【必备】最新科普版英语四年级下册全册教案
小学英语课程标准根据全国小学英语课程发展的实际，以及2001年出台的《英语课程标准》对小学英语教学的指导性不够突出，对小学英语的具体学习内容目标要求得不够具体，小学阶段词汇表、语法项目没有分别列出；对小学英语教学和评价指导力度不够，缺乏可操作性建议和案例，等等问题，修订后的英语课程标准在小学阶段主要体现如下特点：一、理念更先进1．更符合社会发展对人才的需求。
修订稿中首次将英语课程的性质界定为具有工具性和人文性双重性质。
语言学习不仅是为了培养学生交流、沟通的能力，更重要的是在语言学习的过程中，加强人格品质和道德情操的修养。
一个人如果具有较强的语言交际能力、较高的综合人文素养，他会更快地适应社会变化，更好地服务于社会。
工具性与人文性并重的理念符合社会发展对人才培养的需求。
2．更符合语言学习的规律。
修订稿在面向全体学生、突出学生主体、尊重个体差异的基础上，更注重了语言学习的渐进性和持续性。
不仅体现在基本理念的调整上，也体现在了课程内容的设置和各级目标的描述中。
语言学习是一个长期积累的过程，学生的学习必然经历由浅入深、由易到难的渐进深入过程。
修订稿强调了语言学习的渐进性和持续性，更符合语言学习的规律。
二、目标更清晰就小学英语教学而言，修订稿在对原有语言知识、语言技能、情感态度、学习策略、文化意识目标微调的基础上，在技能教学参考中，对各项技能教学的目的、技能要求以及主要活动都给予了分级描述，还明确了小学阶段语法教学的内容与要求，列出了小学阶段应掌握的423个基本词汇，这些也是以往教学中老师们感到比较模糊或困惑的地方，这次课标的修订能使老师们在教学中更好地把握教学目标。
三、方法更具体课标对于一线老师而言，不仅是理念的引领，也是方法的指导，老师们看了后知道做什么、怎么做。
如实施建议中对教学和评价都给出了具体的、符合实际的建议，同时评价方式与方法的举例非常详尽，不仅例举了各项技能不同级别的评价方案，还有对评价方案的评析，对老师们在教学中的评价操作具有很强的指导性。
再如修订稿中的课堂教学用语更具体、更符合实际教学需要，语言也更具有时代气息。
备课要求1、教学过程的四大环节：设疑自探、解疑合探、质疑再探、运用拓展四个环节后必须有时控，并且每个环节旁边必须有自己的个性化设计（添加或删去），并且每个环节要体现师生互动、生生互动，不能太简单；质疑再探环节要有问题预设；运用拓展环节有学生自编题。
添加的内容写在每个课时教学过程边留的空白处，要注意排版整齐、美观、成行、不斜。
2、教学反思分“教师的教”和“学生的学”“改进措施”三个方面写，如：①教师的教②学生的学③改进措施每个方面结合“三疑三探”教学实践过程中成功、不足和改进来写，具体对照西峡县“三疑三探”课堂评价标准内容进行反思，每个方面至少两行。
3、备课修改一律用黑色笔迹。
教学计划小学四年级英语下册教学计划一、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。
二、教材分析本教材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。
三、教学措施1、认真备课，钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。
2、运用各种不同的肢体语言来辅助教学。
3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。
4、多为学生营造一些学习氛围，如：创设英语角等等。
5、要求学生在课余时间尽量的运用已经学习的英语进行对话。
6、多看英语画报，多读英语故事，多看英语书籍。
7、多与学生交流，进行口语交际训练。
四、主要教学目标：1、能听懂、会说12组会话，并能进行简单的交流。
2、能听、说、认读60个单词和词组并能听、说、读、写61个单词和24个句子（包括学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题），并简单运用。
3、能听、做6个TPR活动。
4、能学会3个小制作。
5、能唱8首歌曲。
6、能听、说、唱7首歌谣。
7、能完成6个自我评价活动。
8、能听懂6个幽默小故事。
9、能了解6项简单的中西方文化知识。
五、方法措施1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。
做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，相信希望生的进步，树立学生的信心，培养学生朗读和书写的习惯。
5、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。
帮助英语基础不好的学生，提升英语基础好的学生。
6、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。
通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，开展学生简单的日常用语交流活动。
六、班级情况分析四年级从上个学期的情况来看在英语学习上掌握较好，主要表现为学习成绩层次上很均匀，英语学习兴趣很高，口语朗读上较为扎实。
在教学上我最多的是在个别辅导之余引导他们分组相互学习，师徒结队，共同进步。
-教学进度表四年级英语(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 usefulexpressions 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 remember And 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 usefulexpressions .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 remember 2 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?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 rememberSome useful expressions :- Whose watch is it?