北师大版小学英语四年级下册全册教学设计

小学四年级英语下册全册教学设计（北师大版）Unit 12 ReviewLPreparau will need:flashcardvocabulary being reviewed in Uugucture review: it’s o (red) train;Hold up the flashcard for train. Ask, “What’s this?” Elicit, “It’s a train.” Ask, “Is it a big train?” The children should answer, “”Ask whawordan use to describe it. Elicit words like old, new, small, long, red, and yellow, in axample, “It’s an (old) train.”Colllabldren (balulers). Hold up one object and havldren make adescribe it. For example, “It’s a (new) (book).” Repeadure wWhen returningldren, ask, “W?” Elicit, “It’s (her) pen.” Repeadure wasking children by naure the uFor example, “They’re (their) books.”2Say, “What do we sawe don’t wadg?” Elglish, Don’t!Plashcarddel the word and wboard. Havldat theword after you.Aldren whaay ware aain station and want to buTry to elicit, “I walease.” or “How much a?/How muare?” AllaTalk abouudent Book pages 62 and 63Havldbooks at pages 62 and 63. Aquestionsabouures:Picture 1: “What do you think Danny is asking Bobby?”Picture 2: “What ads waiting for?”“What colain?”Picture 3: “What colain?” “Iad are waiting for?”Pictures 4/5: “Whalooking at?”Pictures 6/7/8: “What is happening now?”Picture 9: “Whadoing?”Picture 10: “Ibw?”udent Book pages 62 andSay, “Now we will hear whaaracters said.” Play the tape and havldren look aures as they lPlay the tape again, pausing at each picture. Havldat the words eaExplain that in Englle say Ouch! ware hurt.5.Flashcard gaThis game reviewvocabuladuced in Uugh 12. You will need the flashcardvocabulary being reviewed. Do not ulashcards for numbers or actionverbs.Divide the clawo teams. Put all the flashcards face down on a table betwaHave a child in Team A pick up a card and show it to Team B.(The children should take tug up the cards.) The child should ask,“A(dolls)?/Is this a (train)?”or “What’s this?/What a?”Together, Team B must answer, “They’re (doffs).” or “It’s a (train).”Points ad for evquestion andanswer.Lesson 2Preparau will need:aReviewure that each child has his/aShow your own copy anduung turtle. Ask, “Is this a young turtle?” The children should answer, “” Now ask, “Is this an old turtle?” Elicit, “N’t.”Continuubirds (big/small) and boy/girl(tall/short). Iaadure until allldren answer each quly.2.Lwordudent Book pagHavldbooks and look auand Mocky aage. Ask, “Where are Ken and Mocky?” Elanswer, “They are in a store.” Then ask, “W?” TheanswHavldren look abubblure, and read the wordxplain thaaskingags listedght hand side.Pladialog andape. Ask, “Dave a small train?” The answLundudent Book pagDldren’s abage. Show youage andure. Say the word goat and havldat it after youuve pictuPlawordape and havldatching picture. Repeawords.Play the tape again. Tavldren wumbwordbox nexatching picture.4.Read, trace and maudent Book pagShow youage. Puamburger and ask, “What’s this?” The children should answer, “It’s a hamburger.” Then havldren find the matching phraRepeadure for allable.Read each phraTavldren draw ag each phrauwudent Book page 65Explain that you waldluLesson3 Preparau will need:children's cards for Uugh 12Talk togudent Book pagHavldren turn to page 66. Draw their aage. Show youage. Pure and ask,“Whoboug?”Elicit,“Danny.”Then ask,“Whosold?”Elicit,“Bobby.”Modeldialog and havldaafter you.Divide the clawo groups and havldat the dial a roleplay. (One group is Danny andgroup is Bobby.) Puldairs and havadialog. Encouragubstitute dumbFd dialogure and ask, “What animials didain?” Tadure useddialog. (Three groups are needed) Encouragldubstitute danimals and animalFor example, substitute small cats for big cows, and meow, meowFd dialogure and ask, “What happened?” Tadure usedd dialog. (Divide the clagroups.) Havldren substitute dbody parts. The child who plauldabody that is hurt. For example, havldan ear ways, “My ear hurts.” 2.Review wordsHave a childlass. Par and ask, “What’s this?” The class should answer,“It’s (her) ear.”Repeaduabody listedargage.3.Write wordudent Book pagDldren’s abagw youage an day, “What’s this?” Try to elicit, “It’” Wwordboard. HavldwordlbRepeaduaining words.4.Listen and circludent Book pagHavldbooks at pagw youage andwures. Tellat only one word has ad/c/soundwords.Play the tawords. Havldat. Say,“Which word hasthe d/c/s ound?” Havuch the wordbPlay the tape agaavldle out the word that has the d/c/ sound.5.Snap!Ugaview the vocabuladucedbIt is best played in paHavldren take ouards for Units 7～12.See Uage 50ules and proceduLucturereview:a/Divide the clawo teams. Put alld and drink flashcards for Unit 9 face down on a table betwaHave a child in Team A pick up a card and show it to Team B. The child should ask, “What’s this?”Together, Team B must answer, “A (hamburger).” or “Some (rice).” Tld in Team A asks, “Is t his (hamburger) hot?” The children in Team B should answer, “” or“N`t.”Havams take turns at asking and answering the quuntilldren have asked a quPoints ad for eaquestion and answer.2.Structure review: Is he/she (eating) (some soup)? lawo teams. Explain thaTeam A willan eating and drinking activxample, eating hot souldaating hot soup, andbam answer quTeam B.The members of Team B muguactivity. They couldask, “Is (she) drinking milk?”Team A should answer, “No, (she) isn`t.”When Team B has guessed the activust find oudld. They should ask,“Iup hot?”Team A should answer, “” Havams change roles after an activity has bly guessed.Remindldd wordave learned.Points ad for eaquestion and answer, andly guessing the activLet’s singStudent Book pagHavudbooks at page 68. Draw their aure. Aalk abouure. You can ask qulike “What aldren doing?”, “Aappy?”Repeat the words, aloudldren. Havat after you.Play the tape straight through. Havldren claands waPlay the tape again. Turagg.Play the tape. Havldren stand in a circle and walk up and dowle wuwudent Book pagTellldg the new songamilies。

