湘少版四年级英语下册教案全册
新版湘少版小学英语四年级下册教案全集(全册 附反思 共55页)
新版湘少版小学英语四年级下册教案全集（全册附反思共55页）目录Unit 1 It’s on you head!Unit 2 Spring is warmUnit 3 What can you see?Unit 4 Can you write in English?Unit 5 Peter is writingUnit 6 What’s Anne doing?Unit 7 Today is SaturdayUnit 8 I come from ChinaUnit 9 How much is it?Unit 10 He has two feetUnit 11 Do you have a ticket?Unit 12 Do you have any money?Unit 1 It’s on your head.Unit 2 Spring is warm .Period 1一、教学目标1.能听懂、会说会读新单词winter,warm,hot,cool,spring,summer,autumn,winter；2.能理解并复述本课文；3.能用“I’m from Changsha. I like spring.\ I don’t like summer.”和“Spring is warm .”与他人谈论某地四季的天气情况。
二、教学重点及难点重点：.能听懂、会说会读新单词winter,warm,hot,cool,spring,summer,autumn,winter；正确描述四季及不同的天气。
难点：理解不同地方的四季有不同的天气状况。
Spring 的正确发音。
三、教学准备单词卡片、教学磁带等四、教学步骤Step1. Warming up1.师生问候。
2.唱英语歌曲。
Step 2. Presentation and drill1.T：I don’t like hot days.How about you?S:I like warm days.…让学生们各抒己见，谈谈对天气的喜好。
湘少版小学英语四年级下册全册教案(54页)
Unit 1 It’s on your head !Period 1一、教学目标1、能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !二、教学重点难点2、重点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；2、出课文题目It’s on your head !难点：能听懂、会说新单词cap，new,behind,beside,between,,watch,glasses；三、教学准备单词卡片、小蜜蜂等。
一、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“Greeting.”Step 2 PresentationNew words①图片单词展示单词：cap,watch,glasses,behind.将卡片粘贴在黑板上，带读。
②将一只钢笔放在讲台上问：--Where is the pen?答：It is on the dess.将钢笔放在自己的身后问--Where is the pen?答：behind将钢笔放在自己旁边问--Where is the pen? 答：在旁边。
随机将beside板书，带读（同样引出between）③将新英语书放在自己的面前问：这本书怎么样？答：很新。
引出new 带读Step 3 PracticeGames小游戏巩固新单词1、站坐读，老师一手指着单词，另一个手做出指令，手掌是坐下大声读，举锤子是站起来读2、一二一，老师一手指着单词，另一个手做出指令，伸两个手指的话就读一遍单词，伸出一个手指就读一遍单词，反复做三次，分别以两倍三倍的语速进行，要求学生不出现错误。
3、拍苍蝇，快速反应，用书拍中那个单词，学生能快速的读出单词Step 4 Consolidation1、Group work小组长验收本小组的单词掌握完成情况，不会的情况小组长带读或要求其反复读单词2、check①小组展示，小组上台齐读单词②全班竞赛，老师指出单词，学生快速站起来第一个大声说出单词者得一分③将单词卡片收起来，老师抽出一张让学生逐个猜出单词，猜对者得一分，得分者上台抽单词，进行三轮。
湘少版四年级下册英语全册教案
湘少版英语四年级下册全册教案设计2021-1-27Unit 1 It’s on your head!一、教材分析(Teaching Material)本单元话题为方位。
本单元所出现的服饰类单词，紧密结合句型。
在教学中可创设多种情境，如捉迷藏、最佳侦探等，让学生运用本单元的词汇和句型来询问并判断事物的方位。
二、教学目标(Teaching Aims)1、能向他人询问并判断事物的方位；2、能向同伴描述事物所在的方位；3、能创设2-3种情景询问并判断事物的方位。
三、教学重难点(Important & Difficult Points)1、向他人询问并判断事物的方位；向同伴描述事物所在的方位；2、Where的发音；where’s.../ where’re句型的缩写形式和完全形式的转换及发音。
3、where’s/ where’re...?和it’s in/ on... They are under/ in/ on...的正确使用。
四、课时安排(Periods Arrangement)三到四个课时五、教具(Teaching Aids)录音机、图片、卡片、CD、课件等等。
Period 1一、教学目标(Teaching Aims)1、知识目标(Knowledge Aims)：1)能听懂、会说、会读新单词where, behind, beside, between, cap,watch, glasses, new;2) 能用“Where’s/ Where’re...?”和“It’s.../ They are...”向他人询问、回答事物的位置。
2、能力目标(Ability Aims)：1)能辨别物体方位；2)能向他人询问并描述事物的方位。
3)能听懂会说A部分的对话和B部分的单词。
3、情感目标(Emotion Aims)学会团队合作，重视合作精神。
二、教学重难点(Teaching Focus & Difficulties)1)重点：能听懂、会说、会读新单词where, behind, beside, between,cap, watch, glasses, new;能用“Where’s/ Where’re...?”和“It’s.../They are...”向他人询问、回答事物的位置；2)难点：Where的发音；where’s.../ where’re句型的缩写形式和完全形式的转换及发音；where’s/ where’re...? 和it’s in/ on... Theyare under/ in/ on...的正确使用；cap和hat的区别，behind，beside, between的联系与区别。
湘少版四年级英语下册全册教案
湘少版四年级英语下册全册教案Unit1where’smynewcap?Periods:contentsPeriodsPartA、B、c.ExerciseA、BonePeriodPartD、E、F.Exercisec、DonePeriodLanguageFunction:where’s…?Languagestructure:where’smyblueshirt,munny?yourblueshirtisinyourdrawer.Vocabulary:Understandingwords:Formystudents:articlesas “aduawer,apairofnewshoes,behind,anewshirt,anolddre ss,anewtie.”grammarshouldbegrasp:where’s…,whereare….Sounds:knowtheall-’ssoundinthewords.chantofgreetings.Period1Basicaimsofthislesson:canlistenandsay:where‘smyblueshirt? Finishthetasktheteachergiveninthelessons. canunderstandtheconversationthetextgiven. canspeakandsayPartAandPartB. canartwithotherswithpartc. Teachingdifficulties:where’s…?whereare…?Teachingpoints:where’smyblueshirt? yourblueshirtisinyourdrawer. wherearemybrownshoes? yourbrownshoesareinthecupboard. Teachingaids:Type-recorder,picture,computerStep1warmingup:Listentosongs:Goodmorningtoyou. Howareyou?Step2Presentationanddrill•Greetingwiththestudents.•Task1:Teacherletthechildrenintroducetheirdress.Speak:mycapisonmyhead./mytieisinmyhand./…•Task2：Guess:whereisit?Goodmorning,Howareyou?Goodafternoon.Goodevening.whereismyblueshirt?