小学四年级英语下册教案：Unit 1 They sang beautiful。
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Module 8
Unit 1 They sang beautiful.
教学目标：
知识与技能：
Words and phrases: better worse voice think first agree quiet
Sentences: I think this girl is better than the first girl.
grammar: adj. comparison
过程与方法： 单词、课文和造句
情感、态度和价值观：用形容词比较级不规则形式进行对比
德育目标：在任何时候都不能欺骗别人、撒谎是最可耻的行为
重点：better worse voice think first agree quiet
难点：新|课 | 标|第 |一| 网
Sentences: I think this girl is better than the first girl.
grammar: adj. comparison
教学方法：讲授、领读、对话
教学过程：
（一）导入：
songs: polly’s hair-
Free talk: talk about the things on the map.
（二）探究新知new concepts:
(Step 1).Let a girl sings an English song, and writes “the girl is good.” on the blackboard.
Then write “better bad-worse I think I agree voice first” on the blackboard. And learn how to pronounce and how to use.
Make sentences with every word.
(Free talk): Let another girl sing a song, and say “the girl is better than the first girl.” please talk about them, and then answer the questions:
1. “Who is better?”
2. What do you think?
3. Do you agree?
Listen to the tape and practise reading this lesson.
（三）巩固新知
(Step 2)Look at the Activity Book and complete it. (practise using better and worse)
(Step 3).A game: Draw and talk. (Let two Ss draw pictures on the blackboard and we talk about them like step 1.
（四）作业布置:
（五）小结: 用形容词比较级不规则形式进行对比
板书设计X k B 1 . c o m
Module 8
Unit 1 They sang beautiful.
good—better I think_____________.
bad---worse I agree. voice
Be quiet.
I think this girl is better than the first girl.
Fwr816.COm小编精选
小学四年级英语下册Module 4 unit 1教案外研版
一 教学目标
（一）语言运用能力：
听：听懂课文，听准单词发音。
说： 1.用“”谈论将来可能发生的事情。
2.运用情态动词“can”描述能力。
3．谈论将来的天气状况。
读：读准单词， 熟练朗读课文。
写：写会6个单词，1个短语。
（二）情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。
二 教学方法：教师讲授+小组合作学习
三 教学重难点：1.用“”谈论将来可能发生的事情。
2.运用情态动词“can”描述能力。
四 现代化教学手段：录音机.卡片
五 教学过程设计
第一课时
课题：Unit 1 Robots will do everything. 课型：新授
一 （1）热身复习
1．师生问好。
2．教是带领全班一起做游戏。教师下指令， 学生根据教师的指令做出相应的动作。
T:Do as I say:
Run, jump, play football,play basketball,play the flute,row a boat,make a cake, wash clothes, do homework… 也可请学生发出指令做动作。
(2) 任务呈现与课文导入
1．教师假装很累，擦擦汗，对学生说：I’m very tired.Who can help us? Can the robot help us?引出课文内容。
2．导入新课。
（3）课文教学。
1．教师对机器人进行简单描述。
2．放录音。同时用笔勾出生词和词组。
3．再放录音。学生认真听。并找出问题的答案。
What can Daming’s Robot do?
Will robots do the houswork?
Will robots help children learn?
Will robots do homework for children?
