2017-2018学年教科版小学英语四年级下册教案

合集下载

2017-2018学年外研版小学四年级英语下册教案(完整版)

2017—2018学年第二学期
科目：英语
班级：四年级
任课教师：
小学2017—2018学年度第二学期教学进度表
小学2017—2018学年度第二学期教学计划
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计
郭家寨小学教师教学设计。

2018年下学期pep人教版四年级英语全册教案(含教学反思)

四年级下册英语教案一、教学目的1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；2、培养学生具有一定的语感和良好的语音、语调书写基础，以及良好的学习习惯；3、使他们初步具备用英语进行简单日常交流的能力。

4、同时培养学生的观察、记忆、思维、想象和创造能力。

5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意志，为学生的进一步学习奠定良好的基础。

二、教材分析《义务教育课程标准实验教科书英语》供三年级起使用，是人民教育出版社与加拿大Lingo.Media国际集团合作编写的一套全新的中下学衔接的英语教材。

这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。

本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。

《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的继承和发展。

在分析、研究许多种国内外小学英语教材的基础上，取其精华，博采众长，形成了本套教材特有的编写体系。

同时，有吸收了当今国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。

本册教材具有以下几个特点：1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。

7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间。

8、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的整体质量。

2017-2018学年最新科普版英语四年级下册全册教案

四年级英语(下册)教案第一课时1 Teaching Topic:Lesson 1 Whose watch is it?Goal request:（教学目的）New words :watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-I think it’s that man’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right remember And master these useful expressions :- Whose watch is it?-I think it’s that man’s watch.Teaching times: （教学课时） 1Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : watch whose think man ask beautiful right remember, let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : - Whose watch is it?-I think it’s that man’s watch.Step 3 解疑合探（10 minutes）1 When we learned about this part , we master these useful expressions and words:(1) - Whose watch is it?-I think it’s that man’s watch.(2) New words：2 Practice the dialogue and act in pairs.useful expressions :- Whose watch is it?-I think it’s that man’s watch.Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ?2 Can you use “watch whose think man ask beautiful right remember?3 Please act out the dialogue with your partner .Step5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.Bb writting desgin:（板书设计）Lesson 1 Whose watch is it?watch whose think man ask beautiful right remember- Whose watch is it?-I think it’s that man’s watch.教后反思第二课时Lesson 1 Whose watch is it?Goal request:（教学目的）New words : watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-It’s Tom’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right rememberAnd master these useful expressions :- Whose watch is it?-It’s Tom’s watch.Teaching times: （教学课时） 2Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : watch whose think man ask beautiful right remember ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: - Whose watch is it?-It’s Tom’s watch.In this part , let the Ss master these useful expressions .Step 3 解疑合探（10 minutes）1 When we learned about this part , we masterthese useful expressions and words:- Whose watch is it?-It’s Tom’s watch.The new words:watch whose think man ask beautiful right remember2 Practice the dialogue at Page 2 and act it out in pairs .Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’stalk : - Whose watch is it?-It’s Tom’s watch.2 Please act out the dialogue with your partner .3 Let’s sing .Sing the song 《Fishes, where are you?》Step5 运用拓展（8 minutes）Choose the right answer:1 - _____watch is it?-It’s Tom’s watch.A. WhereB. WhoC. Whose2 - ___ this your watch?- Yes, it is.A. ThatB.IsC. Whose3 –Are they in the box?- No,they ______.A. areB. aren’tC. amBb writing desgin:（板书设计）Lesson 1 Whose watch is it?watch whose think man ask beautiful right remember- Whose watch is it?-It’s Tom’s watch.教后反思第三课时1 Teaching Topic:Lesson 1 Whose watch is it?Goal request:（教学目的）New words : watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-It’s Tom’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right rememberAnd master these useful expressions :- Whose watch is it?-It’s Tom’s watch.Teaching times: （教学课时） 3Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : new classroom grade way glass they table behind . Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）1 Let the Ss look at pictures on page2 and ask：Whose watch is it?Then get the Ss try to read the text and try to answer these questions :(1) Whose watch is it?(2) Whose cup is it?(3) Whose basket is it?Give the Ss five minutes to read the text and answer these questions .- Whose ___ is it? –It’s __’s ____.2 In this part , let the Ss master these new words and useful expressions :watch whose think man ask beautiful right remember- Whose watch is it?