/wherearemybrownshoes?cultivatetheiropennessthinking.Themoresentencetheyc anspeak,thehigherpointstheteachergivethegroup.•Task3:matchinggameondress、shirt、shoes、coat、cap.Step3.Practice•Listentothetape.•RetellthetextA、Baccordingtowhattheyhear.•Readafterthetape•Readindifferentrole.•Readindifferentgroup.Step4.consolidation•DotheactaccordingtoPartc.•Teachergivetheassessments.•DothePartA、BintheExercise.•Homework:Listeningtothetape,recitethetext.Blackboarddrawings:where’smyblueshirt,mummy?yourblueshirtisinyourdrawerwherearemybrownshoes,mummy?yourbrownareinthecupboard.TeachingNotesPeriod2Basicaimsofthislesson:.Finishthetasktheteachergiveninthelessons.2.TheabilitytoreadPartDwiththegivenpicture.3.RetellthestoryonPartD.4.Theabilitytoknowthesoundin“all-”.5.Theabilitytoreadthesentence.6.Theabilitytowritethewordincorrectform7.Theabilitytosaythesentence,P4.8.Theabilitytoidentify“where’s…?whereare…?”Teachingdifficulties:Findtherulerofthesoundin“all-”.HelpthestudentcultivatetheirreadingabilityinPartD.Teachingaids:Type-recorder,picture,computerStudent’saids:Everyonemakeapictureofdinosaur,Timandabook..Step1warmingup:Singthesong“whoiswearingredtoday?”Step2Reading•Task1:Everybodylistenthetapeandarrangethepic ture.•Task2:Retellthestoryingroups.Retellinclass.Step3Practice•Task3:Readthewordsaloudball,wall,fall,tall,call.Thenfindtheruler,whowillfinditwillbethewinner.•Task4:Readthesentence.It’sasmall,small,stallafterall.whoreaditrightandquickwhogetstheblueribbon.Step4.consolidationDothewritingpart.Dotherole-playontonguetwist.Teachergivetheassessments.DothePartc、DintheExercise.•Homework:1.Listeningtothetape,recitethetext.2.actthestorywiththepartents.Blackboarddrawings:where’smynewcap?ball,wall,fall,tall,callIt’sasmall,small,stallafterall.TeachingNotesUnit2canyoureadandwrite?Periods:contentsPeriodsPartA、B、c.ExerciseA、BonePeriodPartD、E、F.Exercisec、DonePeriodLanguageFunction:Gettingtoknow“canyou…?”Languagestructure:canyou…?yes,Ican.Vocabulary:Understandingsentences:Formystudents:Hecanread. Hecanclimb.Shecanwrite.jimmycaneatalot.Itcanfly.Itcan’tswim.Sounds:knowtheoo-’ssoundinthewords.Tonguetwisters.PeriodⅠBasicaimsofthislesson:.canlistenandsayshapesinthetext.2.Finishthetasktheteachergiveninthelessons.3.canunderstandtheconversationthetextgiven.4.canspeakandsayPartB.5.canactwithotherswithpartc.Teachingdifficulties:canDongdongdoitforme?Teachingpoints:canyouwriteinEnglish?Teachingaids:Type-recorder,picture,computerStep1warmingup:Task1:actionas“read,climb,write,eat,fly,swim”Task2:agame:listenanddo.Step2Presentationanddrill•Task3:Teacherletthechildrenmakethepicturesas “read,climb,write,eat,fly,swim.”•Task4：Guess:whatdotheydo?cultivatetheiropennessthinking.Themoresentencesthey canspeak,thehigherpointstheteachergivethegroup.Step3Practice•Listentothetape.•RetellthetextA、Baccordingtowhattheyhear.•Readafterthetape•Readindifferentrole.•Readindifferentgroup.Step4.consolidation•DotheactaccordingtoPartc.•Teachergivetheassessments.•DothePartA、BintheExercise.•Task5:Finishthepicture.Sayitaloud.•Homework:1.Listeningtothetape,recitethetext.2.actthestorywiththepartents.Blackboarddrawings:canyoureadandwrite?canyouwriteinEnglish?yes,Ican.grandmothercanDongdongdoitforme?youcanaskhim.PeriodⅡBasicaimsofthislesson:.Finishthetasktheteachergiveninthelessons.2.TheabilitytoreadPartDwiththegivenpicture.3.RetellthestoryonPartD.4.Theabilitytoknowthesoundin“oo-”.Theabilitytoreadthesentence.TheabilitytowritethewordincorrectformTheabilitytosaythechant.Theabilitytointroducethepicturethatthestudentsdraw.Teachingdifficulties:Findtherulerofthesoundin“oo-”.HelpthestudentcultivatetheirreadingabilityinPartD.Teachingpoints:LanguagesoundsasintonguetwisterandchantTeachingaids:Type-recorder,picture,computer.Student’saids:Everyonedrawpicturesaboutthestory,PartD,P7.Step1warmingup:Task1:dotheactingandguess.Task2:Studentsdrawapictureaccordingtotheteacher’sgivenwords.Step2Reading•Everybodylistenthetapeandarrangethepicture.•Task3:Retellthestoryingroups.Retellinclass.Step3Practice•Task4:Readthewordsaloudzoo,swimmingpool,them oon,stool,broom.Thenfindtheruler,whowillfinditwillbethewinner.Haveamatchbetweengroups.