剑桥版join in 四年级下册英语Revision 2(1~3)教案
剑桥版Join in四年级下册英语
Revision 2教案
（第一课时）
【教学内容】
Part1 & Part 2 & Part3
【教学目标】
（一）知识与技能
1.能运用相关句型交流有关房间的简单信息；
2.复习英文歌曲Where’s my pencil？和The animals’ summer party；
3.复习Unit4-Unit6的单词，能根据听到的单词指认图片,并能根据图片认读、
说出、写出单词；
4.复习Unit4的故事，并能进行简单的角色表演。
（二）过程与方法
1．以小组合作与情景教学为主，运用游戏帮助学生理解与运用所学知识；2．指导学生通过朗读和听音获取正确的信息，掌握一定的朗读和听音技巧。
（三）情感、态度与价值观
帮助学生了解如何用问句和答句交流房间物品方面的简单信息。
【教学重点】
使学生学会用句子Where is my…以及用现在进行时描述动物的活动。
【教学难点】
学生能通过朗读和听音获取正确的信息；能用问答交流有关假期人物活动方面的信息；能与伙伴们自由对话。
【教学准备】
画有不同动物活动信息和房间物品的图片，写有表示不同动物活动信息和房间物
品的单词卡片、教材相配套的录音带，课件。
【教学过程】
Step 1 Warming up
播放一段关于房间信息的英文儿歌，引起学生回忆起所学习过的英文歌谣Where’s my pencil？
Step 2 Revision
学生完整唱Where’s my pencil？和The animals’ s summer party两首英文儿歌。
Step 3 Listen and say
1.师生自由对话，复习方位介词的用法，如：Where’s your pencil？Where’s your
book？
2.学生打开课本到P50，采用多种形式，如师生对唱，男女生对唱，分组对唱
等，练习歌谣。
3.学生分组活动，替换物品或方位介词改编有关问答，老师进行巡视和指导。
4.老师选取2-3 组进行表演和展示。
Step 4 Listen and sing
1.老师播放录音，学生根据录音大声演唱歌曲。
2.学生根据图片内容独立选词填空。
3.师生共同核对答案。
4.师生大声读出句子。
Step 5 Read and match
1. 学生读单词，并将单词按照话题分类，用相应的颜色圈出来。
2. 师生共同核对答案。
3. 学生大声读出单词。
Step 6 Play a game
复习Unit4的故事，并能进行简单的角色表演。
Step 7 Summary
老师让学生看黑板上的板书,与学生一起回顾本课时所学的重要句型。
Step 8 Homework
按分类抄写第三部分的英文单词。
【板书设计】
Revision 2
Part 1 & Part 2 & Part 3
Where’s my…book ruler curtains wardrobe
pencil table under/behind swim dance eat
lion hippo fox December April July Tuesday Sunday
football autumn spring summer winter
library playground classroom fruit noodles tomato。
2016joinin打印）四年级下册英语2单元教案
2016joinin打印）四年级下册英语2单元教案教学内容教学目标教学重点教学难点四年级英语教案Unit2共4课时第1课时Part1~Part2（一）知识与技能1.能正确理解并运用句型Mybestfriendis?He/Sheis?His/Herfavorite?is?He/Shelikes?He /Shehasgot?来描述自己或他人的朋友；2.能理解并学唱歌曲Mybestfriends。
（二）过程与方法1．以小组合作与情景教学为主，运用游戏帮助学生理解与运用所学知识；2．指导学生通过听音获取正确的信息，掌握一定的听音技巧。
（三）情感、态度与价值观1.引导学生体会并感悟友谊的珍贵，倡导学生珍惜友谊。
使学生正确理解并运用句型Mybestfriendis?He/Sheis?His/Herfavorite?is?He/Shelikes?He/Shehasgot?来描述自己或他人的朋友；能理解并学唱歌曲Mybestfriends。
学生能通过听音获取正确的信息；能理解并学唱歌曲Mybestfriends；能使用相关句型来描述自己或他人的朋友；能在图片提示下听懂小故事，并能进行简单角色表演。
Step1Warmingup教学调整：播放英文歌曲Friends，将学生带入英语学习的氛围。
Step2Listen,singandcircle.1.老师播放录音，学生听歌曲，初步感知歌曲；教2.学生打开课本第14页，逐句播放录音，学生尝试跟唱；过3.学生逐段跟唱；程4.重复播放整首歌曲，学生同步跟唱；5.采用多种形式演唱歌曲，如师生对唱、男女生对唱、分组对唱等；6.要求学生圈出与他们听到的单词相对应的图片，师生共同核对答案；7.老师示范，引导学生创编新歌曲，谈谈自己的好朋友会做什么，并选取2-3组进行展示。
Step3Listenandwritethenames.1.学生打开课本第14页，仔细观察图片，在老师的引导下用句型描述图片，如：She’sgotadog.Herfavouritecolourisyellow.Herhairisred；2.老师播放录音，学生根据录音内容找出对应图片并将名字写在横线上；3.师生共同核对答案，并选出几位做对的同学说出理由；14.老师展示听力原文，领导学生一起朗读句子；5.开展小组活动，一人描述班上某位同学，其他人猜。
Join in 四年级下册Revision 2 教学设计(第2课时)
Revision 2教学设计（第2课时）【教学内容】Part 4 & Part 5 & Part 6【教学目标】（一）知识与技能1.能运用相关句型交流人物假期活动以及熟悉物品方位介词的用法；2.复习Unit4-Unit6的单词，能根据听到的单词指认图片,并能根据图片认读、说出、写出单词；3.复习Unit5的故事，并能进行简单的角色表演。
（二）过程与方法1．以小组合作与情景教学为主，运用游戏帮助学生理解与运用所学知识；2．指导学生通过朗读和听音获取正确的信息，掌握一定的朗读和听音技巧。
（三）情感、态度与价值观帮助学生了解如何用问句和答句交流人物假期活动以及方位介词的用法。
【教学重点】使学生学会用句子sb. is doing…表述人物假期活动，听录音匹配图片信息。
【教学难点】学生能通过朗读和听音获取正确的信息；能用问答交流有关假期人物活动方面的信息以及房间物品方面的信息；能与伙伴们自由对话。
【教学准备】画有不同动物活动信息和房间物品的图片，写有表示不同动物活动信息和房间物品的单词卡片、教材相配套的录音带，课件。
【教学过程】Step 1 Warming up老师出示Unit 4-Unit 6的部分单词的图片，让学生上黑板拼写并读出来，引起学生回忆起所学习过与单词相关的内容。
Step 2 Revision学生说唱英文歌谣Where’s my pencil？以及the animals’ summer party回顾上一课时的学习内容。
Step 3 Listen and number1.学生听录音，根据录音给问题标号。
2.再次播放录音，学生连线。
3.师生共同核对答案。
Step 4 Listen and find1.老师播放录音前，引导学生看图片，并正确读出每个孩子的名字。
2.老师指导学生注意读题目要求，在听录音时注意捕捉相关信息。
3.老师播放录音，学生根据录音找出每个孩子的度假地点并填入相应的字母序号。
2020春四年级英语下册Unit2FriendsPart346Revision1Part2教案剑桥版
学习内容：Unit 2 - Part 3,4,6 & Revision 1 - Part 2
课型：复习提升课-词汇课
学习目标： 1、能根据听到的单词 pineapple ,banana, apple, grape, pear, orange, tomato, pepper, cucumber, potato, Chinese leaves.Chinese, Math, English,Science , Art, Music, PE. 指认图片，并能正确认读，书写单 词。
II .Presentation（呈现）---【灵动探究】 1、Learn to say the new words:
用直观教学法，自然拼读法来教学新单词： pineapple ,banana, apple, grape, pear, orange, tomato, pepper, cucumber, potato, Chinese leaves.Chinese, Math, English Science , Art, Music, PE. 教师在教的时候，可将单词分成相应的音节，便于学生认读和记忆。单词的复数形式略讲 即可。 2、Practice in groups, then spell these words. 3、T: I like __pineapple ___cucumber,___tomato, ________, __________, and
4、Review the song: my best friend. 5、小组合作学习，培养学生的团结协作意识及学习英语的兴趣。 学习重难点：1、能根据听到的单词 pineapple ,banana, apple, grape, pear, orange,
四年级下册英语教案-Revision 2 Part3 join in 剑桥英语
Revision 2 Part 3教学设计【教学内容】四年级下册Revision 2 Part 3 10.11.13【教学目标】（一）知识与技能1. 复习常用服饰单词及固定短语搭配。
2. 复习常见动物词汇；3. 将所学知识应用到日常生活中。
（二）方法与过程1. 情境教学法。
通过教师的组织，学生的练习，在轻松愉快的氛围中达到教学目标；2. 寓教于乐，将所学内容与日常生活相结合，思考生活中自己的服装穿着。