-It’s Tom’s watch.Lucy’s cup Jim’s basket Eve’s bottle their desk our clockStep 3 解疑合探（10 minutes）let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage:Let the Ss master the following useful expressions;Lucy’s cup Jim’s basket Eve’s bottle their desk our clock Step 4 质疑再探（7 minutes）1 In this part, let the Ss practise in pairs.- Whose watch is it?-It’s Tom’s watch.2 Let’s act .Step 5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1 -The glasses are on _____ nose.A. yourB. youC. yours2 - ________ can you see?- Three.A. How manyB. WhatC. WhoBb writting desgin:（板书设计）Lesson 1 Whose watch is it?- Whose watch is it?-It’s Tom’s watch.教后反思第四课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words: shirt trousers hair sock his shorts orange shoe- Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words:2.Master these new words：shirt trousers hair sock his shorts orange shoeGoal request:（教学重点）1.Master these new words :shirt trousers hair sock his shorts orange shoe2. Master these useful expressions:-What colour are the trousers?-They’re blue.Key difficulty：（教学难点）Master these new words and these useful expressions. Teaching times:1（教学课时）Teaching method：（教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards, radioTeaching process:Step 1 Warmer（5 minutes）Good morning，first let the Ss look at these cards :shirt trousers hair sock his shorts orange shoe-What colour are the trousers?-They’re blue.Let the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 设疑自探（10 minutes）1.First , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’t read and understand.The teacher collect them and write tnem on the Bb, next solve these problems together.2. Ask them to understand the problems in their groups first. Step 3 解疑合探（10 minutes）1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out.2. Get some of the Ss to try to ask and act in pairs.3. Practise in different ways.4.Get some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps.Step 4质疑再探（7 minutes）The teacher asks: Do you have any questions?If they have some, help them to solve it.Step5运用拓展（8 minutes）1.Let the Ss to finish the part 2: Let’s learn:-What colour are the trousers?-They’re blue.2.Help the Ss practise it.3. Practise in pairs.4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板书设计）Lesson 2 What colour are the trousers?-What colour are the trousers?-They’re blue.教后反思第五课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）In this text, let the Ss master new words ,then let the Ss master the useful expressions .shirt trousers hair sock his shorts orange shoe-What colour are the coats?-They’re blue.Key difficulty:（教学重点）Let the Ss can use the main dialogue.-What colour are the coats?-They’re blue.Teaching times: （教学课时）Teaching method:（教学方法）three doubts three searchesTeaching preparation and method:（教学用具）cards,radioTeaching process:Step 1 Warmer（5 minutes）Ask the Ss to say the Chinese meanings of the following words: shirt trousers hair sock his shorts orange shoeThen let them read these words and try to remember them. Step 2 设疑自探（10minutes）1. Ask them to listen to the tape for two times,underline the words, phrases and sentences they don’t know and understand. Then collect their questions and write them on the Bb,next help them to solve it.2. Let the Ss try to recite the dialogue:-What colour are the trousers?-They’re blue.Step 3 解疑合探（10 minutes）1. Get some Ss to solve the problems.2. Go through the Chinese meanings in different groups. Ask some groups to present them to the whole class. Pay attention to add their evaluations. If they have any questions, please give them more helps.3. Let the Ss master the following new words:shirt trousers hair sock his shorts orange shoeStep 4质疑再探（7 minutes）Let the Ss know the meaning of this dialogue, and let the Ss can use it. then let the Ss practise the dialogue several times.Step 5运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1. -What colour __ the trousers?-They’re blue.A. isB. areC. of2. –I can’t find my dog._____ is it?A. WhatB. WhereC. WhoBb writting desgin:（板书设计）Lesson 2 What colour are the trousers?-What colour are the coats?-They’re blue.教后反思第六课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）In this text, let the Ss master these new words and main dialogue:shirt trousers hair sock his shorts orange shoe-What colour are the trousers?-They’re blue.Goal request:（教学重点） In this text, let the Ss master the main dialogue:-What colour are the trousers?