2018年最新鲁科版小学英语四年级下册全册教案
四年级下册英语教案-Unit5Lesson2Doyouhaveschoolbags鲁科版
四年级下册英语教案 Unit 5 Lesson 2 Do you have schoolbags鲁科版教学内容本课为鲁科版四年级下册英语教科书《Unit 5 Lesson 2 Do you have schoolbags》。
课程内容围绕学校用品展开，通过学习本课，学生将能够掌握如何询问和回答有关物品拥有与否的句型。
教学内容包括核心词汇如 "schoolbag"、"pencil case"、" ruler"等，以及基本句型 "Do you have?" 和 "Yes, I do./ No, I don't."。
教学目标1. 知识目标：学生能够听懂、会说、会读本课的核心词汇，并能运用所学句型进行问答。
2. 能力目标：通过本课的学习，学生能够培养英语听、说、读的基本技能，并能在实际情境中运用所学知识。
3. 情感目标：激发学生对英语学习的兴趣，培养学生合作学习的精神。
教学难点1. 词汇记忆：准确记忆并运用新词汇，如 "schoolbag"、"pencil case" 等。
2. 句型应用：灵活运用 "Do you have?" 进行提问，并正确使用"Yes, I do./ No, I don't." 进行回答。
教具学具准备1. 多媒体设备：用于播放课件和录音。
2. 图片卡片：用于展示和复习新词汇。
3. 实物道具：学生自带的schoolbags、pencil cases等，用于情景模拟。
4. 练习册：用于课堂练习和作业。
教学过程1. 热身活动：通过歌曲或游戏，复习已学过的相关词汇，营造轻松的学习氛围。
2. 新课导入：展示图片，介绍新词汇，并通过录音让学生跟读，确保正确发音。
3. 句型练习：通过角色扮演，让学生在实际情境中练习 "Do you have?" 句型。
鲁教版四年级英语下册教学计划
鲁教版四年级英语下册教学计划一、教学目标概述本学期的四年级英语下册教学旨在提高学生的英语综合运用能力，具体包括听、说、读、写四个方面。
通过系统的教学，使学生掌握本学期所学的重点词汇、句型和语法知识，培养学生的英语语感和表达能力，提高学生的英语学习兴趣和自主学习能力。
二、教材内容分析本册教材共分为八个单元，涵盖了日常生活中常见的主题，如家庭、学校、购物、节日等。
每个单元包括对话、词汇、句型、语法等内容，注重学生的语言实际运用能力和跨文化交际意识的培养。
三、教学重点与难点1.教学重点：重点词汇、句型和语法知识的掌握；听、说、读、写技能的训练；跨文化交际能力的培养。
2.教学难点：语法知识的理解和运用；英语表达的准确性和流畅性；跨文化交际中的文化差异理解。
四、教学方法与手段1.教学方法：采用任务型教学法、情景教学法和合作学习法等多种教学方法，激发学生的学习兴趣，提高学生的学习积极性。
2.教学手段：利用多媒体、实物、图片、游戏等教学手段，创设生动有趣的课堂环境，帮助学生更好地理解和掌握英语知识。
五、教学进度安排按照学校的教学安排，本学期的英语教学共计16周，每周安排2-3节英语课。
具体教学进度根据教材内容和学生的实际情况进行调整。
六、课堂管理与评价1.课堂管理：建立良好的课堂纪律和秩序，注重培养学生的自主学习能力和合作精神。
2.教学评价：采用形成性评价和终结性评价相结合的方式，注重对学生学习过程和结果的全面评价，及时调整教学策略，帮助学生不断进步。
七、作业布置与检查1.作业布置：根据教学进度和学生的学习情况，合理布置课后作业，包括书面作业和口头作业。
2.作业检查：定期检查和批改学生的作业，对学生的学习情况进行及时反馈和指导，帮助学生巩固所学知识。
八、课外拓展活动1.英语角：组织定期的英语角活动，为学生提供运用英语进行实际交流的机会，提高学生的英语口语表达能力。
2.英语竞赛：举办各类英语竞赛活动，如英语演讲比赛、英语歌曲比赛等，激发学生的英语学习热情，提高学生的英语综合运用能力。
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.。
鲁科版(五四制)小学英语四下 4.2 He often plays football. 教案
Unit 4 WeekendLesson2 He often plays football.教案设计一、教学目标（一）知识目标1.学生能听懂、会说并认读下列单词：picnic, cinema, usually以及词组：go shopping, go fishing等。
2.学生能听懂会说What does your mother do at the weekend?及答句。
（二）能力目标1.学生能在真实语言情景中用What does your mother do at the weekend? 谈论周末活动，在真实语言情景中体味英语，运用英语；2.能够了解英国人在周末的活动与我们周末活动的不同，并能进行讨论和比较。
（三）情感目标1.学生敢于乐于张口说英语，形成良好的学习策略。
2.学生树立起合理分配时间，劳逸结合的观念，培养热爱生活的情感。
二、教学要点分析（一）教学重点1.单词picnic, cinema, usually以及词组：go shopping, go fishing等短语的认读。
2.运用What does your mother do at the weekend?进行提问以及回答。
（二）教学难点1.单词usually的发音及动词第三人称单数的变化形式及其读音。
2. What does your mother do at the weekend? 及其答语的灵活运用。
三、教学过程Step1 Warming up1. Greetings.2. Sing a song: My weekend.3. Free talk.T：I like weekend, because I can do many things at the weekend. I often read books at the weekend. Sometimes I watch TV. Sometimes I do housework. What about you? What do you do at the weekend? 课件出示图片及提示语“I often... Sometimes I...”学生边回答，老师边用第三人称来重复他（她）做的事情。
鲁科版英语4下U2L3新授教案.DOC
1.能够用现在进行时询问或描述他人正在进行家务劳动。
2、动词现在分词的构成及读音。
教学方法
Task-basedmethod、situationalmethod
教具、学具
多媒体课件、单词卡
板书设计
Lesson 3 What’s Mum doing?
What’s she/he doing?
She’s washing the dishes.
教后反思：
小学英语学习材料
金戈铁骑整理制作
课题
Lesson 3 What’s Mum doing?
课型
New
教学目标
