小学四年级下册英语教案

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小学四年级下册英语教案【第一篇】

Unit4 At the Farm of PEP English from Grade 4, Book 4

Teaching content: Part A Let’s spell

Teaching content analysis：

Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is Part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.

Students’ learning analysis：

As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.

Teaching objectives：

By the end of the lesson, students should be able to:

l Master the pronunciation of words which have letter combination “or”: /：/, /:：/.

l Perceive and conclude the pronunciation rules of the letter combination “or”.

l Read and write down the words that have letter combination “or” according to the pronunciation rule.

l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.

Important and difficult points of teaching：

Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.

Teaching process：

I Warm-up

1. Free talk.

T: Good morning, boys and girls.

Ss: Good morning, Miss Yang.

T: Today we’ll learn Unit 4 At the Farm PartA Let’s spell.

2. T: Before our class, let’s enjoy two chants.

(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)

3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.

4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.

[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /：/, and “al”, which pronounces /:：/, to make connection with “or”.]

II Presentation

1 . Presentation “or”: /：/

⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.

⑵Teacher asks students to discuss the pronunciation rule of “or”.

[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]

⑶Teacher presents the pronunciation rule 1 of “or”: or在w后通常发/：/，与ir，ur同音.

⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.

[Design idea：make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]

2 . Presentation “or”: /:：/

⑴Teacher shows students the word “horse” and ask them a question that whether this word pronounce /h：s/.

⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.

Chant: The story about a horse

I like to read the story.

The story about the horse.

The horse likes to work.

He works hard of course.

⑶After listening to the chant, teacher asks students to read the words: horse, story.

⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.

⑸Teacher asks students to conclude the pronunciation rule of “or”.

⑹Teacher presents the pronunciation rule 2 of “or”: or在单词中一般发/:：/，与al 同音.

⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /:：/.

3. Summary

Teacher asks students to summary the pronunciation of “or”:

发音规则1：or在w后通常发/：/，与ir，ur同音

发音规则2：or在单词中一般发/:：/，与al 同音

III Practice

1. Listen and number

[Design idea：First of all teacher will help students to master the pronunciation of words which has letter combination “or”: / ：/, /:：/ by listening.]

2. Read and sort

[Design idea：Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]

3. Look. Listen and write

Teacher asks students to write down the important words.

[Design idea：Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]

IV Production

Teacher make a summary with students that the pronunciation of “or”,

“ir”, “ur”, “ar”, “er”. And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.

V Homework

记住or的发音规则，并尽量查找单词来练习or的发音。

把查找到的'相关单词根据/：/ 和/:：/来归类并记录。

有能力的同学试着把归类的单词写1篇小故事。

复习之前学的字母组合的发音音标。学会观察归纳和总结。

小学四年级下册英语教案【第二篇】

教材分析：

本单元是在学生已经学习了动物的一般习性之后，所设置的一部分巩固操练的内容。课文从听、说方面进一步加深学生对前一单元的理解，并进行升华，使学生能够结合本模块的核心句型、结合情景内容替换其中部分信息。

学情分析：

经过Unit1的学习后，学生已经能够掌握一些关于动物的喜好的表述方法。根据六年级学生的身心特点，他们对动物世界的一些奥秘会表现出非常浓厚的兴趣，这一点在本课的.教学起到了至关重要的作用。

教学目标：

(一)知识目标

1、能准确运用“like”与“love”。

2、掌握句型：They love ...、What are they/is it? Do...like...?

(二)能力目标

1、培养学生的合作能力。

2、培养学生的听辨能力及学会在情境中理解词语的不同意义的能力。

(三)情感目标

1、激发学生对动物世界的好奇心及求知欲。

2、培养学生大胆展示自我的能力。

教学重点：

能准确运用句型：They love ...、What are they/is it? Do...like...?

