陕旅版四年级下册英语教学计划
陕旅版小学英语四年级下册教学设计
陕旅版小学英语四年级下册全册教案Unit 1 Our New HouseUnit 2 I’m cooking in the kitchen.第一课时学习目标：1. 我能听说读单词：Read, write, sleep, eat, listen, cook, stand, sit2. 我能初步了解现在进行时态，并对所学动词进行变化，写出其现在分词。
3. 我能说一说：Where is ... He / She is in ...学习过程及引导：一、Lead in导入T: How are you, boys and girls?Ss: I’m fine. Thank you.T: Last term we learned some verbs such us jump rope, run, dance, etc.Today let’s learn more. OK?Ss: OK.二、板书课题、揭示目标三、指导自学、合作探究1. Listen and do on page 9.做一做，复习上学期所学动词run 跑步jump rope 跳绳dance 跳舞sing a song 唱歌2. Look and find on page 9.Where is ...?Key: Liu Zhao yang is in the bathroom.Wu Chen is in the living room.Colin is under the bed.3. 新授读书，读书read，（左耳旁拍手，右耳旁拍手，双手打拍）写字写字write，睡觉sleep （做睡觉姿势）Yumi yumi eat吃，听听listen（食指耳朵旁转圈）cook 不仅是厨师的意思，还可以是做饭哟。
Now Miss Wang is standing. Stand stand 站立And all of you are sitting. Sit sit 坐。
(完整版)陕旅版小学四年级英语下册教案
Unit1 Our New House第一课时教学目标：学习“四会”单词：house, study, bedroom, kitchen, livingroom, dining room.教学重点：能听懂、会写、会读、会说house, study, bedroom, kitchen, living room, dining room。
教学难点：通过学习，能够用英语表达住所名称。
教学环节：学习目标（一）出示学习目标：学习“四会”单词：house, study, bedroom, kitchen, living room, dining room, 并用所学单词和句型表达住所名称（二）学习There be句型。
自主学习（一）温故知新复习有关日常活动的词汇：wathc TV, go to bed, have lunch, 同桌进行简单句型问答。
（二）阅读方法对照课本，边看边练习拼写描述住所的单词。
（三）互助释疑同桌间一边指着住所图片，一边读出单词，交流不会读的单词。
（四）探究出招同桌间练习书写，可以互相检查拼写。
展示交流（一）小组展示小组内练习用英语描述住所（二）班级展示指名小组上讲台做游戏，用英语描述住所。
点拨升华（一）教师放录音，学生跟读，纠正读音。
（二）学生开火车读单词。
（三）用句子There be …描述住所。
课堂作业作业当堂清1.单词拼写h se 房子 b dr m 卧室 b throom 卫生间d ing room 餐厅l ing room 客厅k tch 厨房2.单词连线house 卧室bedroom 餐厅bathroom 卫生间dining room 客厅living room 房子kitchen 厨房study 书房挑战自我造6个There be 句子板书设计：Unit 1 Our New House house 房子This is our new house.bedroom 卧室There are two bedrooms.bathroom 卫生间dining room 餐厅living room 客厅kitchen 厨房study 书房课后反思：第二课时教学目标：学习句型1. —What’s in y our new house?—There is a …There are …2. — My house is not very big.— But it is beautiful.教学重点：熟练掌握句型，并进行简单的对话。
陕旅版四年级英语下册教案全
四年级英语第二学期教学计划一、教材分析本册教材根据小学生的年龄、心理特点，通过形式多样的话题、丰富多彩的语境活动、活泼有趣的儿歌和歌曲，加上课文中生动、幽默的卡通图画，让学生在听-说、听-做、读、写、玩、演、唱的过程中轻松愉快地感知英语、学习英语，达到掌握英语、运用英语的目的。
更重要的是本教材能培养学生在与人交往过程中的自信心和英语交际能力，既开发了他们的智力，又培养了学生的综合素质，为其以后的英语学习奠定了良好的基础。
二、学情分析本年级共三个班，他们活泼可爱，大部分学生学习英语的积极性很高，能按时认真地完成作业，但也有个别学生学习敷衍了事，书写不规范。
所以本学期应抓好学生良好的学习习惯，引导个别学生端正学习态度，掌握良好的学习方法。
三、奋斗目标增强学生学习英语的兴趣和爱好，提高学生在动态真实的环境中运用英语的积极性。
能运用英语在日常学校生活和课堂情景中与老师和同学进行日常口头交际；能积极参加课外活动，做到大胆开口，发音正确。
四、教学重点1、听懂课堂简短的指令并作出反应；2、根据录音模仿说英语；能相互致以简单的问候；3、能根据图、文说出单词或短句；4、能用英语做游戏并在游戏中用英语进行简单交际。
五、教学难点1、单词教学；2、词组或短句教学；3、听写、笔写练习；4、英语书写规范化。
六、方法措施1、以活动作为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
勤于观察学生掌握知识的情况，多向学生介绍学习英语的方法。
2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练。
充分利用教学用具运用录音磁带帮助学生纠正发音，并且与多媒体课件相结合，培养学生良好的朗读习惯，打下良好的语音语调基础。
3、设计全面、高效、富有层次性的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
4、教学中要采用多种教学手段激发学生学习兴趣。
可以通过小组竞赛形式，检验学生英语掌握情况，课堂上尽可能照顾差生，面向全体学生。
陕旅版四年级英语下册全册教案 1
陕旅版四年级英语下册全册教案 1课程概述本教案是针对陕西旅游版四年级英语下册编写的教学计划，旨在帮助学生全面掌握英语听说读写的基础知识和技能。
下面是本教案的大致内容安排：•单元1：Hello, Friends!•单元2：I Can Swim•单元3：My Family•单元4：My School•单元5：At the Bookstore•单元6：In My House单元1：Hello, Friends!本单元通过教授基本的问候语和自我介绍的句型，帮助学生学会与他人进行简单的交流。
词汇与表达•Hello!•Hi!•How are you?•I’m fine, thank you. / I’m good.•What’s your name?•My name is [name].•Nice to meet you.语法重点•一般问句：How are you?•一般回答：I’m fine, thank you.教学活动1.观看英语问候语视频，引导学生跟读。
2.分组角色扮演，练习问候与自我介绍对话。
3.制作问候卡片，互相赠送并进行问候练习。
单元2：I Can Swim本单元通过教授动词can的用法，帮助学生学会表达自己的能力。
词汇与表达•swim•run•jump•sing•dance语法重点•表示能力的问句：Can you [verb]?•能力肯定回答：Yes, I can.•能力否定回答：No, I can’t.教学活动1.师生对话，练习问句和回答。
2.分组小组讨论，谈论自己的能力，并展示给全班。
3.编写自己的。
陕旅版四年级英语下册教学计划
