湘少版四年级英语下册教案全册
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。
湘少版四年级下册英语全册教案
湘少版英语四年级下册全册教案设计2021-1-27Unit 1 It’s on your head!一、教材分析(Teaching Material)本单元话题为方位。
本单元所出现的服饰类单词，紧密结合句型。
在教学中可创设多种情境，如捉迷藏、最佳侦探等，让学生运用本单元的词汇和句型来询问并判断事物的方位。
二、教学目标(Teaching Aims)1、能向他人询问并判断事物的方位；2、能向同伴描述事物所在的方位；3、能创设2-3种情景询问并判断事物的方位。
三、教学重难点(Important & Difficult Points)1、向他人询问并判断事物的方位；向同伴描述事物所在的方位；2、Where的发音；where’s.../ where’re句型的缩写形式和完全形式的转换及发音。
3、where’s/ where’re...?和it’s in/ on... They are under/ in/ on...的正确使用。
四、课时安排(Periods Arrangement)三到四个课时五、教具(Teaching Aids)录音机、图片、卡片、CD、课件等等。
Period 1一、教学目标(Teaching Aims)1、知识目标(Knowledge Aims)：1)能听懂、会说、会读新单词where, behind, beside, between, cap,watch, glasses, new;2) 能用“Where’s/ Where’re...?”和“It’s.../ They are...”向他人询问、回答事物的位置。
2、能力目标(Ability Aims)：1)能辨别物体方位；2)能向他人询问并描述事物的方位。
3)能听懂会说A部分的对话和B部分的单词。
3、情感目标(Emotion Aims)学会团队合作，重视合作精神。
二、教学重难点(Teaching Focus & Difficulties)1)重点：能听懂、会说、会读新单词where, behind, beside, between,cap, watch, glasses, new;能用“Where’s/ Where’re...?”和“It’s.../They are...”向他人询问、回答事物的位置；2)难点：Where的发音；where’s.../ where’re句型的缩写形式和完全形式的转换及发音；where’s/ where’re...? 和it’s in/ on... Theyare under/ in/ on...的正确使用；cap和hat的区别，behind，beside, between的联系与区别。
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Unit1where’smynewcap?Periods:contentsPeriodsPartA、B、c.ExerciseA、BonePeriodPartD、E、F.Exercisec、DonePeriodLanguageFunction:where’s…?Languagestructure:where’smyblueshirt,munny?yourblueshirtisinyourdrawer.Vocabulary:Understandingwords:Formystudents:articlesas “aduawer,apairofnewshoes,behind,anewshirt,anolddre ss,anewtie.”grammarshouldbegrasp:where’s…,whereare….Sounds:knowtheall-’ssoundinthewords.chantofgreetings.Period1Basicaimsofthislesson:canlistenandsay:where‘smyblueshirt? Finishthetasktheteachergiveninthelessons. canunderstandtheconversationthetextgiven. canspeakandsayPartAandPartB. canartwithotherswithpartc. Teachingdifficulties:where’s…?whereare…?Teachingpoints:where’smyblueshirt? yourblueshirtisinyourdrawer. wherearemybrownshoes? yourbrownshoesareinthecupboard. Teachingaids:Type-recorder,picture,computerStep1warmingup:Listentosongs:Goodmorningtoyou. Howareyou?Step2Presentationanddrill•Greetingwiththestudents.•Task1:Teacherletthechildrenintroducetheirdress.Speak:mycapisonmyhead./mytieisinmyhand./…•Task2：Guess:whereisit?Goodmorning,Howareyou?Goodafternoon.Goodevening.whereismyblueshirt?/wherearemybrownshoes?cultivatetheiropennessthinking.Themoresentencetheyc anspeak,thehigherpointstheteachergivethegroup.•Task3:matchinggameondress、shirt、shoes、coat、cap.Step3.Practice•Listentothetape.•RetellthetextA、Baccordingtowhattheyhear.•Readafterthetape•Readindifferentrole.•Readindifferentgroup.Step4.consolidation•DotheactaccordingtoPartc.•Teachergivetheassessments.•DothePartA、BintheExercise.•Homework:Listeningtothetape,recitethetext.Blackboarddrawings:where’smyblueshirt,mummy?yourblueshirtisinyourdrawerwherearemybrownshoes,mummy?yourbrownareinthecupboard.TeachingNotesPeriod2Basicaimsofthislesson:.Finishthetasktheteachergiveninthelessons.2.TheabilitytoreadPartDwiththegivenpicture.3.RetellthestoryonPartD.4.Theabilitytoknowthesoundin“all-”.5.Theabilitytoreadthesentence.6.Theabilitytowritethewordincorrectform7.Theabilitytosaythesentence,P4.8.Theabilitytoidentify“where’s…?whereare…?”Teachingdifficulties:Findtherulerofthesoundin“all-”.HelpthestudentcultivatetheirreadingabilityinPartD.Teachingaids:Type-recorder,picture,computerStudent’saids:Everyonemakeapictureofdinosaur,Timandabook..Step1warmingup:Singthesong“whoiswearingredtoday?”Step2Reading•Task1:Everybodylistenthetapeandarrangethepic ture.•Task2:Retellthestoryingroups.Retellinclass.Step3Practice•Task3:Readthewordsaloudball,wall,fall,tall,call.Thenfindtheruler,whowillfinditwillbethewinner.•Task4:Readthesentence.It’sasmall,small,stallafterall.whoreaditrightandquickwhogetstheblueribbon.Step4.consolidationDothewritingpart.Dotherole-playontonguetwist.Teachergivetheassessments.DothePartc、DintheExercise.•Homework:1.Listeningtothetape,recitethetext.2.actthestorywiththepartents.Blackboarddrawings:where’smynewcap?ball,wall,fall,tall,callIt’sasmall,small,stallafterall.TeachingNotesUnit2canyoureadandwrite?Periods:contentsPeriodsPartA、B、c.ExerciseA、BonePeriodPartD、E、F.Exercisec、DonePeriodLanguageFunction:Gettingtoknow“canyou…?”Languagestructure:canyou…?yes,Ican.Vocabulary:Understandingsentences:Formystudents:Hecanread. Hecanclimb.Shecanwrite.jimmycaneatalot.Itcanfly.Itcan’tswim.Sounds:knowtheoo-’ssoundinthewords.Tonguetwisters.PeriodⅠBasicaimsofthislesson:.canlistenandsayshapesinthetext.2.Finishthetasktheteachergiveninthelessons.3.canunderstandtheconversationthetextgiven.4.canspeakandsayPartB.5.canactwithotherswithpartc.Teachingdifficulties:canDongdongdoitforme?Teachingpoints:canyouwriteinEnglish?Teachingaids:Type-recorder,picture,computerStep1warmingup:Task1:actionas“read,climb,write,eat,fly,swim”Task2:agame:listenanddo.Step2Presentationanddrill•Task3:Teacherletthechildrenmakethepicturesas “read,climb,write,eat,fly,swim.”