【教学重点】1.通过游戏复习服饰服饰词汇，通过观察图片和观看视频理解小短文意思。
2.培养学生读图，分析文本的能力，培养学生运用思维导图谈话某一主题的能力。
3.通过绘本故事了解动物是不需要穿服装的，通过观看动物片了解动物在动物片里是可以穿服装的。
【教学难点】1.能准确匹配服装的图片和单词。
2.能根据图片信息写出小短文中空缺的单词，能理解并熟读小短文内容。
3.能看动物的图片准确写出相应的单词。
4.能运用所学短语和句型描述服装这一话题，了解人在不同季节穿不同的衣服，而动物是不需要穿衣服的，但是在动画片里动物是可以穿衣服的。
【教学准备】教学课件【教学过程】Step 1 复习四个季节，指出不同季节人们穿不同的衣服，导入服装内容。
Step 2通过游戏复习服饰词汇。
Step 3看图匹配相应的服装词汇。
Step 4 看图判断是谁，穿的什么，要去哪里。
Step 5看图完成短文填空。
Step 6 通过例子，讲解红领巾red scarf的颜色、形状和穿戴人群。
Step 7 观看各类职业不同服装的视频，了解不同职业有不同的工作服。
Step 8运用思维导图讲解服装穿着这一主题，从职业、去的场所和季节三方面分析。
Step 9 学生谈论自己的服装。
Step 10 从人们穿着的服装话题引入到动物是否需要服装，引发学生思考。
Step11观看绘本视频Animals should definitely not wear clothing，了解动物不应该穿衣服。
剑桥版joinin四年级下册英语Revision2（1~3）教案
剑桥版joinin四年级下册英语Revision2（1~3）教案剑桥版Join in四年级下册英语Revision 2教案（第一课时）【教学内容】Part1 & Part 2 & Part3【教学目标】（一）知识与技能1.能运用相关句型交流有关房间的简单信息；2.复习英文歌曲Where’s my pencil？和The animals’ summer party；3.复习Unit4-Unit6的单词，能根据听到的单词指认图片,并能根据图片认读、说出、写出单词；4.复习Unit4的故事，并能进行简单的角色表演。
（二）过程与方法1．以小组合作与情景教学为主，运用游戏帮助学生理解与运用所学知识；2．指导学生通过朗读和听音获取正确的信息，掌握一定的朗读和听音技巧。
（三）情感、态度与价值观帮助学生了解如何用问句和答句交流房间物品方面的简单信息。
【教学重点】使学生学会用句子Where is my…以及用现在进行时描述动物的活动。
【教学难点】学生能通过朗读和听音获取正确的信息；能用问答交流有关假期人物活动方面的信息；能与伙伴们自由对话。
【教学准备】画有不同动物活动信息和房间物品的图片，写有表示不同动物活动信息和房间物品的单词卡片、教材相配套的录音带，课件。
【教学过程】Step 1 Warming up播放一段关于房间信息的英文儿歌，引起学生回忆起所学习过的英文歌谣Where’s my pencil？Step 2 Revision学生完整唱Where’s my pencil？和The animals’ s summer party两首英文儿歌。
Step 3 Listen and say1.师生自由对话，复习方位介词的用法，如：Where’s your pencil？Where’s yourbook？2.学生打开课本到P50，采用多种形式，如师生对唱，男女生对唱，分组对唱等，练习歌谣。
3.学生分组活动，替换物品或方位介词改编有关问答，老师进行巡视和指导。
Join_in(改编版)四下剑桥英语教案
Join_in(改编版)四下剑桥英语教案Unit 5.Items Contents RequestsTopic The days of a week Listen ,speak ,read,write ,use . Key sentences (1)My favourite day is…Listen ,speak ,read,(2)…’s favourite day is… write ,use .New words Sunday ,Monday ,Tuesday , Listen ,speak ,read,Wednesday ,Thursday ,Friday , write ,use .Saturday ,my ,faviouritePeriod OneThe pupils learn to understand:We've got football today.I can stay in bed.I hate Mondays.The pupils learn to use:Monday, Tuesady, Wednesday, Thursday, Friday, Saturday, Sunday. Come with me.(What's your favourite day?)Activities and skill:1.Saying a chant.Listening to people in different situations on the casstte/CD and deciding which picture goeswith which situation.(Listening for gist).Teaching process:Step 1—Listen and say the chant.1.Introduce the days of the week.(1).Use a calendar, pointsit and says: Today is (Firday).(2).Write the first letter of the day of the week in English on the board. (3).Introduce all the other days of the week and write the first letter of each day in sequence. 2.Repet the days several times.(1).First only to listen and then try to repeat them.(2).The teacher asks in Chinese which day of the week they prefer and the pupils can answerin English.3.Say the chant.(1).First with the book closed.(2).Twice with looking at the text.(3).Try to say the chant follow the tape.Step 2—Listen and say the number.1.Talk to the pupils in Chinese for a few minutes about the importance of understanding thegist of a message form the tone of voice, hte modulation and connecting inages and sound. 2.Listen to the tape.Give them some encouragement and stress the fact that understanding doesn't necessarilyimply thta they know every word.Period Two The pupils learn to understand:I hate (Monday).What's your favourite day?The pupils learn to use:Try to write the days of the week.What's your favourite day?Activities and skills:1.Listening to children talking about their favourite day.2.Writing the days of hte week.Teaching process:Step 1—Warm-up.1.Say the chant.2.Playing a game.Teacher says the days of the week without sound. The pupils try to lip read them.Step 2—Listen and tick their favourite days. 1.Ask the pupils to say the words, teacher writes the first letter of each day on ht eblackboard.2.Have a chant.What's your favourtie day?3.Introduce new British children, Claire, Diana, Bob, Frank.4.Listen and tick.5.Check answer.Step 3—Chant.1.Teacher and the pupils ask and answer.2.Pair work.Step 4—Learn to write.The pupils try to write the words one by one.Period Three The pupils learn to understand:Emma's new room.The pupils learn to use:Close your eyes. Open your eyes.I hate (pink).Activities and skills:3.Decoding meanings of the language in a story. Teaching process:Step 1——Warm-up1.Say a chant.2.Have a chat.What's your favourite day?Period Four The pupils learn to understand:Emma hates