-They’re blue.And master the new words:shirt trousers hair sock his shorts orange shoemaster these :（教学难点）Let the Ss master the dialogue and can use it.Teaching times:（教学课时）3Teaching method: （教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards,radio Teaching process:Step 1 Warmer（5 minutes）Ask and answer like this :A: -What colour are the trousers?B:-They’re blue.C: -What colour are the coats?D:-They’re red.Step 2 设疑自探（10 minutes）Give the Ss three minutes to read the text:Look at the pictures on page 8 9 &10 ,what do you want to ask ? And then get the Ss try to answer these questions like this : A: -What colour are the trousers?B:-They’re blue.C: -What colour are the coats?D:-They’re red.Step 3 解疑合探（10 minutes）1 The teacher give the Ss five minutes to read the text and try to answer these questions .2 Do you understand the dialogue?3 Talk about these sentences and try to understand them .4 Help the Ss act the dialogue.Step 4 质疑再探（7 minutes）1 Give the Ss five minutes to read the dialogue, and let the Ss can use it.2 Let the Ss act the dialogue.Step 5运用拓展（8 minutes）Excises in class:1. -What colour are the __?-They’re blue.A. coatsB. coatC. cat2.- Miss Zhang is a teacher.She works _____ a school.A. inB. onC. atBb writting desgin:（板书设计）Lesson 2 What colour are the trousers?shirt trousers hair sock his shorts orange shoe -What colour are the trousers?-They’re blue.教后反思第七课时1 Teaching Topic:Lesson 3 They are in class threeGoal request:（教学目的）New words :class behind grade glass glassesSome useful expressions :A: What class are they in?B: They are in class three.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: What class are they in?B: They are in class three.Teaching times: （教学课时） 1Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind grade glass glasses ,let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : A: What class are they in?B: They are in class three.Step 3 解疑合探（10 minutes）1 When we learned about this part , we master these usefulexpressions and words:(1) A: What class are they in?B: They are in class three.(2) New words：class behind grade glass glasses2 Practise the dialogue and act in pairs .useful expressions :A: What class are they in?B: They are in class three.Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ?2 Can you use “class behind grade glass glasses ?3 Please act out the dialogue with your partner .Step5 运用拓展（8 minutes）Show some exercises on the blackboard ,let the students finish it.Bb writting desgin:（板书设计）Lesson 3 They are in class threeA: What class are they in?B: They are in class three.教后反思第八课时Lesson 3 They are in class threeGoal request:（教学目的）New words : class behind grade glass glassesSome useful expressions :A: Are they in Grade Four?B: Yes, they are.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: Are they in Grade Four?B: Yes, they are.Teaching times: （教学课时） 2Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind gradeglass glasses ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: A: Are they in Grade Four?B: Yes, they are.In this part , let the Ss master these useful expressions . Step 3 解疑合探（10 minutes）1 When we learned about this part , we masterthese useful expressions and words:A: Are they in Grade Four?B: Yes, they are.The new words:class behind grade glass glasses2 Practise the dialogue at Page 2 and act it out in pairs . Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’stalk : A: Are they in Grade Four?B: Yes, they are.2 Please act out the dialogue with your partner .3 Let’s chant . 《Are you in Class One?》Step5 运用拓展（8 minutes）Choose the right answer:1 -Who is she?-Sorry, I _____ know.A. am notB. don’tC. isn’t2 - Welcome to Luoyang.- ___________ .A. OKB. YesC. Thank you.3 A: What class __ they in?B: They are in class three.A. areB. isC. ofBb writing design:（板书设计）Lesson 3 They are in class threeA: Are they in Grade Four? B: Yes, they are. 教后反思第九课时1 Teaching Topic:Lesson 3 They are in class threeGoal request:（教学目的）New words : class behind grade glass glassesSome useful expressions :A: What class are you in?B: I’m in Class 1,Grade 4.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: What class are you in?B: I’m in Class 1,Grade 4.Teaching times: （教学课时） 3Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind grade glass glasses. Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）1 Let the Ss look at pictures on page 13 14&15 and ask some questions. Then get the Ss try to read the text and try to answer these questions :(1) Are they in Grade Four?(2) What class are you in?Give the Ss five minutes to read the text and answer these questions .