2017-2018学年鲁科版四年级英语下册全册教案

Unit5 Shopping【单元教材分析】功能：谈论如何购物。

教学重点：能听懂、会说、认读并运用句型“Can I help you?”“I’d like a toy, please.”“Excuse me. Do you have schoolbags?”“Yes, we do.”“Sorry, we don’t.”“How much is this shirt?”“It’s one hundred yuan.”“How much are they?”“They’re fifty-eight yuan.”“I’ll take it.”等。

教学难点：“How much is….?How much are ……?”等的正确运用及其回答“”excuse”的发音。

【单元教学目标】能听懂、会说、认读、规范书写单词：toy, help,bus,car,fast,buy,trousers;能听懂、会说、认读单词及短语：cheap,all right, take, excuse me, this way, fit, have, hundred, fifty, forty.2.能听懂、会说、认读、表达购物的句型：“ Can I help you ?”“I’d like a toy, please.”“Excuse me. Do you have schoolbags?”“Yes, we do.”“Sorry, we don’t.”“How much is this shirt?”“It’s one hundred yuan.”“How much are they?”“They’re fifty-eight yuan.”“I’ll take it.”等。

3. 能运用所学句型进行购物。

4. 初步学习与了解字母组合fl, pl, ea 在单词中的发音规律。

5. 培养学生学会文明购物的习惯。

Lesson1 Can I help you?一、教学目标：（1）学生能听、说、认读、规范书写单词：toy help bus car fast （2）学生能听、说、认读单词：cheap 及短语all right。

四年级下册英语教案 Unit 5 Lesson 2 Do you have schoolbags鲁科版教学内容本课为鲁科版四年级下册英语教科书《Unit 5 Lesson 2 Do you have schoolbags》。

课程内容围绕学校用品展开，通过学习本课，学生将能够掌握如何询问和回答有关物品拥有与否的句型。

教学内容包括核心词汇如 "schoolbag"、"pencil case"、" ruler"等，以及基本句型 "Do you have?" 和 "Yes, I do./ No, I don't."。

教学目标1. 知识目标：学生能够听懂、会说、会读本课的核心词汇，并能运用所学句型进行问答。

2. 能力目标：通过本课的学习，学生能够培养英语听、说、读的基本技能，并能在实际情境中运用所学知识。

3. 情感目标：激发学生对英语学习的兴趣，培养学生合作学习的精神。

教学难点1. 词汇记忆：准确记忆并运用新词汇，如 "schoolbag"、"pencil case" 等。

2. 句型应用：灵活运用 "Do you have?" 进行提问，并正确使用"Yes, I do./ No, I don't." 进行回答。

教具学具准备1. 多媒体设备：用于播放课件和录音。

2. 图片卡片：用于展示和复习新词汇。

3. 实物道具：学生自带的schoolbags、pencil cases等，用于情景模拟。

4. 练习册：用于课堂练习和作业。

教学过程1. 热身活动：通过歌曲或游戏，复习已学过的相关词汇，营造轻松的学习氛围。

2. 新课导入：展示图片，介绍新词汇，并通过录音让学生跟读，确保正确发音。

3. 句型练习：通过角色扮演，让学生在实际情境中练习 "Do you have?" 句型。

四年级下册英语教案Lesson1Canyoucleanthewi ndows∣鲁科版（五四制）教材分析：Book 4 Unit 2 的主题是“housework”, “Lesson 1 Can you clean t he windows ?”的语言功能是能用can表达做家务的能力,并熟练运用句型进行交流。

二．学情分析：本课的教学对象是四年级学生，四年级学生的个性差异较大,自主学习的意识增强,他们对英语的学习已有一定的基础,能够用英语交流简单的信息。

在新语言点的学习过程中,教师要尽可能多地制造较好的语言环境,给学生充足的机会,让学生大胆实践,积极参与,形成积极的情感态度和自主学习的能力。

同时,四年级的学生具备了一定的合作能力,小组活动中,小组长能担任起“小老师”的角色,组织学习。

在教学中，教师要面向全体学生，以学生的进展为宗旨，始终把激发学生的学习爱好放在首位，让每一个学生都爱上英语的学习。

[来源:学_科_网Z_X_X_K]三、教学目标：1、知识与技能目标：[来源:学*科*网](1)听说认读单词:clean shoe window housework(2)能够听明白、会说句型：“Can you clean the windows?”“Yes, I can.”“No, I can’t.”(3)在实际生活中能熟练运用所学语言进行表达。

2、情感态度目标：通过师生、生生之间的交流，加强相互之间的了解，增进友谊，激发学生学习英语的爱好，培养学生爱劳动的良好品质，鼓舞学生关心父母做力所能及的家务。

四、教学要点分析：重点：能熟练运用句型进行交流。

难点：用can 表示能力的用法五、教具预备：多媒体课件，单词卡片，表演用的头饰六、教学过程：Activity 1 Warming-upGreetings：T: Now class begins.Hello,boys and girls .Ss: Hello, Miss Wang.TPR : T: Now let’s listen ,say and do the actions, OK ? If I say “play,play”,you say “play basketball”.Are you clear? Let’s try!T: play , play Ss: play basketballT: watch, watch Ss: watch TVT: read , read Ss: read a bookT: draw , draw Ss: draw picturesT: play , play Ss: play the erhu随着有节奏的动感音乐，教师边表演边说出动词，学生依照教师的提示，在表演的同时说出完整的短语。