pink.The pupils learn to use:She paints (a red budgie) on (Monday).Activities and skills:4.Singing a song and colouring animals as specified in the lyrics of hte song.Spotting the days of hte week in a crossword puzzle. Applying a colour code in order to find out about four children's favourite days.Teaching process:Step 1——Listen and sing the song. Then colour the animals.1.Introuduce the tille:Emma hates pink.2.Listen to the song several times.3.Read the sentences.4.Sing ht esong.5.Colour the animals.Step 2——Circle the days of week.1.Open book at page 48, do the exercise 7 by themselves or pair.2.Check answer.Step 3——Do the word puzzle.1.Do the exercise 8.2.Check answer.Step 4——Complete the sentences.1.Have a chat with the pupils by those topic.2.Try to write them.3.Check answer.Unit6Items contents RequestsTopic clothes Listen ,speak ,read . Key sentences (1)I’m wearing … Listen ,speak ,read,(2)…is wearing… write ,use .New words cap ,T-shirt ,sweater, Listen ,speak ,read,shirt ,dress ,jeans , write ,use .skirt ,shorts ,socks ,shoes ,trains .Period OneThe pupils learn to understand:My favourite (T-shirt) is (blue).the colours of …The pupils learn to use:T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, short, trainers, skirt, kite. Activities and skills:Listening to words and pointing at pictures.Doing the actions to a song.Teaching process:Step 1------ New vocabulary:1. Introduce the new vocabulary using the clothes I am wearing and those of the pupils.2. Read the new vocabulary. Write each word on the blackboard, the pupils read them afterteacher several times.3. listen and point. Play the tape. The pupils point to the objects in the book as they arenamed.4. Ask the pupils to listen once or twice with their eyes closed, and try to imagine the objectsnamed.Step 2------Play a memory game.1. Introduce how the memory game works.Teacher covers the word written under one of the pictures in the book with an eraser (or apencil sharpener or any other small object). Ask one pupil to try and remember the word. If thepupil remembers, then it is his/her turn to cover a word and ask the teacher to guess. 2. Work in pairs.3. Corrections can be made at the end of the exercise.Step 3------Listen and sing the song.1. Introduce the new word “kite”.T: Have you got a kite? What colour is it?2. Play the song two or three times with the books closed.3. The pupils sing along with the tape.4. What's wrong in the picture?The pupils draw the picture according to the words of the song.Period TwoThe pupils learn to understand:Put on your (T-shirt).Get out of bed.Turn off the alarm clock.The pupils learn to use:Cycle helmet.Open the door.Run out of the door.Activities and skills:Understanding instructions and miming in the actions.Listening to the tape and filling in the numbers.Teaching process:Step 1------Warm-up.A team game.Decide the pupils four groups. the pupils watch the teacher mouthing the words below:trainers, sweater, cap, T-shirt, dress, skirt, shoes, socks jeans, shirt, shorts, kite. Do not useyour voice, but let the pupils guess which word you are saying. Which group is the best? Let's have a team.Step 2------New vocabulary and new sentences.1. New word: cycle helmet.Show the pupils a cycle helmet and teach them the new word.2. Learn to say the new sentences: Turn off the alarm clock. Get out of bed. Put on your T-shirt. Run out of the door. Shout out: "Oh, no!"Step 3------Mime the action story.1.The teacher and the pupils listen to the instructions on the cassette. The teacherperforms each action and the pupils watch and then imitate the teacher.Repeat this stage several times.2.The teacher gives the instructions in the same order which the pupils heard them on thecassette during Phase1. The pupils listen and do the actions one ata time, following theteacher’s instructions.3.The teacher gives the instructions in jumbled order. The pupils listen and performs theactions one at a time.Step 4------Listen and fill in the numbers.(1) Listen and mime.(2) Fill in the numbers.