1、能听懂、会说、认读短语washthe dishes，能够四会掌握单词game
2.能听懂、会说、认读并理解句型“What’s she/he doing?”“She’s washing the dishes.”“He’s cleaning the kitchen.”
3．完成配套练习。
Step5、句子抄写（Let’s copy.）
1．教师出示三个句子：
What’s she doing ?
She’s doing the dishes.
He’s tidying the kitchen.
让学生认读，注意语音语调准确流畅。
2．教师规范板书以上句子，强调标点符号及句子首字母大写。
---What’s Danny/ Wang Hong/ Liming /Jenny… doing?
---She’s/ He’s watering the flowers/ washing clothes / tidying the kitchen / doing the dishes/...
鲁教版四年级英语下册教学计划
鲁教版四年级英语下册教学计划一、教学目标设定针对四年级英语下册的教学，我们设定以下教学目标：1.知识目标：学生能够掌握教材中出现的基础词汇、短语、句型和语法知识，并能在实际情境中运用。
2.技能目标：培养学生的听说读写能力，提高学生的口语表达和书面表达能力。
3.情感目标：培养学生对英语学习的兴趣和自信心，鼓励学生积极参与课堂活动，增强合作精神。
二、教材内容概览本册教材主要包括以下几个单元：1.学校生活2.节日与活动3.健康与身体4.家庭与朋友5.自然与环境6.文化与习俗每个单元均围绕一个主题展开，通过对话、阅读、歌曲、故事等形式，为学生提供丰富多彩的英语学习材料。
三、教学重点难点1.教学重点：词汇的积累与运用、句型的掌握与运用、日常对话的构建。
2.教学难点：语法的正确理解与运用、口语表达的流利与准确、文化差异的理解与适应。
针对重难点，我们将设计有效的教学活动和练习，帮助学生突破难关。
四、教学时间安排根据学校的教学计划和教学大纲，我们将合理安排每个单元的教学时间，确保教学内容的完成和质量的提升。
同时，我们将留出一定的时间进行复习和测试，以便巩固学生的学习成果。
五、教学方法与策略我们将采用多种教学方法和策略，如直观教学、情境教学、任务型教学等，激发学生的学习兴趣和积极性。
同时，我们将注重培养学生的自主学习能力，鼓励他们利用课外时间进行自主学习和拓展。
六、学生评价与反馈我们将通过课堂表现、作业完成情况、单元测试等多种方式对学生的学习进行评价。
同时，我们将定期与学生进行个别或集体反馈，了解他们的学习情况和困惑，并及时给予指导和帮助。
七、教学资源准备为了确保教学的顺利进行，我们将提前准备好所需的教学资源，如教材、多媒体课件、实物教具等。
同时，我们将充分利用网络资源和学校图书馆等渠道，为学生提供丰富的学习材料。
八、课后作业布置为了巩固学生的学习成果和提升他们的英语能力，我们将根据每个单元的教学内容和目标，布置适量的课后作业。
鲁科版四年级英语下册教学计划
鲁科版四年级英语下册教学计划Lu Ke Edition Fourth Grade English Teaching PlanTeaching Objectives:1. To improve students' listening, speaking, reading, and writing skills in English.2. To build students' vocabulary and grammar knowledge.3. To develop students' ability to communicate in English confidently and effectively.4. To enhance students' cultural awareness and understanding of the English language.Teaching Content:1. Unit 7: At the Fruit Market- Vocabulary: apple, banana, orange, strawberry, watermelon, pineapple, etc.- Grammar: countable and uncountable nouns, singular and plural forms.- Listening: listening to a conversation at the fruit market and identifying fruit names.- Speaking: role play at the fruit market, asking for and buying fruit.- Reading: reading short passages about different fruits and their colors, shapes, and tastes.- Writing: writing sentences about favorite fruits andwhy they like them.2. Unit 8: My School Day- Vocabulary: classroom, blackboard, desk, chair, teacher, student, etc.- Grammar: present simple tense, adverbs of frequency.- Listening: listening to a description of a typicalschool day and identifying activities.- Speaking: discussing daily routines and activities at school.- Reading: reading about a day in the life of a student and identifying the activities mentioned.- Writing: writing a diary entry about a typical school day.3. Unit 9: Our Pets- Vocabulary: dog, cat, fish, bird, rabbit, hamster, etc.- Grammar: possessive 's, have/has got, can/can't for abilities.- Listening: listening to descriptions of different pets and matching them to their owners.- Speaking: talking about own pets, describing them, and talking about what they can and can't do.