陕旅版四年级英语下册教学计划Unit 1: My School LifeWeek 1Day 1: Introduction to the unit and the topic "My School"- Introduce the topic "My School" and talk about what students like about their schools.- Introduce key vocabulary related to school life such as classroom, playground, teacher, and friends.- Practice using the new vocabulary in sentences and short dialogues.Day 2: Reading and comprehension- Read a short passage about a school day routine and ask comprehension questions to check understanding.- Discuss the school day routine and compare it with the students' own school day.- Have students write a short paragraph about their own school day routine using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by role-playing common school scenarios such as greeting friends, asking for help, and talking about favorite subjects.- Use pictures and props to create a simulated school environment for the role play activities.Week 2Day 4: Grammar focus – Present Simple tense- Introduce the present simple tense and its use in describing daily routines and habits.- Provide examples of sentences in the present simple tense and have students identify the verb forms and patterns.- Practice constructing sentences in the present simple tense using the new vocabulary from the unit.Day 5: Writing practice- Have students write a short composition about their school life, describing their school, teachers, friends, and daily routines.- Provide guidance and support for organizing the composition, using the present simple tense, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learned in the unit through a variety of interactive activities such as games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areas that may need further review.Unit 2: My Family and FriendsWeek 3Day 1: Introduction to the unit and the topic "Family and Friends"- Introduce the topic "Family and Friends" and discuss the importance of family and friends in students' lives.- Introduce key vocabulary related to family members, such as parents, siblings, grandparents, and friends.- Discuss the roles and relationships within a family and the qualities of a good friend.Day 2: Reading and comprehension- Read a short passage about a family and their daily activities, and ask comprehension questions to check understanding.- Discuss the roles and responsibilities of each family member and how they support and help each other.- Have students write a short paragraph about their own family members and friends using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by engaging in conversations about family members, sharing stories about fun times with friends, and discussing the importance of friendship.- Use role play activities to simulate family and friend interactions, emphasizing polite expressions and social etiquette.Week 4Day 4: Grammar focus – Possessive 's and 's- Introduce the possessive 's and 's forms and their use in indicating ownership and relationships.- Provide examples of sentences using possessive 's and 's and have students identify the possessive forms and their functions.- Practice constructing sentences using possessive 's and 's to describe ownership and relationships within a family and among friends.Day 5: Writing practice- Have students write a short composition about their family and friends, describing their relationships,activities they enjoy together, and special memories.- Provide guidance and support for organizing the composition, using possessive 's and 's, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learned in the unit through a variety of interactive activities such as games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areasthat may need further review.Unit 3: My Hobbies and InterestsWeek 5Day 1: Introduction to the unit and the topic "Hobbies and Interests"- Introduce the topic "Hobbies and Interests" and discuss the various activities that students enjoy doing in their free time.- Introduce key vocabulary related to hobbies and activities, such as playing sports, reading, drawing, and collecting.- Brainstorm and discuss different hobbies and interests that students have and why they enjoy them.Day 2: Reading and comprehension- Read a short passage about a student's hobbies and interests, and ask comprehension questions to check understanding.- Discuss the benefits and drawbacks of different hobbies, and how they can contribute to personal development and relaxation.