•Task4：Guess:whatdotheydo?cultivatetheiropennessthinking.Themoresentencesthey canspeak,thehigherpointstheteachergivethegroup.Step3Practice•Listentothetape.•RetellthetextA、Baccordingtowhattheyhear.•Readafterthetape•Readindifferentrole.•Readindifferentgroup.Step4.consolidation•DotheactaccordingtoPartc.•Teachergivetheassessments.•DothePartA、BintheExercise.•Task5:Finishthepicture.Sayitaloud.•Homework:1.Listeningtothetape,recitethetext.2.actthestorywiththepartents.Blackboarddrawings:canyoureadandwrite?canyouwriteinEnglish?yes,Ican.grandmothercanDongdongdoitforme?youcanaskhim.PeriodⅡBasicaimsofthislesson:.Finishthetasktheteachergiveninthelessons.2.TheabilitytoreadPartDwiththegivenpicture.3.RetellthestoryonPartD.4.Theabilitytoknowthesoundin“oo-”.Theabilitytoreadthesentence.TheabilitytowritethewordincorrectformTheabilitytosaythechant.Theabilitytointroducethepicturethatthestudentsdraw.Teachingdifficulties:Findtherulerofthesoundin“oo-”.HelpthestudentcultivatetheirreadingabilityinPartD.Teachingpoints:LanguagesoundsasintonguetwisterandchantTeachingaids:Type-recorder,picture,computer.Student’saids:Everyonedrawpicturesaboutthestory,PartD,P7.Step1warmingup:Task1:dotheactingandguess.Task2:Studentsdrawapictureaccordingtotheteacher’sgivenwords.Step2Reading•Everybodylistenthetapeandarrangethepicture.•Task3:Retellthestoryingroups.Retellinclass.Step3Practice•Task4:Readthewordsaloudzoo,swimmingpool,them oon,stool,broom.Thenfindtheruler,whowillfinditwillbethewinner.Haveamatchbetweengroups.•Task5:Readthesentences.Theboyonthemooneatswithaspoon,whilethewitchzoomspas tonherbroom.Step4.consolidationDothewritingpart.Dotherole-playonchant.•Teachergivetheassessments.DothePartc、DintheExercise.•Homework:1.Listeningtothetape,recitethetext.2.makeapictureofdinosaurandadog.Blackboarddrawings:canyoureadandwrite?zoo,swimmingpool,themoon,stool,broomTheboyonthemooneatswithaspoon,whilethewitchzoomspas tonherbroom.tTeachingNotes:Unit3Areyoumakingakite?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomethingisdoingnow.Languagestructure:Areyoumakinga…?Vocabulary:Thewordshouldbegrasped:makingakite,playingthepiano, bakingapie,apaperboat,amess.Understandingwords:noise,noisy,hooray,holiday,away, spray,mask,funny.Sounds:knowtheay-’ssoundinthesentencesandthewords.Goaway,Isay!Hooray!Tomorrowisaholiday!sprayHowtowrite:makingakite.Period1Basicaimsofthislesson:.canlistenandsayjobsinthetext.2.Finishthetasktheteachergiveninthelessons.3.canunderstandtheconversationthetextgiven.4.canspeakandsayPartB.Teachingdifficulties:Graspthefour-skillwords.corretuse“Iammaking…/youaremaking…/Areyoumaking…?”Teachingaids:Type-recorder,picture,computer,verbcardsStep1warmingup:Greetings.Song:AreyouBetty?Step2PresentationanddrillShowtheverbcards.T:Lookandreadthewords.Ss:Run/jump/Swim…LettheSsdotheaction.Showapaperboat.T:Look,it’sapaperboat.canyoumakeapaperboat?S:…Showthewallpicture.T:whoismakingthepaperboat?Ss:Annismakingapaperboat.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Guess,guess,guess,Letastudentcometothefrontanddotheaction.othersuse “Areyou…?”guesswhatishe/shedoing?Ss:Areyoubakingapie?S1:No.I’mbakingacake.Step4.consolidationfreetalk.Assessment.ExercisesbookP9-10.Homework.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“whatareyoumaking?Areyou…?yes,Iam.No,I’m…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.singasong“Sundaymorning.”Step2Presentationanddrill Teacherdrawatriangle.T:whatamIdoing?Step3PracticeGame:Guess,guess,guess.LetastudentdrawapictureonBb,othersguess“whatishe/shedoing?”ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandTim.Step4.consolidationFreetalk.Assessment.ExercisesbookP11.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ay-”,andunderstandthewords “away,say,hooray,holiday,spray”2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ay-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“play”onBb,letSsread.mark“ay”,lettheSsfindtherule.writeotherwordswith “ay”,say,way,away,ray,hooray,holiday.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentences3.write“makingakite”onbook.Step4.consolidationGroupin4actPartF.ExercisesbookP12.Freetalk.Homework.TeachingNotesUnit4Peteriswriting.Periods:contentsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomebidyisdoingsomething.Languagestructure:Peter’smothreiscooking.Heissleeping.Vocabulary:Thewordshouldbegrasped:writing,sleeping,working,rea ding,sweeping,cooking,painting,playing.Understandingwords:book,wood,hood,hook,cook,merry-g o-round,letothers.Sounds:knowtheoo-’ssoundinthewords.Howtowrite:readingandwriting.Basicaimsofthislesson:understandandsaythenewwords “writing,sleeping,working,reading,sweeping,cooking ,painting,playing.”retellthePartA.cansaysomebodyisdoingsomething.Teachingdifficulties:Graspthefour-skillwords.cansaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:AreyouBetty?Step2PresentationanddrillShowthewordcardsofPartB.T:Lookandreadthewords.Ss:writing/sleeping/working…LettheSsdotheaction.Teacherissweeping.T:Look,whatamIdoing?S:…Showthewallpicture.T:Look,thisisPeter.whatisPeterdoing?Ss:Peteriswriting.T:what’sPeter’smotherdoing?Ss:Sheiscooking.