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?-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 :(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 clockStep 4 质疑再探（7 minutes）1 In this part, let the Ss practise in pairs.-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 shoe Then 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 shoe master 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 searchesTeaching 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 theseusefulexpressions 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 glasses Some 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 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 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 glasses Some 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 thepassage: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 finish it.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 , letthe 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 Chinese Then 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 attention to 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 Chinese master 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 searchesTeaching 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 to ask ?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 talkThe 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 searchesTeaching 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。
英语四年级下册教案（新全册）_科普版
英语四年级下册教案（新全册）_科普版Lesson 2 Are you from American?教学⽬标：1、进⼀步复习和掌握短元⾳⾳素，长元⾳⾳素和双元⾳⾳素，并了解哪些字母和字母组合读这些⾳。
2、⿊体单词要四会，其余4个单词能听懂，会说，会认读。
3、能理解和掌握 be from 句型的⼀般疑问句形式，并能⽤替换词造句。
教学重点： 1、⿊体词要求四会。
2、语法重点“be from”句型教学难点：“be from”句型的⼀般疑问句形式教学过程：第⼀课时⼀、复习检查1、复习上⼀课Read for fun 并出⽰挂图及关键词。
先让学⽣读⼀遍，然后请⼏组同学分⾓⾊表演。
2、复习拼读规则：字母组合ay的读⾳，a在ss前的读⾳，I在nd前的读⾳，让学⽣试读下列单词：lay、gay、stay、grass、pass、mind kind、A、⾃由读B、齐读C、请个别学⽣读⼆、导⼊新课A、上⼀课我们认识了许多单词宝宝，今天我们还要认识许多单词宝宝，出⽰单词。
a、讲解拼读规则1、闭⾳节拼读规则from、hospital 重读⾳节from和hos是闭⾳节，o的读⾳，eleven 重读⾳节-ler-是闭⾳节，e的读⾳，family重读⾳节fam-也是闭⾳节，a的读⾳。
2、元⾳变⾳规则o在n、m、v前的读⾳，如son love（1）元⾳字母在⾮重读⾳节中的读⾳a和er在⾮重读⾳节中的读⾳，如：about America England teacher daughter。
I(2) 响辅⾳I、m、n可构成⾮重读⾳节，如 hospital中-tal，eleven中的en.(3) 元⾳字母组合ea、oo、ou 、au、eir的读⾳。
3、发⾳特殊的词A、England重读⾳节Eng-为闭⾳节e的读⾳，only重读⾳节on-为闭⾳节，o读长⾳。
B、单词重⾳位置⼀般双⾳节的单词重⾳落在前⼀⾳节上，如teacher sister little三个或三个以上⾳节的次重⾳落在倒数第三个⾳节上，如hospitalfamily AmericaC、练习读。
科普版四年级下册英语教案5篇
科普版四年级下册英语教案5篇科普版四年级下册英语教案5篇教材的地位及作用本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的选择和评价。
所选用的对话和短文都是学生的感兴趣的内容，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。
以下是带来的科普版四年级下册英语教案内容，感谢您的阅读，希望能帮助到您!科普版四年级下册英语教案1一、教材及学生情况分析1.教材分析教材的地位及作用本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的选择和评价。