-Yes, _____. –I’m in ________ .2 In this part , let the Ss master these new words and useful expressions :class behind grade glass glassesA: What class are you in?B: I’m in Class 1,Grade 4.Step 3 解疑合探（10 minutes）let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage:Step 4 质疑再探（7 minutes）1 In this part, let the Ss practise in pairs.A: What class are you in?B: I’m in Class 1,Grade 4.2 Let’s act .Step 5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finishit.Lesson 3 They are in Class Three.Read 《Grandma’s glasses》Bb writting desgin:（板书设计）Lesson 3 They are in class threeA: What class are you in?B: I’m in Class 1,Grade 4.教后反思第十课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words:about welcome to our school at be all ChineseA: Where are you from?B: I’m from Yunnan.2.Master these new words：about welcome to our school at be all ChineseGoal request:（教学重点）1.Master these new words :about welcome to our school at be all Chinese2. Master these useful expressions:A: Where are you from?B: I’m from Yunnan.Key difficulty：（教学难点）Master these new words and these useful expressions. Teaching times:1（教学课时）Teaching method：（教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards, radioTeaching process:Step 1 Warmer（5 minutes）Good morning，first let the Ss look at these cards :about welcome to our school at be all ChineseLet the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 设疑自探（10 minutes）1.First , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’t read and understand.The teacher collect them and write tnem on the Bb, next solve these problems together.2. Ask them to understand the problems in their groups first.Step 3 解疑合探（10 minutes）1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out.2. Get some of the Ss to try to ask and act in pairs.3. Practise in different ways.4.Get some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps.Step 4质疑再探（7 minutes）The teacher asks: Do you have any questions?If they have some,help them to solve it.Step5运用拓展（8 minutes）1.Let the Ss to finish the part 2: Let’s learn:A: Where are you from?B: I’m from ____.2.Help the Ss practise it.3. Practise in pairs.4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板书设计）Lesson 4 Where are you from?A: Where are you from?B: I’m from Yunnan.教后反思第十一课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）In this text, let the Ss master new words ,then let the Ss master the useful expressions .A: Where are you from?B: I’m from ____.about welcome to our school at be all ChineseKey difficulty:（教学重点）Let the Ss can use the main dialogue.A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Teaching times: （教学课时）Teaching method:（教学方法）three doubts three searchesTeaching preparation and method:（教学用具）cards,radioTeaching process:Step 1 Warmer（5 minutes）Ask the Ss to say the Chinese meanings of the following words: about welcome to our school at be all ChineseThen let them read these words and try to remember them.Step 2 设疑自探（10minutes）1. Ask them to listen to the tape for two times,underline the words, phrases and sentences they don’t know and understand. Then collect their questions and write them on the Bb,next help them to solve it.2. Let the Ss try to recite the dialogue:A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Step 3 解疑合探（10 minutes）1. Get some Ss to solve the problems.2. Go through the Chinese meanings in different groups. Ask some groups to present them to the whole class. Pay attentionto add their evaluations. If they have any questions, please give them more helps.3. Let the Ss master the following new words:about welcome to our school at be all ChineseStep 4质疑再探（7 minutes）Let the Ss know the meaning of this dialogue, and let the Ss can use it. then let the Ss practise the dialogue several times.Step 5运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1.-Are you from Bejing?-_____A. Yes, it is.B. No, I am.C. Yes, we are.2. –I can see a _________.A. birdB. birdsC. some birdsBb writting desgin:（板书设计）Lesson 4 Where are you from?A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.教后反思第十二课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）In this text, let the Ss master these new words and main dialogue:about welcome to our school at be all ChineseA: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Goal request:（教学重点） In this text, let the Ss master the main dialogue:A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.And master the new words:about welcome to our school at be all Chinesemaster these :（教学难点）Let the Ss master the dialogue and can use it.Teaching times:（教学课时）3Teaching method: （教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards,radio Teaching process:Step 1 Warmer（5 minutes）Ask and answer like this :A: Where are you from? B: I’m from______.A: Are you