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…iswriting.…Step4.consolidationfreetalk.Assessment.ExercisesbookP13-14.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“someoneisdoing…”UnderstantPartc,D.Teachingdifficulties:Reviewthewordsandsentences.Freetalkwiththesentenceshavelearned.Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2PresentationanddrillGame:Bestpartner.Groupis2,oneshowthewordcard,antheronedotheaction.Step3PracticeGame:Guess,guess,guess.LetastudentdrawapictureonBb,othersguess“whatishe/shedoing?”ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandTim.Step4.consolidationFreetalk.Assessment.ExercisesbookP15-16.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “oo-”,andunderstandthewords “book,wood,hood,hook,cook2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“oo-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“book”onBb,letSsread.mark“oo”,lettheSsfindtherule. writeotherwordswith“oo”,wood,hood,hook,cook…LetSstrytoread.Step3PracticeListentothetapeofPartE. chantthewordsandsentenceswrite“readingandwriting”onbook.Learntosing“Areyousleeping?”Step4.consolidationGroupin4actPartF.Freetalk.Homework.TeachingNotesUnit5what’sAnnedoing?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomebidyisdoingsomething.Languagestructure:what’sAnnedoing?Sheisskipping.Vocabulary:Thewordshouldbegrasped:hopping,running,dancing,digg ing,playingbasketball,skipping,swimming.Understandingwords:makingthecatangry,rain,rail,trai n,nail,paint,tail,pail,sail,Spain.Sounds:knowtheai-’ssoundinthewords.Howtowrite:playingbasketballPeriod1Basicaimsofthislesson:understandandsaythenewwords “hopping,running,dancing,digging,playingbasketball ,skipping,swimming”retellthePartA.canaskandsaysomebodyisdoingsomething.Teachingdifficulties:Graspthefour-skillwords.canaskandsaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:SundaymorningStep2PresentationanddrillShowthewordcardsofPartB.T:Lookandreadthewords.Ss:writing/sleeping/working…LettheSsdotheaction.Teacherisrunning.T:Look,whatamIdoing?S:…Letastudentrun.T:whatareyoudoing?S:I’mrunning.T:whatisSdoing?Ss:He/sheis…ing.Showthewallpicture.T:Look,thisisAnne.whatisAnnedoing?Ss:Peterisskipping.T:what’stheboydoing?Ss:Heishopping.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…isskipping.…Step4.consolidationfreetalk.Assessment.ExercisesbookP17-18.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“someoneisdoing…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2PresentationanddrillGame:Bestpartner.Groupis2,oneshowthewordcard,antheronedotheaction.Step3PracticeGame:magiceyes.Let2Sscometothefront,othersacttheaction.S1:what’sAdoing?S2:Aishopping.…ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandthecat.Step4.consolidationFreetalk.Assessment.ExercisesbookP19-20.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ai-”,andunderstandthewords “rain,rail,train,nail,paint,tail,pail,sail,Spain.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ai-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“rain”onBb,letSsread.mark“ai”,lettheSsfindtherule.writeotherwordswith “ai”,rain,rail,train,nail,paint,tail,pail,sail,Sp ain.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“playingbasketball”onbook.Learntosing“Areyousleeping?”Step4.consolidationGroupin4actPartF.Freetalk.Homework.TeachingNotesUnit6whereareyougoing?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction: Gettingtoaskandanswer“whereareyougoing? I’mgoingto…”Languagestructure:whereareyougoing?I’mgoingtoschool. Peteriswalkingtotheplayground.They’restatingathome.Vocabulary:Thewordshouldbegrasped:going,coming,staying,standin g,aschool,ahouse,apostoffice,aholiday,anenvelope.Understandingwords:miss,bean,cream,seal,meal,meat,s eat,read.Sounds:knowtheea-’ssoundinthewords.Howtowrite:comingandgoing.Period1Basicaimsofthislesson:understandandsaythenewwords “going,coming,staying,standing,aschool,ahouse,apos toffice,aholiday,anenvelope”retellthePartA.canaskandsay“whereareyougoing?I’mgoingto…”Teachingdifficulties:Graspthefour-skillwords.canaskandsaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:Areyousleeping?Step2PresentationanddrillShowapictureofaschool.T:what’sthis?Ss:It’saschool.T:whereareyounow?Ss:Howdoyoucometoschool?Bybus/car/onfeet/…?T:Iwalktoschool.Teach:walk.Showatoydog.T:Thedogisgoing.Thedogiscoming.Thedogisstaying.Thedog isstanding.LetSsreadafterteacher.letastudentactasadog.T:hi,littledog,whereareyougoing?S:I’mgoingtoschool/…LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…isskipping.…Step4.consolidationfreetalk.Assessment.ExercisesbookP21-22.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“whereareyougoing?I’mgoingto…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2Presentationanddrill Stickthepicturesofschool,house,postofficeonBb. T:what’sthis?Ss:It’saschool/….Step3PracticeGame:magiceyes.Letastudentcometothefront,acttheaction.S1:where’sAgoing?S2:Aisgoingto….…ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandthecat.Step4.consolidationFreetalk.Assessment.ExercisesbookP23-24.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ea-”,andunderstandthewords “bean,cream,seal,meal,meat,seat,read.”.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ea-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“cream”onBb,letSsread.mark“ea”,lettheSsfindtherule.writeotherwordswith “ea”,bean,cream,seal,meal,meat,seat,read.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“comingandgoing”onbook.singthesong“Areyousleeping?”Step4.consolidationGroupin4discussandcompletePartF.Freetalk.Homework.TeachingNotesUnit7Peterishappytoday.Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknow“daysofaweek”Languagestructure:whatdayistoday?It’s/todayisTuesday.Tomorrowismybirthday.ItisPeter’sbirthday.Peterishappytoday.Vocabulary:Thewordshouldbegrasped:Sunday,monday,Tuesday,wednes day,Thurday,Friday,Saturday,acalendar,today,tomorro w,afootballgame,acandle.Understandingwords:three,tree,bee,see,weep,sweep,sw eet,feet.Sounds:knowtheee-’ssoundinthewords.Howtowrite:todayandtomorrow.Period1Basicaimsofthislesson:understandandsaythenewwords “Sunday,monday,Tuesday,wednesday,Thurday,Friday,Sa turday,acalendar,today,tomorrow,afootballgame,acand le”retellthePartA.cansay“Todayiswednesday/Friday/Saturday.”Teachingdifficulties:Graspthefour-skillwords.candescribe“Todayiswednesday/Friday/Saturday.”Teachingaids:Type-recorder,wordscards,acalendar,acandle,abirthdaycake.Step1warmingup:Greetings.Song:DaysofaweekStep2PresentationanddrillTeacherishappy.T:I’mhappytoday.Todayismybirthday.Showacalendar.Learn:Sunday,monday,Tuesday,wednesday,Thurday,Frida y,Saturday,Learntosing:DaysofaweekLearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.Letastudentcometothefrontandpointtocalendar.othersd escribethedaysSs:Sunday,monday,Tuesday,wednesday,Thurday,Friday,S aturday,…Step4.consolidationfreetalk.Assessment.ExercisesbookP25-26.Homework:whichdaydoyoulikebest,why?TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“TodayisTuesday.ItisDino’sbirthday.”3.Understandingwords:sunny,cloudy,rainy,windy.4.UnderstantPartc,D.Teachingdifficulties:Reviewthewordsandsentences.Freetalkwiththesentenceshavelearned.Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.singthesong:Daysofaweek.3.Lookthecardsandreadthewords.4.Lookthemouthandguessthewords.Step2PresentationanddrillStickthe“weatherchart”ontheBb.T:whatdayistoday?T:what’stheweatherliketoday?Learn:sunny,cloudy,rainy,windy. completethetable“weatherchart”Step3PracticeGame:magiceyes.Letastudentcometothefront,acttheaction.S1:TodayisTuesday.ItisDino’sbirthday.S2:wow,apresent.Ilikethepresent.…ListentothetapeofPartD.3.Actthestoryweartheheadwear.Step4.consolidationFreetalk.Assessment.ExercisesbookP27-28.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin“ee-”,andunderstandthewords “three,tree,bee,see,weep,sweep,sweet,feet.”.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ee-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Daysofaweek.”Step2PresentationanddrillTeacherwrite“tree”onBb,letSsread.mark“ee”,lettheSsfindtherule.writeotherwordswith “ee”,three,tree,bee,see,weep,sweep,sweet,feet.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“todayandtomorrow”onbook.singthesong“Daysofaweek”Step4.consolidationPartF:singthesong“Happybirthday.”Freetalk.Homework.TeachingNotesUnit8Springiswarmandnice.I.TeachingaimsandmaterialsLearnsomenewwordsandtheuseofsomesentencestructurest odiscribetheweatherandthetemperature.Suchas “Itisniceandwarm!Thelowest/highesttemperatureis…”II.Teachingprocedure第一课时Step1.RevisionPraticethedialogueinsectionAwiththewholeclasstorevi ewthenewwordsandsentencestructureswehavelearnedlast period.A:what’stheweatherlikeinspring?B:It’swarm.Itisagoodtimetogohiking.A:what’stheweatherlikeinsummer?B:It’shot.Itisagoodtimetogoswimming.A:Howistheweatherinautumn?B:It’scool.wecangotoclimbthemountain.A:Howistheweatherinwinter?B:Itisverycold.Butwecanmakesnowmen.Asksomepairsofstudentstomakeupnewdialoguesbyusingth esentencestructuresabove.Step2.Presentation)Drawsomecloudsontheblackboard,andsay“it’sacloudydaytoday,therearemanycloudsinthesky.Soitisv erydark,afterwithoutclouds,itwillbecomebright.Guess themeaningofcloudyandbright.”2)Drawasnowmanontheblackboard,andsay “onlyonasnowyday,wecanmakesnowmen,butonthatdayitis verycold,itisquitecold,thencanyouguesswhatsnowyandq uitemean?”3)Useapicturewhichdescribesagirliswateringthetreesi nthesun,andsay“doyouthinkitisveryhotonasunnyday?Insummer,almosteverydayissunnyday,everywhereisverydry,sowemustwaterthetreestosurvivethem.Gues sthemeaningofsunnyanddry.”4)Letthestudentsseeavideo,twocarsarecrashedtoeachot heronafoggyday,becausethedriverscannotseeeachotherc learly.Andsay“onafoggyday,wecannotseeothersfarawayfromus,soitis