2017年新教材北师大版小学英语四年级英语下册精品教案全册北师大版小学英语四年级英语下册精品教案个人增减Unit 7 At the Restaurant单元教学目标：技能目标1、能指认、说出食物名称；2、能询问、说明对食物的喜好；3、能理解故事内容；4、能朗读故事。

知识目标1、语音能区别辅音字母k和c在单词中的发音。

2、词汇话题词汇：能指认、说出noodles, fried rice, vegetables,chicken, hamburger, French fries, fruit, bread,dumplings, hot dog等食物名称。

情景词汇：能在语境中理解并排认restaurant, hungry,menu, love等词汇。

3、句型能在语境中运用“What do you like? I like,.Do youlike,? Yes, I do./No, I don’t.”询问或说明对食物的喜好。

情感、策略、文化意识目标能通过对食物话题的学习，培养健康饮食、合理饮食的意识和习惯，并能通过比较初步了解中西方饮食的差异。

单元内容分析X k B 1 . c o m本单元话题是食物，属于《标准（2011年版）》中“饮食”的话题项目。

三年级教材中的“Fruits”和“Vegetables”等单元都属于该话题，而且说明个人喜好的句型“I likebeans.”以及noodles等相关词汇在前面的学习中也已渗透。

教师可以结合这些相关内容，引导学生学习新语言。

在语境中学习和使用“What do you like? I like/I don’tlike,.Do you like,? Yes, I do./No, I don’t.”询问和个人增减回答对食物的喜好是本单元主要语言学习内容。

以上主要句型都是在Mocky和Ken一家人到餐馆就餐，相互询问喜欢什么食物的过程中自然呈现。

Mocky想知道Ken和Ann喜欢什么食物，于是引出了“What do you like? I like,，”句型。

北师大版四年级下册全册教案Unit 7 At the Restaurant单元教学目标：技能目标1、能指认、说出食物名称；2、能询问、说明对食物的喜好；3、能理解故事内容；4、能朗读故事。

知识目标1、语音能区别辅音字母k和c在单词中的发音。

2、词汇话题词汇：能指认、说出noodles, fried rice, vegetables, chicken, hamburger, French fries, fruit, bread, dumplings, hot dog等食物名称。

情景词汇：能在语境中理解并排认restaurant, hungry, menu, love等词汇。

3、句型能在语境中运用“What do you like? I like….Do you like…? Yes, I do./No, I don’t.”询问或说明对食物的喜好。

情感、策略、文化意识目标能通过对食物话题的学习，培养健康饮食、合理饮食的意识和习惯，并能通过比较初步了解中西方饮食的差异。

单元内容分析本单元话题是食物，属于《标准（2011年版）》中“饮食”的话题项目。

三年级教材中的“Fruits”和“Vegetables”等单元都属于该话题，而且说明个人喜好的句型“I like beans.”以及noodles 等相关词汇在前面的学习中也已渗透。

教师可以结合这些相关内容，引导学生学习新语言。

在语境中学习和使用“What do you like? I like/I don’t like….Do you like…? Yes, I do./No, I don’t.”询问和回答对食物的喜好是本单元主要语言学习内容。

以上主要句型都是在Mocky和Ken一家人到餐馆就餐，相互询问喜欢什么食物的过程中自然呈现。

Mocky想知道Ken和Ann 喜欢什么食物，于是引出了“What do you like? I like…，”句型。

后来，Ken和Ann意识到Mocky 不认识菜单，在帮助Mocky点菜时，引出“Do you like noodles? Yes, I do./ No, I don’t.”等一般疑问句及回答。

