新版开心学英语四年级英语(下册)教案

开心学英语四年级第二学期英语科教学计划As an English teacher for the second semester of Grade 4 at Kangxin Elementary School, I have carefully planned the English teaching plan to ensure that the students can learn effectively and enjoyably. 作为康欣小学四年级第二学期的英语老师，我精心制定了英语教学计划，以确保学生能够有效而愉快地学习。

First and foremost, the focus of the English curriculum for the second semester will be on building a solid foundation in the English language. This will include a strong emphasis on vocabulary, grammar, and sentence structure. 首先，第二学期英语课程的重点将放在建立扎实的英语基础上，其中会着重强调词汇、语法和句子结构。

In addition to the core language components, I plan to incorporate more interactive activities and games into the lessons to make learning English more engaging and fun for the students. 除了核心语言要素，我计划在课堂中加入更多的互动活动和游戏，让学生更加享受并投入到英语学习中。

Moreover, I believe in the importance of creating a positive and encouraging learning environment for the students, where they feel comfortable and motivated to participate actively in class. 此外，我相信营造一个积极鼓励的学习环境对学生来说非常重要，他们会在这样的环境中感到舒适，并且积极参与课堂活动。

最新部编版四年级下册英语《快乐学习英语》说课稿一、教材分析《快乐研究英语》是部编版四年级下册的英语教材，共12个单元，每个单元有基础篇和扩展篇。

教材注重培养学生的英语听、说、读、写的基本技能，通过系统的语言训练，能够表达自己的想法。

二、教学目标1. 语言知识目标：学生掌握本单元的英语单词、短语和句子。

2. 语言技能目标：学生能听懂、会说、会读、会写本单元的英语。

3. 情感态度目标：培养学生对英语研究的兴趣和爱好，激发研究英语的热情和信心。

三、教学重难点1. 教学重点：让学生掌握本单元的英语单词、短语和句子。

2. 教学难点：如何帮助学生正确地发音和运用所学知识进行交流。

四、教学方法1. 生活化教学法：以生活中的实际情境为背景，让学生在语言环境中接受语言的输入，形成英语思维。

2. 情景教学法：通过情节渲染和角色扮演等方式帮助学生理解语言意义，激发学生的兴趣和积极性。

3. 合作研究法：通过小组合作研究，帮助学生感受语言交流的乐趣，培养合作意识和能力。

五、教学过程1. 给学生营造英语研究氛围，引导学生重视英语研究。

2. 通过实物、图片、视频等多种方式展示教学内容，帮助学生理解英语，打破研究障碍。

3. 融入游戏、童话、趣味故事等元素，让学生在轻松愉悦的氛围中进行英语研究。

4. 设计多种研究任务，让学生在合作中发挥自己的主动性和创造性，更好地完成研究目标。

六、板书设计教学重点、难点、本单元的英语单词、短语和句子。

七、教学评估1. 对学生的实际语言能力进行评估，包括听、说、读、写四个方面。

2. 对学生在小组合作中的表现进行评估，包括合作意识、创造力、独立思考能力等方面。

八、教学反思根据学生的实际情况和反馈，适当调整教学方法和策略，不断完善教学过程，提升教学效果。

开心学英语四年级英语下册教案（全册）第一篇：开心学英语四年级英语下册教案(全册)Unit 1 My school T argetI.Sentences: 1.There’s a hall, a gym···· 2.How many classrooms are there? There are twenty-five classrooms.3.Of course, Gogo!4.I have an idea.II.Words: a teachers’ office , a library，a playground, a hall，an art room，a music room, a gym ,a classroom;III.Sounds and words:[u:]room moon cool classroom school noodles MaterialsPicture Cards 1-8, a teachers’ office , a libra ry，a playground, a hall，an art room，a music room, a gym ,a classroom;教学反思：The first period Step 1 Review 1.Do you know…?2.How many words do you know? Step 2Vocabulary Getting ready Put Picture Cards 1-8 on the blackboard.T: Look at the Picture Cards.Say each word as you hold up the Picture Cards T: Now listen and repeat.Hold up each Picture cards.And say the word.Give Ss time to ing the book T: Listen to the disc and repeat.Point to each subject as you say it.Play the disc and have Ss repeat each word.T: Is this an art room?(Point to a music room Picture card.)Ss: No, it isn’t.It’s a music room.Model if necessary.Repeat with several Picture Cards.T: Close your books.T:(Hold up various Picture Cards and repeat.)what is it?Ss: It’s a ….Extension activity Step 3 Practice 2 T: What canyou see?(S1:A gym```)T: Now read the questions.Have Ss read the questions together.Ask individual Ss to answer.Step 4 Homework1、朗读拼背本课单词2、抄写本课单词各5个教学反思：The second period Step 1 Review1、朗读短语。

