冀教版四年级英语上册教案 篇一
Unit 1 My Classroom
Teaching Objectives:
1. Students will be able to identify and name classroom objects in English.
2. Students will be able to use the structure "There is/are" to describe their classroom.
3. Students will be able to ask and answer questions about classroom objects.
Key Vocabulary:
desk, chair, blackboard, book, pencil, ruler, eraser, pencil case, bag, classroom
Teaching Procedures:
1. Warm-up (5 minutes)
- Greet the students and review the names of classroom objects from the previous lesson.
- Play a quick game of "Simon Says" using classroom objects vocabulary. For example, "Simon says touch the blackboard."
2. Presentation (15 minutes)
- Introduce the new vocabulary by showing flashcards of the classroom objects and having students repeat after you.
- Use the structure "There is/are" to describe the classroom. For example, "There is a desk in the classroom."
- Practice pronunciation and ask students to repeat the sentences after you.
3. Practice (20 minutes)
- Divide the class into pairs and have students take turns asking and answering questions about classroom objects. For example, "Is there a chair in the classroom?" "Yes, there is."
- Encourage students to use complete sentences and provide positive reinforcement.
4. Application (15 minutes)
- Have students work in groups to create a simple map of their classroom, labeling the objects in English.
- Ask each group to present their map to the class and describe the objects using "There is/are."
5. Review (5 minutes)
- Review the key vocabulary and structures by playing a memory game or doing a quick quiz.
- Assign homework for students to review the vocabulary and practice using the structure "There is/are" at home.
Homework:
- Practice the vocabulary and structure "There is/are" by describing objects in their own bedroom.
- Complete the worksheet on classroom objects and bring it to the next lesson for review.
Assessment:
- Observe students during the pair and group activities to assess their ability to use the vocabulary and structure correctly.
- Review homework assignments to check for understanding and retention of the material.
This lesson plan is designed to help students develop their vocabulary and communication skills in English while also fostering teamwork and creativity in the classroom.
冀教版四年级英语上册教案 篇二
Unit 2 My Family
Teaching Objectives:
1. Students will be able to identify and name family members in English.
2. Students will be able to use possessive pronouns (my, your, his, her) to talk about their family.
3. Students will be able to ask and answer questions about family members.
Key Vocabulary:
father, mother, brother, sister, grandmother, grandfather, family, my, your, his, her
Teaching Procedures:
1. Warm-up (5 minutes)
- Review the names of family members from the previous lesson by asking students to point to different family members on flashcards.
- Play a quick game of "Who am I?" where students have to guess the family member based on clues given by the teacher.
2. Presentation (15 minutes)
- Introduce the new vocabulary by showing flashcards of family members and having students repeat after you.
- Explain the use of possessive pronouns (my, your, his, her) in talking about family. For example, "This is my brother."
3. Practice (20 minutes)
- Divide the class into pairs and have students ask and answer questions about their family members using possessive pronouns. For example, "Is this your sister?" "Yes, she is my sister."
- Encourage students to practice using complete sentences and correct grammar.
4. Application (15 minutes)
- Have students create a family tree diagram of their own family, labeling each family member with the appropriate possessive pronoun.
- Ask students to share their family trees with the class and describe each family member using the correct pronouns.
5. Review (5 minutes)
- Review the key vocabulary and structures by playing a matching game or doing a quick quiz.
- Assign homework for students to practice describing their family members using possessive pronouns.
Homework:
- Write a short paragraph describing your family members and using possessive pronouns correctly.
- Complete the worksheet on family members and bring it to the next lesson for review.
Assessment:
- Observe students during the pair and group activities to assess their ability to use possessive pronouns accurately.
- Review homework assignments to check for understanding and application of the vocabulary and structures.
This lesson plan is designed to help students expand their vocabulary and speaking skills in English while also developing their understanding of possessive pronouns and family relationships.