北师大版四年级英语下册教学计划教学目标1. 培养学生初步的英语听、说、读、写能力。

2. 培养学生对英语研究的兴趣和积极性。

3. 提高学生的英语自我表达和沟通能力。

教学内容1. Unit 5: My School- 研究描述学校的基本信息。

- 研究询问和回答关于学校的问题。

- 研究介绍学校的设施和活动。

2. Unit 6: My Day- 研究描述每天的日常活动。

- 研究用英语询问时间和回答时间。

- 研究用英语描述时间的先后顺序。

3. Unit 7: My Family- 研究描述家庭成员和家庭活动。

- 研究用英语询问和回答关于家庭的问题。

- 研究介绍自己的家庭。

教学活动1. 听力训练- 利用录音材料进行听力训练，培养学生对英语的听辨能力。

- 组织各种听力练，如听音选图、听音排序等。

2. 口语练- 进行角色扮演活动，让学生能够自然运用英语进行交流。

- 组织小组讨论，让学生能够用英语表达自己的观点和意见。

3. 读写训练- 组织课文朗读和角色配音活动，培养学生的口语表达和阅读能力。

- 组织写作训练，让学生能够写出简单的英语句子和段落。

教学评价1. 随堂小测验- 在课堂上进行小测验，检查学生对所学知识的掌握情况。

- 结合学生的表现，及时给予反馈和指导。

2. 作业和考试- 布置课后作业，巩固学生的研究成果。

- 定期进行考试，评估学生的英语水平和进步情况。

教学资源1. 课本：北师大版四年级英语下册2. 录音材料：课本配套录音文件3. 课件：利用PPT等多媒体工具进行教学展示以上为北师大版四年级英语下册教学计划，旨在培养学生的英语听、说、读、写能力，提高学生的英语自我表达和沟通能力，希望能够激发学生对英语学习的兴趣和积极性。