- Have students write a short paragraph about their own hobbies and interests using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by discussing hobbies and interests, sharing experiences of trying new activities, and talking about personal preferences.- Use multimedia resources to introduce different hobbies and interests, and encourage students to discuss and express their opinions.Week 6Day 4: Grammar focus – Simple Present vs Present Continuous- Introduce the simple present and present continuous tenses and their use in describing habitual activities and current actions.- Provide examples of sentences in the simple present and present continuous and have students identify the verb forms and patterns.- Practice constructing sentences in the simple present and present continuous using the new vocabulary from the unit.Day 5: Writing practice- Have students write a short composition about their hobbies and interests, describing why they enjoy them, how they started, and any special experiences related to them.- Provide guidance and support for organizing the composition, using the simple present and present continuous, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learned in the unit through a variety of interactive activities such as games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areasthat may need further review.Unit 4: My Home TownWeek 7Day 1: Introduction to the unit and the topic "My Home Town"- Introduce the topic "My Home Town" and discuss the geographical features, landmarks, and culture of thestudents' home towns.- Introduce key vocabulary related to locations, landmarks, traditions, and activities in a town or city.- Encourage students to share interesting facts abouttheir home towns and the places they are proud of.Day 2: Reading and comprehension- Read a short passage about a famous landmark in China and ask comprehension questions to check understanding.- Discuss the significance and history of the landmark, and how it reflects the culture and traditions of the country.- Have students write a short paragraph about a special place in their home town using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by sharing stories about their home towns, describing favorite places and activities, and discussing local traditions and customs.- Use pictures and videos to showcase various aspects of different towns and cities, and encourage students to ask questions and express their curiosity.Week 8Day 4: Grammar focus – Prepositions of place- Introduce prepositions of place and their use in describing the location of objects and places.- Provide examples of sentences using prepositions of place and have students identify the prepositions and their functions.- Practice constructing sentences using prepositions of place to describe the locations of landmarks and features in their home towns.Day 5: Writing practice- Have students write a short composition about their home towns, describing the important places, local customs, and their favorite memories growing up there.- Provide guidance and support for organizing the composition, using prepositions of place, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learned in the unit through a variety of interactive activities such as games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areas that may need further review.Unit 5: My Daily LifeWeek 9Day 1: Introduction to the unit and the topic "Daily Routines"- Introduce the topic "Daily Routines" and discuss the various activities that students do every day, from getting up in the morning to going to bed at night.- Introduce key vocabulary related to daily activities such as waking up, brushing teeth, having breakfast, and going to school.- Brainstorm and categorize the daily routines and activities that students have, and discuss the importance of time management.Day 2: Reading and comprehension- Read a short passage about a typical day in a student's life and ask comprehension questions to check understanding.