•Task5:Readthesentences.Theboyonthemooneatswithaspoon,whilethewitchzoomspas tonherbroom.Step4.consolidationDothewritingpart.Dotherole-playonchant.•Teachergivetheassessments.DothePartc、DintheExercise.•Homework:1.Listeningtothetape,recitethetext.2.makeapictureofdinosaurandadog.Blackboarddrawings:canyoureadandwrite?zoo,swimmingpool,themoon,stool,broomTheboyonthemooneatswithaspoon,whilethewitchzoomspas tonherbroom.tTeachingNotes:Unit3Areyoumakingakite?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomethingisdoingnow.Languagestructure:Areyoumakinga…?Vocabulary:Thewordshouldbegrasped:makingakite,playingthepiano, bakingapie,apaperboat,amess.Understandingwords:noise,noisy,hooray,holiday,away, spray,mask,funny.Sounds:knowtheay-’ssoundinthesentencesandthewords.Goaway,Isay!Hooray!Tomorrowisaholiday!sprayHowtowrite:makingakite.Period1Basicaimsofthislesson:.canlistenandsayjobsinthetext.2.Finishthetasktheteachergiveninthelessons.3.canunderstandtheconversationthetextgiven.4.canspeakandsayPartB.Teachingdifficulties:Graspthefour-skillwords.corretuse“Iammaking…/youaremaking…/Areyoumaking…?”Teachingaids:Type-recorder,picture,computer,verbcardsStep1warmingup:Greetings.Song:AreyouBetty?Step2PresentationanddrillShowtheverbcards.T:Lookandreadthewords.Ss:Run/jump/Swim…LettheSsdotheaction.Showapaperboat.T:Look,it’sapaperboat.canyoumakeapaperboat?S:…Showthewallpicture.T:whoismakingthepaperboat?Ss:Annismakingapaperboat.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Guess,guess,guess,Letastudentcometothefrontanddotheaction.othersuse “Areyou…?”guesswhatishe/shedoing?Ss:Areyoubakingapie?S1:No.I’mbakingacake.Step4.consolidationfreetalk.Assessment.ExercisesbookP9-10.Homework.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“whatareyoumaking?Areyou…?yes,Iam.No,I’m…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.singasong“Sundaymorning.”Step2Presentationanddrill Teacherdrawatriangle.T:whatamIdoing?Step3PracticeGame:Guess,guess,guess.LetastudentdrawapictureonBb,othersguess“whatishe/shedoing?”ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandTim.Step4.consolidationFreetalk.Assessment.ExercisesbookP11.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ay-”,andunderstandthewords “away,say,hooray,holiday,spray”2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ay-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“play”onBb,letSsread.mark“ay”,lettheSsfindtherule.writeotherwordswith “ay”,say,way,away,ray,hooray,holiday.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentences3.write“makingakite”onbook.Step4.consolidationGroupin4actPartF.ExercisesbookP12.Freetalk.Homework.TeachingNotesUnit4Peteriswriting.Periods:contentsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomebidyisdoingsomething.Languagestructure:Peter’smothreiscooking.Heissleeping.Vocabulary:Thewordshouldbegrasped:writing,sleeping,working,rea ding,sweeping,cooking,painting,playing.Understandingwords:book,wood,hood,hook,cook,merry-g o-round,letothers.Sounds:knowtheoo-’ssoundinthewords.Howtowrite:readingandwriting.Basicaimsofthislesson:understandandsaythenewwords “writing,sleeping,working,reading,sweeping,cooking ,painting,playing.”retellthePartA.cansaysomebodyisdoingsomething.Teachingdifficulties:Graspthefour-skillwords.cansaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:AreyouBetty?Step2PresentationanddrillShowthewordcardsofPartB.T:Lookandreadthewords.Ss:writing/sleeping/working…LettheSsdotheaction.Teacherissweeping.T:Look,whatamIdoing?S:…Showthewallpicture.T:Look,thisisPeter.whatisPeterdoing?Ss:Peteriswriting.T:what’sPeter’smotherdoing?Ss:Sheiscooking.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…iswriting.…Step4.consolidationfreetalk.Assessment.ExercisesbookP13-14.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“someoneisdoing…”UnderstantPartc,D.Teachingdifficulties:Reviewthewordsandsentences.Freetalkwiththesentenceshavelearned.Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2PresentationanddrillGame:Bestpartner.Groupis2,oneshowthewordcard,antheronedotheaction.Step3PracticeGame:Guess,guess,guess.LetastudentdrawapictureonBb,othersguess“whatishe/shedoing?”ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandTim.Step4.consolidationFreetalk.Assessment.ExercisesbookP15-16.