(3) Check it. Make sure that everyone is correct.Period ThreeThe pupils learn to understand:What's her name?What's his name?The pupils learn to use:Ann is wearing (a blue skirt).Activities and skills:Doing a logic puzzle.Deciding if written sentences are right or wrong.Reading a short descriptive text and colouring a picture accordingly. Colouring a picture and producing a short descriptive text.Teaching process:Step 1------Listen and write the names of the children.1. Draw a boy and a girl on the blackboard (stick figures will do) and write he and she.2. In troductory activity.Describe the clothing of one of the pupils and ask the others to guess who it is. Guess who itis!3. Write It's…on the blackboard and help the pupils to provide a complete answer.4. Read the children's names a few times and ask the pupils to repeat them and then play thecassette. Do the exercise in the book.5. Checking the answers orally.Step 2------Rignt or Wrong?1. Explain the meaning of right and wrong and then give the pupils time to read the sixsentences of the exercise by themselves.2. Do the exercise by the pupils themselves.3. Check them. Ask the pupils to read the sentences in groups.Step 3: Read and colour the picture.Step 4: Colour the picture and write.Explain these two exercises above are the homework. Check them in next class.unit 7Items Contents RequestsTopic Happy birthday! Listen ,speak ,read ,write ,use . Key sentences (1)Happy birthday (to you)!Listen ,speak ,read ,(2)Happy birthday to… write ,use .(3)My birthday is in…(4)…’ birthday is in…New words happy ,birthday ,my ,January , Listen ,speak ,read ,February ,March ,April ,May , write ,use .June ,July ,August ,September ,October ,November ,DecemberIn this unit the pupils learn to understand:I live in...Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards. Warning! No Water!Quick, let's run into the house.What a lovely cake!In this unit the pupils learn to use:January, February, Match, April, May, June, July, August, September, October, November, December.When's your birthday, (Rose)? In (June).Happy birthday!(Ann)'s birthday is in (May).Stamp your feet, turn around, clap your hands, snap your fingers. Hip hip, hooray!Activities and skills:Saying a chant.Decoding meaning from listening and reading.Finding out from reading about how a child from Hastings celebrates her birthday. Singing a song.Circling and copying the names of the months.Asking each other when their birthdays are.Making a chart based on a class survey.Writing sentences about when one's own and other children's birthdays are. Reading and listening to a story.Discerning cause-effect connections in a picture.Recognising patterns (quesions and statements).Period TwoStep 1------Warm-up.1. The teacher mouths the months, first in the correct order and then in jumped order.2. Say the birthday chant.Step 2------Listen and sing the birthday song.1.With the help of gestures, the teacher introduce the new action words: Stamp your feet.Clap your hands. Snap your fingers. Turn around. The pupils learn to mime the actions.2.Listen with the book closed.3.Listen with eyes closed.4.Listen again with eyes open but without the text.5.Listen andread the text.6.Ask the pupils to sing along.Step3------Circle the names of the months. File them in. 1.Thepupils circle the months using different colours cragons. 2.The pupils write the names of the months in the correct order on the numbered lines.3.Check the answer.Ask some pupils to write the names of the months on the blackboard. Step 4: Make a chant for birthdays.The teacher makes a example with a pupil.When is your birthday, Lisa?Step 5: Write the sentences.The teacher writes the example on the blackboard. The pupils try to write by themselves or inpairs.Explain: The pupils do the Step4 and Step 5 exercises as their homework. The teacherchecks the answer in next class.Period Three The pupils learn to understand:Today's (Pit)'s birthday.Abracadabra, mouse and snake, a birthday cake, a birthday party, birthday cards.Warning! No Water!Quick, Let's run into the house.What a lovely cake!The pupils learn to use:(John)'s birthday's in (May). Write the sentences. Teaching process: Step 1------Warm-up.1. Sing the birthday song.2.Make a chant.When is your birthday, (Alice)?3.Check the answer at Page 59.Step 2------A story-A birthday cake for Pit.1. Listen to the story.(1). The teacher plays the story twice with the book closed.(2). The teacher plays the story twice with the book open.These four times without introduction. 