verydangerousfordriverstodrivethecars.Guessthemeani ngoffoggy”.5)Useaflashonwhichthewindblows,andtheleavesfalldown fromthetrees,say”onawindyday,becausethewindblows,theleavesfalldown.G uessthemeaningofwindy”.6)Takeathermometertotheclassroom,pointitandsay “today’stemperatureis20degreecentigree.Inwinter,thetempera tureisoftenbelow0degreecentigree.Thenwhocantellmewhattemperaturemeans?”Allthoseabovecanaskdifferentgroupstoanswer.thegroup whoguessrightwillgetsomepresentsfromtheteacher.Askthestudentstodotheexerciseof1btoconsolidatethene wwords第二课时Step3.DrillListeningLetthestudentslistentothetapeandmakesurewhetherthef ollowingsentencesarerightornot.)aboyisflyingakite.2)theweathertodayisniceandcold.3)Theweatherhereyesterdayiscloudy.Thereisadifficultpointinthedialogue:thephrase “niceand”doesn’tmean又好又…Throughanexample,maybewecanknowitHowistheweatherinspring?It’sverywarm,it’sniceandwarm..ReadingAskthestudentstoreadthetext2Aanddotheexerciseof2b,g etthemtrytoguessthemeaningof“lowest”“from……to…..”thenaskthemtomakesomesentencesbyusingit.Step4.practiceReadingaloudAskthestudentstoreadtogether,andthenreadinrolls.makeadialogueAskthestudentstomakeupadialoguebyusingthekeywordsin1c.Step5.consolidationAsksomestudentstocometothefronttotalkabouttheweathe randtemperatureintheirownhometownbyusingthenewwords andsentencestructurestheyhavejustlearned.maybethete achercantalkatfirst.Step6.Assigninghomework.第三课时Teachingaims:.Graspthewords：Spring,summer,autumnandwinter.2.Learntosayandusethesentencepatterns__It’sspring.__It’swarminspring.__wegocyclinginspring.3Readandacttheconversation.Teachingaids:mcAI,tape–recorderandheaddress. Teachingsteps:PARTⅠ:Greeting.T:Hello!Boysandgirls!Ss:Hello!misswu!T:Howareyou?Ss:I’mfine,thankyou!Andhowareyou?T:I’mfine,too.Nicetomeetyou!Ss:Nicetomeetyou,too!PARTⅡ:warming-upandrevision:.Singasong:“Icansingrainbow”2.Freetalk:T:whatdoyoudoattheweekend?S:Igocycling.T:whatdoyoudoattheweekend?S:Iplayfootball.PARTⅢPresentation:Step1:Learntosay..T:Boysandgirls!I’mseason,Ihavefourchildren:spring,summer,autumnandwi nter.Look!They’rehere.TshowsmcAI:T:Springiscomingon.Springiswarm.Thetreeisgerminatin g,flowersopenandgrassbecomegreen.Howbeautifulspring itis!wegocyclinginspring.mcAIshows“spring”andpronounces.Thestudentsreadtogether.Ss:It’sspring.Springiswarm.wegocyclinginspring.2.TshowsmcAI:T:It’ssummer.Summerishot.wecanswiminsummer.mcAIshows“summer”andpronounces.Thestudentsreadtogether.3.TshowsmcAI:T:It’sautumn.autumniscool.weplayfootballinautumn.mcAIshows“autumn”andpronounces.Thestudentsreadtogether.4.TshowsmcAI:。
湘教版四年级下册英语教案全册
1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。
二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。
难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。
一、教学准备两个动物指偶、教学挂图、教学磁带等。
二、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。
White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。
4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。
评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。
看看谁在最短时间找到最多的朋友。
Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。
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。
湘教版小学英语四年级下册全册教案
湘教版小学英语四年级下册全册教案Unit 1: My FamilyLesson 1: My Family Members- Objectives:- To introduce family members in English.- To practice using possessive pronouns "my" and "your".- Procedure:1. Introduce the topic by asking students about their families.2. Present and teach new vocabulary: mother, father, sister, brother, grandparents.3. Use flashcards or real pictures to help students associate the words with the family members.4. Model sentences using possessive pronouns: "This is my mother. She is beautiful." and "This is your father. He is tall."5. Have students practice saying the sentences using different family members.6. Play a game of "Who's missing?" where one student closes their eyes and tries to guess which family member is missing.7. Reinforce the lesson with a worksheet or a group activity where students have to match pictures with the correct family member.Lesson 2: My Family Tree- Objectives:- To review and reinforce vocabulary related to family members.- To introduce the concept of a family tree.- Procedure:1. Review the vocabulary learned in the previous lesson.2. Introduce the concept of a family tree and explain how it shows the relationships between family members.3. Show examples of family trees and explain the labels for each family member.4. Have students create their own family tree using illustrations and labeling the different family members.5. Allow students to share their family trees with the class, explaining the relationships between each family member.6. Play a game of "Guess the Family Member" where students describe a family member on their family tree and others have to guess who it is.[continue with lessons and units as desired]。