小学四年级英语下册全册教学设计（北师大版）本资料为woRD文档，请点击下载地址下载全文下载地址www.5ykj.com Unit12ReviewLesson1Preparationyouwillneed:•flashcardsforthevocabularybeingreviewedinUni ts7through11..Structurereview:it’sotrain;his,her,my•Holduptheflashcardfortrain.Ask,“what’sthis?”Elicit,“It’satrain.”Ask,“Isitabigtrain?”Thechildrenshouldanswer,“yes,itis.”•Askwhatotherwordstheycanusetodescribeit.Elic itwordslikeold,new,small,long,red,andyellow,inasent ence,forexample,“It’santrain.”•collectsomeclassroomobjectsfromthechildren.H olduponeobjectandhavethechildrenmakeasentencetodesc ribeit.Forexample,“It’sa.”Repeattheprocedurewiththeotheritems.•whenreturningtheitemstothechildren,ask,“whosepenisit?”Elicit,“It’spen.”Repeattheprocedurewithotheritems.,askingchildrenbyn ametoensuretheuseoftheir.Forexample,“They’re books.”2.Setthescene•Say,“whatdowesaytosomeoneifwedon’twantthemtodosomething?”ElicittheterminEnglish,Don’t!•Presenttheflashcardforticket.modelthewordand writeitontheboard.Havethechildrenrepeatthewordafteryou.•Askthechildrenwhattheysaywhentheyareatthetra instationandwanttobuysometickets.Trytoelicit,“Iwantsometickets,please.”or “Howmucharethetickets?/Howmuchisthefare?”Allofthesearecorrect.3.TalkaboutthestoryStudentBookpages62and63Havethechildrenopentheirbook satpages62and63.Askthesequestionsaboutthepictures: Picture1:“whatdoyouthinkDannyisaskingBobby?”Picture2:“whatarethefriendswaitingfor?”“whatcoloristhetrain?”Picture3:“whatcoloristhistrain?”“Isthisthetrainthefriendarewaitingfor?”Pictures4/5:“whatismockylookingat?”Pictures6/7/8:“whatishappeningnow?”Picture9:“whatismockydoing?”Picture10:“Ismockybetternow?”4.StoryStudentBookpages62and63•Say,“Nowwewillhearwhatthecharacterssaid.”Playthetapeandhavethechildrenlookatthepicturesasthe ylisten.•Playthetapeagain,pausingateachpicture.Haveth echildrenrepeatthewordseachtime.•ExplainthatinEnglishpeoplesayouch!whentheyar ehurt.5.FlashcardgameThisgamereviewsthecorevocabularyintroducedinUnits7t hrough12.youwillneedtheflashcardsforthevocabularybeingreview ed.Donotusetheflashcardsfornumbersoractionverbs.•Dividetheclassintotwoteams.Putalltheflashcar dsfacedownonatablebetweentheteams.•HaveachildinTeamApickupacardandshowittoTeamB .Thechildshouldask,“Arethese?/Isthisa?”or“what’sthis?/whatarethese?”•Together,TeamBmustanswer,“They’re.”or “It’sa.”•Pointsarescoredforeverycorrectquestionandcor rectanswer.Lesson2Preparationyouwillneed:•oppositesmaster.ReviewEnsurethateachchildhashis/hercopyoftheoppositesmast er.•Showyourowncopyandpointtothepictureoftheyoun gturtle.Ask,“Isthisayoungturtle?”Thechildrenshouldanswer,“yes,itis.”Nowask,“Isthisanoldturtle?”Elicit,“No,itisn’t.”•continueforthepicturesofthebirdsandboy/girl .Ifnecessary,repeattheprocedureuntilallthechild renanswereachquestioncorrectly.2.ListenforwordsStudentBookpage64•Havethechildrenopentheirbooksandlookatthepic tureofkenandmockyatthetopofthepage.Ask,“wherearekenandmocky?”Elicittheanswer,“Theyareinastore.”Thenask,“whoisthestorekeeper?”Theanswerismocky.•Havethechildrenlookatthespeechbubblesinthepi cture,andreadthewordstothem.Explainthatkenisaskingifmockyhasthethin gslistedontheright handside.•Playthefirstdialogandstopthetape.Ask,“Doesmockyhaveasmalltrain?”Theanswerisyes.3.ListenforsoundsStudentBookpage64•Directthechildren’sattentiontothebottomofthepage.Showyourcopyofthepageandpointtothefirstpicture.Saythewordgoatan dhavethechildrenrepeatitafteryou.continuefortheotherfivepic tures.•Playthefirstwordonthetapeandhavethechildrenp ointtothematchingpicture.Repeatfortheotherwords.•Playthetapeagain.Thistimehavethechildrenwrit ethenumberofthewordintheboxnexttothematchingpicture.4.Read,traceandmatchStudentBookpage65•Showyourcopyofthepage.Pointtothepictureofthe hamburgerandask,“what’sthis?”Thechildrenshouldanswer,“It’sahamburger.”Thenhavethechildrenfindthematchingphrase.•Repeattheprocedureforalltheitemsonthetable.•Readeachphraseoncemore.Thistimehavethechildr endrawa1ineconnectingeachphrasetoitscorrectpicture.5.SethomeworkStudentBookpage65Explainthatyouwantthechildrentocol orthepictures.Lesson3Preparationyouwillneed:•children'scardsforUnit7through12..TalktogetherStudentBookpage66•Havethechildrenturntopage66.Drawtheirattentiontothetopofthepage.Showyourcopyofthepage.Pointtoth efirstpictureandask,“whoboughttheticketsinthestory?”Elicit,“Danny.”Thenask,“whosoldthetickets?”Elicit,“Bobby.”•modelthesentencesinthefirstdialogandhavethec hildrenrepeatthesentencesafteryou.•Dividetheclassintotwogroupsandhavethechildre nrepeatthedialaroleplay.•Putthechildreninpairsandhavethempracticethed ialog.Encouragethemtosubstitutedifferentnumbersofti ckets.•Fortheseconddialog,pointtothepictureandask,“whatanimialsdidmockyseefromthetrain?”Thenrepeattheprocedureusedforthefirstdialog.Encoura gethechildrentosubstitutedifferentanimalsandanimaln oises.Forexample,substitutesmallcatsforbigcows,andmeow,meowformooooo,mooooo•Forthethirddialog,pointtothepictureandask,“whathappenedtomocky?”Thenrepeattheprocedureusedfortheseconddialog.Haveth echildrensubstitutedifferertbodyparts.Thechildwhopl aysmockyshouldpointtothepartofthebodythatishurt.For example,havethechildpointtoanearwhenheorshesays,“myearhurts.”2.Reviewwords•Haveachildcometothefrontoftheclass.Pointtohi sorherearandask,“what’sthis?”Theclassshouldanswer,“It’sear.”•Repeattheprocedurefortheotherpartsofthebodyl istedinthemarginofthispage.3.writewordsStudentBookpage66•Directthechildren’sattentiontothebottomofpage66.Showyourcopyofthepage andpointtotheeye.Say,“what’sthis?”Trytoelicit,“It’shereye.”writethewordontheboard.Havethechildrencopythewordon thecorrectlineintheirbooks.•Repeattheprocedurefortheremainingwords.4.ListenandcircleSudentBookpage67•Havethechildrenopentheirbooksatpage67.Showyo urcopyofthepageandpointtothefirstrowofpictures.Tell themthatonlyonewordhasadifferent/c/soundinthefirstt hreewords.•Playthetapeforthefirstthreewords.Havethechil drenrepeat.Say,“whichwordhasthedifferent/c/sound?”Havethemtouchthewordontheirbooks.•Playthetapeagainthistimehavethechildrencircl eoutthewordthathasthedieffrent/c/sound.5.Snap!Usethisgametoreviewthevocabularyintroducedinthisboo k.Itisbestplayedinpairs.•HavethechildrentakeouttheircardsforUnits7～12.•SeeUnit8,page50,fortherulesandprocedure.Lesson41.Structurereview:a/some•Dividetheclassintotwoteams.Putallthefoodandd rinkflashcardsforUnit9facedownonatablebetweenthetea ms.•HaveachildinTeamApickupacardandshowittoTeamB .Thechildshouldask,“what’sthis?”Together,TeamBmustanswer,“A.”or“Some.”ThenthechildinTeamAasks,“Isthishot?”ThechildreninTeamBshouldanswer,“yes,itis.”or“No,itisn`t.”•Havetheteamstaketurnsataskingandansweringthe questionsuntilmostchildrenhaveaskedaquestion.Pointsarescoredforeachco rrectquestionandanswer.2.Structurereview:Ishe/she?•keeptheclassinthetwoteams.Explainthatthistim e,TeamAwillchooseaneatinganddrinkingactivity,forexa mple,eatinghotsoup.onechildintheteammimeseatinghots oup,andtheothermembersintheteamanswerquestionsfromT eamB.•ThemembersofTeamBmusttrytoguesstheactivity.T heycouldask,“Isdrinkingmilk?”TeamAshouldanswer,“No,isn`t.”•whenTeamBhasguessedtheactivity,theymustfindo utifthefoodishotorcold.Theyshouldask,“Isthesouphot?”TeamAshouldanswer,“yes,itis.”•Havetheteamschangerolesafteranactivityhasbee ncorrectlyguessed.•Remindthechildrenofotherfoodwordstheyhavelearned.•Pointsarescoredforeachcorrectquestionandansw er,andforcorrectlyguessingtheactivity.4.Let’ssingStudentBookpage68•HavetheStudentopentheirbooksatpage68.Drawthe irattentiontothepicture.Askthemtotalkaboutthepictur e.youcanaskquestionslike“whatarethechildrendoing?”,“Aretheyhappy?”,etc.•Repeatthewords,aloudtothechildren.Havethemre peatafteryou.•Playthetapestraightthrough.Havethechildrencl aptheirhandswiththetape.•Playthetapeagain.Thistimeencouragethemtojoin inthesong.•Playthetape.Havethechildrenstandinacircleandwalkupanddowninthecirclewiththemusic.5.SethomeworkStudentBookpage68Tellthechildrentosingthenewsongtotheirfamilies.www.5ykj.com。