四年级下册英语教案unit 1 My school∣广东开心英语教学内容本单元为广东开心英语四年级下册Unit 1 "My School"，教学内容围绕学校生活的各个方面展开，包括认识学校的主要场所和设施，如教室、图书馆、食堂、操场等，以及学习相关的英语词汇和表达方式。

学生将通过本单元的学习，能够用英语简单介绍自己的学校，并描述在学校中的日常活动。

教学目标1. 知识目标：学生能够听懂、会说、会读本单元的关键词汇和句子，如"classroom"、"library"、"canteen"、"playground"等，并能运用这些词汇和句子进行简单的英语交流。

2. 能力目标：通过听、说、读、写的训练，提高学生的英语综合运用能力，培养学生观察、记忆、思维和想象的能力。

3. 情感目标：激发学生对学校生活的热爱，增强学生的集体荣誉感，培养学生积极向上的学习态度。

教学难点1. 词汇的记忆和应用：本单元涉及到的新词汇较多，学生需要通过反复练习来掌握和运用这些词汇。

2. 句型的构造和运用：句型如"My school has a beautiful library."对于学生来说，构造和运用起来有一定的难度，需要通过大量的实例和练习来帮助学生理解和掌握。

教具学具准备1. 教具：多媒体教学设备、PPT课件、录音机、单词卡片等。

2. 学具：学生用书、练习册、文具等。

教学过程1. 导入：通过展示学校的照片或视频，引起学生的兴趣，导入本单元的主题。

2. 新课呈现：利用PPT课件，展示本单元的新词汇和句型，引导学生跟读和模仿。

3. 练习：通过听录音、看图说话、角色扮演等方式，让学生反复练习本单元的词汇和句型。

4. 课堂活动：组织学生进行小组活动，如制作学校地图、介绍自己的学校等，提高学生的英语实际运用能力。

板书设计1. Unit 1 My School2. 新词汇：classroom、library、canteen、playground等。

Unit 2 Our new home单词掌握living room, dining room, bedroom, kitchen, bathroom, garden 重点句型1 We’re moving to a new home.句型2 Is there a bedroom for me?句型3 What about a garden?句型4 There is a kitchen. There are two bedrooms.句型1 We’re moving to a new home.(带入apartment, house)句型2 Is there a bedroom for me?回答：Yes, there is. There is a bedroom for everyone.Is there a living room ?回答：Yes, there is. And there is a dining room, too.句型3 What about a garden?There isn’t a garden, but there are three bathrooms句型4肯定句: There is a kitchen. There are two bedrooms.否定句: There isn’t a kitchen. There aren’t two bedrooms.疑问句: Is there a kitchen? Are there two bedrooms?肯定回答：Yes, there is. Yes, there are.否定回答：No, there isn’t. No, there aren’t.一．听录音，给下列图片排序( ) ( ) ( )( ) ( ) ( )二．看图写单词1._____________2. _____________3. _____________4. _____________5. _____________6. _____________三、单项选择( )1. There are three ________ in my new apartment.A.bathroomB. balconyC. bedrooms( )2. There is a bedroom ________ everyone.A.forB. fourC. to( )3. There isn’t a garden ________ a living room.A.andB. butC. or( )4. There aren’t ________ trees in the garden.A.muchB. anyC. some( )5. Is there a bedroom for ________?A.yourB. mineC. me( )6. How many boys ________ there in Class One?A.beB. isC. are( )7. There ________a pencil-box, two books and some flowers on the desk.A.is aB. are someC. has a( )8. There ________an apple and ten bananas in the basket. You can take any of them.A.isB. areC. have( )9. We are moving ______ a new home.A.toB. inC. for( )10. There is a bedroom ______ you.A.toB. forC. with( )11. There is a living room ______ our new home .A.atB. onC. in( )12. How many ______ are there?B.bedroom B. balconyC. bathrooms( )13. He lives in ______ old house.B. a B. anC. /四、选词填空。