四年级英语(下册)教案第一课时1 Teaching Topic:Lesson 1 Whose watch is it?Goal request:（教学目的）New words :watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-I think it’s that man’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right remember And master these useful expressions :- Whose watch is it?-I think it’s that man’s watch.Teaching times: （教学课时） 1Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : watch whose think man ask beautiful right remember, let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : - Whose watch is it?-I think it’s that man’s watch.Step 3 解疑合探（10 minutes）1 When we learned about this part , we master these useful expressions and words:(1) - Whose watch is it?-I think it’s that man’s watch.(2) New words：2 Practice the dialogue and act in pairs.useful expressions :- Whose watch is it?-I think it’s that man’s watch.Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ?2 Can you use “watch whose think man ask beautiful right remember?3 Please act out the dialogue with your partner .Step5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.Bb writting desgin:（板书设计）Lesson 1 Whose watch is it?watch whose think man ask beautiful right remember- Whose watch is it?-I think it’s that man’s watch.教后反思第二课时Lesson 1 Whose watch is it?Goal request:（教学目的）New words : watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-It’s Tom’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right rememberAnd master these useful expressions :- Whose watch is it?-It’s Tom’s watch.Teaching times: （教学课时） 2Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : watch whose think man ask beautiful right remember ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: - Whose watch is it?-It’s Tom’s watch.In this part , let the Ss master these useful expressions .Step 3 解疑合探（10 minutes）1 When we learned about this part , we masterthese useful expressions and words:- Whose watch is it?-It’s Tom’s watch.The new words:watch whose think man ask beautiful right remember2 Practice the dialogue at Page 2 and act it out in pairs .Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’stalk : - Whose watch is it?-It’s Tom’s watch.2 Please act out the dialogue with your partner .3 Let’s sing .Sing the song 《Fishes, where are you?》Step5 运用拓展（8 minutes）Choose the right answer:1 - _____watch is it?-It’s Tom’s watch.A. WhereB. WhoC. Whose2 - ___ this your watch?- Yes, it is.A. ThatB.IsC. Whose3 –Are they in the box?- No,they ______.A. areB. aren’tC. amBb writing desgin:（板书设计）Lesson 1 Whose watch is it?watch whose think man ask beautiful right remember- Whose watch is it?-It’s Tom’s watch.教后反思第三课时1 Teaching Topic:Lesson 1 Whose watch is it?Goal request:（教学目的）New words : watch whose think man ask beautiful right remember Some useful expressions :- Whose watch is it?-It’s Tom’s watch.Key difficulty:（教学重难点）Master these words:watch whose think man ask beautiful right rememberAnd master these useful expressions :- Whose watch is it?-It’s Tom’s watch.Teaching times: （教学课时） 3Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : new classroom grade way glass they table behind . Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）1 Let the Ss look at pictures on page2 and ask：Whose watch is it?Then get the Ss try to read the text and try to answer these questions :(1) Whose watch is it?(2) Whose cup is it?(3) Whose basket is it?Give the Ss five minutes to read the text and answer these questions .- Whose ___ is it? –It’s __’s ____.2 In this part , let the Ss master these new words and useful expressions :watch whose think man ask beautiful right remember- Whose watch is it?-It’s Tom’s watch.Lucy’s cup Jim’s basket Eve’s bottle their desk our clockStep 3 解疑合探（10 minutes）let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage:Let the Ss master the following useful expressions;Lucy’s cup Jim’s basket Eve’s bottle their desk our clock Step 4 质疑再探（7 minutes）1 In this part, let the Ss practise in pairs.- Whose watch is it?-It’s Tom’s watch.2 Let’s act .Step 5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1 -The glasses are on _____ nose.A. yourB. youC. yours2 - ________ can you see?- Three.A. How manyB. WhatC. WhoBb writting desgin:（板书设计）Lesson 1 Whose watch is it?- Whose watch is it?-It’s Tom’s watch.教后反思第四课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words: shirt trousers hair sock his shorts orange shoe- Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words:2.Master these new words：shirt trousers hair sock his shorts orange shoeGoal request:（教学重点）1.Master these new words :shirt trousers hair sock his shorts orange shoe2. Master these useful expressions:-What colour are the trousers?-They’re blue.Key difficulty：（教学难点）Master these new words and these useful expressions. Teaching times:1（教学课时）Teaching method：（教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards, radioTeaching process:Step 1 Warmer（5 minutes）Good morning，first let the Ss look at these cards :shirt trousers hair sock his shorts orange shoe-What colour are the trousers?-They’re blue.Let the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 设疑自探（10 minutes）1.First , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’t read and understand.The teacher collect them and write tnem on the Bb, next solve these problems together.2. Ask them to understand the problems in their groups first. Step 3 解疑合探（10 minutes）1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out.2. Get some of the Ss to try to ask and act in pairs.3. Practise in different ways.4.Get some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps.Step 4质疑再探（7 minutes）The teacher asks: Do you have any questions?If they have some, help them to solve it.Step5运用拓展（8 minutes）1.Let the Ss to finish the part 2: Let’s learn:-What colour are the trousers?