教学难点：

培养学生的听辨能力及学会在情境中理解词语的不同意义的能力。

教学过程：

一、Warm-up

1 、播放歌曲《Old Macdonald has a zoo》

2、提问What is your favourite animal?

3、出示动物图片，提问动物名称。

二、Presentation

1、教师扮作动物园饲养员，出示实物图片若干“水、竹子、鱼、太阳、阴雨”等，给动物分食物

2、扮演熊猫引导学生区分“like”与“love”。

3、出示天气图片，通过对天气的喜爱程度，引导学生运用“like”与“love”。

三、Practice

1、听活动一录音完成动物特征和喜好表格。

2、依据表格进行谜语创作。

四、Consolidation

1、播放录音，让学生体会语调。

2、引导学生小组设计一组就动物习性进行的谈话，用准确的语调展示。

五、Summary

引导学生整理本模块内容，介绍所学内容。

板书设计：

Module7 Unit2 Pandas love bamboo。

Snakes love the sun .

What are they? Elephants like the water.

They are... Pandas love bamboo.

Dogs play with children.

Cats like fish.

小学四年级下册英语教案【第三篇】

一、教材分析

1、教材结构分析

本学期使用教材是《九年义务教育六年制小学教科书英语（第四册）》（PEPPRIMARYENGLISHSTUDENTS’BOOK4），本册教材分为六个单元，两个复习单元。

2、教学内容分析

3、教学重难点分析

进行简单的交流关于学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题，能用英语书写句子。

二、教学目标

1、知识技能目标

能听懂、会说12组会话，并能进行简单的交流；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。

2、操作应用目标

能用英语进行关于学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题的讨论，并简单运用。

3、情感态度价值观目标

强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。

三、班级学生情况分析

（包括基本情况、认知基础、情感态度、学习习惯以及活动、操作技能、后进生名单等）

四年级人，本班，后进生比较多，再加上新转来的`几个同学，原来根本没有英语基础，这学期不但要掌握教材所学知识，还要转化后进生，所以在教学中要特别注意改进教学方法，提高课堂效率，争取使每个学生在原有的基础上都有所进步。

四、主要教学措施

（除针对全班学生的教学措施外，还包括后进生辅导、转化措施等）

1、融会话教学与情景表演之中

2、巧用实物、头饰、卡片、chant等来帮助进行单词教学。

3、利用读写课等时间对学生进行单词书写的指导

第一单元教学计划

一、单元教学内容分析

1、单元教学内容：本单元重点学习学校科室及功能室的名称、分布和不同的功能。要求学生能够听说认读这些课室的单词，说出每个科室的不同功用，并简单介绍学校校舍的分布情况。重点学习的句型是：Thisis？？。。Thatis？？？。Isthis？？。？。Isthat？？。？Yes，itis。/No，itisn’t。同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。

2、单元教学重点：掌握学校中的一些功能室。例如：playground，garden，teacher’soffice，library，canteen，artroom，computerroom，orning在早上intheafternoon在下午intheevening在晚上atnoon在中午atnight在夜晚

5、this这these这些that那those那些6、Let’s=letus+动词原形情态动词can+动词原形助动词do/does+动词原形祈使句+动词原形

7、方位介词：in在。。。里面on在。。。上面under在。。。下面behind在。。。后面beside在。。。旁边8、Whatlessonsdowehave？我们有什么课？Whatsubjectsdoyoulike？你喜欢什么学科？9、like+动名词表示喜欢做某事

like+可数名词复数表示喜欢某一类事物10、from。。。to。。。从。。。到。。。

11、有①人（动植物）有用have/has②地方有必须用therebe句型12、play+球

Play+the+乐器

13、wouldlike愿意，想要

wouldliketo+动词原形愿意（想要）做某事14、Whose。。。is/are。。。？。。。是谁的。。。？

15、Doyoulike。。。？Yes，Ido。No，Idon’t。

Doeshe/shelike。。。？

Yes，he/shedoes。No，he/shedoesn’t。16、时间表示法：①整点：数字+o’clock②点半：halfpast+数字③to还差。。。④past经过。。。17、Whattimeisit？几点了？