- Reading: reading short passages about different pets and their owners.- Writing: writing a short paragraph about a favorite pet and why it is special.4. Unit 10: The City I Live In- Vocabulary: city, town, street, park, library, museum, etc.- Grammar: prepositions of place, there is/are, present continuous tense.- Listening: listening to descriptions of different places in a city and identifying them.- Speaking: discussing different places in the city,their locations, and what can be done there.- Reading: reading about a city and its landmarks and answering questions about them.- Writing: writing a paragraph about favorite places in the city and what can be done there.Teaching Methods:1. Communicative Language Teaching (CLT): Students will be encouraged to engage in real-life communication in English through role-plays, discussions, and pair work.2. Task-Based Learning: Students will complete tasks related to the learning content, such as shopping for fruit, creating a daily schedule, presenting their pets, and describing their city.3. Audiovisual Aids: The use of multimedia resources, including videos, songs, and pictures, to enhance students' understanding and engagement with the topics.4. Cooperative Learning: Group activities and projects will be used to promote collaboration and teamwork among students.Teaching Procedures:1. Warm-up (5 minutes): Greet the students and review the previous lesson's vocabulary and grammar through a quick game or activity.2. Presentation (15 minutes): Introduce new vocabulary and grammar through a variety of activities, such as flashcards, realia, and miming.3. Practice (20 minutes): Engage students in speaking and listening activities related to the new content, such asrole-plays, pair work, and games.4. Consolidation (15 minutes): Have students do reading and writing exercises to reinforce their understanding of the new language.5. Application (15 minutes): Assign tasks or projects for students to apply what they have learned in real-life situations, such as creating a dialogue to buy fruit at the market or writing a diary entry about a school day.6. Review and Assessment (10 minutes): Review the main points of the lesson and assess students' understanding through oral or written exercises.Teaching Resources:- Textbook: Lu Ke Edition Fourth Grade English- Multimedia resources: videos, songs, audio recordings- Flashcards, realia, and other visual aids- Worksheets and handouts for practice and assessmentEvaluation and Assessment:1. Formative Assessment: Ongoing assessment through observation of students' participation in activities, their ability to use the language in context, and their completionof tasks.2. Summative Assessment: Periodic quizzes, tests, and projects to evaluate students' vocabulary, grammar, listening, speaking, reading, and writing skills.3. Self-Assessment: Encouraging students to reflect on their own learning and set goals for improvement in English language skills.4. Peer Assessment: Providing opportunities for students to give