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “oo-”,andunderstandthewords “book,wood,hood,hook,cook2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“oo-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“book”onBb,letSsread.mark“oo”,lettheSsfindtherule. writeotherwordswith“oo”,wood,hood,hook,cook…LetSstrytoread.Step3PracticeListentothetapeofPartE. chantthewordsandsentenceswrite“readingandwriting”onbook.Learntosing“Areyousleeping?”Step4.consolidationGroupin4actPartF.Freetalk.Homework.TeachingNotesUnit5what’sAnnedoing?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknowsomebidyisdoingsomething.Languagestructure:what’sAnnedoing?Sheisskipping.Vocabulary:Thewordshouldbegrasped:hopping,running,dancing,digg ing,playingbasketball,skipping,swimming.Understandingwords:makingthecatangry,rain,rail,trai n,nail,paint,tail,pail,sail,Spain.Sounds:knowtheai-’ssoundinthewords.Howtowrite:playingbasketballPeriod1Basicaimsofthislesson:understandandsaythenewwords “hopping,running,dancing,digging,playingbasketball ,skipping,swimming”retellthePartA.canaskandsaysomebodyisdoingsomething.Teachingdifficulties:Graspthefour-skillwords.canaskandsaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:SundaymorningStep2PresentationanddrillShowthewordcardsofPartB.T:Lookandreadthewords.Ss:writing/sleeping/working…LettheSsdotheaction.Teacherisrunning.T:Look,whatamIdoing?S:…Letastudentrun.T:whatareyoudoing?S:I’mrunning.T:whatisSdoing?Ss:He/sheis…ing.Showthewallpicture.T:Look,thisisAnne.whatisAnnedoing?Ss:Peterisskipping.T:what’stheboydoing?Ss:Heishopping.LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…isskipping.…Step4.consolidationfreetalk.Assessment.ExercisesbookP17-18.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“someoneisdoing…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2PresentationanddrillGame:Bestpartner.Groupis2,oneshowthewordcard,antheronedotheaction.Step3PracticeGame:magiceyes.Let2Sscometothefront,othersacttheaction.S1:what’sAdoing?S2:Aishopping.…ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandthecat.Step4.consolidationFreetalk.Assessment.ExercisesbookP19-20.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ai-”,andunderstandthewords “rain,rail,train,nail,paint,tail,pail,sail,Spain.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ai-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“rain”onBb,letSsread.mark“ai”,lettheSsfindtherule.writeotherwordswith “ai”,rain,rail,train,nail,paint,tail,pail,sail,Sp ain.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“playingbasketball”onbook.Learntosing“Areyousleeping?”Step4.consolidationGroupin4actPartF.Freetalk.Homework.TeachingNotesUnit6whereareyougoing?Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction: Gettingtoaskandanswer“whereareyougoing? I’mgoingto…”Languagestructure:whereareyougoing?I’mgoingtoschool. Peteriswalkingtotheplayground.They’restatingathome.Vocabulary:Thewordshouldbegrasped:going,coming,staying,standin g,aschool,ahouse,apostoffice,aholiday,anenvelope.Understandingwords:miss,bean,cream,seal,meal,meat,s eat,read.Sounds:knowtheea-’ssoundinthewords.Howtowrite:comingandgoing.Period1Basicaimsofthislesson:understandandsaythenewwords “going,coming,staying,standing,aschool,ahouse,apos toffice,aholiday,anenvelope”retellthePartA.canaskandsay“whereareyougoing?I’mgoingto…”Teachingdifficulties:Graspthefour-skillwords.canaskandsaysomebodyisdoingsomething.Teachingaids:Type-recorder,picture,computer,wordscardsStep1warmingup:Greetings.Song:Areyousleeping?Step2PresentationanddrillShowapictureofaschool.T:what’sthis?Ss:It’saschool.T:whereareyounow?Ss:Howdoyoucometoschool?Bybus/car/onfeet/…?T:Iwalktoschool.Teach:walk.Showatoydog.T:Thedogisgoing.Thedogiscoming.Thedogisstaying.Thedog isstanding.LetSsreadafterteacher.letastudentactasadog.T:hi,littledog,whereareyougoing?S:I’mgoingtoschool/…LearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.LetastudentcometothefrontandactPartB.othersdescribe.Ss:…isskipping.…Step4.consolidationfreetalk.Assessment.ExercisesbookP21-22.Homework:recitePartA.TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“whereareyougoing?I’mgoingto…”UnderstandPartc,D.Teachingdifficulties: Reviewthewordsandsentences. Freetalkwiththesentenceshavelearned. Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.Lookthecardsandreadthewords.3.Lookthemouthandguessthewords.Step2Presentationanddrill Stickthepicturesofschool,house,postofficeonBb. T:what’sthis?Ss:It’saschool/….Step3PracticeGame:magiceyes.Letastudentcometothefront,acttheaction.S1:where’sAgoing?S2:Aisgoingto….…ListentothetapeofPartD.3.ActthestoryweartheheadwearasDinoandthecat.Step4.consolidationFreetalk.Assessment.ExercisesbookP23-24.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin “ea-”,andunderstandthewords “bean,cream,seal,meal,meat,seat,read.”.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ea-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Sundaymorning.”Step2PresentationanddrillTeacherwrite“cream”onBb,letSsread.mark“ea”,lettheSsfindtherule.writeotherwordswith “ea”,bean,cream,seal,meal,meat,seat,read.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“comingandgoing”onbook.singthesong“Areyousleeping?”Step4.consolidationGroupin4discussandcompletePartF.Freetalk.Homework.TeachingNotesUnit7Peterishappytoday.Periods:contentsPeriodsPartA,BonePeriodPartc,DonePeriodPartE,FonePeriodLanguageFunction:Gettingtoknow“daysofaweek”Languagestructure:whatdayistoday?It’s/todayisTuesday.Tomorrowismybirthday.ItisPeter’sbirthday.Peterishappytoday.Vocabulary:Thewordshouldbegrasped:Sunday,monday,Tuesday,wednes day,Thurday,Friday,Saturday,acalendar,today,tomorro w,afootballgame,acandle.Understandingwords:three,tree,bee,see,weep,sweep,sw eet,feet.Sounds:knowtheee-’ssoundinthewords.Howtowrite:todayandtomorrow.Period1Basicaimsofthislesson:understandandsaythenewwords “Sunday,monday,Tuesday,wednesday,Thurday,Friday,Sa turday,acalendar,today,tomorrow,afootballgame,acand le”retellthePartA.cansay“Todayiswednesday/Friday/Saturday.”Teachingdifficulties:Graspthefour-skillwords.candescribe“Todayiswednesday/Friday/Saturday.”Teachingaids:Type-recorder,wordscards,acalendar,acandle,abirthdaycake.Step1warmingup:Greetings.Song:DaysofaweekStep2PresentationanddrillTeacherishappy.T:I’mhappytoday.Todayismybirthday.Showacalendar.Learn:Sunday,monday,Tuesday,wednesday,Thurday,Frida y,Saturday,Learntosing:DaysofaweekLearnPartB.Listentothetape,readafterthetape.Step3PracticeGroupinfouractthePartA.Game:Alittleactor.Letastudentcometothefrontandpointtocalendar.othersd escribethedaysSs:Sunday,monday,Tuesday,wednesday,Thurday,Friday,S aturday,…Step4.consolidationfreetalk.Assessment.ExercisesbookP25-26.Homework:whichdaydoyoulikebest,why?TeachingNotesPeriod2Basicaimsofthislesson:.Graspthenewwordsandphrasesofthisunit.2.correctusethesentence“TodayisTuesday.ItisDino’sbirthday.”3.Understandingwords:sunny,cloudy,rainy,windy.4.UnderstantPartc,D.Teachingdifficulties:Reviewthewordsandsentences.Freetalkwiththesentenceshavelearned.Teachingaids:Type-recorder,picture,computerStep1warmingup:.greetings.2.singthesong:Daysofaweek.3.Lookthecardsandreadthewords.4.Lookthemouthandguessthewords.Step2PresentationanddrillStickthe“weatherchart”ontheBb.T:whatdayistoday?T:what’stheweatherliketoday?Learn:sunny,cloudy,rainy,windy. completethetable“weatherchart”Step3PracticeGame:magiceyes.Letastudentcometothefront,acttheaction.S1:TodayisTuesday.ItisDino’sbirthday.S2:wow,apresent.Ilikethepresent.…ListentothetapeofPartD.3.Actthestoryweartheheadwear.Step4.consolidationFreetalk.Assessment.ExercisesbookP27-28.Homework.TeachingNotesPeriod3Basicaimsofthislesson:.Theabilitytoknowthesoundin“ee-”,andunderstandthewords “three,tree,bee,see,weep,sweep,sweet,feet.”