所选用的对话和短文都是学生的感兴趣的内容，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。
我们教师可以根据学生的不同爱好，组织开展各种活动，也可以组织学生开展有关爱好的问卷调查，引导学生理性认识所见各种爱好并做必要的取舍，开展活动性学习，自主性学习，反思性学习。
让学生懂得处理好爱好与学习关系。
通过学习，学生能够掌握readinga的短语和用法。
在学习及操练过程中，锻炼学生的合作能力和参与意识，鼓励他们积极的参与、大胆的表达，培养学生学习英语的良好习惯，提高学习英语的兴趣。
理论依据: 阅读是组成英语课程资源的基本要素, 把握本课阅读的定位和作用, 并以此为依据分析和设计教学步骤, 体现教学大纲的意图,从而使教师成功驾御教学过程, 取得教学效果。
2.学生情况分析基于职业中学学生的情况，本单元的教学内容的安排呈现出有利的一面：大部分学生对爱好话题比较熟悉。
从他们熟悉且感兴趣的话题入手，以兴趣为导向,展开教学。
对学生的现状有着准确的把握和分析,是教学得以顺利进行的基础,是完成预期教学目标的前提条件。
然而也有不利的一面：一部分学生英语基础较差，没有较好的学习方法，甚至有少部分学生对英语学习产生了厌倦。
二. 教学目标(知识目标,能力目标,德育目标)1.知识目标1)正确使用以下单词: hobby, importance, relax, relaxation, develop, personality,encourage, include, private, provide, club, paint, collect2)理解下列词组：be thought to to be… be good for , provide sth for sb,3)通过课文学习，对文章有所了解，提高阅读水平。
四年级英语科普版下册全部教案
一、教案：Unit 1 Our School1. Teaching objectives:(1) Students can understand and use the key words and sentence patterns about school subjects and school things. (2) Students can listen, speak, read and write about school subjects and school things.(3) Students can develop good learning habits and cooperate with others.2. Teaching key and difficult points:(1) Master the pronunciation and meaning of the new words about school subjects and school things.(2) Understand and use the sentence pattern "What do you learn? I learn" and "What do you have? I have"3. Teaching procedures:Step 1: Warm-up and review(1) Review the previous learned words and sentences.(2) Lead-in: Show pictures of school subjects and ask students what they learn.Step 2: Presentation(1) Teacher presents the new words and sentences about school subjects and school things.(2) Students listen, repeat and imitate the words andsentences.Step 3: Practice(1) Students practice the sentences with their partners.(2) Teacher asks students to answer questions about their school subjects and school things.Step 4: Consolidation(1) Students write a short passage about their school subjects and school things.(2) Teacher selects some students to read their passages.4. Homework:(1) Copy the new words and sentences.(2) Practice speaking and writing about their school subjects and school things.二、教案：Unit 2 My Classroom1. Teaching objectives:(1) Students can understand and use the key words and sentence patterns about the classroom.(2) Students can listen, speak, read and write about the classroom.(3) Students can learn to observe and describe the environment.2. Teaching key and difficult points:(1) Master the pronunciation and meaning of the new words about the classroom.(2) Understand and use the sentence pattern "What's in the classroom? There are"3. Teaching procedures:Step 1: Warm-up and review(1) Review the previous learned words and sentences.