2.The teacher checks if the pupils have instinctively understand the meaning of the individual words.If necessary, introduce new words and sentences. Step 3: When arethe children's.Period Four The pupils learn to understand.Here's a present for you:what a lovely doll!A birthday card, a birthday cake, a birthday present. The pupils learn to use:Happy birthday (to you)!Thank you very much.Activities and skills:Reading and acting the corversation. Matching and sing a song.Teaching process:Step 1------Warm-up.1.Sing the birthday, song.2.Make a chant: When is your birthday?3.Ait the story-birthday cake for Pit by the pupils. Step 2------Let's read and act.1.the teacher shows the pupils a box and says to a pupil:Happy birthday. Here's a present for you. Asks the pupil to guess. What's in it? Open the box,please.New sentences: Oh, What a lovely doll! Thank you very much!2.Read the text.(1).The pupils read after the teacher. (2).The pupils try to read by themselves. (3).The pupils read in pairs:3.Act the text.Step 3------Let's match and sing the song. 1.Learn to read:A BIRTHDAY CARDA BIRTHDAY CAKEA BIRTHDAY PRESENT2.Open the book at Page 63, And match it.3.Check the answer.4.Learn to sing the song:Happy birthday!Unit 8 FeelingsItems Contents RequestsTopic Feelings Listen ,speak ,read ,write ,use . Key sentences (1)I’m… Listen ,speak ,read ,(2)…is… write ,use .New words happy ,sad ,angry ,tired ,scared Listen ,speak ,read , write ,use .Period OneThe pupils learn to understand:Oh, what a super T-shirt.Help! A mouse!Here's your orange juice, Sally.Look at my new T-shirt.I'm sorry, Paula.The pupils learnt to use:Feeling words: sad, happy, angry, tired, scared.He cries, he smiles, he stamps his feet, he goes to seelp.Peter is (sad).Activities and skills:Listening to the feeling words and filling in numbers.Doing the actions to a song.Listening to short conversations from the tape and interpreting people's feelings. Teaching process:Step 1------Warm-up.Have a chat:What's your favourite day?What's your favourite colour?When's your birthday?Step 2------Listen and fill in the numbers.1. Introduce the new vocabulary.With the help of actions introduce the feeling words.2. Ask the pupils say the words and do the actions.3. listen and fill in the numbers.4. Check answer.Step 3------Listen and sing the action song.1. Introduce the new sentences.With the mark of Toby and the actions, the teacher introduces the new sentences: he cries,hesmiles, he stamps his feet, he goes to sleep.2. Play the song two or three times with the boos closed, and teacher does the actions.3. The pupils sing along with the tape and do the actions.Step 4------Listen and draw the children's faces.1. Ask the pupils to imitate the feelings expressed. The teacher names a feeling ,the pupilsmime it.It's a competion.2. Make sure that everybody understands what feelings are being expressd in the pictures.3. The pupils listen to the tape two times without necessarily understanding everything word.4. The pupils draw the children's faces.5. Check answer.Period two The pupils laern to understand:Super! I've got a new game.Let's play. No, we've got anthother game.This game is stupid, Dad. But Mike!I'm sorry. The game is not stupid.I was angry. That's OK, (Mike).The pupils learn to use:Language for a card game:the tired mouse, please; here you are; sorry. Happy birthday, (Mike). Thank you.Activities and skills:Cutting out cards for a game from the Appendix. Playing a card game.Decoding the meaning of the language in a story. Teaching process: Step 1------Warm-up.1. Sing the action song.2. The teacher names a feeling ,the pupils mime it.It's a competion.Step 2------A card game.1. Ask the pupils cut out the cards necessary for this game from the Appendix in their book onPage109.2. Divided the pupils into the groups of four.3. Introduce how the game plays.4. Play the cards game.Step 3------A story-The birthday present.Period Three The pupils learn to understand:Look scared.Look anrgy.Put on your cycle helmet.The pupils learn to use:Numbers 13-20.Strech.Roar like a tiger.Put on your trainers.Clap your hands.Snap your fingers.Stand up.sit down.Activities and skills:Playing a board game; miming written instructions. Writing numbers13-20.Teaching process:Step 1------Warm-up.1. Sing a song.2.A game: Toby says.Step 2------Listen and point the numbers. 1. Pevise numbers 1 to 12.2. In troduce numbers 13 to 20 in the same way.3. Write the numberson the board and ask the pupils to repeat them.Point: It is difficult for the pupils to pronounce the word 15. 