-They’re blue.2.Help the Ss practise it.3. Practise in pairs.4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板书设计）Lesson 2 What colour are the trousers?-What colour are the trousers?-They’re blue.教后反思第五课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）In this text, let the Ss master new words ,then let the Ss master the useful expressions .shirt trousers hair sock his shorts orange shoe-What colour are the coats?-They’re blue.Key difficulty:（教学重点）Let the Ss can use the main dialogue.-What colour are the coats?-They’re blue.Teaching times: （教学课时）Teaching method:（教学方法）three doubts three searchesTeaching preparation and method:（教学用具）cards,radioTeaching process:Step 1 Warmer（5 minutes）Ask the Ss to say the Chinese meanings of the following words: shirt trousers hair sock his shorts orange shoeThen let them read these words and try to remember them. Step 2 设疑自探（10minutes）1. Ask them to listen to the tape for two times,underline the words, phrases and sentences they don’t know and understand. Then collect their questions and write them on the Bb,next help them to solve it.2. Let the Ss try to recite the dialogue:-What colour are the trousers?-They’re blue.Step 3 解疑合探（10 minutes）1. Get some Ss to solve the problems.2. Go through the Chinese meanings in different groups. Ask some groups to present them to the whole class. Pay attention to add their evaluations. If they have any questions, please give them more helps.3. Let the Ss master the following new words:shirt trousers hair sock his shorts orange shoeStep 4质疑再探（7 minutes）Let the Ss know the meaning of this dialogue, and let the Ss can use it. then let the Ss practise the dialogue several times.Step 5运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1. -What colour __ the trousers?-They’re blue.A. isB. areC. of2. –I can’t find my dog._____ is it?A. WhatB. WhereC. WhoBb writting desgin:（板书设计）Lesson 2 What colour are the trousers?-What colour are the coats?-They’re blue.教后反思第六课时Lesson 2 What colour are the trousers?Teaching material analysic:（教材分析）In this text, let the Ss master these new words and main dialogue:shirt trousers hair sock his shorts orange shoe-What colour are the trousers?-They’re blue.Goal request:（教学重点） In this text, let the Ss master the main dialogue:-What colour are the trousers?-They’re blue.And master the new words:shirt trousers hair sock his shorts orange shoemaster these :（教学难点）Let the Ss master the dialogue and can use it.Teaching times:（教学课时）3Teaching method: （教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards,radio Teaching process:Step 1 Warmer（5 minutes）Ask and answer like this :A: -What colour are the trousers?B:-They’re blue.C: -What colour are the coats?D:-They’re red.Step 2 设疑自探（10 minutes）Give the Ss three minutes to read the text:Look at the pictures on page 8 9 &10 ,what do you want to ask ? And then get the Ss try to answer these questions like this : A: -What colour are the trousers?B:-They’re blue.C: -What colour are the coats?D:-They’re red.Step 3 解疑合探（10 minutes）1 The teacher give the Ss five minutes to read the text and try to answer these questions .2 Do you understand the dialogue?3 Talk about these sentences and try to understand them .4 Help the Ss act the dialogue.Step 4 质疑再探（7 minutes）1 Give the Ss five minutes to read the dialogue, and let the Ss can use it.2 Let the Ss act the dialogue.Step 5运用拓展（8 minutes）Excises in class:1. -What colour are the __?-They’re blue.A. coatsB. coatC. cat2.- Miss Zhang is a teacher.She works _____ a school.A. inB. onC. atBb writting desgin:（板书设计）Lesson 2 What colour are the trousers?shirt trousers hair sock his shorts orange shoe -What colour are the trousers?-They’re blue.教后反思第七课时1 Teaching Topic:Lesson 3 They are in class threeGoal request:（教学目的）New words :class behind grade glass glassesSome useful expressions :A: What class are they in?B: They are in class three.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: What class are they in?B: They are in class three.Teaching times: （教学课时） 1Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind grade glass glasses ,let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at the part 1, in this part let the Ss try to read this part and try to ask and answer these questions : A: What class are they in?B: They are in class three.Step 3 解疑合探（10 minutes）1 When we learned about this part , we master these usefulexpressions and words:(1) A: What class are they in?B: They are in class three.(2) New words：class behind grade glass glasses2 Practise the dialogue and act in pairs .useful expressions :A: What class are they in?B: They are in class three.Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’s talk : Do you have any questions about the dialogue ?2 Can you use “class behind grade glass glasses ?3 Please act out the dialogue with your partner .Step5 运用拓展（8 minutes）Show some exercises on the blackboard ,let the students finish it.Bb writting desgin:（板书设计）Lesson 3 They are in class threeA: What class are they in?B: They are in class three.教后反思第八课时Lesson 3 They are in class threeGoal request:（教学目的）New words : class behind grade glass glassesSome useful expressions :A: Are they in Grade Four?B: Yes, they are.