from _____? B: Yes, I am.Step 2 设疑自探（10 minutes）Give the Ss three minutes to read the text:Look at the pictures on page 20 21 &22 ,what do you want toask ?And then get the Ss try to answer these questions like this : A: Where are you from?B: I’m from______.A: Are you from _____?B: Yes, I am.Step 3 解疑合探（10 minutes）1 The teacher give the Ss five minutes to read the text and try to answer these questions .2 Do you understand the dialogue?3 Talk about these sentences and try to understand them .4 Help the Ss act the dialogue.Step 4 质疑再探（7 minutes）1 Give the Ss five minutes to read the dialogue, and let the Ss can use it.2 Let the Ss act the dialogue.Step 5运用拓展（8 minutes）Excises in class:1. A: Where are you ____?B: I’m from Yunnan.A. to fromB. fromC. the from2.- Where are my ___?A. catB. catsC. big catBb writting desgin:（板书设计）Lesson 4 Where are you from?about welcome to our school at be all ChineseA: Where are you from? B: I’m from______.A: Are you from _____? B: Yes, I am.教后反思Lesson5 What are these？Teaching material analysis: （教材分析） In this text, we will learn the new words: these those tiger walk jump mom talk The useful expressions: (1) What are these? They’re dolls.(2) What are those? They’re dolls. (3) Can I help you? Yes, we want some toys. (4) I want one. Here you are.Goal request: （教学目的） In this text, let the students know and mast the useful expressions: (1) What are these\ those? They’re dolls.Key difficulty: （重点难点）In this text, let the students know and mast the useful expressions: (1) What are these\ those?They’re ...Teaching times: （教学时间） 3Teaching method: （教学方法three doubts three searches Teaching preparation and method: :(教学工具) cards Teaching process: （教学过程）Step 1 Warmer (5 minutes)T: Good morning class.S: Good morning Miss Wang .T: Hello, Jiang shan!S1: Hello, Miss Wang!T: Look at here, what’s this?S1: It’s a doll.T: What’s that?S2:It’s a book.I’m very glad to see you have already mast the expression “What’s this\ that…?” Ok, they are single; today we will go on learning another expression, Lesson 5 What are these? Step 2 设疑自探一（3minutes）Show these cards to the students.these those tiger walk jump mom talkPlease tell me the questions about the new words:S1: How to read the new words?S2: What’s meaning of the words?Try to read them with the pronunciations by yourselves and guess the meaning.Step 3 解疑合探一（5minutes）Give the students some time then let some of them try to read the words .1.First, the teacher can ask them to discuss with their classmates.2.Next,find some Ss try to read the new words ,if there is sth wrong, the teacher should help her/him.3.Then the Ss read the words after the teacher some times, read after some times ,read freely .Step 4设疑自探二（5minutes）T: Turn to page 48 and look at the text. Please tell me the questions about the text.S1: How to read the text?S2: What’s meaning of the text?教师补充问题：(1) What does Tom want to buy?(2) Are there some bears?(3) Can the panda walk?(4) Is it fun?Give the students five minutes, try to solve the Qs.Step 4解疑合探二（15minutes）Ask some students try to answer. If they have some difficulties they can discuss in group.1) The teacher chooses some Ss to stand up and explain it. If there is something wrong, the teacher should correct it. 2) The teacher read the text. Then let Ss read after the teacher.Then let the Ss read the dialogue by themselves, after that choose one or two teams to stand up and act it out.S1: Can I help you? S2: Yes ,we want some toys .S3: What are those? Are they bears ? S1: No ,they’re pandas . S1: Look !The panda can walk . S2: What fun !I want one . S1: Here you are. S3:Thank you .The boys the girls and the teacher act out.Boys: Can I help you? Girls: Yes ,we want some toys . T: What are those? Are they bears ? Girls: No ,they’re pandas .Boys: Look !The panda can walk . Girls: What fun !I want one . Boys: Here you are. Girls: Thank you .They can also give their some help in a right time.3)Now ,look at my Qs, who can answer?Qs1:He wants to buy some toys .Qs2:No .Qs3:Yes .Qs4:Yes .Step 5质疑再探(7minutes)T：Do you have any questions about this dialogue?If you have another questions please put up quickly,first think about by yourself then you can talk about with your classmates or ask your teacher.Step 6运用拓展(8 minutes)（）1. 如果你想知道这些东西是什么，你应该说：________ A. What are these? B. What are those?（）2. 如果你是营业员，应该怎么和客户打招呼：________ A. Can I help you? B. Can you help me?（）3. 如果你想要一样东西，你应该说：________A. I like …B. I want …（）4. 如果妈妈给你买了你喜欢的东西，你应该说：________A. Thank you very much.B. Here you are.Bb writting desgin: （板书设计）Lesson5 What are these？What are these? They’re dolls.。