4. Listen and point the numbers.Step 3------play the miming game.1. the pupils listen to the tape and mime the actions that are shownfor each number.2. Play this game in pairs without the use of the tape.3. Introduce how to play the press.Step 4------Learn to write the numbers.Teacher writes the numbers on the blackboard. The puplis try towrite the words.Period Four The pupils learn to understand and use: He is scared.She is sad.He is happy.He is angry.She is tired.Activities and skills:Deciding on personal pronouns to replace female and male names.Writing sentences about children and how they feel. Teaching process: Step 1------Warm-up.1. Revise the numbers 1 to 20.2. Do the miming game.Step 2------Language puzzle. Circle the right name.1. The teacher writes a sentence on the board,e.g She is happy, and ask the pupils to give aname to repeat She.When the pupils give a girl's name, the teacher should write it in onecolour chalk.2. Then do the same with He is tired. Write the boy's name inanother colour chalk. 3. Do the exercise in the book.4 Check answer.Step 3------Write the children's names. Draw their faces. Write the sentences. 1. The pupils draw the expressions and write the names as descriptive sentences beside theirdrawings.2. Check answer.Step 4------Aske five children in class. How are you feeling today/1. Teacher has a chat with a pupil.How are you feeling today?2. Make sure that everyone should have this chat, then chat in pairs.3. Write the answer on the book.Step 5. Talk about five children.Ask the pupils to have chat affter class.Unit 9. FoodItems Contents RequestsTopic food Listen ,speak ,read ,write ,use . Key sentences (1)My favourite food is…Listen ,speak ,read ,(2)…’s favourite food is… write ,use .New words Listen ,speak ,read ,write ,use .Period OneThe pupils learn to understand:Do you like (bananas)?The pupils learn to use:Popcorn, pizza, chicken, apples, ice cream, banana, spaghettl, fish, hamburger, chess, hotchocolate, cola, milk.(Maria) likes (bananas).Activities and skill:Listening to words and pointing at the appropriate pictues.Completing a logical puzzle about what children like.Writing the words for food.Teaching process:Step 1------Warm-up.Have a chat.(1).I like toast and milk. What about you?I like ....(2).I don't like cornflakes. Waht about ypu?I don't like....With this chart, teacher can check Which words the pupils already know. Step 2------New words.1.Introduce the new words using flashcards: pizza, chicken, spagehettl, cheese, hotchocotate, cola.2.Write the first letter on hte blackboard.3.Chat.Introduce the new structure:Do you like (banana)? Yes, I do/No, I don't. Teacher usue facial expressions and mime, makesure htta the pupils understand.4.Listen and point.5.A game.(1).The pupils look at the pictures in the book for 15 seconds. Then they close the book whilethe teacher asks.How many words can you remember?What are they?(2).Play this game first as a class and hten in groups, in pairs.Step 3------Complete the puzle.1.Explain hte meaning of likes in Chinese.2.The pupils read thefirst and hte second sentences, trying hte understand. How to do hte exercise.plete the puzzle individually or in pairs.4.Check the answers togther, reading out loud.Period Two The pupils learn to understand:Go to a drinks machine.put your hand in your pocket.take out three coins.Put the coins in the machine.Press the button.Take out the can.Open it.Wipe your face.Drink.The pupils learn to use:Press hte button.Open it.Drink.Activitles and skills:Understanding instructions and miming actions. Listening to the tape and filling in the numbers.Period Three The pupils learn to understand:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...The pupils learn to use:DO you like (apples)?Yes,I do./No, I don't.What dou you like?I like/love...Activities and skills:Saying a chant.listening to children talking about their likes and dislikes and rdawing their faces accordingly.Teaching process:Step 1------Warm-up.A game Toby says.Press the button. Open The can. Drink.Step 2------Listen and say the chant.1.The teache asks the pupils Do you like apples or pizza? etc.Help the pupils by suggestingthe answers quietly Yes,I do,No,I don't.Making sure that the intonation is correct.2.After the pupils have answerd a few times, writ aboth answers on the board so that they cansee how they are written.3.Play the tape and ask the pupils