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: Are they in Grade Four?B: Yes, they are.Teaching times: （教学课时） 2Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind gradeglass glasses ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）let the Ss look at Let’s learn, in this part let the Ss try to read this part and try to act it out the useful expressions: A: Are they in Grade Four?B: Yes, they are.In this part , let the Ss master these useful expressions . Step 3 解疑合探（10 minutes）1 When we learned about this part , we masterthese useful expressions and words:A: Are they in Grade Four?B: Yes, they are.The new words:class behind grade glass glasses2 Practise the dialogue at Page 2 and act it out in pairs . Step 4 质疑再探（7 minutes）1 In this part, let the Ss look at the part 1, let’stalk : A: Are they in Grade Four?B: Yes, they are.2 Please act out the dialogue with your partner .3 Let’s chant . 《Are you in Class One?》Step5 运用拓展（8 minutes）Choose the right answer:1 -Who is she?-Sorry, I _____ know.A. am notB. don’tC. isn’t2 - Welcome to Luoyang.- ___________ .A. OKB. YesC. Thank you.3 A: What class __ they in?B: They are in class three.A. areB. isC. ofBb writing design:（板书设计）Lesson 3 They are in class threeA: Are they in Grade Four? B: Yes, they are. 教后反思第九课时1 Teaching Topic:Lesson 3 They are in class threeGoal request:（教学目的）New words : class behind grade glass glassesSome useful expressions :A: What class are you in?B: I’m in Class 1,Grade 4.Key difficulty:（教学重难点）Master these words:class behind grade glass glassesAnd master these useful expressions :A: What class are you in?B: I’m in Class 1,Grade 4.Teaching times: （教学课时） 3Teaching method:three doubts three searchesTeaching preparation and method:cards, radioTeaching process:Step 1 Warmer （5 minutes）First, let the Ss look at these new words : class behind grade glass glasses. Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words .Step 2 设疑自探（10 minutes）1 Let the Ss look at pictures on page 13 14&15 and ask some questions. Then get the Ss try to read the text and try to answer these questions :(1) Are they in Grade Four?(2) What class are you in?Give the Ss five minutes to read the text and answer these questions .-Yes, _____. –I’m in ________ .2 In this part , let the Ss master these new words and useful expressions :class behind grade glass glassesA: What class are you in?B: I’m in Class 1,Grade 4.Step 3 解疑合探（10 minutes）let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage:Step 4 质疑再探（7 minutes）1 In this part, let the Ss practise in pairs.A: What class are you in?B: I’m in Class 1,Grade 4.2 Let’s act .Step 5 运用拓展（8 minutes）Show some exercises on the blackboard,let the students finishit.Lesson 3 They are in Class Three.Read 《Grandma’s glasses》Bb writting desgin:（板书设计）Lesson 3 They are in class threeA: What class are you in?B: I’m in Class 1,Grade 4.教后反思第十课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）1. In this text, let the Ss master these new words:about welcome to our school at be all ChineseA: Where are you from?B: I’m from Yunnan.2.Master these new words：about welcome to our school at be all ChineseGoal request:（教学重点）1.Master these new words :about welcome to our school at be all Chinese2. Master these useful expressions:A: Where are you from?B: I’m from Yunnan.Key difficulty：（教学难点）Master these new words and these useful expressions. Teaching times:1（教学课时）Teaching method：（教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards, radioTeaching process:Step 1 Warmer（5 minutes）Good morning，first let the Ss look at these cards :about welcome to our school at be all ChineseLet the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 设疑自探（10 minutes）1.First , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’t read and understand.The teacher collect them and write tnem on the Bb, next solve these problems together.2. Ask them to understand the problems in their groups first.Step 3 解疑合探（10 minutes）1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out.2. Get some of the Ss to try to ask and act in pairs.3. Practise in different ways.4.Get some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps.Step 4质疑再探（7 minutes）The teacher asks: Do you have any questions?If they have some,help them to solve it.Step5运用拓展（8 minutes）1.Let the Ss to finish the part 2: Let’s learn:A: Where are you from?B: I’m from ____.2.Help the Ss practise it.3. Practise in pairs.4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板书设计）Lesson 4 Where are you from?A: Where are you from?B: I’m from Yunnan.教后反思第十一课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）In this text, let the Ss master new words ,then let the Ss master the useful expressions .A: Where are you from?B: I’m from ____.about welcome to our school at be all ChineseKey difficulty:（教学重点）Let the Ss can use the main dialogue.A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Teaching times: （教学课时）Teaching method:（教学方法）three doubts three searchesTeaching preparation and method:（教学用具）cards,radioTeaching process:Step 1 Warmer（5 minutes）Ask the Ss to say the Chinese meanings of the following words: about welcome to our school at be all ChineseThen let them read these words and try to remember them.Step 2 设疑自探（10minutes）1. Ask them to listen to the tape for two times,underline the words, phrases and sentences they don’t know and understand. Then collect their questions and write them on the Bb,next help them to solve it.2. Let the Ss try to recite the dialogue:A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Step 3 解疑合探（10 minutes）1. Get some Ss to solve the problems.2. Go through the Chinese meanings in different groups. Ask some groups to present them to the whole class. Pay attentionto add their evaluations. If they have any questions, please give them more helps.3. Let the Ss master the following new words:about welcome to our school at be all ChineseStep 4质疑再探（7 minutes）Let the Ss know the meaning of this dialogue, and let the Ss can use it. then let the Ss practise the dialogue several times.Step 5运用拓展（8 minutes）Show some exercises on the blackboard,let the students finish it.1.