湘少版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 i s 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 tap e· 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:Whe re’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 picture s 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 P art 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 t he 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 the 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.· Task 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.· Homework: 1. Listening to the t ape, 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:Language 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 senten ces 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 soun d 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:Language 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, let others.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 th e 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 draw a picture on Bb, others gu ess “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 abili ty 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 NotesUnit 5 What’s Anne doing? Periods:Language 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 the 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 the rule.Write other words wi th “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:Language Function:Getting 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 ne w 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: Ho w 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.S s: … 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:Language 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, Mond ay, 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.Can 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 today. 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 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 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 the trees, say” on a windy day, because the wind blows, the leaves fall down.G uess 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.。
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unit 1 where’s my new cap?periods:contents periodspart a、b、c. exercise a、b one periodpart d、e、f. exercise c、d one periodlanguage 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: m y 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 tap e• 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.。
湘少版四年级下册英语全册教案
湘少版四年级下册英语全册教案湘少版四年级下册英语全册教案湘少版英语四年级下册全册教案设计2021-1-27 Unit 1 It’s on your head! 一、教材分析(Teaching Material) 本单元话题为方位。
本单元所出现的服饰类单词，紧密结合句型。
在教学中可创设多种情境，如捉迷藏、最佳侦探等，让学生运用本单元的词汇和句型来询问并判断事物的方位。
二、教学目标(Teaching Aims) 1、能向他人询问并判断事物的方位；2、能向同伴描述事物所在的方位；3、能创设2-3种情景询问并判断事物的方位。
三、教学重难点(Important Difficult Points) 1、向他人询问并判断事物的方位；向同伴描述事物所在的方位；2、Where的发音；where’s.../ where’re句型的缩写形式和完全形式的转换及发音。
3、where’s/ where’re...?和it’s in/ on... They are under/ in/ on...的正确使用。
四、课时安排(Periods Arrangement) 三到四个课时五、教具(Teaching Aids) 录音机、图片、卡片、CD、课件等等。
Period 1 一、教学目标(Teaching Aims) 1、知识目标(Knowledge Aims)：1) 能听懂、会说、会读新单词where, behind, beside, between, cap, watch, glasses, new; 2) 能用“Where’s/ Where’re...?”和“It’s.../ They are...”向他人询问、回答事物的位置。
2、能力目标(Ability Aims)：1) 能辨别物体方位；2) 能向他人询问并描述事物的方位。
3) 能听懂会说A部分的对话和B部分的单词。
3、情感目标(Emotion Aims) 学会团队合作，重视合作精神。
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:Step 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 grou p.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 drawerWhere 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.Student’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.Unit 2 Can you read and write?Periods:Language Function:Gettin g 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:Step 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· 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. grandmotherCan 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: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 the 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.· Task 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.· Homework: 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: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: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 boa t. 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,“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:Step 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 sou nd 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: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, let others.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:Step 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.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:Step 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 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 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.。
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。
湘少版四年级英语下册全册教案
· Do the act according to Part C.