feedback to their peers during group activities and projects.Overall, the teaching plan for Lu Ke Edition Fourth Grade English aims to provide a comprehensive and engaging learning experience for students, focusing on developing their language skills, vocabulary, and cultural awareness. By employing a variety of teaching methods and resources, and by assessing students' progress through multiple means, the plan seeks to create a supportive and effective learning environment for English language learners.。
鲁科版四下英语计划备课讲稿
四年级下册英语教学计划四年级三班侯艳艳一、学生基本情况分析：学生基础一般。
他们已接触英语一年半，仍然对英语的学习充满了憧憬与向往，但随着时间的推移，有些学生会对英语学习坚持不下去，教师要采用多种教学手段帮助学生。
在教学过程中，一定要侧重口语教学，不能搞“填鸭式”教育，学“哑巴英语”，“聋子英语”，而应启发学生，使他们敢于开口，乐于开口，并活跃课堂气氛，尽量采用情景会话进行教学，让学生主动思考，主动思维，积极接受并能在日常生活中积极运用。
二、教材分析本册教材继续围绕Liming,Jenny和Danny三个主要人物的生活和经历为主线贯穿全书，语言活动以系列化的交际活动方式发展主要讨论了Countries,Housework,Restaunt.Weekend,Shopping和Travel等主题，通过每个主题的学习来学习本册的核心句型及其在正确的情境中使用，此外还要能够进一步激发学生学习英语学习的兴趣和信心，引导学生进行人与人之间的沟通交流，能够借助情境，适时对学生进行文化和情感教育。
三、学期教学目标：做到课前备课，备教材、备学生，熟悉教学软件的操作过程，保证课前的准备工作及时、充分。
课中全神贯注。
并根据学生的年龄特点进行趣味化教学，让学生在一种轻松愉快的氛围中学习，让学生心情舒畅，乐在其中。
记下教学中的成功点和失败点，及其改进方法。
本学期我还尽量为学生创设良好的课堂气氛，注重培养学生养成井然有序的课堂常规；使他们在轻松愉快、欢乐活泼的状态下进行积极地学习。
四、提高教学质量的措施：1、鼓励学生“张口说”“大胆说”。
在教学过程中，多给学生提供“表演的舞台”，让学生有成就感，从而对英语产生强烈兴趣。
2、采用小组互助的形式，让成绩较好的学生帮助成绩较差的学生，从而共同进步。
3、尽量采用情感教学与其他教学方法相结合，使学生心情愉悦地接受教师所授知识。
五、教学目标和教学内容侧重口语教学，注重交际活动，全面提高学生运用英语的能力，使学生能够适应社会的发展，时代的要求。
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Unit 1 Countries【单元教材分析】功能：询问和了解他人的国籍及居住地。
教学重点：能听懂、会说、认读并运用句型：“Where are you from?”“I’m from …”“Where’s he/she from?”“He’s /She’s from …”“Where do you live?”“I live in …”教学难点：在实际生活中能灵活运用所学知识并掌握Australia, America, Canada等单词的读音。
【单元教学目标】1.能听懂、会说、认读并规范书写单词： China, from, her, live, please;能听懂、会说、认读单词：famous, America, Australia, France, Britain, India, Ottawa, London, Washington D.C, 并能结合句型灵活运用。
2.能听懂、会说、认读句型：“Where are you from? ”“I’m from …”“Where’s he/she from?”“He’s/She’s from …”“Where do you live? ”“I live in …”3.学会运用所学句型询问对方的国籍及居住地，并能简单描述居住地情况。
4.初步了解字母j, w, u 在单词中的发音规律。
5.通过各国的标志性建筑及代表性动物，对学生进行适当的文化渗透及情感教育。
Lesson1 I’m from Britain.课型：新授课一、教学目标：1.能听懂、会说、认读单词：China, from, Canada, America, Britain.2.能听懂、会说、认读并运用句型：“Where are you from?”“I’m from…”3.学会运用所学句型询问对方的国籍。
二、教学重难点：重点：能听懂、会说、认读并灵活运用句型：“Where are you from？”“I’m from…”.难点：单词America，Canada，Britain的发音及运用。
三、教学过程Step 1 Warm up1. Greetings.Hello, everyone!2. Free talk.How are you today?Did you have a good time for your holidays?Where did you go?(找几个学生起来说一说假期去了哪些地方，为下面做铺垫。
)这时在大屏幕上显示“Where did you go？I went to… ”引导学生用此句型回答。
Step 2 Presentation1. T: Look, this is our old friend Li Ming.T: Now I’m Li Ming.(老师带上头饰)I’m from China.（板书句子“I’m from China.”）China is our country.Show the word card and read the word together.“China”the letter “i”is pronounced / a i /.“from” the letter“o”is pronounced/ɔ/.Girls read together. Boys read together.2. T: OK, class. I’m from China.Where are you from?