Unit 1 Hi,Gogo!2009-09-15 10:23四年级第一学期英语教案Do you know?TEACHING AIMS: to help students, reviews of student’s Book 2TEACHING KEY: adjectives, sports, household items, fruit, clothing, time, numbers11-20TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Getting ready:Hi,HelloNice to meet you! …Have some activities to go over the Book 2dice gameclass collagechant markerslistencarefullycan you followguess fastUnit One Hi, Gogo!TEACHING AIMS: to help students to comprehend a dialogue and a passage, and reviews of student’s Book 2TEACHING KEY: students to comprehend a dialogue and a passage, and reviews of student’s Book 2TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:ConversationGetting readyPut picture cards of Gogo, Tony and jenny on the board.T: what’s his name? Who’s she?Model responses. Then elicit responses from Ss.Put picture cards of notebook, snake, butterfly and lamp on the board.T: what’s that? Is it (bird)? Is it big or small?Model answers, e.g. It’s a small snake. Have Ss repeat.Using the bookT: Let’s look at the pictures and listen to the tape.Point to Ss’ books and play the tape.T: Let’s listen again and repeat.Play the tape again, pausing after each sentence to let Ss repeat.Divide Ss into four groups for the roles of Tony, Jenny, Bing the birdand Gogo.Treads each line, pausing for each group to repeat its part.Encourage groups to add actions, e.g. Tony and Jenny looking up and pointing at the sky and the bird flapping its wings.Extension activity TB p.12VocabularyGetting readyRub your stomach and lick your lips.T: I’m hungry. Repeat.[Ss: I’m hungry.](Show Ss Picture Card l hungry.)Rub your throat.T: I’m thirty. Repeat. [Ss: I’m thirsty.](Show Ss Picture Card 2 thirsty.)Continue with the other picture Cards. Say the word and have Ss repeat.Using the bookT: Listen to the tape and repeat. Point to each picture as you say it.Play the tape and have Ss repeat each word.Point to the picture of stapler.T: Stapler. [Ss: Stapler.]Point the other pictures in random order. Say the words and have Ss repeat.Extension activity TB p.12ReviewGetting readyPoint to the door.T: What’s that? [Ss: It’s a door.]T: Are you happy? (Point to one student.)[S1: Yes, I am.]Elicit responses from several Ss.T: Who’s he? (Point to one student then ask another student to answer.)[S2: He’s my friend. / He’s a student.]Using the bookT: Listen to the tape and repeat.Have Ss look at the pictures.Play the tape and Pause after each sentence for Ss to repeat.Extension activity TB p.12Optional activities Tb p.14Unit One Hi, Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2TEACHING KEY: to help students to comprehend target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice1Getting readyPoint at and talk about the three pictures in each number.T: What’s this? (Point to soda.)[Ss: It’s soda.]T: (Pantomime drinking the soda.) I’m thirsty. Repeat. [Ss: I’m thirsty.]Model the first sentence in each group, then have Ss make the other sentences.Using the bookT: Let’s listen to the tape.Play the tape for number l, then pause.T: Which picture and sentence is it? Is it this one? (Point to the picture of steak.)T: Number l is “I’m hungry.”(Trace the circle.)Continue with the other three numbers.Extension activity TBp.12Practice2Getting readyWrite Are you thirsty? And Do you have a ruler? On the board.T: Are you thirsty? (Point to S l.) [S l.: Yes, I am. / No, I’m not.]T: How about you? Are you thirsty? (Point to S2.) [S2: Yes, I am. / No, I’m not.]Continue until you get both yes and no answers.Do the same for Do you have a ruler?Using the bookT: Now, let’s read the questions together.Have Ss read the questions out loud.Put Ss into small groups to practice asking and answering thequestions.Extension activity TB p.12SongGetting readyWrite I’m and my name’s on the board.T: I’m (T’s name). (point to I’m .phrase.) What’s your name? (Point to S1.)[S1:I’m (S1’s name)]T: My name’s (T’s name). (point to My name’s .Phrase.)What’s your name? (point to S1.)[S1: My name’s (S1’s name.)]Ask several Ss using both question patterns.Using the book]T: Let’s learn a song. Let’s listen first.Play the tape and point each word and sentence as it is sung.Play the tape a second time and have Ss sing along.Divide class into two teams. One team sings the Gogo part and the other team is Bing.After the class sings the song in the book, have the Bing team members substitute their real names in the song.Switch teams and sign the song again.Extension activity TB p.12Activity 1Getting readyT: Look at the pictures. I say the word and you point to the picture.Say the words in random order. Circulate around the room to check where Ss are pointing.T: Listen, repeat and point to the sentences.Read the sentences in random order. Circulate around the room to check where Ss are pointing.Using the bookT: Listen. “He’s her grandfather. “ Point to the picture What number is it?