3． 讲解学生疑问和问题的答案。
4．学生自读课文。之后同桌交流读课文。
（4）任务完成
讲解课堂活动用书。
二 小结
1．听懂课文，听准单词发音。
2．写会6个单词，1个短语。
三 课后作业
1．读准单词。
2．熟读并背诵课文。
四 板书设计
五 自我评价
学生能听懂课文，听准单词发音。用“”谈论将来可能发生的事情。运用情态动词“can”描述能力。并能谈论将来的天气状况。
外研版小学四年级英语下册教案：Unit 1 I helped Mum
Module 7Unit 1 I helped Mum.教学目标：知识与技能：1. I helped Mum.2. Did you cook meat yesterday?Yes, I did. / No, I didn’t.1. Talk about the action or event in the past.2. Understand the sentence “Did you cook meat yesterday?” and answer correctly.3. Use the past tense to explain the actions in oral.过程与方法：讲授、过去时 新课 标 第 一 网情感、态度和价值观：有空帮妈妈德育目标：Have the students understand the differences between Chinese languages and foreign languages.重点：1.words: phone, yesterday, day.2.the past form of the verbs: help—helped, cook—cooked, walk—walked, talk—talked, watch—watched, listen—listened.3. Grammer: the past tense难点：the usage of the past tense教学方法：讲授、过去时教学过程：（一）导入：Warm upT: Hello, boys and girls. Today we are going to learn Module 9 Unit1 I helped Mum. First, let’s sing a song, OK?Ss: OK.(Ss sing the song “OH, we love holidays.”)T: Now who can compare yourself now and past?Several students compare themselves. According to this practice to review the past tense.（二）探究新知LeadingT: Today, we will go on learning the past tense in Module 9 Unit1.Amy phoned her grandma in England. They talked about their last weekend. Do you know how to describe the things in the past? Let’s look together, and then please talk about you what you did last weekend.New ConceptsTeacher do the actions and say: “I played basketball yesterday.” for several times. Then write played on the board.Teacher asks one student: “Did you played basketball yesterday?” and help them answer “Yes, I did. / No, I didn’t.” Write these sentences on the board.play the tape and have them underline “did” “didn’t” and the words that add –ed. Teacher explains how to change the past tense of verbs.play the tape again and have them read.（三）巩固新知practiceX K b1. C omT: Search your friends what did they do yesterday .please make a table just like the table in the book.(Students make a table and use the past tense to inquire their friends what did they do yesterday.)T: Now let’s play a game “Find friends”Teacher takes out some cards, there are some verbs and their past tense forms on it. One student should find its correct past tense form and say: “We are friends.”In this way, they can review the past tense form of the verbs.T: OK. Good boy. You do very well.（四）作业布置Homework（五）小结：板书设计Design of the blackboardModule 7Unit1 I helped Mum.Did you play basketball yesterday?Yes, I did. / No, I didn’t.
小学四年级下册unit4 At the farm英语教案
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一篇小故事。
复习之前学的字母组合的发音音标。学会观察归纳和总结。
小学四年级英语下册Unit5《Seasons》教案分析
教学目标：
1. 三会掌握词汇spring，summer，autumn，winter，warm，hot，cold，cool，go boating， go swimming，go climbing，go skating，picnic.
2.听懂、会说、会读In …,it’s... .We ... .
3.在图片、情景等非语言提示的帮助下，合理描述天气状况、个人爱好等。
4.培养与锻炼自主学习的能力，分享学习资源，和同伴共同完成学习任务。
教学重点：
1. 三会掌握词汇spring，summer，autumn，winter，warm，hot，cold，cool，go boating， go swimming，go climbing，go skating，have picnics
2.听懂、会说、会读In …,it’s... .We ... .
3.在图片、情景等非语言提示的帮助下，合理描述天气状况、活动等。
教学难点：
在图片、情景等非语言提示的帮助下，正确运用句型。
教学资源：
1. 学生已有的学习经验：学生在前面的学习中，对几项运动有一定了解。
2. 学生已有的生活经验：学生在生活中对本课所学话题较感兴趣。
3. 学生学习本课时可能出现的错误：部分单词发音有误。
4. 教学策略：通过创设情境，让学生在相应的语境中学习。
5. 教学准备：图片卡,白板课件，练习纸。
预习作业：
1. 预习story部分单词，动词词组。
教学过程：
Step1. Warm up （3分钟）
Discussion
S: I ...
S: You …
Step2. presentation（20分钟）
1.学生根据图片学习单词。
2.学生欣赏歌曲《Seasons’ song》并学习seasons。
3.S：Four.
学生学习四季单词及天气单词并尝试拼写。
4.play a game ：看图片和线索单词说季节。
5.学生根据板书，小组练习说句型In …, it’s … . We … .