(板书)Then let Ss use “I’m from China.”to answer.3. Read the new sentences together.4. T: In this class, I’ll introduce some new friends to you.Watch the CD-Rom,let’s see “Who comes to China?”Check the answers: Jim,Mike,Danny,Mary.5. Let’s listen to the tape again,and find out the answers.(1) If you are Jim ,where are you from?(2) If you are Mike,where are you from?(3) If you are Mary,where are you from?6. Then check the answers and teach the new words:Canada,America,Britain.7. Read the new words together.8. Listen and imitate.9. Read the text in groups.Step 3 Practice1.Play a game: Sharp eyes.Show four pictures of Activity 2.T: Where are you from?S: I’m from…2.Sing a song:《Where are you from》两只老虎的曲调Where are you from? Where are you from?I’m from China. I’m f rom China.Where are you from? Where are you from?I’m from Canada. I’m from Canada.1) T sings. 2) Ss sing. 3)学生小组内根据歌曲自编。
3. Let’s do.提前给学生每人发一张代表国家的小卡片。
Make a dialogue in groups.——Hello!——Hello! What’s your name?——I’m …——Where are you from?——I’m from …Step 4 SummaryT：What have you learnt in this class？Then read the new words and sentences together.Step5 HomeworkListen to the tape and repeat it 3 times.Lesson 2 Where’s she from?课型：新授课一、教学目标：1.能听懂、会说、认读单词：Australia, India, France.2.能听懂、会说、认读并运用句型：“Where’s he/she from?”“He’s/She’s from…”“Is he/she from?”“Yes, he/she is.”3.学会运用所学句型询问别人的国籍。
二、教学重难点：重点：能听懂、会说、认读并灵活运用句型：“Where’s he/she from?”“He’s/She’s from…”“Is he/she from?”“Yes, he/she is.”难点：单词Australia, India, France.的发音及运用。
三、教学过程Step 1 Warm up复习上节课所做的Let’s do活动，提前给学生每人发一张代表国家的小卡片。
Make a dialogue in groups.——Hello!——Hello! What’s your name?——I’m …——Where are you from?——I’m from …Step2 Presentation1.学习新句型：She’s/He’s from …做完上面的对话练习后，屏幕出示上节课已学Let’s talk中的四幅图，同时出示四个国家对应的人物Jim, Li Ming, Mike, Mary. 教师介绍：Now we know Li Ming is from …引导学生回答China.教师接着说：Look, this is Jim. And we know he’s fom …学生顺势回答 Canada, 教师板书句型：He’s from …并引导学生介绍剩余两张图片，在运用旧知的基础上运用了新句型。
2.进入文本，学习新句型：Where’s he from? 新单词：Australia.教师接着出示P6页第一幅图，介绍：Look! They’re our new friends. And that’s Sam. Can you guess “Where’s he from?”屏幕出示句子“Where’s he from?”，引导学生运用句型“He’s from …”进行猜测。
随后教师说：Now let’s check who’s right. 引导学生看课文动画并得到正确答案“He’s from Australia. ”学习新单词Australia.操练：— Where’s he from?— He’s from Australia.3.再次学习文本，连线，巩固新句型同时，学习新单词：India, Britain.What about our other friends? 相继出示两位女生图片，并问：Where’s she from? 看动画连线，运用新句型同时学习新单词：India, Britain.4.浏览文本，回答第三幅图问题，学习新句型“Is he from …?”“Yes, he is. /No, he isn’t.”同时学习新单词France.屏幕出示第三幅男孩图片，教师问：Is he from China? 学生自然会回答：No, he isn’t. 教师接着问： Is he from America? 学生回答不一，教师引导学生自己从文中找到答案，学生就找到了：No, he isn’t. He’s from France. 教师对会读的同学给予表扬，同时出示词卡France, 并教读。
5.Listen and imitate.6.Read the text by themselves.7.Act.Step 3 Practice1. Let’s talk.教师出示P7四幅图片，相继介绍，接着出示四个国家的人物，并让生运用句型问答— Where’s he/she from?— He’s from …2.Let’s do.教师安排四人小组提前准备已学国家的单词卡片，放到小盒内，一生抽取一张。
S2：Where are you from?S1: I’m from …S2：Where’s he/she from?S3,S4…:Is he/she from …S2: Yes, he/she is.No, he/she isn’t.Step 4 SummaryT：What have we learnt in this class？Then read the new words and sentences together.Step5 Homework1.Listen to the tape and imitate it 3 times.2.搜集各国名人或卡通人物，与同学交流，相互询问其国籍。