(2) Lead-in: Show pictures of classrooms and ask students what they see.Step 2: Presentation(1) Teacher presents the new words and sentences about the classroom.(2) Students listen, repeat and imitate the words and sentences.Step 3: Practice(1) Students practice the sentences with their partners.(2) Teacher asks students to describe the classrooms they see in pictures.Step 4: Consolidation(1) Students write a short passage about their classrooms.(2) Teacher selects some students to read their passages.4. Homework:(1) Copy the new words and sentences.(2) Practice speaking and writing about their classrooms.三、教案：Unit 3 My Teacher1. Teaching objectives:(1) Students can understand and use the key words and sentence patterns about teachers.(2) Students can listen, speak, read and write about teachers.(3) Students can respect and appreciate teachers.2. Teaching key and difficult points:(1) Master the pronunciation and meaning of the new words about teachers.(2) Understand and use the sentence pattern "What does your teacher look like? She/He looks like"3. Teaching procedures:Step 1: Warm-up and review(1) Review the previous learned words and sentences.(2) Lead-in: Show pictures of teachers and ask students what they think of their teachers.Step 2: Presentation(1) Teacher presents the new words and sentences about teachers.(2) Students listen, repeat and imitate the words andsentences.Step 3: Practice(1) Students practice the sentences with their partners.(2) Teacher asks students to describe their teachers. Step 4: Consolidation(1) Students write a short passage about their teachers.(2) Teacher selects some students to read their passages.4. Homework:(1) Copy the new words and sentences.(2) Practice speaking and writing about their teachers.四、教案：Unit 4 My Schoolbag1. Teaching objectives:(1) Students can understand and六、教案：Unit 6 In My Room1. 教学目标：(1) 学生能够理解和使用关于房间内的关键单词和句子结构。
科普版小学英语四年级下全册教案
科普版小学英语四年级下全册教案课题: Lesson 1 Are you in Grade Four ?教学内容:1.Let’s talk .教学目标:1.能听懂.会说.会认读way, they, behind, new, table.并能根据中文拼写出英文.2.能听懂.会说交际用语,并能用来进行对话.教学重难点:1.词汇.2.交际用语.教学方法:自问自答法.教具准备:录音机.教学过程:一. 学习单词:教师把本课要求掌握的8个生词写在黑板上,教师领读几遍,让学生自己读,直到熟练为止.二.学习 Let’s talk :本课的对话可以用自问自答导入法导入,教师可同时充当Jill, Bill和Lulu 三个角色,先站在右边充当Jill 和Bill ,说”Excuse me , .please.”再转到左边充当Lulu ,说” Yes ?” ,再转回右边充当Jill和Bill 说” We are new . We can’t find our classroom.”一直到将全段对话表演完,表演两遍后放录音,先将全段放一遍,然后逐句放,让学生逐句跟说并翻译成中文.三. 操练:将对话分成三段, 各配一幅简笔画,教师写出关键词,然后逐段操练.操练的顺序是:先让学生听录音并跟说两遍,再让他们连起来说,并给他们半分钟时间让他们根据关键词复述,然后让全班复述.在三段都操练完毕后,让同座间充当不同角色进行对话,一人充当Bill,另一人充当Lulu, 三段连起来练习,最后叫若干对同学站起来复述全段对话,然后将学生按三人一组分组,要求他们在下一堂课上进行表演.四.作业:让学生课下练习,准备下节课进行表演.五. 效果测试:根据Let’s talk.的内容填空A: Excuse ( ) , please.B: Yes ?A: We are ( ).We can’t find our ( ). B: Are you in ( ) Four ?A: Yes , we ( ).B: What class are you ( )A: We’re in ( ) Three .B: Class Three ? This ( ) , please .