- Discuss the importance of having a daily routine and how it contributes to a healthy and balanced lifestyle.- Have students write a short paragraph about their own daily routine using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by describing daily routines, comparing different daily schedules, and discussing the activities they enjoy the most during the day.- Use visual aids and props to create a simulated daily routine and encourage students to narrate and ask questions about it.Week 10Day 4: Grammar focus – Adverbs of frequency- Introduce adverbs of frequency and their use in describing the frequency of actions and activities.- Provide examples of sentences using adverbs of frequency and have students identify the adverbs and their positions in the sentence.- Practice constructing sentences using adverbs of frequency to describe how often they do certain activities in their daily routine.Day 5: Writing practice- Have students write a short composition about their daily routine, describing the sequence of activities, their feelings about each task, and any special habits they have during the day.- Provide guidance and support for organizing the composition, using adverbs of frequency, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learned in the unit through a variety of interactive activities such as games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areasthat may need further review.Unit 6: Going to the CountrysideWeek 11Day 1: Introduction to the unit and the topic "Countryside Visits"- Introduce the topic "Countryside Visits" and discuss the reasons why people visit the countryside, such as enjoying nature, meeting new people, and learning about rural life.- Introduce key vocabulary related to countryside activities such as farming, fishing, hiking, and camping.- Brainstorm and discuss different activities that students can do in the countryside and their experiences with nature.Day 2: Reading and comprehension- Read a short passage about a visit to a rural village and ask comprehension questions to check understanding.- Discuss the experiences and activities mentioned in the passage, and how they reflect the peaceful and naturalsetting of the countryside.- Have students write a short paragraph about a countryside visit they have had using the new vocabulary.Day 3: Speaking and listening- Practice speaking and listening skills by describing countryside visits, sharing stories about outdoor activities, and discussing the benefits of spending time in nature.- Use multimedia resources to showcase the beauty of different countryside locations, and encourage students to ask questions and express their interest in visiting them.Week 12Day 4: Grammar focus – Simple Past tense- Introduce the simple past tense and its use in describing past experiences and actions.- Provide examples of sentences in the simple past tense and have students identify the verb forms and patterns.- Practice constructing sentences in the simple past tense using the new vocabulary from the unit.Day 5: Writing practice- Have students write a short composition about a countryside visit, describing the activities they did, the people they met, and the things they learned about rural life.- Provide guidance and support for organizing the composition, using the simple past tense, and including relevant details.Day 6: Review and assessment- Review the key vocabulary, grammar, and skills learnedin the unit through a variety of interactive activities suchas games, quizzes, and group discussions.- Administer a short assessment to check students' understanding of the unit material and identify any areasthat may need further review.。
四年级下册英语全册教案(陕旅版)
1）4人一组，教师将学生分成若干组，要求
英语
Is Helen in?
Yes, but wait a moment. She is busy.
这部分内容是本课的重点内容。介词in的原意是在…里面，在这里它还有“在家”的意思。其反义词则为“out”,例如，
She is in today. Is she in today?