to repeat it,following the methodology in the introduction. Step 3------Listen and draw the children's mouths.1. Draw a stylised face without a mouth on the board and say, miming,This is me.I like fish.Then draw a curved line to indicate a smiling mouth.2. Draw another face and add I don't like ice cream. Draw the cooresponding expression onthe face.3. Draw a third face and without a mouth and ask one of the pupuils Do you like chicken? Complete the drawing according to the answer.4. Read the chilrden's names several times.5. Listen to the tape, and complete the exercises.6. Check the answers.Period FourThe pupils learn to understand:Have some(popcorn).Can I have a hanburger, please?Here you are.No ice cream on the bus.The pupils learn to use:THank you.Here you are.Activities and skills:Decoding the meaning of the language in the story.Teaching process:Step 1------warm-up.Say a chant. What do you like?Step 2------A story- Bad luck for Pat.1. To be set up a snack barin the classroom.Invite a pupil to the counter and suggest thathe/she ask:A hamburger,please.At this reques, the teacher shouldgive an imaginaryhamburger to the pupil and say: Here you are.Practise more.2.In troduce the expression Can I have (a humberger), please?3.Play the tape.The pupils listen to the tape first with book closed, then listen with book open.As the third time, the pupils read the story follow the tape.4.Action the story.Period FiveThe pupils learn to understand:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.The pupils learn to use:Do you like (fish)?Yes, I do./ No, I don't.My favourite food is (pizza).My favourite drink is (milk).Chips, food, drink.Activities and skills:Holding interviews in class about other children's likes and dislikes. Reading and writing about children in Britain and their favourite foods. Teaching process:Step 1------warm-up.Say the chant.Step 2------Ask three fridens what they like.1. Have a chat.Do you like (fish)?Yes, I do./ No, I don't.I like (apples).(1).Teacher chat with the puplis.(2).Pupils chat together.2. Draw a table on the blackboard, similar to teh one in the book. Then ask some of the pupilsDo you like apples?and note the answers on the table.After a few examples, the pupils should interview each other and complete the table in theirbooks.Step 3------Write about yourself.1. Ask the pupils to look at the text next to the photograph. Then ask them how they would adapt the text to their own taste. Give them some time to thinkabout it and then ask them to read the text aloud with their own modifications. 2. Ask each pupil to write his/her own text. One each pupil has finished, the teacher shouldwalk around the class and correct them individually, asking them if necessary, to rewriteeverything correctly.3. Check the answer.Period Six The pupils learn to understand:What's your favourite food?The pupils learn to use:Hi, what's your name?What's your favourite food?Beans, toast, rice.Activities and skills:Decoding the meaning of the lanuage in the tape and filling in the numbers.Teaching process:Step 1------warm-up.Talk about yourself.I like (apples).I don't like (fish and cheese).My favourite food is (pizza).My favourite drink is (milk).Step 2------Listen and fill in the numbers.1. Chat.The teacher says to the clsaa My favourite food is (chicken).Thenask some of the pupilsindividually What's your favourite food?2. New words, beans, toast, rice.Introduce the new words with the flashcards. 3. Read the names, Jeff, Julia, Karen, Bob. 4. Play the tape, do the exercise in the book. 5. Chech the answer.Step 3------A memory game.Write four names on a piece of paper: Jeff, Julia, Karen, Bob andafter allowing the pupils tolook at the page for 15 seconds, sak them to close the book and say which food each childlikes best.Period Seven The pupils learn to understand:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...The pupils learen to use:Rice, noodles, steamed bread, porridge, dumplings, pork, beef, chicken.Do you like...? Yes, I do./ No, I don't.What do you like? I like...What's your favourite food?My favourite food is...Ativities and skills:Reading and acting the dialogue. Learning the words for Chinese food. Drawing the foods which you like and dislike. Teaching process: Step 1------Warm-up.Have a chat.Step 2------Learn the new words. 1. Introduce the new words with flashcards. 2. Learn to read them.3. Learn to write.Step 3------Let's read and act.1. The pupils read the dialogue loudly themselves.2. Act thedialogue by the teacher and a pupil. 3. Act in pairs.4. Act in class.Step 4------Let's work in pairs.1. Draw four kinds of food you like best.2. Draw four kinds of food you dislike.3. Ask your partner about foods.Unit 10 BodyItems Contents Requests。