教学内容:1. Let’s learn .2. Let’s sing .3．Read for fun .4. Listen and tick .教学目标:1．掌握主题句型.A: Are they in Grade Four ?Yes , they are ./No ,they aren’t .B: What grade are they in ?They are in Grade Four .2、会唱歌曲.教学重点:能理解和掌握主语为复数的主系表结构,并能用替换词造句.教学方法:简笔画情景教学法.教具准备:简笔画.教学过程:一. 复习检查:1.复习生词:复习上课时所学的8个生词,其中要求四会的五个词可由教师说中文,让学生写出英文,其余三个只要求三会的词,可由教师说英文,让学生写出中文.2.本课对话:先放一遍录音,然后按上一课时布置的分组,叫若干组学生站起来表演对话.二. 导入新课:1.复习和学习生词.先复习已学过的单词class , grade ,classroom 等,教师可说中文”三班”.”五年级”. 等,让学生说英文,再从<<活动资料>>中取出reading room 和 classroom 等的简笔画,边画边读单词.然后由教师说reading room 等,让学生举图,再由教师举图,由学生英文.2.导入主题句型:本课的主题句型有两个,即”Are they in Grade Four ? Yes, they are ./No, they aren’t .”和What grade are they in ? They are in Grade Four . 本课只列入了后一句型,但学习是这两个句型都要练.教师可将主题句写在黑板上,并出示挂图或简笔画,然后指图自问自答,说过几遍后略作解释,说明当主语为复数的we, you,they时,系动词用are.最后再指图逐句说,并将主语改为we 和You再说几遍,让学生逐句跟说.三. 操练:让同座的同学指着书上的图互相问答,在哪个班级或年级可由学生自己随便说.最后叫若干组学生到黑板前,指着黑板上的图互相问答.四.Let’s sing :学唱歌曲.由于没有什么生词,很容易学会.五.效果测试:根据要求变换句式:1.I’m in Grade Three . (变为一般疑问句,并做肯定和否定回答)2.They are in Class Two . (对画线部分提问)3.We are in Grade Four .(变为否定句)课题: Lesson 2 Are you from American?教学内容：1、学习本课单词，复习短元音音素、长元音音素和双元音音素.2、Let′s talk教学目标：1、进一步复习和掌握短元音音素，长元音音素和双元音音素，并了解哪些字母和字母组合读这些音。
科普版小学英语四年级下册教案5篇
科普版小学英语四年级下册教案5篇科普版小学英语四年级下册教案5篇教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
以下是带来的科普版小学英语四年级下册教案内容，感谢您的阅读，希望能帮助到您!科普版小学英语四年级下册教案1通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。
三班大多数的孩子对英语学习有浓厚的学习兴趣而且上学期打好了英语学习的基础。
但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力和自主学习的能力，以增强孩子们的综合语言运用能力。
Module 1Unit1 It’s the ABC song Unit2 Alphabet主要学习字母的读音以及正确的书写方式。
Module2Unit1 They are monkeys Unit2 That man is short.询问这是什么。
并且学会描述物体的特点。
Module3 Unit1I like football Unit2 I don’t like riding my bike.学会描述自己的喜好。
Module4 Unit1 Do youlike meat? Unit2 Does Lingling like orange? 学会询问别人的喜好。
Module5 Unit1 She goes toschool on Mondays.Unit2 Does your mum go to work onSaturday?学会谈论家庭成员的日常活动。
Module6 Unit1 What do you do on Sunday? Unit2 What doesLingling have at school?谈论周末活动安排和学校课程。
最新科普版英语四年级下册教案(全册)
课题: Lesson 1 Are you in Grade Four ?1教学内容:21.Let’s talk .3教学目标:41.能听懂.会说.会认读way, they, behind, new, table.并能5根据中文拼写出英文.62.能听懂.会说交际用语,并能用来进行对话.7教学重难点:81.词汇.92.交际用语.10教学方法:11自问自答法.12教具准备:13录音机.14教学过程:15一. 学习单词:16教师把本课要求掌握的8个生词写在黑板上,教师领读几遍,让学生自己读, 17直到熟练为止.18二.学习 Let’s talk :19本课的对话可以用自问自答导入法导入,教师可同时充当Jill, Bill和20Lulu 三个角色,先站在右边充当Jill 和Bill ,说”Excuse me , .please.”21再转到左边充当Lulu ,说” Yes ?” ,再转回右边充当Jill和Bill 说” We 22are new . We can’t find our classroom.”一直到将全段对话表23演完,表演两遍后放录音,先将全段放一遍,然后逐句放,让学生逐句跟说并翻24译成中文.25三. 操练:26将对话分成三段, 各配一幅简笔画,教师写出关键词,然后逐段操练.