.2.Reviewthewordsandsentences.Teachingdifficulties:Findtherulerofthesoundin“ee-”.Drillthedialogue.Teachingaids:Type-recorder,wordcards.Step1warmingup:greetings.singasong“Daysofaweek.”Step2PresentationanddrillTeacherwrite“tree”onBb,letSsread.mark“ee”,lettheSsfindtherule.writeotherwordswith “ee”,three,tree,bee,see,weep,sweep,sweet,feet.LetSstrytoread.Step3PracticeListentothetapeofPartE.chantthewordsandsentenceswrite“todayandtomorrow”onbook.singthesong“Daysofaweek”Step4.consolidationPartF:singthesong“Happybirthday.”Freetalk.Homework.TeachingNotesUnit8Springiswarmandnice.I.TeachingaimsandmaterialsLearnsomenewwordsandtheuseofsomesentencestructurest odiscribetheweatherandthetemperature.Suchas “Itisniceandwarm!Thelowest/highesttemperatureis…”II.Teachingprocedure第一课时Step1.RevisionPraticethedialogueinsectionAwiththewholeclasstorevi ewthenewwordsandsentencestructureswehavelearnedlast period.A:what’stheweatherlikeinspring?B:It’swarm.Itisagoodtimetogohiking.A:what’stheweatherlikeinsummer?B:It’shot.Itisagoodtimetogoswimming.A:Howistheweatherinautumn?B:It’scool.wecangotoclimbthemountain.A:Howistheweatherinwinter?B:Itisverycold.Butwecanmakesnowmen.Asksomepairsofstudentstomakeupnewdialoguesbyusingth esentencestructuresabove.Step2.Presentation)Drawsomecloudsontheblackboard,andsay“it’sacloudydaytoday,therearemanycloudsinthesky.Soitisv erydark,afterwithoutclouds,itwillbecomebright.Guess themeaningofcloudyandbright.”2)Drawasnowmanontheblackboard,andsay “onlyonasnowyday,wecanmakesnowmen,butonthatdayitis verycold,itisquitecold,thencanyouguesswhatsnowyandq uitemean?”3)Useapicturewhichdescribesagirliswateringthetreesi nthesun,andsay“doyouthinkitisveryhotonasunnyday?Insummer,almosteverydayissunnyday,everywhereisverydry,sowemustwaterthetreestosurvivethem.Gues sthemeaningofsunnyanddry.”4)Letthestudentsseeavideo,twocarsarecrashedtoeachot heronafoggyday,becausethedriverscannotseeeachotherc learly.Andsay“onafoggyday,wecannotseeothersfarawayfromus,soitis verydangerousfordriverstodrivethecars.Guessthemeani ngoffoggy”.5)Useaflashonwhichthewindblows,andtheleavesfalldown fromthetrees,say”onawindyday,becausethewindblows,theleavesfalldown.G uessthemeaningofwindy”.6)Takeathermometertotheclassroom,pointitandsay “today’stemperatureis20degreecentigree.Inwinter,thetempera tureisoftenbelow0degreecentigree.Thenwhocantellmewhattemperaturemeans?”Allthoseabovecanaskdifferentgroupstoanswer.thegroup whoguessrightwillgetsomepresentsfromtheteacher.Askthestudentstodotheexerciseof1btoconsolidatethene wwords第二课时Step3.DrillListeningLetthestudentslistentothetapeandmakesurewhetherthef ollowingsentencesarerightornot.)aboyisflyingakite.2)theweathertodayisniceandcold.3)Theweatherhereyesterdayiscloudy.Thereisadifficultpointinthedialogue:thephrase “niceand”doesn’tmean又好又…Throughanexample,maybewecanknowitHowistheweatherinspring?It’sverywarm,it’sniceandwarm..ReadingAskthestudentstoreadthetext2Aanddotheexerciseof2b,g etthemtrytoguessthemeaningof“lowest”“from……to…..”thenaskthemtomakesomesentencesbyusingit.Step4.practiceReadingaloudAskthestudentstoreadtogether,andthenreadinrolls.makeadialogueAskthestudentstomakeupadialoguebyusingthekeywordsin1c.Step5.consolidationAsksomestudentstocometothefronttotalkabouttheweathe randtemperatureintheirownhometownbyusingthenewwords andsentencestructurestheyhavejustlearned.maybethete achercantalkatfirst.Step6.Assigninghomework.第三课时Teachingaims:.Graspthewords：Spring,summer,autumnandwinter.2.Learntosayandusethesentencepatterns__It’sspring.__It’swarminspring.__wegocyclinginspring.3Readandacttheconversation.Teachingaids:mcAI,tape–recorderandheaddress. Teachingsteps:PARTⅠ:Greeting.T:Hello!Boysandgirls!Ss:Hello!misswu!T:Howareyou?Ss:I’mfine,thankyou!Andhowareyou?T:I’mfine,too.Nicetomeetyou!Ss:Nicetomeetyou,too!PARTⅡ:warming-upandrevision:.Singasong:“Icansingrainbow”2.Freetalk:T:whatdoyoudoattheweekend?S:Igocycling.T:whatdoyoudoattheweekend?S:Iplayfootball.PARTⅢPresentation:Step1:Learntosay..T:Boysandgirls!I’mseason,Ihavefourchildren:spring,summer,autumnandwi nter.Look!They’rehere.TshowsmcAI:T:Springiscomingon.Springiswarm.Thetreeisgerminatin g,flowersopenandgrassbecomegreen.Howbeautifulspring itis!wegocyclinginspring.mcAIshows“spring”andpronounces.Thestudentsreadtogether.Ss:It’sspring.Springiswarm.wegocyclinginspring.2.TshowsmcAI:T:It’ssummer.Summerishot.wecanswiminsummer.mcAIshows“summer”andpronounces.Thestudentsreadtogether.3.TshowsmcAI:T:It’sautumn.autumniscool.weplayfootballinautumn.mcAIshows“autumn”andpronounces.Thestudentsreadtogether.4.TshowsmcAI:。
湘教版四年级下册英语教案全册
1 Where’s my new capPeriod 1一、教学目标1、能听懂、会说新单词shirt ,coat,bed,cap；2、能掌握课文大意；3、能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。
二、教学重点难点重点：能运用“Where’s my new …”询问别人，并用“It’s in …”“Theyare under …”“your …is on …”做出回应。