[Ss: One]Have Ss look, read and write the numbers in the appropriate boxes.Have Ss exchange books to check each other’s work.Extension activity TB p.12Optional activities TB p.14Unit One Hi,Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of student’s Book 2TEACHING KEY: to help students to comprehend Target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2Getting readyPut up several picture cards from Level 2 in scrambled fashion on the board.Invite tow Ss up to the board and give each one a piece of chalk or marker.Dictate one of the words and have Ss race to circle the picture card.Bring up other Ss and let them race to circle the cards.Using the bookT: I will say a word or sentence. You touch the picture.T: calls out words or sentences, e.g. It’s six o’clock. Ss touch the corresponding picture.Once Ss are familiar with the game, put Ss into groups of three. One student is the announcer and the other two will play against one another using one book. They compete to see who can touch the picture first.Have Ss change roles after a few minutes.Continue until all items have been called out.Extension activity TB p.12Optional activities TB p.14Sounds and words1Getting readyWrite cooks. Plays and washes on the board and underline the ending sounds.T: Let’s practice these sounds. Look at my mouth and repeat.T: /s/ [Ss:/s/.]T:/z/[Ss:/z/.]If necessary. have Ss point their fingersrs on their throat to distinguish /s/and /z/.(/z/-Ss feel the vibration of the vocal cords;/s/-Ss don’t feel it.)Using the bookT: Let’s listen to the tape.Play the tape and have Ss point to each word as the tape says it .T: Let’s listen again and this time, repeat.Have Ss repeat after the tape.Point to the pictures at random and have Ss said the words.Help Ss if they have difficulty making the sounds /s/,/z/,and //.2getting readyHave Ss look at the pictures.T: (point to different items on the page.)What’s this? [Ss: It’s a (c at).]What are those?[Ss: They’re (pears.)]T: Now listen and then touch the pictures.Ss touch the corresponding picture on the page.Using the bookT: Let’s listen to the tape.Pause the tape after the first sentence.T: He washes the cat. Repeat. [Ss: He washes the cat.]Point to the picture.Ss point to each picture as they repeat the words.Continue with the rest.Extension activity TB p.12Optional activities TB p.14Teaching postscript:Unit 2 What day is it today?2009-09-15 10:25Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabulary TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Getting readyBring in large calendar and sports equipment, e.g. a basketball, a ping-pong paddle, etc, to class.T: What day is it today? (Point to the days of week on the calendar, then point to the current day of the week.) Oh, it’s (Tuesday).Hold up a basketball.T: I play basketball on (Tuesday). (point to the day on the calendar again.)Give the basketball to various Ss and have Ss repeat the sentence I play basketball on (Tuesday).Hold up other pieces of equipment, e.g. a ping-pong paddle and pretend to play.T: I play ping-pong on Sunday. (Point to Sunday on the calendar.) Give equipment to various Ss, model sentences and have Ss repeat. Using the bookT: open your books. Let’s listen to the tape.Play the tape and point to each picture.T: Let’s listen again and repeat.Play the tape, pausing after each sentence to have Ss repeat.Put Ss into four groups for the roles of Gogo, jenny Tony and Mrs. Green , who is Tony and jenny’s mom.Play the tape again, after each sentence for each group to repeat its part.Encourage groups to add actions, e.g. pretending to play each sport in the dialog.Extension activity TB p.24VocabularyGetting readyPut picture cards9-16 up on the board.T: (point to Sunday) It’s Sunday. Repeat. [Ss: It’s Sunday].Continue with the other days of the week.T: all the days together make one week. (Show picture card 16.) we repeat. [Ss: week.]Using the bookT: open your books to page 10. Listen to the tape and repeat. Point to each day as you say it.Play the tape and have Ss repeat each day of the week.For the word week, have Ss circle a week on the calendar in the picture.T: is it Wednesday? (Point to Saturday.)[Ss: no, it isn’t. It’s Saturday.] is it Monday?(point to Monday.)