-Are you from Bejing?-_____A. Yes, it is.B. No, I am.C. Yes, we are.2. –I can see a _________.A. birdB. birdsC. some birdsBb writting desgin:（板书设计）Lesson 4 Where are you from?A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.教后反思第十二课时Lesson 4 Where are you from?Teaching material analysic:（教材分析）In this text, let the Ss master these new words and main dialogue:about welcome to our school at be all ChineseA: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.Goal request:（教学重点） In this text, let the Ss master the main dialogue:A: Where are you from? B: I’m from Yunnan.A: Are you from Yunnan? B: Yes, I am.And master the new words:about welcome to our school at be all Chinesemaster these :（教学难点）Let the Ss master the dialogue and can use it.Teaching times:（教学课时）3Teaching method: （教学方法）three doubts three searches Teaching preparation and method:（教学用具）cards,radio Teaching process:Step 1 Warmer（5 minutes）Ask and answer like this :A: Where are you from? B: I’m from______.A: Are you from _____? B: Yes, I am.Step 2 设疑自探（10 minutes）Give the Ss three minutes to read the text:Look at the pictures on page 20 21 &22 ,what do you want toask ?And then get the Ss try to answer these questions like this : A: Where are you from?B: I’m from______.A: Are you from _____?B: Yes, I am.Step 3 解疑合探（10 minutes）1 The teacher give the Ss five minutes to read the text and try to answer these questions .2 Do you understand the dialogue?3 Talk about these sentences and try to understand them .4 Help the Ss act the dialogue.Step 4 质疑再探（7 minutes）1 Give the Ss five minutes to read the dialogue, and let the Ss can use it.2 Let the Ss act the dialogue.Step 5运用拓展（8 minutes）Excises in class:1. A: Where are you ____?B: I’m from Yunnan.A. to fromB. fromC. the from2.- Where are my ___?A. catB. catsC. big catBb writting desgin:（板书设计）Lesson 4 Where are you from?about welcome to our school at be all ChineseA: Where are you from? B: I’m from______.A: Are you from _____? B: Yes, I am.教后反思Lesson5 What are these？Teaching material analysis: （教材分析） In this text, we will learn the new words: these those tiger walk jump mom talk The useful expressions: (1) What are these? They’re dolls.(2) What are those? They’re dolls. (3) Can I help you? Yes, we want some toys. (4) I want one. Here you are.Goal request: （教学目的） In this text, let the students know and mast the useful expressions: (1) What are these\ those? They’re dolls.Key difficulty: （重点难点）In this text, let the students know and mast the useful expressions: (1) What are these\ those?They’re ...Teaching times: （教学时间） 3Teaching method: （教学方法three doubts three searches Teaching preparation and method: :(教学工具) cards Teaching process: （教学过程）Step 1 Warmer (5 minutes)T: Good morning class.S: Good morning Miss Wang .T: Hello, Jiang shan!S1: Hello, Miss Wang!T: Look at here, what’s this?S1: It’s a doll.T: What’s that?S2:It’s a book.I’m very glad to see you have already mast the expression “What’s this\ that…?” Ok, they are single; today we will go on learning another expression, Lesson 5 What are these? Step 2 设疑自探一（3minutes）Show these cards to the students.these those tiger walk jump mom talkPlease tell me the questions about the new words:S1: How to read the new words?S2: What’s meaning of the words?Try to read them with the pronunciations by yourselves and guess the meaning.Step 3 解疑合探一（5minutes）Give the students some time then let some of them try to read the words .1.First, the teacher can ask them to discuss with their classmates.2.Next,find some Ss try to read the new words ,if there is sth wrong, the teacher should help her/him.3.Then the Ss read the words after the teacher some times, read after some times ,read freely .Step 4设疑自探二（5minutes）T: Turn to page 48 and look at the text. Please tell me the questions about the text.S1: How to read the text?S2: What’s meaning of the text?教师补充问题：(1) What does Tom want to buy?(2) Are there some bears?(3) Can the panda walk?(4) Is it fun?Give the students five minutes, try to solve the Qs.Step 4解疑合探二（15minutes）Ask some students try to answer. If they have some difficulties they can discuss in group.1) The teacher chooses some Ss to stand up and explain it. If there is something wrong, the teacher should correct it. 2) The teacher read the text. Then let Ss read after the teacher.Then let the Ss read the dialogue by themselves, after that choose one or two teams to stand up and act it out.S1: Can I help you? S2: Yes ,we want some toys .S3: What are those? Are they bears ? S1: No ,they’re pandas . S1: Look !The panda can walk . S2: What fun !I want one . S1: Here you are. S3:Thank you .The boys the girls and the teacher act out.Boys: Can I help you? Girls: Yes ,we want some toys . T: What are those? Are they bears ? Girls: No ,they’re pandas .Boys: Look !The panda can walk . Girls: What fun !I want one . Boys: Here you are. Girls: Thank you .They can also give their some help in a right time.3)Now ,look at my Qs, who can answer?Qs1:He wants to buy some toys .Qs2:No .Qs3:Yes .Qs4:Yes .Step 5质疑再探(7minutes)T：Do you have any questions about this dialogue?If you have another questions please put up quickly,first think about by yourself then you can talk about with your classmates or ask your teacher.Step 6运用拓展(8 minutes)（）1. 如果你想知道这些东西是什么，你应该说：­­­­­­________ A. What are these? B. What are those?（）2. 如果你是营业员，应该怎么和客户打招呼：­­­­­­________ A. Can I help you? B. Can you help me?（）3. 如果你想要一样东西，你应该说：­­­­­­________A. I like …B. I want …（）4. 如果妈妈给你买了你喜欢的东西，你应该说：­­­­­­________A. Thank you very much.B. Here you are.Bb writting desgin: （板书设计）Lesson5 What are these？What are these? They’re dolls.。