冀教版四年级英语上册教案 篇三
冀教版四年级英语上册教案
Lesson1 Where’s the Library 教学目标： 1. 知识目标：能听、说、读、写单词classroom, gym, library, 能表演本科对话Where’s the gym? 2. 能力目标：能用Where’s the……进行问路。 3. 情感目标：通过学习有关校园设施，激发学生热爱学校的情感。通过对话的学习，使学生更加懂礼貌，培养学生助人为乐的品质。 教学重难点： 本课单词和对话。 教具学具：卡片，录音机以及磁带。 教学过程： Step1. Greeting. “Welcome to school, Hello, boys and girls!” 放完暑假刚刚回到学校，那么学生对去年一年学过的知识都有些淡忘，那么新课导入可以相互问候的方式来复习先前学过关于问候的知识，然后可以用聊天的`方式聊到暑期都做了些什么，可以复习一下第二册书中学过的关于食物，动作，游戏系列的短语，最后可以采用Where are you going in holiday?引出一些地点名词来导入新课Where’s the……句型。 Step2. Revision. Say to the students“How are you?”“Nice to meet you.”“How do you feel today”等学过的问候语，提示学生回答。 Ask “What did you do in the holiday?”来复习第二册书中学过的关于食物，动作，游戏系列的单词和短语。Then ask “Where did you go this holiday?” Step3. Presentation. 1.The teacher says “This holiday I went to the gym. I play ping-pong in the gym. What’s the gym? I c
an show you.” Show the picture. 2.Spell and read “gym”, Then stick it on the wall in the classroom. 3.Teacher says “Jenny went to the library to read a book.” Show the picture of library. Spell and read “library”, Then stick it on the wall in the classroom. 4. The teacher says “Where are you, my students?” to teach “classroom”. Step4. Practice. 1.Listen to the tape and repeat. 2.Game. “Guess the word” The teacher says “I can play ping-pong. Where is it?” So point to and says “gym”. Step5.Presentation. 1.Teacher shows picture “Danny” and says “He wants to read a book, but he doesn’t know where the library is.”. Let Danny and teacher show the dialogue. “Where is the library?” 2.Write the dialogue on the blackboard,read a few times. 3.The teacher explains “Excuse me , thanks”. Step6. Practice. 1.Listen to the tape and repeat. 2.Do the pair work and play in the role. Step6.练习 板书设计： Lesson1 Where’s the Library? gym D: Excuse me. Where’s the Library? library T: I can show you. Here it is. classroom D: Thanks. T: You’re welcome. 课后反思： Lesson2 : Turn Right, Turn left 教学目标： 1.知识目标：掌握本课重点概念: office stairs Turn right,turn left,go straight,go up the stairs 2.能力目标：使学生能够熟练地运用“Where are you going? To the……” 3.情感目标：感知英语的实用性，增强学习英语的兴趣。 教学重难点： 1.重要概念Turn right,turn left,go straight,go up the stairs 2.学生能够熟练地运用“Where are you going? To the……” 教具、学具： 1.本课图片. 2.录音机及磁带 3.单词卡片 教学过程 1.Greeting 2. Review Ask and answer用以复习Lesson1: T: Where is the gym/library/……? S: 可以用汉语回答,以便引出新知识: Turn right, turn left, go straight, go up the stairs 3.New Concepts: Part1: Using the map of school,point out “office” and “stairs” as you and the students say the words a few times.then teach the structure “where are you going? To the……”Model the dialogue with a volunteer.For example: T:please walk to the door.(indicate your meaning with gestures if necessary) S:(walk to the door) T: Where are you going? S: To the…… Listen to part 1 once then answer these questions: a: Where is the teacher going? b: Where is Jenny going? Listen to part 1 again and students try to follow it. Part2: Act out “turn right,turn left,go straight,go up the stairs”say the words with the students a few times as you do the actions. 其中课上让学生们起立，通过刚刚讲授过的短语来让让老师发口令，同学们配合做动作向左转向右转，然后可以由同学来发口令，让学生做动作。由于四年级孩子的年龄特点，让他们做肢体动作很容易提起他们的积极性，在玩中学，是孩子学习事半功倍的一种好方法。 Write the words on the blackboard as you and the students say them a few times. Listen to part 2 again and students try to follow it. 4.Practice:Listen and do. 5.作业: 对话练习. 