【北师大版】小学四年级下册英语教案小学英语四年级（下册）学期计划表Unit 7 At the Restaurant单元教学目标：技能目标1、能指认、说出食物名称；2、能询问、说明对食物的喜好；3、能理解故事内容；4、能朗读故事。

知识目标1、语音能区别辅音字母k和c在单词中的发音。

2、词汇话题词汇：能指认、说出noodles, fried rice, vegetables,chicken, hamburger, French fries, fruit, bread, dumplings, hot dog 等食物名称。

情景词汇：能在语境中理解并排认restaurant, hungry, menu, love等词汇。

3、句型能在语境中运用“What do you like? I like….Do you like…? Yes, I do./No, I don’t.”询问或说明对食物的喜好。

情感、策略、文化意识目标能通过对食物话题的学习，培养健康饮食、合理饮食的意识和习惯，并能通过比较初步了解中西方饮食的差异。

单元内容分析本单元话题是食物，属于《标准（2011年版）》中“饮食”的话题项目。

三年级教材中的“Fruits”和“Vegetables”等单元都属于该话题，而且说明个人喜好的句型“I like beans.”以及noodles等相关词汇在前面的学习中也已渗透。

教师可以结合这些相关内容，引导学生学习新语言。

在语境中学习和使用“What do you like? I like/I don’t like….Do you like…? Yes, I do./No, I don’t.”询问和回答对食物的喜好是本单元主要语言学习内容。

以上主要句型都是在Mocky和Ken 一家人到餐馆就餐，相互询问喜欢什么食物的过程中自然呈现。

Mocky想知道Ken和Ann喜欢什么食物，于是引出了“What do you like? I like…，”句型。

Unit 7 At the restaurantLesson 1教学内容：1、Structures (New)What food do you like?I like (chicken).Do you like (fruit)?Yes, I do. / No, I don’t.2、V ocabularyCore: a restaurant, a menu, food, fruit, vegetables, chicken, a hot dog,French fries, a hamburger, fried rice, noodles, a cornContextual: Here’s the restaurant.教学目标：把握询问对方喜爱什么食品的句型。

教学重点：（1）把握句型的正确运用。

（2）熟练读出单词。

教学难点：（1）like的正确明白得。

（2）个别单词的发音及意思。

教具预备：1、学生卡片2、预备本单元的教学卡片教学过程：1．情形引入（1）问学生，他们是否有最喜爱的餐厅。

问他们通常会点什么菜。

试着引导学生说出“鸡肉”和“蔬菜”，把汉字写在黑板上。

（2）指着“鸡肉”说：“那个词对应的英语是chicken”，并写在旁边。

给学生示范，让学生跟读。

（3）用同样的方法学习vegetables。

（4）给学生说明“food”的意思，把单词写在黑板上，示范朗读，让学生跟读。

（5）展现本单元的教学卡片。

拿出教学卡片restaurant。

给学生示范朗读，让学生重复。

（6）用同样的方法学习单词menu, fruit, fried rice, corn, noodles, hot dog。

2．示范句型（1）在黑板上写出句子What food do you like?指着每个单词给学生示范朗读那个问句。

说明句子的意思让学生跟读。

（2）出现I like（hot dogs）和I don’t like (chicken).（3）出现问句Do you like (fruit)?和回答Yes, I do. No, I don’t.（4）用同样的方法出现其余的句型。

北师大版小学英语四年级下册全册教案目录Unit 7 At the Restaurant《Lesson 1 What do you like》 (2)Unit 7 At the Restaurant《Lesson 3 Have fun.》 (12)Unit 7 At the Restaurant《Lesson 6 Round up.》 (17)Unit 8 Talent Show《Lesson 1 I'm from China.》 (21)Unit8 Talent Show《Lesson 2 He's thin,but he's strong.》 (28)Unit 9 Hot Soup《Lesson 1 I'm thirsty.》 (36)Unit 9 Hot Soup《Lesson 2 What's your favorite food》 (40)Unit 9 Hot Soup《Lesson 3 Have fun.》 (49)Unit 10 Mocky’s Store《Lesson 1 Can I help you》 (55)Unit 10 Mocky’s Store《Lesson 2 Can I have the blue one,please》 (66)Unit 11 Illness《Lesson 1 My tumny hurts.》 (69)Unit 12《Review》 (72)Unit 7 At the Restaurant《Lesson 1 What do you like?》1教学目标1.知识与技能。

能听,会说,拼读词汇:noodles, chicken, vegetable, bread,fruit.会认读hamburger, French fries, fried rice。