2018四年级下册英语教案

Unit 1 My school第一课时教学内容Part A Let’s talk &Look, ask and answer教学目标1. 能在情景中运用Where’s the…？It’s on the…floor. Is this the…？No, it isn’t. Is it next to the…进行提问和回答。

2. 正确理解与朗读对话内容，询问和介绍学校场所。

3. 能听懂、会说并恰当使用新词组teachers’ desk, next to, second floor.教学重难点1. 学习句型“Where’s…?”“Is this the…？”以及肯定和否定回答：Yes, it is./No, it isn’t.2. 初步感知一般疑问句，询问和介绍学校场所。

3. 区分next to与near。

教学准备1. 教学课件、录音机、磁带、单词卡。

2. 学生自己设计的校园简易图。

教学过程Step1 热身(Warming-up)1. 教师播放Let’s sing的歌曲Our School，学生听一遍，熟悉歌曲然后跟唱，活跃课堂气氛。

2. 复习四上学过句型：Where is…? It’s on/in/near…教师询问：Where is my English book? 启发学生用已学过句型回答。

教师继续提问：Is it on Mike’s desk?引导学生回答：No, it isn’t. It’s on the teachers’ desk.Step2 新课呈现(Presentation)1. 学习Let’s talk(1)教师出示一张学校图片询问学生：“What is this?”学生回答：“School/Our school.”。

(2)运用指示图，分别展示各种教室，引出the first floor , the second floor , the third floor. 在学生直观形象的掌握first，second这两个重要单词，并扩展单词third。

2017-2018PEP小学英语四年级下册教案全册+反思

2017-2018小学四年级下册教学计划一、教学目的1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；2、培养学生具有一定的语感和良好的语音、语调书写基础，以及良好的学习习惯；3、使他们初步具备用英语进行简单日常交流的能力。

4、同时培养学生的观察、记忆、思维、想象和创造能力。

5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意志，为学生的进一步学习奠定良好的基础。

这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。

本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。

《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的继承和发展。

在分析、研究许多种国内外小学英语教材的基础上，取其精华，博采众长，形成了本套教材特有的编写体系。

本册教材具有以下几个特点：1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。

7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间。

8、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的整体质量。

2018年四年级英语下册全册教学设计新标准英语

2018 年四年级英语下册全册教学设计（新标准英语）备课人使用人学科英语课题Module1 U's aacher. 课时教学目标1. Students can read and understand the new words:levaug2.Students can understand the followingucture: This is+ 人;教学重难点1.The new words:levaughty, ab2.Tucture: This is+ 人；He' sShe' s …教学准备点读机、card 教学过程个性化设计教学过程（一）Warm-uGreetings:T: Good morning boys and girlsS: Good morning teaT: How are you today?S: I 'Thank you. And how are you?T: I 'How was your holiday? （你们假期过得怎么样）让学生们用简单的词汇来描述他们的假期。