Unit 2 HouseworkLesson 4【教学目标】1．复习前三课所学单词及句型,在情境中进行运用.2．能运用所学句型简单描述自己国籍及居住地等情况.3．初步了解字母y, s, e在单词中的发音规律.【教学重难点】重点:复习本单元所学知识.难点:能运用所学句型简单地描述做家务的情况.【教学过程】Ⅰ．热身（Warm-up）1．教师采用单词卡片或教学课件快速出示单词或短语,让学生说出单词.在此可以集中复习以前所学的动词和动词短语.如:wash, shoe, clean, window, clothes ,water flower, game, housework, hey, meal, do the dishes, tidy.2．教师继续出示课本中人物做动作的图片,问:What's he/she doing? 学生根据实际情况做答.Ⅱ．练习（Practice）1．教师出示Let's talk部分的图片,或者让学生看课本插图,提出问题:Peter周末去李明家,看到了什么?2．教师播放本课录音或教学光盘,让学生带着问题去听"What's Li Ming doing?" "What's he cooking?",请学生听后回答: "He is cooking." "He's making bread."3．教师再次播放录音或教学光盘,学生看课本插图并模仿跟读,注意语音语调.4．学习Let's read部分.教师播放录音,学生跟读,感知语音.请学生找出每组中字母y, s ,e 的发音规律,引导学生发现每组单词的发音规律.然后再次播放录音,学生模仿跟读.并找出与字母y, s ,e 发音相同的其他学过的单词并朗读.Ⅲ．运用（Production）1．完成Let's do 部分.此活动是根据图片进行描述.（1）组织学生两人一组练习Let's do部分的对话.（2）请学生上台展示.教师可以结合这个活动让学生把自己家人的照片带来进行描述,提高综合语言运用能力.2．完成Fun time部分.本活动是歌曲演唱,具体步骤如下:（1）首先让学生欣赏歌曲,可以小声跟唱模仿.（2）小组内进行练习,然后找同学示范演唱,教师和学生给予评价和鼓励.（3）鼓励学生运用前面学过的动词词组对歌曲进行创编演唱,教师可以先进行示范,再让学生小组练习,最后找几组学生上台展示.3．完成配套练习.Ⅳ．课外活动（After-school Activities）1．听本单元录音,模仿跟读.2．运用本单元所学内容大胆交流,通过看照片或者打电话的形式询问同学周末在家的活动.Ⅴ．参考资料1．文化背景知识:据国际儿童机构的统计,世界各国儿童中,以美国儿童干家务活最多,时间也最长,平均每天在1、2小时以上.美国法律详细规定了6岁~18岁的孩子应该做的家务和社会劳动,甚至各个幼儿园,都设有美劳角、木工角等,家长们从小就注重向孩子灌输勤劳节俭的意识,并培养孩子独立、自强的能力.在日本中小学道德教育的课程中,"勤劳与奉献、热爱家庭、孝敬父母,爱国心和园林艺术"等都属于重点教育内容.日本家长认为孩子干家务活儿可以使他们有尽可能多的机会,通过视觉、听觉、触觉和味觉接受外界的各种刺激,这些刺激信息传入大脑,便可形成智能,发展孩子的动作、语言和技能等,通过做家务活能使孩子意识到他是重要的家庭成员,能获得成年人的成功和幸福.在韩国的学校中,很重视对学生进行热爱农民,珍惜粮食的教育.在德国的法律中,明文规定了不同年龄的孩子,应当在家帮助父母完成什么样的家务活;在泰国、马来西亚等国家和地区,华人们继承了祖先的勤劳致富,节俭持家的好传统,在当地成了富民,但是,他们仍坚持"子女不沾父母光"的教育,教育孩子靠自己的勤劳和智慧致富.德国:德国的家长们从不娇惯孩子,要求儿童从小学做家务.20%的德国家庭甚至在儿童刚满周岁时就开始教他们做家务,其中最常见的是剥豆荚和喂猫食.此外,德国家庭认为学龄前儿童可以胜任的家务还包括:取报纸、浇花、抹桌、扫地等.6~0周岁的儿童常常被安排在晚餐后轮流洗餐具,偶尔也随同父母上街购物,垃圾分类后丢入指定垃圾箱等等.10~14岁的少年就应学会洗衣和做家常菜,帮助父亲照料花园或菜园,擦洗自己和家人的鞋子,清洁自行车.14~16岁的少年承担擦洗家庭轿车的重任,也是家庭大扫除的主力.美国:美国孩子每天从事家务的时间大约为30分钟.孩子们主要干打扫房间的活儿,有60%的孩子的房间是自己打扫的.2．趣味活动游戏名称: 动作快递组织方法:教师把一些动词短语写在卡片上,制成卡片,选择一竖排或横排的学生进行这项游戏（四到五个人为宜）,教师让这一排的第一个学生随意抽取一张卡片,如:wash clothes,请这个学生对第二个同学做出这个动作,然后让学生依次对下一位同学模仿这个动作,学生在传递动作时,只能让这个同学看到,不能让其他学生看到,当传到最后一个学生时,教师指着这个学生问其他学生:"What is he/ she doing?"让学生回答.为验证答案的正确性,教师可以向第一个同学求证:Are you …?最后由全班评选出优胜小组,并进行评价和鼓励.。