板书设计: Lesson2 :Turn Right Turn Left Where are you going? To the office …… Where is the office? Turn right…… 课后反思： Lesson3: Bicycles 教学目标： 1、 知识目标：掌握本课重点概念: bicycle, tire,seat,wheel,chain,bell near,far from 2.能力目标：使学生能够熟练运用本课对话。 3.情感目标：培养学生学习英语的兴趣。 教学重难点：创编对话 教具、学具： 1. bicycle，near,far的图片. 2.录音机及磁带 3.单词卡片 教学过程: 1.Greetings 2.Demonstrate: Part1: Show a picture of “bicycle”.Explain that most English speakers shorten this word to “bike”. Hold up the large picture of the bicycle ,teach the name of each part and students say them a few times. Drill the students on the new vocabulary as you point to the bicycle and its parts. Listen to part 1 and students try to follow it. Play a game: What’s missing? Part2: The seat is (near) the bell. The chain is( far from )the bell.(通过自行车部件的演示使学生理解near ,far from的含义。) Listen to the part2 and follow it. Part3: Play the tape as students follow in their books.discuss the questions: a:Where does LiMing want to go? b:Is the library far or near? Listen to part 3 again and students try to follow it. 3.Practice:Place an object close to or far from another object.Ask “Is the……near or far from the……?” 4.Homework：创编对话 板书设计: Lesson3:Bicycles Bicycle的简笔画 far near 课后反思： Lesson 4 Cars and Trucks. 教学目标： 1.能听、硕、读、写单词car, truck, bus, cab. 2.能够听懂并学唱歌曲 教学重难点： 1.能听、硕、读、写单词car, truck, bus, cab并能在实际生活中运用。 2.学唱歌曲。 教具学具：some pictures, audiotape, puppet, model, CAI. 教学过程： Class Opening and Review 1. Greeting 2. Review “bicycle, near, far ” T: (出示课件) What’s this? Ss: It’s a bicycle. T: What can you see on the picture? Ss: I can see a house. T: Yeah! The bicycle is ? the house. Ss: The bicycle is near the house. T: (出示课件) The bicycle is ? from the house. Ss: The bicycle is far from the house. New Concepts Bus, car, cab, truck 1. Demonstrate T: (出示课件)The school is ? from our house. Ss: Far. T: Yes! The school is far from our house. We’re tired to go to school by bicycle. So let’s take a . (Show the picture of “bus”) Look. This is a bus. Bus. Read after me ,please. Ss: Bus, bus. T: (板书“bus”)Let’s take a bus. Ss: Let’s take a bus. (在句型“Let’s take a ___.” 中操练所学单词，做到“词不离句，句不离词”，避免学生孤立的学习单词。) Use the same method to teach “car cab and truck”. Note:Ⅰ. Explain the complete word for “cab’ is “taxicab. Ⅱ. Pay attention to “car” and “cab”. They’re similar to each other. 2. Game: Hide it! (Do it with toy car, toy cab, toy bus and toy truck.) T: I’ll choose a student go out the classroom, then I hide the car, Then the student come back to find the car. The other students can say “near” or “far” to help him find the car. Do you ununderstand? 3. Game: Lucky Man! T: (出示课件) Look! There are many teddy bears, some of them have questions, if you can choose them out and answer them correctly, your team will get one car. Are you clear? Ss: Yes. T: Ok! Now let’s begin.(Team One and team Two) More drill. (Let’s take a _____.) T: (出示课件) Look at the pictures carefully, and choose out the correct vehicle. Can you? 4. Listen to the tape and follow. Song “The Wheels on the Bus” 1.Show a model of bus to teach “wheel, wipers, horn”. 2.Use the actions of the baby to teach the action “around and around”, “swish and swich”, “beep and beep”. “up and down”, “waa waa waa”, “shh shh shh” 3.Look at the CAI and listen and do. 4.Read the song. 5.Sing with CAI. 6.Sing the song with the actions. Homework: Make a model(模型) of your favourite car. 板书设计： Lesson4 ： Cars and Trucks
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