It’s。。。

18、havebreakfast吃早餐havelunch吃午餐havedinner吃晚餐19、在几点用at在星期几用on在几月用in20、livein。。。居住在。。。

21、How’stheweather？天气怎么样？

It’s。。。

形容天气的词有：sunny晴朗的rainy下雨的windy刮风的cloudy多云的warm温暖的hot炎热的cold寒冷的cool凉爽的

22、with和。。。一起

23、Tell。。。about。。。告诉。。。关于。。。24、

25、lookat。。。看。。。

listento。。。听。。。26、三单

当主语是第三人称单数时，后面的谓语动词必须+s/es变成三单形式have—hasgo—goesdo—does27、名词变复数（特殊）

Mouse—micechild—childrenman—menleaf—leaves28、Be动词：am、is、are

情态动词：can

助动词：do/does（三单形式）

29、特殊疑问词：what什么where哪里who谁whose谁的

Howmany多少howmuch多少钱howold多大

30、变一般疑问句：把be动词am、is、are，情态动词can，助动词do/does提前至句首，剩下的抄下来

变否定句：在be动词am、is、are，情态动词can，助动词do/does后面加not就可以了。

小学四年级下册英语教案【第四篇】

一、教学目标：

1.能听说读写How are you ? Fine，thanks. 说出并且听懂Nice to meet you.

2. 能在真实地环境中进行会话。

3. 培养学生大胆自信地运用英语进行交流。

二、教学重、难点：

How are you? Fine, thanks.书写时应注意的问题以及How are you 的其它回答方式。

2、You can call me...的用法。

三、教具、学具：

的图片，收音机

四、教学过程：

㈠ Warming up

1、 Free talk .复习:What’s your name? Nice to meet you! How are you? How old are you? How many ? How much? How do you feel?等问句及回答.

2、Sing a song“How are you?”为学生学句型作铺垫

㈡ New concepts

⒈先教单词fine. 教师先把nine写在黑板上让学生拼读，然后出示fine让学生试读，反复带读fine一词并检查学生的'发音。比较fine, nine, five, bike等读音,引导学生发现读音规律。

2.教师指着自己对学生说:I’m fine，today. 用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上,可向学生用汉语解释fine一词意思是身体好。强调书写时注意开头字母要大写，逗号句号位置及I’m的缩写形式。

3. 教师和一个学生打招呼:Hello,…How are you ?然后指着黑板上fine 一词,启发学生回答:Fine, thanks或 I’m fine, thanks.同时教Very well. Thank you.的回答方式。

4. 教师把very well.写在黑板上.解释very well意思是身体非常好.

5. 教师带读very well ,并检查学生发音.

6. 师生之间进行打招呼问候,如

T: Morning ,boys and girls.

Ss: Morning, Miss…. How are you?

T: Fine, thanks . How are you?

Ss : Very well, thank you.

7. 同桌两人或前后两人进行会话练习.

8.听会话录音N1,模仿语音语调.

11.出示Mr. wood的图片，向学生自我介绍“Hello! I’m your new teacher! You can call me Mr. Wood. Nice to meet you. ”告诉学生向别人介绍自己时也可以说You can call me…，先生用Mr.女士用Miss。或Ms.让学生用这个句型自我介绍。You can call me…

12.让学生听会话录音N2两次，第二次跟读，模仿语音语调。

13.三人一组作对话,上教室前面表演。

14.做课堂练习A连线题,并且结对练习一问一答.

㈢ Homework

课下以小组为单位编一个对话，用上“How are you ? Fine, thanks./Very well,thank you. Nice to meet you!”

五、板书设计：

Lesson One: How are you?

nine fine five bike

How are you?

I’m fine, thanks.

Very well, thank you.

六、课后反思：