）( ) ( ) ( ) ( )( ) ( ) ( ) ( ) 2、听音，请找出所听单词的同类词。

（）①. A. bear B. apple C. toes（）②. A. shirt B. chairs C. bananas （）③. A. Australia B. bread C. rabbit（）④. A. spring B. socks C. fish（）⑤. A. schoolbag B. hair C. sweater （）⑥. A. Saturday B. quick C. bed（）⑦. A. black B. wheres C. is（）⑧. A. jacket B. hamster C. tree（）⑨. A. small B. red C. school（）⑩. A. like B. Mike C. milk3、听音，画钟面，并写出时间。

①②③_____________ ___________ _____________④⑤⑥_____________ _______________ _______________ 4、听音，将对应答句的字母序号写在括号内。

（5分）二、请根据语境和首字母提示在横线上补全单词完成句子。

1.What’s the t______ ? It’s h_____ p____ nine.2. It’s t_____ o______ in the afternoon. Let’s do s______.3.I g___ t____ school at s_____ o’clock.4.Time f___ school.三、补全单词完成句子。

1、A: How many ___________ are there in a year? B: Four.2、A: Are there 12 __________ in a year? B: Yes, there are.3、A: How many hours are there in a day? B: ________ .4、A: How many _________ are there in ______ hour? B: Sixty. ①（②（③（④（⑤（( ) 6. How many ______ are there?A. c lockB. clocksC. clock’s四、请选择适当的单词，并将该单词的字母序号填在相应的括号内。

期末(试题)join in外研剑桥英语四年级下册

剑桥版小学四年级英语下册期末试卷笔试部分(50分)一.看一看，选一选，写一写。

(5分)table sofa mirror clock wardrobe二.快乐点击A、B、C。

(5分)( )1. a nice clock!A. WhatB. HowC. Which ( )2.I like the picture. It isn't great.A.amB.isn'tC.don't ( )3. is the book? I can't find it.A. WhereB. WhatC. How ( )4. Please give it to .A.weC. our ( )5. There is old sofa in the room.A.aB.anC.the三.读一读，根据情境选择正确的一项。

(10分)( )1.当你想问别人的书包在哪里时，你应该问：A. Where is your school?B. Where is your schoolbag? ( )2.当你想让别人看椅子后面时，你应该说：A. Look under the chair.B. Look behind the chair. ( )3.当别人问是否可以用你的橡皮时，你应该回答：A. Thank you.B.Of course.( )4.当你想问别人衣柜多少钱时，你应该问：A. How much is the wardrobe?B. How much is the lamp? ( )5. 当你想告诉别人桌子上有面镜子时，你应该说：A. There is a mirror on the table.B. There is a clock on the TV.四.连词成句，我最棒。

(10分)1. take ,Let's ,back ,it (.)2. don't ,We ,sofa ,like ,the (.)3. much ,How ,is ,lamp ,the(?)4. find ,I ,my ,can't ,book(.)5. an ,There ,old ,is ,clock ,TV ,the ,on(.)五.我来问，你来答。

剑桥(join in)版2019-2020年四年级英语下册单元知识点总结

备注：1.Words1属于“四会”（熟练认、读、背诵、听写）单词，Words2要求能熟练认、读、听、说。

2.Sentences1要求能理解，熟练掌握并灵活运用。

Sentences2要求能理解，熟练认读，背诵。

Starter unitWords1:clothes love many place trousers uniform school uniform 衣服爱许多地方裤子制服校服year tree tea flag best boring年级树茶旗帜最好的无聊的Sentences 1：1.Where are you from? 你来自哪儿？--I’m from Australia. I’m new to the class. 我来自澳大利亚。

我是新来的同学。

2.What about you? 你呢？3.Let’s be friends. 让我们交个朋友吧。

Sentences 2:1.Have you got a school uniform? 你有校服吗？--Yes, I have. 是的，我有。

2.What is your uniform like? 你的校服是什么样的？--It is a white shirt, a blue jacket and blue trousers. 一件白色衬衫，一件蓝色夹克和一条蓝色裤子。

3.Do you like the uniform? 你喜欢你的校服吗？--No, I don’t. It’s boring. 不，我不喜欢。

太单调无趣了。

4.Do you wear your uniform everyday? 你们每天都穿校服吗？--Yes, we wear it to school. 是的，我们穿它去学校。

Unit 1 Time 时间Words1:clock watch half midnight hour minute slow strike钟手表一半午夜小时分钟慢的敲，报时整点和半点的表达：o’ clock half pastPhrases:(词组）get up go to school have lunch do sport go home go to bed起床去上学吃午饭做运动回家睡觉do my homework做我的家庭作业Sentences 1：1. 询问时间What time is it? =What’s the time? 现在几点了？--- It’s two o’clock. 现在是2点钟。