设计意图：本堂课是开学以来的第一堂课，学生们刚刚度过愉快的假期。

谈论假期可以充分引起他们的兴趣，同时还可以锻炼他们日常口语。

2. ReviewT: In my holiday, I have made mads（交了许多朋友）。

Do you wawds? Ok, Let 's look agether. （见附带的可课件）设计意图：用这些人物来复习学生们已经学过的形容词例如高矮胖瘦等。

（二）New teacheringListening （听力教学）T; Panpan also has made mads in holiday. L et ' s see wa ）Lape and answatching qu（见附带课件中的连一连）2 ）Lape again and fillblanks （见附带课件中的填一填）2.New words （单词教学）T: Let 's look aw wordday. （见附带课件中的写一写）Leaw words by reading and writing （使用单词卡片）在讲解aughty 时，向学生展示图片Newstructure（句型教学）T: 叫一个男生到讲台上上，然后用This is+ 人名；He's verya bit+ 形容词介绍他再叫一个女生到前面，用同样的句型介绍。

2018四年级英语下册教案

中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸中（小）学教师统一备课用纸(1) Who are they? They are Lingling’s grandparents.(2) Who is that little girl? It is Lingling. T: This time, please read follow the tape. (跟读课文) 在跟读课文的过程中教授生词was, were, then ,grandparents.①操练过程中板书were ,are②操练my hair, your hair, his hair, her hair.(学生边拍手边说，用英语表达老师手指到的位置) T: The third time, Let’s act Lingling and Amy. Group1 and 2 act Lingling. Group3 and 4 act Amy. (分组扮演)T: Now you can find your good friends to act. I’ll give you 3 minuters to practice.（找自己的好朋友扮演）Step4：practice操练（5分钟）T: Very good, thank you! I know you like games. Now let’s play games.①am, is, are 填空游戏，转盘指到的哪里，就用那个单词搭配am, is, are.②was, were填空游戏，转盘指到的哪里，就用那个单词搭配使用am, is, are. T：Now talk about this pictures.【活动目的】在孩子们可能要学累了的时候，放慢脚步，停下来小憩。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Teaching courses:
1. Greetings :Good morning/afternoon boys and girls .
Nice to see you again . How are you?
Would you like to talk about your winter vacations? Then give Ss several minutes to talk about it. And I willpraise the boys or girls that they give us a good speech in English.
5)Play the cassette again. Pause after each dialogue and perform an actionto aid comprehension.
6)Repeat. This time pause for the children to carry out the indicated movements.
lesson2
Teaching contents:
Stop! Don’t touch the machines, please!
Teaching status:
Students should master the content .
Teaching aims:
The students could talk about school, home and city with the new sentences.
1)Open your books to Module1, Unite1, please. Look at the pictures and describe them, please.
2) Ask the children to look at the pages and to guess as much information about what is happening in the story .
Writing on the Bb:
Unite 1 Don't touch the machines, please!
machine, sir, potato, glasses, anything, wait, duck, grass, silence.
Homework:students should copy the mew words and read them.
3)Point to the people doing different activities and ask What are they doing? Provide the new vocabulary and write it on the board
4)Play the cassette. The children listen and follow in their books.
7)Divided the class into three groups, with each group taking on a role in the story, manage, Miss Smart and the students.
8)Encourage the whole classto say the dialogue, with each group saying its corresponding role.
Important and different points:
Enable students to use the drills fluently and correctly
Teaching methods:
Direct method, oral approach and communicative approach
TEACHING PLAN
NOTES
（Teaching experiences etc.）
Module 1
Un, please!
lesson 1
Teaching contents:
Words : machine, sir, potato, glasses, anything, wait, duck, grass, silence.
2. Warmer: 1)Sing a song that they have leant last term.
2) Game: I say you do.
T: sing a song, write, talk, dance, get up, go to bed …etc.
3. Teaching Presentations: Activity 1. Listen,point, and find “don’t” .
Teaching aids:
A tape-recorder, pictures
Teaching courses:
Step1greeting
T: Hello, how are you?
Ss: I am fine. Thank you.And you ?
T: I am fine.
Don’t sit down. Let’ play a game.
Important and different points:
New words and sentences
Teaching methods:
Direct method, oral approach and communicative approach
Teaching aids:
A tape-recorder, pictures
Teaching status:
Get students to grasp a newdialogue and some new words
Teaching aims:
The students could talk about school, home and city with the new sentences.