He is out today.
教师还可以请一个同学来做动作，让别的同学猜是什么短语。
2.新课展示（New Presentation）
教师借助单词卡片来教授本课的常用语和重要语法点。
1)教师向学生做出打电话的动作，让同学们猜是什么单词。从而引出单词phone.教师出示卡片---call，告诉同学们这两个单词意思相同,而且它们都有两个词性，名词和动词。我们经常可以说：
二、教学目标:
（一）语言目标：
1）继续学习打电话的常用语。This is … speaking. Is that …speaking? Wait a moment.
2)学习帮助别人转接电话。Is …in? Sorry, wait a moment.
3)会说会用会拼会写这些单词和短语：call, do some washing, wait, a CD.
教师向学生出示课前复习的短语，引导学生造句。
I am reading a book.
She is doing her homework.
He is speaking to you.
You are playing computer games.
We are singing and dancing.
They are running.
四年级陕西旅游版第二学期英语教学计划
四年级陕西旅游版第二学期英语教学计划1. 引言1.1 概述在四年级陕西旅游版第二学期英语教学计划中，本文旨在提供一份详细的教学计划，以帮助学生更好地理解和应用英语知识，并培养他们在旅游方面的交流和表达能力。
通过本次教学，学生将能够逐步掌握相关的英语词汇、句型和对话技巧，为今后与外国游客进行简单的口头交流打下基础。
1.2 文章结构本文分为五个主要部分：引言、第一章节、第二章节、第三章节和结论。
引言部分将简要介绍整个教学计划的概述、结构和目标。
第一章节将详细说明学习目标，包括需要掌握的词汇和句型等内容。
第二章节将介绍具体的课程安排以及为课程准备所需的教学资源。
第三章节将涉及评估方式以及如何检查学习效果，并提出相应的调整和改进措施。
最后，在结论中总结教学计划执行情况及效果评价，并反思在教学过程中出现的问题并提供解决方案。
此外，还将给出下一个阶段的发展方向与建议。
1.3 目的本教学计划的目的是帮助四年级学生在陕西旅游版第二学期中提高英语水平，尤其是在旅游交流方面。
通过有系统的教学设计和培训，学生将能够扩大词汇量、掌握常用句型，并能够进行简单但流利和准确的口头表达。
此外，他们还将了解陕西旅游资源，并能够向外国游客介绍并提供相关信息。
通过该教学计划，我们希望激发学生对英语学习和旅游文化的兴趣，培养他们积极参与和主动表达的能力。
2. 第一章节2.1 学习目标:- 使学生了解陕西省的地理位置、文化和旅游资源。
- 培养学生对陕西省历史、名胜古迹和特色美食的兴趣。
- 提高学生的英语听说读写能力，以便他们能够用英语描述和介绍陕西旅游景点。
2.2 教学内容:- 介绍陕西省的地理位置、气候和主要城市。
- 学习陕西省的历史概述，包括秦始皇统一中国、兵马俑等重要历史事件和文物。
- 探索陕西省著名的旅游景点，例如华山、兵马俑、大雁塔等。
- 了解陕西省的传统文化，如曲艺、舞蹈和民间习俗。
- 学习关于陕西特色美食的知识，例如肉夹馍、凉皮等。
[英语]陕旅版四年级英语下册教案全.docx
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四年级英语第二学期教学计划一、教材分析本册教材根据小学生的年龄、心理特点，通过形式多样的话题、丰富多彩的语境活动、活泼有趣的儿歌和歌曲，加上课文中生动、幽默的卡通图画，让学生在听 - 说、听- 做、读、写、玩、演、唱的过程中轻松愉快地感知英语、学习英语，达到掌握英语、运用英语的目的。
更重要的是本教材能培养学生在与人交往过程中的自信心和英语交际能力，既开发了他们的智力，又培养了学生的综合素质，为其以后的英语学习奠定了良好的基础。