6.Storytime
Task1:Watch and choose
学生看动画，选出孩子们在春天和秋天做的事情。
Task2:Read and write
学生自读课文，找出孩子们在夏天和秋天做的事情，并完成填空。
Step3 Consolidation（6分钟）
1.学生跟录音读课文。
2.Act it out
a, Read fluently
集团白板教学赛课教案 四下Unit5 Seasons流利的朗读
b, Read fluently and beautifully
集团白板教学赛课教案 四下Unit5 Seasons 集团白板教学赛课教案 四下Unit5 Seasons流利、优美的朗读
c, Act it out with emotions
集团白板教学赛课教案 四下Unit5 Seasons 集团白板教学赛课教案 四下Unit5 Seasons 集团白板教学赛课教案 四下Unit5 Seasons有感情地表演
3.学生欣赏图片，了解各国天气的差异。
Step4 Check out （5分钟）
根据所学句型及相关图片自编小诗一首。
Step5 Homework （1分钟）
*有感情的朗读背诵小诗。
**把你最喜欢的节日介绍给你的朋友。
教师与学生相互对话，创设良好的英语学习氛围。
T: What do you usually do on Saturdays and Sundays?
T:I usually watch a film at weekends. But this Sunday I won’t. Can you guess what is Miss Zheng going to do this weekend?
1.Teach fly kites，have picnics，go boating, make snowmen.
2.Enjoy a song:
导出课题《Unit5 Seasons》
3.T：Do you know, how many seasons are there in a year?利用看线索让学生猜出四季。
教学单词：spring summer autumn winter，warm, hot, cool, cold, go climbing.
4.给出活动图片和天气单词，引导学生看图或线索单词说出四季单词，并练习说句型In …, it’s … . We … . （在游戏中教授go swimming，go skating）
5.教师利用板书图片及相关句型，引导学生练习说句型In …, it’s … . We … .
6. Storytime
Task1:Watch and choose
引导学生看动画并完成选择填空
Task2:Read and write
引导学生自读课文，找出孩子们在夏天和秋天做的事情，并完成填空。
（总结go+动词ing形式表示从事某项运动或娱乐活动）
指导学生Read after the tape
引导学生能根据黑板提示复述课文内容。
Enjoy some pictures
引导学生欣赏图片，了解各国天气的差异。
I like______.
In _______, it is_______.
I _______.
I _______.
I’m very happy.
明确作业要求。
小学四年级的英语教案：Unit1 Our School
教学是一种创造性劳动。写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。小编准备了以下教案，希望对你有帮助!
1、学科名称
小学英语四年级下册Unit1 Our School
2、所在班级情况，学生特点分析
本班学生共31人，男生17，年龄均在10岁左右。学生活泼好动，注意力不易集中。受传统观念的影响，学生对英语的学习不太重视，同时对英语有“排挤”的现象，学生对死板的书本教学有抵制心理，把课本中的知识游戏化，摆脱对英语的抵制化心理，对英语产生极大的兴趣。
3、教学内容分析
本单元重点学习学校课室及功能室的名称、分布和不同的功能。重点学习的句型是：This is the teacher's office、That is my classroom、Is this the library? Is that the TV room? A、B部分的Let's talk 渗透了这几个新的句型，为本单元的教学难点。学校是学生们每天学习与生活的地方，可以带领学生参观自己的学校，在真实的情景中学习或巩固单词与句型。
4、教学目标
1、能力目标
(1) 能够简单介绍学校校舍的分布情况，如：This is the teacher's office、That is my classroom、
(2)能简单说出每个课室的不同功能，如：Go to the library、Read a story-book、
(3)能听懂并回答一些问题，如：Is this the library? Is that the TV room?