操练27的顺序是:先让学生听录音并跟说两遍,再让他们连起来说,并给他们半分钟28时间让他们根据关键词复述,然后让全班复述.29在三段都操练完毕后,让同座间充当不同角色进行对话,一人充当Bill,另30一人充当Lulu, 三段连起来练习,最后叫若干对同学站起来复述全段对话,然31后将学生按三人一组分组,要求他们在下一堂课上进行表演.32四.作业:33让学生课下练习,准备下节课进行表演.34五. 效果测试:35根据Let’s talk.的内容填空36A: Excuse ( ) , please.37B: Yes ?38A: We are ( ).We can’t find our 39( ).40B: Are you in ( ) Four ?41A: Yes , we ( ).42B: What class are you ( )43A: We’re in ( ) Three .44B: Class Three ? This ( ) , please .45教学内容:461. Let’s learn .472. Let’s sing .483．Read for fun .494. Listen and tick .50教学目标:511．掌握主题句型.52A: Are they in Grade Four ?53Yes , they are ./No ,they aren’t .54B: What grade are they in ?55They are in Grade Four .562、会唱歌曲.57教学重点:58能理解和掌握主语为复数的主系表结构,并能用替换词造句.59教学方法:60简笔画情景教学法.61教具准备:62简笔画.63教学过程:64一. 复习检查:651.复习生词:复习上课时所学的8个生词,其中要求四会的五个词可由教师66说中文,让学生写出英文,其余三个只要求三会的词,可由教师说英文,让学生67写出中文.682.本课对话:先放一遍录音,然后按上一课时布置的分组,叫若干组学生站69起来表演对话.70二. 导入新课:711.复习和学习生词.72先复习已学过的单词class , grade ,classroom 等,教师可说中文”三73班”.”五年级”. 等,让学生说英文,再从<<活动资料>>中取出reading room 74和 classroom 等的简笔画,边画边读单词.然后由教师说reading room 等,75让学生举图,再由教师举图,由学生英文.762.导入主题句型:本课的主题句型有两个,即”Are they in Grade 77Four ? Yes, they are ./No, they aren’t .”和What grade are 78they in ? They are in Grade Four . 本课只列入了后一句型,79但学习是这两个句型都要练.教师可将主题句写在黑板上,并出示挂图或简笔80画,然后指图自问自答,说过几遍后略作解释,说明当主语为复数的we, you, 81they时,系动词用are.最后再指图逐句说,并将主语改为we 和You再说几遍,82让学生逐句跟说.83三. 操练:84让同座的同学指着书上的图互相问答,在哪个班级或年级可由学生自85己随便说.最后叫若干组学生到黑板前,指着黑板上的图互相问答.86四.Let’s sing :87学唱歌曲.由于没有什么生词,很容易学会.88五.效果测试:89根据要求变换句式:901.I’m in Grade Three . (变为一般疑问句,并做肯定和否定回91答)922.They are in Class Two . (对画线部分提问)933.We are in Grade Four .(变为否定句)9495969798课题: Lesson 2 Are you from American?99教学内容：1、学习本课单词，复习短元音音素、长元音音素100和双元音音素.1012、Let′s talk102教学目标：1、进一步复习和掌握短元音音素，长元音音素和103双元音音素，并了解哪些字母和字母组合读这些音。
四年级英语科普版下册全部教案
四年级英语科普版下册全部教案第一章：Unit 1 In the sky教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语简单描述天空中的物体。
3. 培养学生的观察能力和想象力。
教学内容：1. 生词：sky, cloud, sun, moon, star, plane, bird, rnbow。
2. 重点句子：What's in the sky? There is a cloud/sun/moon/star/plane/bird/rnbow.教学步骤：1. 导入：展示天空的图片，引导学生观察并说出sky。
2. 新课呈现：展示cloud, sun, moon, star, plane, bird, rnbow 的图片，引导学生说出它们的名称。
3. 句型练习：用What's in the sky? 句型引导学生描述天空中的物体。
4. 小组活动：学生分小组，用英语描述天空中的物体，并展示给其他小组。
5. 总结：老师带领学生复习本节课所学内容。
第二章：Unit 2 On the farm教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。
2. 能用英语简单描述农场中的动物和植物。
3. 培养学生的观察能力和表达能力。
教学内容：1. 生词：farm, animal, cow, horse, pig, chicken, sheep, vegetable, fruit。
2. 重点句子：What's this? It's a cow/horse/pig/chicken/sheep. Is it a cow/horse/pig/chicken/sheep? Yes, it is. No, it isn't.教学步骤：1. 导入：展示农场的图片，引导学生说出farm。
2. 新课呈现：展示animal, cow, horse, pig, chicken, sheep, vegetable, fruit 的图片，引导学生说出它们的名称。
四年级英语科普版下册全部教案
Lesson 1 Whose watch is it?第二课时教学内容：Let’s learn /Let’s sing/listen and match /listen and say教学目标：理解和掌握whose……is it的用法教学重点、难点：掌握物主代词的用法，掌握whose引起的疑问句，并能用替换词进行造句Whose watch is it?It’s his watch.Is this your watch?Oh, yes. It’s my watch.Here you are.Thank you very much.教学模式：学、探、练、展教学用具：录音机、图片。