能用句型“what do you like ?”“I like.....”来询问别人喜欢什么及表达自己的喜好。

北师大版四下英语教案I. 引言本文档是关于北师大版四下英语教案的详细介绍和使用指南。

II. 教案概述北师大版四下英语教案旨在帮助学生提高英语听说读写的能力。

教案内容涵盖语言知识、语言技能和语言情感三个方面，通过多种教学活动和资源来激发学生的兴趣和研究动力。

III. 教案结构北师大版四下英语教案按照教材的不同单元划分为多个教学单元，每个教学单元包括以下几个部分：1. 教学目标：明确阐述该教学单元的教学目标，涵盖所要掌握的语言知识和语言技能。

2. 教学重点：列举本单元的教学重点，帮助教师更好地引导学生的研究。

3. 教学内容：介绍本单元的教学内容，包括课文、词汇、语法等方面的内容安排。

4. 教学活动：提供多种教学活动的设计，如听力训练、口语练、阅读理解等，以促进学生的全面发展。

5. 自主研究：鼓励学生在课后通过自主研究继续巩固和拓展知识，提供相关的练题和参考答案。

IV. 教案使用指南北师大版四下英语教案的使用指南如下：1. 教师应认真研读每个教学单元的教案，了解教学目标和重点，以便于准确引导学生研究。

2. 教师可以根据实际情况调整教案中的教学活动，适应学生的实际水平和研究需求。

3. 教师应关注学生的研究进展，及时给予指导和反馈，帮助学生解决问题。

4. 学生在课后应认真完成教案中的自主研究部分，并及时与教师沟通研究中的困惑。

V. 结论北师大版四下英语教案是一份详细介绍了教学内容和教学活动的教案，可以为教师和学生提供有效的研究指导。

希望本教案能够对英语教学工作有所帮助，提高学生的英语水平。

*（以上为示例文档，实际内容请根据教学需要和教材来编写）*。

北师大版四年级英语下册全册教材分析教案一、教材概述《北师大版四年级英语下册》是针对四年级学生编写的英语教材。

本教材共分为八个单元，每个单元包含听、说、读、写等多种语言技能的训练，以及相关的词汇、语法和文化知识的学习。

全册教材共有50个课时。

下面将对每个单元的教学内容进行分析和教案设计。

二、教学内容分析和教案设计1. Unit 1: The First Day of School本单元主要介绍孩子们开学第一天的情景，包括问候、介绍自己、认识新朋友等内容。