二、学情分析本年级共三个班，他们活泼可爱，大部分学生学习英语的积极性很高，能按时认真地完成作业，但也有个别学生学习敷衍了事，书写不规范。
所以本学期应抓好学生良好的学习习惯，引导个别学生端正学习态度，掌握良好的学习方法。
三、奋斗目标增强学生学习英语的兴趣和爱好，提高学生在动态真实的环境中运用英语的积极性。
能运用英语在日常学校生活和课堂情景中与老师和同学进行日常口头交际；能积极参加课外活动，做到大胆开口，发音正确。
四、教学重点1、听懂课堂简短的指令并作出反应；2、根据录音模仿说英语；能相互致以简单的问候；3、能根据图、文说出单词或短句；4、能用英语做游戏并在游戏中用英语进行简单交际。
五、教学难点1、单词教学；2、词组或短句教学；3、听写、笔写练习；4、英语书写规范化。
六、方法措施1、以活动作为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
勤于观察学生掌握知识的情况，多向学生介绍学习英语的方法。
2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练。
充分利用教学用具运用录音磁带帮助学生纠正发音，并且与多媒体课件相结合，培养学生良好的朗读习惯，打下良好的语音语调基础。
3、设计全面、高效、富有层次性的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
4、教学中要采用多种教学手段激发学生学习兴趣。
可以通过小组竞赛形式，检验学生英语掌握情况，课堂上尽可能照顾差生，面向全体学生。
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四年级下册英语教学计划
一、教材简况
本册书共8单元，要求掌握92个单词，能看图识字，能在指认物体的前提下认读所学词语，能在图片的帮助下读懂简单的小故事，能正确书写字母和单词。
要让学生养成每天定时、定量听读英语的习惯：家校合力培养孩子每天听读英语的习惯，也可建议采用放录音，营造语言氛围，让孩子有意、无意地听，省时又有效。
鼓励学生有意识地接触一些自己能听懂、看动的英语片。
二、学生状况
本班有学生17名，学生基础较差，学习兴趣不浓厚。
三、重点
1、到的词语识别或指认图片或实物；
2、听懂课堂简短的指令并做出相应的反应；
3、据录音模仿说英语；能相互致以简单的问候；
4、能表达简单的情感和感觉，如: 发表评论、描述人物或事物，进行比较等；
5、能够根据表演猜测意思、说词语;
6、能根据图、文说出单词或短句:
7、能用英语做游戏并在游戏中用英语进行简单的交际。
四、教学难点
1、单词教学。
2、词组教学。
3、听写，笔写练习。
4、能正确书写字母和单词。
五、措施
1、听力练习
小学生的听力能力是一个重要而又薄弱的环节。
我们教师在教学课文时可以将课文作为听力练习。
首先在第一课时突破新授单词的难点，教会发音。
然后在课文教学前介绍课文的背景，提出focus questions（有必要的话板书出来），引发学生兴趣，启发学生思考。
让学生在听课文录音的同时了解课文的重、难点。
有必要的话，重复放几次或分节播放。
根据课文的难易程度在正式学课文之前或学完以后来校对答案。
有必要的话，老师可以以图表的方式直观展现出来，这样，听力薄弱的学生也能受到锻炼。
2、曲/歌谣
文中的歌曲和歌谣能培养学生的语感和节奏感、提高发音的正确性。
老师可以在课前、课中和课后可以多次循环地放给学生听，激发学习兴趣。
还可以通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。
其中的一些不常用单词，不要求学生在歌谣之外学会使用。
3、任务设置
a. 活动的设计要有针对性、目的性和可操作性。
b. 活动的内容要从学生的生活经验和兴趣出发，内容和方式要尽量真实，符合实际。
c. 教师为主导，学生为主体的原则。
d. 及时反馈，及时总结。
通常在学生操练后，教师要请部分同学或小组来展示，并给予表扬。
教学进度。