剑桥(join in)版小学英语四年级下册教案(全册) 1
概述本册教材是在原有的Join in教材的基础上进行大容量的改变，由一个预备单元、六个主题单元以及两个复习单元，及活动练习组成，内容之多，课时较少确实成为本学期的一个教学难点。
我们将本学期的教学周定为17周，预计课时34节，其中预备单元3课时，另外六个单元，除开始单元3课时，第二单元6课时，其他单元平均5课时，两个复习单元中的每一部分穿插在各个单元里解决，书后的活动练习可以结合各校学情选做。
有些题目和书本上的题目雷同，可以不做。
在这里我们仅提供给老师们这个基标，老师们可以根据各自学校学生的学情以及一些机动课时来酌情安排教学内容。
本册书共7个单元，2个Revision：Starter Unit: Let’s join in! 3课时Unit 1: Time 5课时Unit 2: Friends 6课时Unit 3: Animals 5课时Unit 4: My room 5课时Unit 5: School life 5课时Unit 6: Holidays 5课时（本学期预计课时共32-34课时，每周2课时）Starter Unit Let’s join in教学目标：1. 能听懂、理解句子“I'm new to the class.” “Let's be fri ends.”,并表演对话。
2. 能根据图片认读写出正确的单词，。
3. 能认读与话题months，seasons，countries，days of the week ，numbers，clothes,things in a classroom, feelings about weather,places in a school 相关的单词。
能正确理解并按类别划分。
4. 能正确理解句子并根据听到的录音结合图片标号。
5. 能会认读有关月份的单词，并圈出来，正确地写一写。
6. 能听懂、读懂对话内容，根据对话内容填空并能在提示下进行复述。
剑桥(join in)版小学英语四年级下册教案(全册) 2
四年级下学期英语教学目标Unit 11. 能听懂、读懂时间表达的句型It’s … o’clock. It’s half past …., 完成填写字母组成句子、画出钟表时间、图文配对的活动。
2. 能运用整点及半点的表达方式。
3. 能根据听到的短语get up, go to school, classes begin, have lunch, do sport, go home, do my homework, go to bed指认图片；并能根据图片认读、说出短语，并会写红体短语。
4. 能运用句型What time do you…? I … at …. 交流自己以及了解别人的日常生活。
5. 能听懂、读懂小短文Which clock or watch shows the correct time?并画出图片中钟表的时间。
6. 能听懂小故事，并进行简单的角色表演。
7. 能学唱歌曲My crazy clock。
8. 复习句型How many … are there …? There are ….Unit 21.能根据听到的单词fruit, apple, pear, grape, orange, banana, pineapple, vegetable s, tomato, pepper, Chinese leaves, cucumber, potato, subject, Chinese, maths, English, science, art, music, PE指认图片；并能根据图片认读、说出单词，会写红体单词。
2. 能用句型I like ….介绍自己喜欢的食物，并树立科学的饮食观。
3. 能听懂、读懂介绍朋友的短文，完成写出人名、填写表格、补全句子的活动。
4. 能运用句型My best friend is …. He / She is…. His/ Her favourite … is…. He / She likes….He / She has got…. 来描述自己或他人的朋友。
剑桥版join in 四年级下册英语全册教案 2
剑桥版join in 四年级下册英语全册教案 1课题：Let’s join in! 第Starter 单元第 1 课第周学科：英语年级：四教师：_____ 审核：_____课题：Let’s join in! 第Starter 单元第 2 课第周学科：英语年级：四教师：_____ 审核：_____课题：Let’s join in! 第Starter 单元第 3 课第周学科：英语年级：四教师：_____ 审核：_____课题：Let’s join in! 第Starter 单元第 4 课第周学科：英语年级：四教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-1 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-2 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-3 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-4 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-5 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 1- Time 单元总课时：6课时本课课时：6-6 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 2- Friends 单元总课时：4课时本课课时：4-1 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 2- Friends 单元总课时：4课时本课课时：4-2 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 2- Friends 单元总课时：4课时本课课时：4-3 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 2- Friends 单元总课时：4课时本课课时：4-4 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 3 - Animals 单元总课时：4课时本课课时：4-1 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 3 - Animals 单元总课时：4课时本课课时：4-2 教师：_____ 审核：_____学科：英语年级：四单元及课题: Unit 3 - Animals 单元总课时：4课时本课课时：4-3 教师：_____ 审核：_____学习目标：1、学会用: elephant. Crocodile.Does it live in Africa?Has it got two legs?Can it fly?2、学会书写: Can it …? Has it got…? Does it live..? Does it eat…?Let the pupils play the guessing game.Let the pupils learn to use: Guess my favourite animals.3、能增强保护动物的意识。
join in外研社 剑桥小学英语 四年级下unit2第1课时
4. Cutting out puzzle pieces from the Appendix.
5. Putting a puzzle together and gluing it into the Pupil’s Book.
通过这些活动复习了单词，也锻炼了学生的识别英语单词的能力。
板书设计
Unit 2 In the classroom
教学内容
unit2 Inthe classroom第1课时。
知识与能力目标
1. The pupils learn to understand :How many (blue desks) are there?
2. The pupils learn to use: Chair, desk, board, door, window.
(3) Then do the exercise in the book.. Make sure that the pupils understand the questions and explain, in the pupils’ mother tongue, that they are going to play a concentration and memory game. The pupils look at the puzzle on page 127 of their book for a minute and then try to memorise as much as possible.
c.Ask the pupils to point to the object when they name it or when they mouth the word without making any sound.