教案设计可以围绕以下几个方面展开：•给学生播放一段关于开学第一天情景的视频，引发学生对新学期的期望和兴趣。

•学生通过角色扮演的方式互相介绍自己，练习问候和自我介绍的表达。

•组织学生进行小组活动，让他们互相了解并找到自己的“新朋友”。

2. Unit 2: What Do You Like?本单元主要介绍问候和谈论自己喜欢的事物的表达方式。

教案设计可以包括以下内容：•学生通过观看图片和听录音的方式学习一些常用的问候语。

•学生进行小组活动，彼此交流自己喜欢的事物，并用英语表达出来。

•带领学生观看一些相关的动画片或视频，激发他们对喜欢的事物的兴趣。

3. Unit 3: My School Day本单元主要介绍学生们的一天，包括起床、上学、上课等内容。

教案设计可以包括以下内容：•学生通过观看图片和听录音的方式学习表达一天中不同时间段的词汇和短语。

•学生可以进行小组活动，描述自己的一天，并用英语表达出来。

•带领学生进行有关时间和日常活动的互动游戏，巩固所学内容。

4. Unit 4: My Family本单元主要介绍家庭成员的称呼和描述家人的特征。

教案设计可以包括以下内容：•学生通过观看图片和听录音的方式学习家庭成员的称呼和相关的词汇。

•学生进行小组活动，谈论自己的家庭，并用英语表达出来。

•带领学生进行一些与家庭成员相关的角色扮演活动，提高他们的口语表达能力。

5. Unit 5: In the Playground本单元主要介绍学生在操场上玩耍的情景，包括各种体育活动和游戏。

小学四年级英语下册全册教学设计（北师大版）本资料为woRD文档，请点击下载地址下载全文下载地址www.5ykj.com Unit12ReviewLesson1Preparationyouwillneed:•flashcardsforthevocabularybeingreviewedinUni ts7through11..Structurereview:it’sotrain;his,her,my•Holduptheflashcardfortrain.Ask,“what’sthis?”Elicit,“It’satrain.”Ask,“Isitabigtrain?”Thechildrenshouldanswer,“yes,itis.”•Askwhatotherwordstheycanusetodescribeit.Elic itwordslikeold,new,small,long,red,andyellow,inasent ence,forexample,“It’santrain.”•collectsomeclassroomobjectsfromthechildren.H olduponeobjectandhavethechildrenmakeasentencetodesc ribeit.Forexample,“It’sa.”Repeattheprocedurewiththeotheritems.•whenreturningtheitemstothechildren,ask,“whosepenisit?”Elicit,“It’spen.”Repeattheprocedurewithotheritems.,askingchildrenbyn ametoensuretheuseoftheir.Forexample,“They’re books.”2.Setthescene•Say,“whatdowesaytosomeoneifwedon’twantthemtodosomething?”ElicittheterminEnglish,Don’t!•Presenttheflashcardforticket.modelthewordand writeitontheboard.Havethechildrenrepeatthewordafteryou.•Askthechildrenwhattheysaywhentheyareatthetra instationandwanttobuysometickets.Trytoelicit,“Iwantsometickets,please.”or “Howmucharethetickets?/Howmuchisthefare?”Allofthesearecorrect.3.TalkaboutthestoryStudentBookpages62and63Havethechildrenopentheirbook satpages62and63.Askthesequestionsaboutthepictures: Picture1:“whatdoyouthinkDannyisaskingBobby?”Picture2:“whatarethefriendswaitingfor?”“whatcoloristhetrain?”Picture3:“whatcoloristhistrain?”“Isthisthetrainthefriendarewaitingfor?”Pictures4/5:“whatismockylookingat?”Pictures6/7/8:“whatishappeningnow?”Picture9:“whatismockydoing?”Picture10:“Ismockybetternow?”4.StoryStudentBookpages62and63•Say,“Nowwewillhearwhatthecharacterssaid.”Playthetapeandhavethechildrenlookatthepicturesasthe ylisten.•Playthetapeagain,pausingateachpicture.Haveth echildrenrepeatthewordseachtime.•ExplainthatinEnglishpeoplesayouch!whentheyar ehurt.5.FlashcardgameThisgamereviewsthecorevocabularyintroducedinUnits7t hrough12.youwillneedtheflashcardsforthevocabularybeingreview ed.Donotusetheflashcardsfornumbersoractionverbs.•Dividetheclassintotwoteams.Putalltheflashcar dsfacedownonatablebetweentheteams.•HaveachildinTeamApickupacardandshowittoTeamB .Thechildshouldask,“Arethese?/Isthisa?”or“what’sthis?/whatarethese?”•Together,TeamBmustanswer,“They’re.”or “It’sa.”•Pointsarescoredforeverycorrectquestionandcor rectanswer.Lesson2Preparationyouwillneed:•oppositesmaster.ReviewEnsurethateachchildhashis/hercopyoftheoppositesmast er.•Showyourowncopyandpointtothepictureoftheyoun gturtle.Ask,“Isthisayoungturtle?”Thechildrenshouldanswer,“yes,itis.”Nowask,“Isthisanoldturtle?”Elicit,“No,itisn’t.”•continueforthepicturesofthebirdsandboy/girl .Ifnecessary,repeattheprocedureuntilallthechild renanswereachquestioncorrectly.2.ListenforwordsStudentBookpage64•Havethechildrenopentheirbooksandlookatthepic tureofkenandmockyatthetopofthepage.Ask,“wherearekenandmocky?”Elicittheanswer,“Theyareinastore.”Thenask,“whoisthestorekeeper?”Theanswerismocky.•Havethechildrenlookatthespeechbubblesinthepi cture,andreadthewordstothem.Explainthatkenisaskingifmockyhasthethin gslistedontheright handside.•Playthefirstdialogandstopthetape.Ask,“Doesmockyhaveasmalltrain?”Theanswerisyes.3.ListenforsoundsStudentBookpage64•Directthechildren’sattentiontothebottomofthepage.Showyourcopyofthepageandpointtothefirstpicture.Saythewordgoatan dhavethechildrenrepeatitafteryou.continuefortheotherfivepic tures.•Playthefirstwordonthetapeandhavethechildrenp ointtothematchingpicture.Repeatfortheotherwords.•Playthetapeagain.Thistimehavethechildrenwrit ethenumberofthewordintheboxnexttothematchingpicture.4.Read,traceandmatchStudentBookpage65•Showyourcopyofthepage.Pointtothepictureofthe hamburgerandask,“what’sthis?”Thechildrenshouldanswer,“It’sahamburger.”Thenhavethechildrenfindthematchingphrase.•Repeattheprocedureforalltheitemsonthetable.•Readeachphraseoncemore.Thistimehavethechildr endrawa1ineconnectingeachphrasetoitscorrectpicture.5.SethomeworkStudentBookpage65Explainthatyouwantthechildrentocol orthepictures.Lesson3Preparationyouwillneed:•children'scardsforUnit7through12..TalktogetherStudentBookpage66•Havethechildrenturntopage66.Drawtheirattenti ontothetopofthepage.Showyourcopyofthepage.Pointtoth efirstpictureandask,“whoboughttheticketsinthestory?”Elicit,“Danny.”Thenask,“whosoldthetickets?”Elicit,“Bobby.”•modelthesentencesinthefirstdialogandhavethec hildrenrepeatthesentencesafteryou.•Dividetheclassintotwogroupsandhavethechildre nrepeatthedialaroleplay.•Putthechildreninpairsandhavethempracticethed ialog.Encouragethemtosubstitutedifferentnumbersofti ckets.•Fortheseconddialog,pointtothepictureandask,“whatanimialsdidmockyseefromthetrain?”Thenrepeattheprocedureusedforthefirstdialog.Encoura gethechildrentosubstitutedifferentanimalsandanimaln oises.Forexample,substitutesmallcatsforbigcows,andmeow,meowformooooo,mooooo•Forthethirddialog,pointtothepictureandask,“whathappenedtomocky?”Thenrepeattheprocedureusedfortheseconddialog.Haveth echildrensubstitutedifferertbodyparts.Thechildwhopl aysmockyshouldpointtothepartofthebodythatishurt.For example,havethechildpointtoanearwhenheorshesays,“myearhurts.”2.Reviewwords•Haveachildcometothefrontoftheclass.Pointtohi sorherearandask,“what’sthis?”Theclassshouldanswer,“It’sear.”•Repeattheprocedurefortheotherpartsofthebodyl istedinthemarginofthispage.3.writewordsStudentBookpage66•Directthechildren’sattentiontothebottomofpage66.Showyourcopyofthepageandpointtotheeye.Say,“what’sthis?”Trytoelicit,“It’shereye.”writethewordontheboard.Havethechildrencopythewordon thecorrectlineintheirbooks.•Repeattheprocedurefortheremainingwords.4.ListenandcircleSudentBookpage67•Havethechildrenopentheirbooksatpage67.Showyo urcopyofthepageandpointtothefirstrowofpictures.Tell themthatonlyonewordhasadifferent/c/soundinthefirstt hreewords.•Playthetapeforthefirstthreewords.Havethechil drenrepeat.Say,“whichwordhasthedifferent/c/sound?”Havethemtouchthewordontheirbooks.•Playthetapeagainthistimehavethechildrencircl eoutthewordthathasthedieffrent/c/sound.5.Snap!UsethisgametoreviewthevocabularyintroducedinthisbooItisbestplayedinpairs.•HavethechildrentakeouttheircardsforUnits7～12.•SeeUnit8,page50,fortherulesandprocedure.Lesson41.Structurereview:a/some•Dividetheclassintotwoteams.Putallthefoodandd rinkflashcardsforUnit9facedownonatablebetweenthetea ms.•HaveachildinTeamApickupacardandshowittoTeamB .Thechildshouldask,“what’sthis?”Together,TeamBmustanswer,“A.”or“Some.”ThenthechildinTeamAasks,“Isthishot?”ThechildreninTeamBshouldanswer,“yes,itis.”or“No,itisn`t.”•Havetheteamstaketurnsataskingandansweringthe questionsuntilmostchildrenhaveaskedaquestion.Pointsarescoredforeachco rrectquestionandanswer.2.Structurereview:Ishe/she?•keeptheclassinthetwoteams.Explainthatthistim e,TeamAwillchooseaneatinganddrinkingactivity,forexa mple,eatinghotsoup.onechildintheteammimeseatinghots oup,andtheothermembersintheteamanswerquestionsfromT eamB.•ThemembersofTeamBmusttrytoguesstheactivity.T heycouldask,“Isdrinkingmilk?”TeamAshouldanswer,“No,isn`t.”•whenTeamBhasguessedtheactivity,theymustfindo utifthefoodishotorcold.Theyshouldask,“Isthesouphot?”TeamAshouldanswer,“yes,itis.”•Havetheteamschangerolesafteranactivityhasbee ncorrectlyguessed.•Remindthechildrenofotherfoodwordstheyhavelea rned.•Pointsarescoredforeachcorrectquestionandansw er,andforcorrectlyguessingtheactivity.4.Let’ssingStudentBookpage68•HavetheStudentopentheirbooksatpage68.Drawthe irattentiontothepicture.Askthemtotalkaboutthepictur e.youcanaskquestionslike“whatarethechildrendoing?”,“Aretheyhappy?”,etc.•Repeatthewords,aloudtothechildren.Havethemre peatafteryou.•Playthetapestraightthrough.Havethechildrencl aptheirhandswiththetape.•Playthetapeagain.Thistimeencouragethemtojoin inthesong.•Playthetape.Havethechildrenstandinacircleand walkupanddowninthecirclewiththemusic.5.SethomeworkStudentBookpage68Tellthechildrentosingthenewsongtotheirfamilies.www.5ykj.com。