难点：灵活地运用“in、on、under、”等词语表达物体的具体方位。
一、教学准备两个动物指偶、教学挂图、教学磁带等。
二、教学步骤Step 1 Warming up1、师生问候。
2、唱英语歌曲“The more we’re together.”Step 2 Presentation1、情景引如：一天早晨，猫妈妈和小白猫在家里，小白猫准备上学了。
White cat:Good morning,Mum .Mum:Good morning,daughter.White cat :Wher’s my new capMum:It’s on the bed.White you,’s my new pencilsMum:They are on the desk.板书并教授对话2、用动物指偶与若干学生进行对话练习游戏——chain game3、听课文A部分录音，跟读。
4、戴上人物头饰表演对话Step 3 Practice游戏——Dubbing game教师用动物指偶表演，或放一段无声动画片，学生用所学的问候语根据情景配音。
评出最佳配音奖游戏——Make friends学生离开座位找朋友，用所学的问候语进行问候。
看看谁在最短时间找到最多的朋友。
Step 4 Consolidation1、创设情景，自由对话情景1：老师的书、粉笔、本子、钢笔、铅笔等不见了，请小朋友帮忙找找看。
湘少版四年级英语下册全册教案
四年级英语下册全册教案Unit 1 Where's my new cap?Periods:Language Function：Where's …？Language structure:Where’s my blue shirt， Munny？Your blue shirt is in your drawer.Vocabulary：Understanding words：For my students: articles as “a duawer, a pair of new shoes, behind, a new shirt，an old dress, a new tie.”grammar should be grasp：where’s …，where are….Sounds:Know the all—'s sound in the words。
Chant of greetings.Period 1Basic aims of this lesson:Can listen and say：Where ‘s my blue shirt?Finish the task the teacher given in the lessons。
Can understand the conversation the text given。
Can speak and say Part A and Part B.Can art with others with part C。
Teaching difficulties：Where's …？Where are …?Teaching points:Where’s my blue shirt? Your blue shirt is in your drawer。
Where are my brown shoes？Your brown shoes are in the cupboard.Teaching aids:Type-recorder， picture, computerStep 1 Warming up：Listen to songs： Good morning to you。
湘少版英语四年级下册教案全册(共41份)
湘少版英语四年级下册教案全册
(共41份)
Unit 12 D yu have any mney?课型巩固拓展课课时第2课时教材分析这一课的主要语言功能是能够向他人询问自己需要的物品及物品的价格。
学情分析在教学中，应该以学生的发展为宗旨。
教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在四年级的优化使用，设计有效的教学任务。
教学目标词汇:能听懂、会说、会读tea,cffee, ice cream,juice,water, mney,sme,any;区别sme与any的用法。
2.句型:能熟练运用“ D yu have ,Id./ N,I dn’t.”向他人询问自己需要的物品;能熟练地运用“Hwmuch is it?"询间。
湘教版小学英语四年级下册全册教案
湘教版小学英语四年级下册全册教案Unit 1: My FamilyLesson 1: My Family Members- Objectives:- To introduce family members in English.- To practice using possessive pronouns "my" and "your".- Procedure:1. Introduce the topic by asking students about their families.2. Present and teach new vocabulary: mother, father, sister, brother, grandparents.3. Use flashcards or real pictures to help students associate the words with the family members.4. Model sentences using possessive pronouns: "This is my mother. She is beautiful." and "This is your father. He is tall."5. Have students practice saying the sentences using different family members.6. Play a game of "Who's missing?" where one student closes their eyes and tries to guess which family member is missing.7. Reinforce the lesson with a worksheet or a group activity where students have to match pictures with the correct family member.Lesson 2: My Family Tree- Objectives:- To review and reinforce vocabulary related to family members.- To introduce the concept of a family tree.- Procedure:1. Review the vocabulary learned in the previous lesson.2. Introduce the concept of a family tree and explain how it shows the relationships between family members.3. Show examples of family trees and explain the labels for each family member.4. Have students create their own family tree using illustrations and labeling the different family members.5. Allow students to share their family trees with the class, explaining the relationships between each family member.6. Play a game of "Guess the Family Member" where students describe a family member on their family tree and others have to guess who it is.[continue with lessons and units as desired]。
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四年级下册英语教案执教者：李旬Unit 1 Where’s my new cap?教学目标：1、用Where’s my new cap?向他人询问自己的物品在哪里，以及对询问做出回应。
2、掌握词汇：morning, afternoon理解词汇：blouse, blade, block, blow, blanket, blue, balloon, black, bow, friendly3、字母组合bl在单词中的发音。
教学重、难点：1、教学重点：用Where’s my new cap?向他人询问自己的物品在哪里，以及对询问做出回应。
2、教学难点：Where’s my cap?课时安排：Period 1编写日期：执行日期：一、教学目标能听懂、会说本课会话；能运用“Where’s my cap?”进行询问，并对此做出回应；二、教学重点及难点重点：自我介绍，运用“Where’s my cap?”向他人致意。
难点：理解where’s的用法。
三、教学步骤：Step 1 Warming up师生问候。