[Ss: yes, it is.]Model if necessary.Point to other days of the week and ask similar questions.Extension activity TB p.24TargetGetting readyPoint to the pictures in the vocabulary section.T: what day is it today?[Ss: it’s (Thursday).]T: what do you do on (Thursday)? [S1: I(play the piano)on (Thursday).]Using the bookPlay the tape, pausing after each sentence for Ss to repeat.T: what day is it today? (Point to one strident.)[S1: It’s (Wednesday.)]T: what do you do on (Wednesday)?(point to another student.)[S2: I (play soccer ) on (Wednesday).]Repeat the activity with several Ss.Extension activity TB p.24Optional activities TB p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabulary, targetTEACHING AIDS: pictures ,tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice 1Getting readyPoint to and talk about the three pictures in each number.T: what day is it today?(point to Monday under number 1.)[Ss: it’s Monday.]T: how about this one? What day is it today? (point to Friday under number 3.)[Ss: it’s Friday.] What do you do on Friday? [Ss: I pay soccer on Friday.]Using the bookT: let’s listen to the tape.Play the tape for number 1, then pause.T: which day of the week is it? Do you know? Is it this one?(point to Monday .)While Ss are respondin g make a circle motion around the ‘It’s Wednesday.’ sentence.T: number 1 is “it’s Wednesday.”Continue with the other numbers, pausing after each one and letting Ss repeat each sentence.Practice 2Getting readyPut picture cards9-15 on the board.T: what day is it today? [Ss: it’s (Wednesday ).]T: what do you do on (Wednesday)?(Point to one student.)[S1: I (play baseball ) on (Wednesday ).]Repeat, getting answers from various Ss.Using the bookT: now, let’s read the questions.Have Ss read the questions out loud.Put Ss into pairs or small groups to ask answer the questions.Extension activity Tb p.24SongGetting readyDisplay a large calendar and point to various days.Talk about birthdays and help Ss find out what days their birthdays fall on this year.Using the bookT: let’s sing a song! Let’s listen first.Play the tape and point to each word as it is sung.Divide Ss into two groups.One group sings the questions and the other group signs the responses.Extension activity TB p.24Activity 1Getting readyT: what do you do on Saturday? Repeat. [Ss: what do you do on Saturday?]T: I swim on Saturday.(point to a student.) what do you do on Monday?[S1:I (cook)on Monday.]Repeat the question to several Ss, using different days of the week.Have several Ss pose the question question for other Ss to answer.Using the bookPut Ss in pairs.Model the activity by copying the survey grid on the board and asking a student what do you do on Sunday?[S1: I (play soccer) on Sunday.] Write the word soccer in the corresponding box.Have Ss complete their grids, writing the key words in the boxes.If time permits, have several pairs share their answers with the class.Extension activity TB p.24Optional activities Tb p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabularyTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2Put picture cards from level 2 up on the board.Under each card, write the word in a scrambled fashion.Ask for volunteers to unscramble the words.Give the volunteers chalk/markers to write the words underneath the scrambled the scrambled letters.Ask the class if they agree with what the volunteers are writing.Using the bookT: open your books. Look at these scrambled. Words. What are they?Prompt Ss to say days. Or days of the week.Point to various tables in the picture and ask various Ss what days of the week they are.Put Ss in days in the spaces at the spaces at the bottom.Extension activity TB p.24Optional activities TB p.26Sounds and word1Getting readywrite the alphabet letter u on the board.T: what’s this letter?[Ss: U.]T: yes .today’s sound is the same sound as the letter U. Let’s practice the sound/ju/. Look at my mouth and repeat.T: /ju:/.[Ss: /ju:/]Using the bookHave Ss look at the words on the page.Make the sound /ju:/,pointing to the spelling combinations (u,u-e).T: let’s listen to the tape.Play the tape and have Ss point to each word as the tape says it.T: let’s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.Using the bookT: let’s listen to the chant.Play the tape one.T: now, listen and point to the pictures as they are chanted.Play the tape again and have Ss point to the unicorn, cucumbers, ice cubes and balloons as they are chanted.T: let’s chant together.Play the tape and have Ss chant along. Clap to the beat.Extension activities TB p.24Optional activities TB p.26Teaching postscript:。