教学过程：一、复习导入检查本课所学单词。
教师说英文，学生集体说词义，之后再找个别学生说中文词意，检查学生的掌握情况！二、熟读课文合作探究A、教师拿一本书介绍：This is my book.教师问：Whose book is this?学生回答：It’s your book.教师在教室里随机拿学生物品问：whose … is this学生用句式、It’s ……来回答。
B、教师简笔画卡片带单词：My wahch； Your clock; his basket； her cups； Our glasses； their bags； .小组合作交流看卡片单词用：Whose … is this?It’s … watch.Whose … are these?They are … cups.这些句式造句。
教师巡视，相机指导通过小组交流学习你们都明白了什么？指名反馈三、学习Let’s sing1、教师带领学生朗读几遍歌词。
之后，放录音，让学生跟唱几遍，再逐句放，学生跟唱并译成汉语教师带领学生根据歌词编排一个舞蹈，一边唱歌，一边跳舞，既活跃气氛也便于记忆2、操练教师出示句子，学生问答操练（三人为一组），教师要注意巡回检查及时发现问题，及时纠正。
科普版小学英语四年级下册全册教案
科普版小学英语四年级下册全册教案目录《Lesson 1 Whose watch is it》 (2)《Lesson 2 What colour are the trousers》 (8)《Lesson 3 They are in Class Three》 (12)《Lesson 4 Where are you from》 (17)《Lesson 5 What are these》 (25)《Lesson 7 Let's go swimming, OK》 (30)《Lesson 8 Do you have a ruler》 (36)《Lesson 9 I like summer》 (40)《Lesson 10 Are you washing your face》 (44)《Lesson 11 What are you doing》 (48)《Lesson 1 Whose watch is it?》1教学目标1.知识目标能够听、说、读、写单词:watch、whose、think、man、ask、beaut iful、right能够理解和掌握句型:Whose watch is it?\I think it’s his wat ch.\Let’s go andask him.能正确询问别人物品归属,培养学生用英语交际、用英语解决实际问题的能力。
注重培养学生英语的听说能力。
2.能力目标能熟练运用本课句型并将其灵活地运用到现实生活中,已达到活学活用的目的。
3.情感目标以情感培育人,以兴趣吸引人,培养学生热爱学习、团结合作、友好竞争的精神。
2重点难点Whose watch is it?I think it's that man's watch.这两句话是本课时的主题句,学生需要会读,知道意思,会运用。
3教学过程1【导入】Wamp upStep 1:Warming up & Presentation1、 GreetingT:There's something in the box,Do you want to have a look?教师手中拿一个盒子S : Yes!T: Who wants to come her to tell us"What's in the box?"S1:Look, it's a pencil.Look,it's a pen.Look,it's a ruler.Ca n you see the money?Ss:Yes!T:I have many things in my box,but I don't know whose thing s they are? Let me ask.Excuse me, is this your.....?(手拿物品你问一些同学) Whose。
科普版四年级下册英语全册教案
科普版四年级下册英语全册教案科普版英语四年级下册全册教案设计2022-1-29Lesson1Whosewatchisit?◆教学目标【知识目标】1、学会本课中的四会及三会单词和短语。
2、学习并掌握形容词性物主代词的用法，学习用Whose提问东西是谁的，并做出正确回答。
3、理解并会朗读短文。
【能力目标】发展学生综合运用语言的能力，培养学生自主探究的能力及与同学的分工合作的能力。
【情感目标】激发学生学习热情与参与欲望，能够大胆开口，主动模仿，调动学习积极性。
通过课文的学习，让学生学会收拾整理自己的东西，保持房间干净整洁。
学会保管好自己的东西。
◆教学重难点◆学会【教学重点】学习用whose询问东西是谁的，并做出正确回答。
【教学难点】创设语言情境，运用whose询问用部分形容词性物主代词及名词所有格形式回答某人的。
Lesson2Whatcolourarethetrousers?◆教学目标【知识目标】1、学会本课中的四会及三会单词和短语。
2、掌握颜色词语的用法，掌握What colour...引导的特殊疑问句，并会运用这一句型替换造句。
3.理解并会朗读短文。
【能力目标】发展学生综合运用语言的能力，培养学生自主探究的能力及与同学的分工合作的能力。
【情感目标】激发学生学习热情与参与欲望，能够大胆开口，主动模仿，调动学习积极性。
通过对话和课文的学习，让学生们对生活充满热情，更加热爱生活。
◆教学重难点◆学会【教学重点】理解掌握并运用What colour询问东西是什么颜色的，并做出正确回答。
【教学难点】创设语言情境，使学生正确理解和运用所学知识，用英语表达事物的颜色。
Les son3TheyareinClassThree◆教学目标【知识目标】1、学会本课中的四会及三会单词和短语。
2、学习并掌握表示方位的介词的用法，学习用Arethey…?提问，并做出正确回答。
3、理解并会朗读短文。
【能力目标】发展学生综合运用语言的能力，培养学生自主探究的能力及与同学的分工合作的能力。