T: Hello, boys and girls! Nice to meet you!用中文或动作帮助学生理解。
Step 2 Presentation and drillT: Hello, boys and girls. I am your English teacher. I am Miss Huang.Nice to meet you .T: Today we’ll learn Unit 1 “Where’s my cap?”板书课题及主题句。
带读。
2．走到几个学生面前并与之打招呼,询问学生物品的位置。
T: Hello, I’m Miss Huang . Nice to meet you . Where’s …放慢速度，强调口型，帮助学生理解并回答：My …is here.Ss: Hello, I’m …T: Nice to meet you!4．听课文A部分录音，跟读。
Step 3 Practice1. 游戏——A little actor准备一个纸盒，装入写有Anne, Lingling, Peter, Mingming等人名的纸条。
学生抽中谁，就扮演谁，进行角色表演。
2. 听课文B 部分录音，跟读。
3. 解释句子含义，学生熟悉今天所学句型。
Step 4 Consolidation创设情境，自由会话。
评价。
homework：熟读课文。
Period 2编写日期：执行日期：一、教学目标能听懂、会说本课会话；能运用“Where’s my cap?”询问，并对此问候作出回应；能知道字母组合all的发音；通过唱唱玩玩，培养学生学习英语的兴趣。
二、教学重点及难点重点：自我介绍，以及灵活运用“Where’s my cap?”向人询问。
难点：all 字母组合的发音。
三、教学步骤Step 1 Warming up师生问候。
复习句型：Where’s my…?师生会话示范。
T:Hello ,everyone! Nice to meet you !Ss:Hello ,miss Huang, Nice to meet you ,too !T:Very good !自由练习。
分角色表演。
Step 2 Presentation and drill1. 听课文C部分录音，跟读。
2. 学生表演C部分内容。
3. 学生模仿C部分内容，自由表演对话。
4. 阅读Dino的故事a. 学生自己阅读，请学生讲述故事。
b. 听录音，复述故事。
c. 学生分角色表演故事。
Step 3 Practice1. 教师做口型，学生根据口型大声说出单词或句子。
2. 讲解字母组合all的发音，带领学生大声读出单词与句子，让学生领会发音。
3. 学唱《come and see my family 》Step 4 Consolidation1. 创设情境，自由会话。
2. 对学生这节课的表现作出评价，鼓励学生多开口读，大胆创新。
3. 作业：a. 听录音磁带，熟读课文；b. 抄写单词。
Unit 2 Can you read and write?教学目标：1. 通过复习句型：“Can you write in English?”及答语“Yes,I can.No,I can’t”，使学生掌握询问某人能否做某事的功能句，并能够在正确的语境下使用。
2. 鼓励学生自设情景，创编、表演对话，培养学生综合运用语言的能力。
教学重点：功能句“How much is it? How much are they?”及答语。
3. 学习单词：read, write, climb, letter, hop, zoo, swimming pool, moon 教学步骤：Period Ⅰ编写日期：执行日期：一、教学目标1.能听懂、会说新单词read ,write,climb,letter；2.能理解并复述本课文；3.能运用句型“Can you write in English?”询问某人能否做某事，并用“Yes,Ican.No,I can’t”，对该询问做出回答。
二、教学重点及难点重点：掌握A、B部分单词。
难点：正确使用能动词can。
三、教学准备一张画有狮子、鸟、猴子、青蛙、鸭子的图片，动物图片，单词卡片等四、教学步骤Step 1 Warming up:Task 1: action as “read, climb, write, eat, fly, swim”Task 2: a game: listen and do.Step 2 Presentation and drill1.出示画有狮子、鸟、猴子、青蛙、鸭子的背景图片。
T:What can you see in the picture?S:I can see a lion/bird/monkey/frog/duck.T:Can it run/fly/jump/swim/climb?(做动作)S:Yes,it can./No,it can’t.T:Can you run/fly/jump/swim/climb?S:Yes,it can./No,it can’t.2.一次出示单词卡片，带读。
Run,run,run,I can run.Jump,jump,jump,I can jump.3.贴出动物图片，滚动单词卡片。
T：Run,run,run,can a lion run?Ss:Yes, it can.游戏——Dragon game?将学生分成两组。
教师出示单词卡片，两组学生轮流一问一答。
4.出示一本书。
T：What’s this?Ss:It’s a book.T:Can you read a book?Ss:Yes ,I can .板书单词Read,边写边带读。
同上教新单词。
6.听课文A部分录音，跟读。
7.同桌两人分角色自由练读，然后让几组学生分角色朗读。
8.听课文B部分录音，跟读。
Step 3 Practice游戏——碰运气将全班学生分成两组进行游戏，每组选一名学生，分别从单词卡片和动物、人物两套卡片中各取一张，用can提问，肯定的回答可加一分，否定的回答则扣一分。
S：（抽到卡片read 和lion）：Can a lion read?S’:No,it can’t.Step 4. Consolidation1.创设情景，自由会话。
2. Homework: 1. Listening to the tape, recite the text.2. act the story with the partents.Period Ⅱ编写日期：执行日期：一、教学目标1.能掌握本单元新单词及句型。
2.能熟练运用句型“Can you write in English?”询问某人能否做某事，并用“Yes,I can.No,I can’t”，对该询问做出回答。
3.能理解课文C、D部分。
4.字母组合oo的发音。
二、教学重点及难点重点：复习单词和句型。
难点：理解课文D部分。
三、教学准备动物图片，单词卡片等四、教学步骤Step 1 Warming up:Task 1: do the acting and guess.Task 2:Students draw a picture accor ding to the teacher’s given words. Step 2 Reading游戏——Listen and do教师出示单词卡片，一名学生根据卡片任意挑一名同学提问，该同学根据自己的实际情况回答，并做出相应动作。
听课文D部分录音，回答问题。
Can Tim fly?Can Dino fly?…Step 3 Practice听课文C、D部分录音，跟读。
Step 4. Consolidation1.板书并带读单词zoo,标出字母组合oo.2.写出其他单词，让学生自己拼读。
3.听课文E部分，跟读两遍。
4. Homework: 1. Listening to the tape, recite the text.2. Make a picture of dinosaur and a dog.Unit 3 Are you making a kite?教学目标：Language Function（语言功能）:用现在进行时询问和描述你/我正在做的事情。
Language structure（语言结构）:Are you mak ing a …?Vocabulary（词汇）:The word should be grasped: making a kite, playing the piano, baking a pie, a paper boat, a mess.Understanding words: noise, noisy, hooray, holiday, away, spray, mask, funny.Sounds语音:Know the ay-’s sound in the sentences and the words. Go away, I say! Hooray! Tomorrow is a holiday! sprayHow to write: making a kite.Period 1编写日期：执行日期：一、教学目标1.能听懂、会说新单词making a kite,playing the piano, baking a cake, a pie, a mess；2.能理解并复述本课文；3.能正确使用is making和are making.二、教学重点及难点重点：掌握A、B部分单词。
难点：正确使用“I am making…/You are making…/Are you making…?”三、教学准备动物卡片，单词卡片、教学磁带等四、教学步骤Step 1 Warming up:Greetings.Song: Are you Betty?Step 2 Presentation and drill1.出示卡片。