Unit 7 At the Restaurant个人增减单元教学目标：技能目标1、能指认、说出食物名称；2、能询问、说明对食物的喜好；3、能理解故事内容；4、能朗读故事。

知识目标1、语音能区别辅音字母k和c在单词中的发音。

2、词汇话题词汇：能指认、说出noodles, fried rice, vegetables,chicken, hamburger, French fries, fruit, bread,dumplings, hot dog等食物名称。

情景词汇：能在语境中理解并排认restaurant, hungry,menu, love等词汇。

3、句型能在语境中运用“What do you like? I like….Do youlike…? Yes, I do./No, I don’t.”询问或说明对食物的喜好。

情感、策略、文化意识目标能通过对食物话题的学习，培养健康饮食、合理饮食的意识和习惯，并能通过比较初步了解中西方饮食的差异。

单元内容分析本单元话题是食物，属于《标准（2011年版）》中“饮食”的话题项目。

三年级教材中的“Fruits”和“Vegetables”等单元都属于该话题，而且说明个人喜好的句型“I likebeans.”以及noodles等相关词汇在前面的学习中也已渗透。

教师可以结合这些相关内容，引导学生学习新语言。

在语境中学习和使用“What do you like? I like/I don’tlike….Do you like…? Yes, I do./No, I don’t.”询问和回答对食物的喜好是本单元主要语言学习内容。

以上主要句型都是在Mocky和Ken一家人到餐馆就餐，相互询问喜欢什么食个人增减物的过程中自然呈现。

Mocky想知道Ken和Ann喜欢什么食物，于是引出了“What do you like? I like…，”句型。

后来，Ken和Ann意识到Mocky不认识菜单，在帮助Mocky点菜时，引出“Do you like noodles? Yes, I do./ No, I don’t.”等一般疑问句及回答。