(4)会唱歌曲“Our School”。
2、知识目标
(1)掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。
(2)认读A、B部分Let's learn、Let's talk中的单词和句子。
(3)理解Let's do、Let's chant等部分的内容。
(4)了解Story time、Good to know等部分的内容。
3、情感、策略、文化等有关目标
(1)情感态度：能以得体的方式向客人介绍自己的学校。
(2)学习策略：注重合作学习，鼓励学生大胆想象，构思未来学校的蓝图。
(3)文化目标：了解在不同场合应该遵守的公共道德，培养学生对学校的热爱之情。
4、教学难点分析
1、本课需要重点掌握有关学校设施的五个单词并了解它们的功能。运用相关句型讨论学校各个教学活动场所。
2、本课的难点是library中辅音连缀的发音;序数词first与基数词one的区别与正确运用。理解序数词first，second与one，two的区别。
3.让学生熟练掌握“This is .... / That is ....”的用法。this和that的发音以及在楼层的表达中序数词first, second的用法是教学中的难点。能正确运用指示代词this，that询问信息并作出相应回答。
5、教学课时
四个课时
6、教学过程
第二课时
一、热身及复习
1、教师热情地和学生打招呼问好，并做简单的Free talk。
Hello, boys and girls. Nice to meet you.
This is our school.
That is the playground.
Where is our classroom/ canteen/library/garden?…
(设计思路：通过师生对话，复习旧知，为学生的后续学习做好准备，并增强学生语言学习的兴趣，培养学生开口说英语的能力，促进师生在课堂上的合作)
2、播放本单元的英语歌曲“Our School”。
(设计思路：通过优美的音乐，鼓励学生跟着节奏自己打着节拍跟唱，让学生在快活的氛围中开始今天的英语学习。)
3、请两组学生就A部分Let’s talk的对话进行角色表演。
(设计思路：学生对话表演，既检查了学生对上课时内容的掌握情况，复习所学的新句型，为新课的教授做好充分的知识准备，又适合四年级学生表现欲较强烈的心理特征，调动学生学习的积极性。)
二、表演展示
1、 同学在学校度过的每一天都是多姿多彩的，学校生活丰富而有趣，让我们听听课文中的这个童谣是如何描述这充实而快乐的学校生活的吧!
(设计思路：设置悬念，创设语言环境，激起学生的学习兴趣。)
2、教师播放“Let’s chant”录音。
School days, school days.
What a lot of fun!
Read in the library.
Draw in the art room.
Eat in the canteen.
…
学生拍手跟唱。之后，引导学生将学校场馆library, art room, canteen, gym和动词read, draw, eat, play对应起来认读。
(设计思路：让学生听音并跟读，整体感知Let’s chant的内容，并对主要的词汇留下印象，积累词汇。)
3、教师对歌谣中的内容进行提问：
Where do you read?
Where do you draw?
Where do you play computer?
学生会比较容易地答出：in the computer room. 这时教师可出示图片说：This is a computer room.
(设计思路：通过教师提问，学生作答，检查学生对歌谣内容的理解。通过Where do you play computer?学生作答，自然过渡到这节课的重点。)
4、教师播放“Read and write”部分的教学视频或录音，学生带着问题看或听，整体感知。
How many computers are there in the computer room?
How many boards?
How many fans?
(设计思路：Read and write的内容大部分是学生曾经接触过的内容，通过教学媒体资源或录音的播放，学生边听边看边读边思考，调动学生多种感观，教容易把握这些知识内容。)
5、教师再次播放教学视频或录音，一句一停，让学生跟读课文，并对学生在跟读过程中出现的各种语法语音错误给予及时的帮助，之后分角色对话。
6、教师给学生呈现该部分的教学课文挂图，让学生观摩单词句子的正确书写格式，并讲解正确的书写规范，然后学生在练习本上抄写句子，教师巡视，即时指出问题。(预计6分钟)
(1)句子打头单词的第一个字母要大写;
(2)句子末尾要加标点。特别指出英语中的句号为实心点，汉语中的句号是空心小圈;
(3)句子当中的单词间距为一个字母宽。
(设计思路：四年级的学生第一次正式书写英语句子，指导学生正确规范的书写句子，尤为重要。通过课堂指导并练习，即时纠正学生书写的错误，让学生更好的掌握英语句子的书写规范。)
6、教师给学生呈现该部分的教学课文挂图，让学生观摩单词句子的正确书写格式，并讲解正确的书写规范，然后学生在练习本上抄写句子，教师巡视，即时指出问题。
8、课堂练习
(1)做本单元部分的课堂作业本配套练习。
(2)和同桌一起玩“画画、想想”的游戏。一名学生在纸上画一本书或一个碗，另一名学生说出library, canteen等相关生词。
9、作业安排
1、熟练掌握本单元所学知识，抄写四会单词和句子。
2、回家把今天学到的英语chant 教给自己的爸爸妈妈。
(设计思路：作业是课堂教学的延伸，也是学习的扩展活动。通过抄写四会单词和句子，让学生复习并巩固新知。通过回家把今天学到的英语chant 教给自己的爸爸妈妈，加强亲子间的联系，增强学生的自信心。)
10、 附录(教学资料及资源)