Unit 3 Restaurant【单元教材分析】功能：主要谈论饮食并表达自己和他人的喜好。

教学重点：能听懂、会说、认读并运用句型“What do you want to eat?〞“I want to eat dumplings. 〞“ Whatwould you like, please? 〞“ I ’liked some noodles. 〞“ Would you like something to drink?〞“ Yes, I’ d like some等。

pear juice.〞教学难点：在实际生活中会点餐及表达饮食爱好，特别是句型“Wouldyou like something to drink?〞“ Yes, I’ d like some的pear灵活juice使用.，及单词〞“ potato，minute, something的〞发音。

【单元教学目标】1．能听懂、会说、认读、标准书写单词“want eat noodle potato soup tomatowait minute fruit banana〞；能听懂、会说、认读单词“ dumpling out pizza cake something pear〞。

2．能够听懂、会说、认读表达点餐的句型：“What do you want to eat?〞I“want to eat dumplings. 〞“What would you like, please?〞“I’d like some noodles.〞“Wouldyou like something to drink? 〞“Yes, I’d like some pear juice. 〞。

3．能运用所学句型进行点餐，表达自己对饮食的喜好、需要等。

4．初步学习与了解字母c, o 在单词中的发音规律。

5．引导学生对中、西方的饮食进行更全面的比照了解，倡导健康的饮食习惯。

【教学程序建议】Lesson 1 I want to eat noodles.〔第一课时〕一、热身 (Warm-up)1．教师组织学生演唱第二册第 5 页的 Chant “ Fish and rice, Are very nice.Vegetables and rice, Are very nice. Yummy, yummy, yummy, Dinner is nice!〞。

四年级下册英语教案一、教学目的1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；2、培养学生具有一定的语感和良好的语音、语调书写基础，以及良好的学习习惯；3、使他们初步具备用英语进行简单日常交流的能力。

4、同时培养学生的观察、记忆、思维、想象和创造能力。

5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意志，为学生的进一步学习奠定良好的基础。

二、教材分析《义务教育课程标准实验教科书英语》供三年级起使用，是人民教育出版社与加拿大Lingo.Media国际集团合作编写的一套全新的中下学衔接的英语教材。

这套教材是根据教育部制定的《国家英语课程标准》和《小学英语教学基本要求》编写而成的。

本册供以小学三年级为起点、开设英语的学校第一学年第一学期使用。

《义务教育课程标准实验教科书英语》的设计和编写体现了外语教学思想的继承和发展。

在分析、研究许多种国内外小学英语教材的基础上，取其精华，博采众长，形成了本套教材特有的编写体系。

同时，有吸收了当今国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。

本册教材具有以下几个特点：1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。

7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间。

8、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的整体质量。

Unit 1 Countries【单元教材分析】功能：询问和了解他人的国籍及居住地。

教学重点：能听懂、会说、认读并运用句型：“Where are you from?”“I’m from …”“Where’s he/she from?”“He’s /She’s from …”“Where do you live?”“I live in …”教学难点：在实际生活中能灵活运用所学知识并掌握Australia, America, Canada等单词的读音。

【单元教学目标】1.能听懂、会说、认读并规范书写单词： China, from, her, live, please;能听懂、会说、认读单词：famous, America, Australia, France, Britain, India, Ottawa, London, Washington D.C, 并能结合句型灵活运用。

2.能听懂、会说、认读句型：“Where are you from? ”“I’m from …”“Where’s he/she from?”“He’s/She’s from …”“Where do you live? ”“I live in …”3.学会运用所学句型询问对方的国籍及居住地，并能简单描述居住地情况。

4.初步了解字母j, w, u 在单词中的发音规律。

5.通过各国的标志性建筑及代表性动物，对学生进行适当的文化渗透及情感教育。

Lesson1 I’m from Britain.课型：新授课一、教学目标：1.能听懂、会说、认读单词：China, from, Canada, America, Britain.2.能听懂、会说、认读并运用句型：“Where are you from?”“I’m from…”3.学会运用所学句型询问对方的国籍。

二、教学重难点：重点：能听懂、会说、认读并灵活运用句型：“Where are you from？”“I’m from…”.难点：单词America，Canada，Britain的发音及运用。

鲁科版⼩学四年级下册三单元第⼀课教案鲁科版⼩学英语第四册Unit 3 Lesson 1: I want to eat noodles.教学设计泰安市岱庙办事处灌庄⼩学周涛教学内容:鲁科版⼩学英语第四册（四年级下册）第三单元第⼀课教材分析：本单元的主情境是询问饮⾷喜好及在餐馆就餐时的对话，本单元的教学是以学⽣能够听懂、会说、认读并运⽤主句型为重点，以学⽣在实际⽣活中会点餐及表达饮⾷喜好为难点的。