· Teacher give the assessments.
· Do the Part A、B in the Exercise.
· Homework: Listening to the tape, recite the text.
2. act the story with the partents.
Blackboard drawings:
Can you read and write?
Can you write in English? Yes, I can. grandmother
Can Dongdong do it for me ? you can ask him.
Period Ⅱ
Basic aims of this lesson:
1. Finish the task the teacher given in the lessons.
2. The ability to read Part D with the given picture.
3. Retell the story on Part D.
Basic aims of this lesson:
1. Finish the task the teacher given in the lessons.
2. The ability to read Part D with the given picture.
3. Retell the story on Part D.
Teaching points:
Can you write in English?
最新湘少版小学四年级英语下册教案（全册共52页）
最新湘少版小学四年级英语下册教案（全册共52页）最新湘少版小学四年级英语下册教案（全册共52页）Unit 1 It’s on your head !Period 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …ison …”做出回应。
二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …” “They are under …” “your …is on …”做出回应。
难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。
一、教学准备两个动物指偶、教学挂图、教学磁带等。
二、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。
White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher e’s my new cap?Mum:It’s on the bed.White cat.Thank you,Mum.Where’s my new pencils?Mum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。
4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。
评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。
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四年级下册英语教案执教者：李旬Unit 1 Where’s my new cap?教学目标：1、用Where’s my new cap?向他人询问自己的物品在哪里，以及对询问做出回应。
2、掌握词汇：morning, afternoon理解词汇：blouse, blade, block, blow, blanket, blue, balloon, black, bow, friendly3、字母组合bl在单词中的发音。
教学重、难点：1、教学重点：用Where’s my new cap?向他人询问自己的物品在哪里，以及对询问做出回应。
2、教学难点：Where’s my cap?课时安排：Period 1编写日期：执行日期：一、教学目标能听懂、会说本课会话；能运用“Where’s my cap?”进行询问，并对此做出回应；二、教学重点及难点重点：自我介绍，运用“Where’s my cap?”向他人致意。
难点：理解where’s的用法。
三、教学步骤：Step 1 Warming up师生问候。
T: Hello, boys and girls! Nice to meet you!用中文或动作帮助学生理解。
Step 2 Presentation and drillT: Hello, boys and girls. I am your English teacher. I am Miss Huang.Nice to meet you .T: Today we’ll learn Unit 1 “Where’s my cap?”板书课题及主题句。
带读。
2．走到几个学生面前并与之打招呼,询问学生物品的位置。
T: Hello, I’m Miss Huang . Nice to meet you . Where’s …放慢速度，强调口型，帮助学生理解并回答：My …is here.Ss: Hello, I’m …T: Nice to meet you!4．听课文A部分录音，跟读。
Step 3 Practice1. 游戏——A little actor准备一个纸盒，装入写有Anne, Lingling, Peter, Mingming等人名的纸条。
学生抽中谁，就扮演谁，进行角色表演。
2. 听课文B 部分录音，跟读。
3. 解释句子含义，学生熟悉今天所学句型。
Step 4 Consolidation创设情境，自由会话。
评价。
homework：熟读课文。
Period 2编写日期：执行日期：一、教学目标能听懂、会说本课会话；能运用“Where’s my cap?”询问，并对此问候作出回应；能知道字母组合all的发音；通过唱唱玩玩，培养学生学习英语的兴趣。
二、教学重点及难点重点：自我介绍，以及灵活运用“Where’s my cap?”向人询问。
难点：all 字母组合的发音。
三、教学步骤Step 1 Warming up师生问候。
复习句型：Where’s my…?师生会话示范。
T:Hello ,everyone! Nice to meet you !Ss:Hello ,miss Huang, Nice to meet you ,too !T:Very good !自由练习。
分角色表演。
Step 2 Presentation and drill1. 听课文C部分录音，跟读。
2. 学生表演C部分内容。
3. 学生模仿C部分内容，自由表演对话。