一幅本单元的校园分布图：本课时的五张单词卡：录音机及录音带。
11、 自我问答
广州版小学英语四年级上册Unit1教案
一、教学内容
Unit 1 Blouses and Jeans
二、教学目标
1. Work with language, sing along and fun with English.
2. Vocabulary: hundred, jacket, socks, coat, sport shoes, sweater…..
3. Sentence structure: NUM and MUM is NUM.\ How much is \are……?
三、教学重点
能听懂并认读有关衣物的英语名称，能看图用简单的英语来描述衣物。
四、教学难点
能正确流利理解、朗读甚至背诵对话：能较好地掌握本节课的内容。
五、教具、学具
tape, pictures
六、教学过程
Organization
To greet each other and then sing an English song: Good morning/ Good afternoon.
Revision
1. Review the picture of clothes in oral:
What’s it? It’s a ……
What’re they? They’re ……
2. Review the Dialogue A.
Look at the picture and say:
3. point out the project of this lesson.
presentation and exercises
1. New words: hundred, jacket, socks, coat, sport shoes, sweater……
2.Work with language:
1) practice orally, and than complete the dialogue.
2) Make new dialogues in pairs, and ask some pairs act out in class.
3) Listen to the tape and write down the prices.
3.Chant:
I like birds, I like shirts. I like the skirt but it’s hers.
4.Fun with language:
1) Listen and learn the song in p4.
2) Listen and color the clothes. (This can be done after school as homework if time is limited)
pro-task
Summary
小学四年级英语下册教案：Unit 2 I took some pictures
Unit 2 I took some pictures.
教学目标：
知识与技能：
Words and phrases: zither guitar drums pop music
Sentences: the new song
过程与方法： 不规则形容词比较级讲授
情感、态度和价值观：激发学生对音乐的爱好
德育目标：任何人都有他的优点和缺点、因此不要泄气、也不要骄傲
重点：Words and phrases: zither guitar drums pop music
难点：Sentences: the new song
教学方法：讲授、对比
教学过程：
（一）导入：
Songs: London Bridge is falling down.
Free talk: let 2 students sing songs, and talk about them.
（二）探究新知new concepts:
(Step 1) Ask students: “Do you like music?” Today we will learn about music.
Write the title “Unit 2 Lingling is better than Daming.”on the blackboard.
Write“ Chinese music and pop music” on the blackboard.
Talk about“ what is Chinese music and what is pop music.” X|k | B | 1 . c|O |m
Write them on the blackboard. (erhu zither and piano guitar drums violin)
Let Ss make sentences and act. For example: I can play the erhu. (The student do the actions and say.) (Must write “the”before the instrument)
Then ask Ss: “What music do you like?”“What can you play?”
“Can you play the zither?”
Choose two Ss whom can play the same instrument, Let them play or act and then we talk about “who is better? and who is worse?”
Listen to the tape and practise reading this lesson.
（三）巩固新知
(Step 2) Listen to the tape and learn to sing the new song.
Listen to music more times, and then try to sing the song together.
(Step 3) Free talk. Let Ss sing the song in groups, and we talk which group is better.
Let Ss do the actions for the song, and we talk which group is better or worse.
（四）作业布置：
（五）小结：不规则形容词比较级讲授、主要是better和worse的用法
板书设计
Unit 2 I took some pictures.
Chinese music pop music
erhu guitar
zither drums
piano
Violin
课后反思：
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