⽽本节课作为第⼀课，是⼀个引导进⼊主情境的导⼊课。

所有教学⽬标的达成、重点的落实，难点的攻克都旨在培养学⽣在实际⽣活中积极运⽤所学英语进⾏表达、交流的能⼒。

教学⽬标：1、知识⽬标：能够听说、认读want ,dumplings两个新单词，能够听说、认读、会写eat, noodles两个单词，并能运⽤主句型“--What do you want to eat? --I want to eat …”询问别⼈的饮⾷喜好。

2、能⼒⽬标：能听懂、会说并在实际⽣活中运⽤句型“--What do you want to eat? --I want to eat …”，并能做替换练习。

3、情感、策略⽬标：培养学⽣合理膳⾷、保持健康的理念。

同时培养学⽣积极运⽤英语进⾏⽇常表达、交流。

教学重难点：掌握noodles, dumplings, want, eat 四个单词，并能⽤主句型“What do you want to eat? I want to eat …”进⾏⽇常⽣活中询问饮⾷喜好的替换练习。

教学准备：课件、录⾳机、磁带、服务员端盘⼦图⽚2张、⾷物卡⽚若⼲、盘⼦实物6组、单词卡等。

教学步骤：Step1: Warm up(热⾝)1, Greeting:Teacher (T): Good morning, boys and girls. Nice to meet you.Students (Ss): Nice to meet you, too.T: Today I’m glad to have this class with you.First, I want to know something about you, OK?S: OK.2, Free talk:T: This boy, what’s your name, please?S1: My name is …T: Nice to meet you.S1: Nice to meet you, too.T: And this beautiful girl, may I have your name?S2: My name is …T: Nice to meet you.S2: Nice to meet you, too.T: Do you like fish?S2: Yes, I like fish very much.T: Great! I like fish, too.T: And this boy, let me know you, OK?S3: My name is …T: Oh, you’re cool. And do you like chicken?S3: Yes, I like chicken.T：Oh, I know.【设计意图】通过与学⽣打招呼，进⾏简单⽇常交流，询问他们是否喜欢鱼或鸡腿之类的⾷物，顺势⾃然过渡到⾷物上来，从⽽引⼊美⾷街，进⼊主情境。

Unit 4 WeekendWe all enjoy our weekend. Look, （出示课件）Jenny and MissZhang are talking about weekend．What does Jenny do at theweekend? 让学生自己读第一幅图并回答: She often takes pictures.教师用肢体语言让学生理解take pictures的意思,板书并学说短语,区分draw pictures与take pictures.2．出示Tom打电脑的图片,并问What's Tom doing? 学生会根据已有知识作答: He's playing computer games. 教师继而引出本课句型: Does he often play computer games? 板书并领读,之后让学生们猜一猜.大部分学生受图片的影响会做出肯定回答.教师播放光盘,让学生整体感知课文,并回答问题.师板书答句:No, he doesn't. 教师补充:Tom is a good boy. He doesn't often playcomputer games. He often writes emails on the computer.3．出示Peter拉小提琴的图片,师指着小提琴学说violin, 做动作学说短语play the violin. T: I can't play the violin. 提问同学们Can you play the violin? 对作肯定回答的同学说:Do you often playthe violin at the weekend? 然后把话题引回:Does Peter often playthe violin at the weekend? 第二次播放光盘,并回答问题.师板书答句: Yes, he does. Peter often plays the violin, so he can play the violinvery well.设计意图:针对课文四幅图分别介绍了四个人物周末活动的特点,我根据内容的难易分别通过读一读,听一听,猜一猜等几种不同的方法使学生了解他们的周末活动,并适时引出重点句型Doeshe often play the piano?Yes, he does. No, hedoesn't.4．What does Guo Yang do at the weekend? Please read the fourth picture and find the answer. 让学生读第四幅图并找学生回答问题:He often plays the piano, sometimes he listens to music.5．listen and repeat.6．同位分角色朗读.Ⅲ．Practice.1．Chant.Take pictures, take pictures, Does Jenny often take pictures? Yes, she does, Yes, she does, She often takes pictures at the weekend.Play the piano, play the piano, Does Tom often play the piano? No, he doesn't. No, he doesn't. He often plays the violin at the weekend.(通过chant来巩固重点句型和短语,加深记忆.)2．Let's talk.Peter often plays the violin at the weekend．What else does he often do? 他周末还做些什么呢? Let's have a look.出示课件,教师先与学生问答Does he often listen to music?根据笑脸或苦脸作出回答,示范后同伴俩练习并展示.Ⅳ．Production1．Guessing game找两个学生到教室前面背对全班,教师随意提问一个学生:What do you do at the weekend? 让他通过做动作来表示,然后全班集体提问:What does S1 do at the weekend? 两位同学用所学句型Does he…来猜,大家集体作答,先猜对的奖励贴画.2．Good memory记忆大比拼出示学生喜欢的明星及其周末活动,之后快速消失,最后再逐个出示人物,What does Zhou Jielun do at the weekend?让学生们来抢答明星们的周末活动.Ⅴ．Summary齐读板书重点句型.HomeworkCopy the drills and listen to the tape.设计意图:通过猜明星们的周末活动,趣味性地巩固了重点句型.板书设计Unit4 lesson 3 Does he often play the violin?Does he/she often play the violin?play the computer games ?writes emails ?play the piano ?listen to music ?——Yes, he does. / No, he doesn't.。