4. 阅读Dino的故事a. 学生自己阅读，请学生讲述故事。
b. 听录音，复述故事。
c. 学生分角色表演故事。
Step 3 Practice1. 教师做口型，学生根据口型大声说出单词或句子。
2. 讲解字母组合all的发音，带领学生大声读出单词与句子，让学生领会发音。
3. 学唱《come and see my family 》Step 4 Consolidation1. 创设情境，自由会话。
2. 对学生这节课的表现作出评价，鼓励学生多开口读，大胆创新。
3. 作业：a. 听录音磁带，熟读课文；b. 抄写单词。
Unit 2 Can you read and write?教学目标：1. 通过复习句型：“Can you write in English?”及答语“Yes,I can.No,I can’t”，使学生掌握询问某人能否做某事的功能句，并能够在正确的语境下使用。
2. 鼓励学生自设情景，创编、表演对话，培养学生综合运用语言的能力。
教学重点：功能句“How much is it? How much are they?”及答语。
3. 学习单词：read, write, climb, letter, hop, zoo, swimming pool, moon 教学步骤：Period Ⅰ编写日期：执行日期：一、教学目标1.能听懂、会说新单词read ,write,climb,letter；2.能理解并复述本课文；3.能运用句型“Can you write in English?”询问某人能否做某事，并用“Yes,Ican.No,I can’t”，对该询问做出回答。
二、教学重点及难点重点：掌握A、B部分单词。
难点：正确使用能动词can。
三、教学准备一张画有狮子、鸟、猴子、青蛙、鸭子的图片，动物图片，单词卡片等四、教学步骤Step 1 Warming up:Task 1: action as “read, climb, write, eat, fly, swim”Task 2: a game: listen and do.Step 2 Presentation and drill1.出示画有狮子、鸟、猴子、青蛙、鸭子的背景图片。
T:What can you see in the picture?S:I can see a lion/bird/monkey/frog/duck.T:Can it run/fly/jump/swim/climb?(做动作)S:Yes,it can./No,it can’t.T:Can you run/fly/jump/swim/climb?S:Yes,it can./No,it can’t.2.一次出示单词卡片，带读。
Run,run,run,I can run.Jump,jump,jump,I can jump.3.贴出动物图片，滚动单词卡片。
T：Run,run,run,can a lion run?Ss:Yes, it can.游戏——Dragon game?将学生分成两组。
教师出示单词卡片，两组学生轮流一问一答。
4.出示一本书。
T：What’s this?Ss:It’s a book.T:Can you read a book?Ss:Yes ,I can .板书单词Read,边写边带读。
同上教新单词。
6.听课文A部分录音，跟读。
7.同桌两人分角色自由练读，然后让几组学生分角色朗读。
8.听课文B部分录音，跟读。
Step 3 Practice游戏——碰运气将全班学生分成两组进行游戏，每组选一名学生，分别从单词卡片和动物、人物两套卡片中各取一张，用can提问，肯定的回答可加一分，否定的回答则扣一分。
S：（抽到卡片read 和lion）：Can a lion read?S’:No,it can’t.Step 4. Consolidation1.创设情景，自由会话。
2. Homework: 1. Listening to the tape, recite the text.2. act the story with the partents.Period Ⅱ编写日期：执行日期：一、教学目标1.能掌握本单元新单词及句型。
2.能熟练运用句型“Can you write in English?”询问某人能否做某事，并用“Yes,I can.No,I can’t”，对该询问做出回答。
3.能理解课文C、D部分。
4.字母组合oo的发音。
二、教学重点及难点重点：复习单词和句型。
难点：理解课文D部分。
三、教学准备动物图片，单词卡片等四、教学步骤Step 1 Warming up:Task 1: do the acting and guess.Task 2:Students draw a picture accor ding to the teacher’s given words. Step 2 Reading游戏——Listen and do教师出示单词卡片，一名学生根据卡片任意挑一名同学提问，该同学根据自己的实际情况回答，并做出相应动作。
听课文D部分录音，回答问题。
Can Tim fly?Can Dino fly?…Step 3 Practice听课文C、D部分录音，跟读。
Step 4. Consolidation1.板书并带读单词zoo,标出字母组合oo.2.写出其他单词，让学生自己拼读。
3.听课文E部分，跟读两遍。
4. Homework: 1. Listening to the tape, recite the text.2. Make a picture of dinosaur and a dog.Unit 3 Are you making a kite?教学目标：Language Function（语言功能）:用现在进行时询问和描述你/我正在做的事情。
Language structure（语言结构）:Are you mak ing a …?Vocabulary（词汇）: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语音: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 1编写日期：执行日期：一、教学目标1.能听懂、会说新单词making a kite,playing the piano, baking a cake, a pie, a mess；2.能理解并复述本课文；3.能正确使用is making和are making.二、教学重点及难点重点：掌握A、B部分单词。
难点：正确使用“I am making…/You are making…/Are you making…?”三、教学准备动物卡片，单词卡片、教学磁带等四、教学步骤Step 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drill1.出示卡片。