四年级第一卷《小学生快乐英语阅读》备课.doc

Unit1The goats教学内容：三年级小学英语课外阅读教材Unit1The goats教学目标：1.能听懂故事、理解故内容。

2.能用简短的单词或句子表达自己的一些意愿或想法。

3.掌握英语课外阅读的一些小技巧。

4.学会同伴间互相帮助。

教学重、难点：1.能听懂故事、理解故内容。

2.能用简短的单词或句子表达自己的一些意愿或想法。

教学准备：PPT 头饰教学流程：Step1: Greeting.T: Are you ready?S: Yes.T: Class begins.Step2: Free talk.1.T:Hello,Good morning/afternoon.2.邀请一位男生，然后向大家提问T: Who is he ?Ss: He’s×××.He is my friend.T: Listen, I can say it in a chant.Chant: Boys , girls, Who is he\she?×××,He’s\She’s my friend.(老师说上句，学生说下句，在操练第二组时，学生就能自己说出chant,可以多说几组，帮助学生活跃课堂气氛，为后面揭题做好铺垫)Step3: Presentation.1.T: Today let’s meet two new friends, OK? Let’s see who are they?（图片）揭题：Unit1 Three goats (板书)(带领学生学习goat，要求能认，会读)2. T: First, let’s enjoy the story about the three goats.（观看视频动画）3. T: Do you like the story?Ss:…T: Read the story by yourselves , try to think and find the Chinese meaning.（学生结合书后生词表，朗读并理解课文大概意思）4:.T:Let’s play a game.（检查学生自学的情况）(Roles: If it is right, you can say : Yeah, Yeah, Yeah, if it is wrong , you can say: No, No, No)( 1 ) Baby goat has some cool stones.( 2 ) Mother has two babies.( 3 ) Sister goat likes to eat and play.5.T:You did a good job. How do you know the word : present.S1: …S2: …T总结：Reading tips阅读中，遇到生词，我们可以： 1. 查生词表。

学段目标激发学生学习英语的兴趣，培养他们英语学习的积极态度，使学生们建立初步学习英语的自信心；培养他们一定的语感和良好的语音、语调，并初步打下良好的书写基础；培养良好的学习习惯；培养他们初步使用英语进行简单的日常交际能力。

同时注重培养学生的观察力、记忆力、想象力和创造力。

Unit 1 Hello教学目标：⒈学生能在教师的带领下进行上课问候。

并会用hello 打招呼；会说 stand up , sit down ，同时作出相应的动作。

⒉学生能够听懂教师在课堂上的一般英语发令方式，如class begins, hands up, class is over等。

⒊学生能够了解英语在国际事务中的地位以及以英语为母语的国家。

4．学生可以在操练游戏中产生对英语学习的兴趣。

教学重点、难点：会用Hello打招呼,并作自我介绍；会说 stand up ,sit down ，同时作出相应的动作。

课时安排：6课时快乐英语备课教案快乐英语备课教案Unit 2 How are you ?教学目标：⒈学生能在教师的带领下进行上课问候。

并会用how are you ? 打招呼；会说see you ，同时作出相应的动作。

⒉学生能够听懂教师在课堂上的一般英语发令方式，如class begins, hands up, class is over等。

⒊学生能够了解英语在国际事务中的地位以及以英语为母语的国家。

4．学生可以在操练游戏中产生对英语学习的兴趣。

教学重点、难点鼓励学生独立思考，大胆表述，耐心倾听，并积极主动与伙伴完成每课任务。

快乐英语备课教案Unit 3 What is your name?教学目标：⒈学生能在教师的带领下进行上课问候。

⒉学生能够听懂教师在课堂上的一般英语发令方式，如class begins, hands up, class is over等。

⒊学生能够了解英语在国际事务中的地位以及以英语为母语的国家。

4．学生可以在操练游戏中产生对英语学习的兴趣。

英语作为一门国际通用语言，已经变得越来越重要。

让孩子们在小学就学好英语，对他们未来的学习和事业都非常有帮助。

但是如何让孩子们爱上英语呢？我认为我们可以借助一些基础教材，如快乐英语第四册四年级第一单元教案。

下面我将介绍一些方法和技巧，帮助孩子们爱上英语。

1. 创造轻松和愉快的学习环境孩子们喜欢玩耍、自由和愉快的气氛，如果英语课程总是呈现在严肃的、压抑的气氛下，孩子们肯定会对学习失去兴趣。

我们应该在学习过程中创造一个轻松、互动和愉快的环境。

例如，在快乐英语第四册四年级第一单元教案中，老师可以采用趣味游戏、有趣的故事、卡通角色、歌曲等方式进行教学，让孩子们在轻松的氛围下愉地学习英语。

2. 培养孩子英语的兴趣和自信心英语学习需要长期的耐心和毅力，孩子们在学习过程中难免会遇到挫折和困难。

这时候，我们应该给予孩子足够的鼓励和支持，提高他们对于英语学习的兴趣和自信心。

例如，在快乐英语第四册四年级第一单元教案中，老师可以通过激励表扬、漂亮的奖励、互动游戏等方式，鼓励和赞美孩子的努力和进步，帮助他们克服英语学习中的困难和挑战。

3. 使用多媒体和互动教学方式孩子们很容易对音乐、动画、趣味游戏、互动教学等多媒体教学方式产生兴趣。

在快乐英语第四册四年级第一单元教案中，老师可以通过投影仪、电子白板、多媒体触摸屏等现代化教育工具，引导孩子们参与到孩子们自己喜欢的学习方式中，这样孩子的学习效果便会更好。

4. 建立轻松友善的英语学习环境一个轻松友善的英语学习环境对孩子们的英语学习至关重要。

在教学中，我们可以采用小组合作、同伴评估等方式，鼓励孩子们参与到英语学习中。

这不仅有助于孩子们的语言交流和表达能力，还能促进孩子们的英语学习进步。

我认为让孩子们爱上英语需要我们从孩子们的兴趣出发，创造一个愉快、轻松、互动和友善的英语学习环境，培养孩子的对英语学习的兴趣和自信心，使用多媒体和互动教学方式。

以上方法都在快乐英语第四册四年级第一单元教案中得到了很好的应用，我相信只要我们用心，孩子们定会对学习英语产生更强烈的兴趣，并且有更好的学习效果。

2024年辽师大版快乐英语四年级上册精彩教案一、教学内容1. Section A：主要通过对话形式，让学生了解和掌握动物园中各种动物的名称和特点。

2. Section B：通过阅读短文，使学生掌握关于动物外形、习性等方面的描述。

3. Section C：通过实践活动，让学生运用所学知识进行交流和表达。

二、教学目标1. 让学生掌握本节课所学的动物词汇，如tiger、panda、elephant等。

2. 培养学生运用所学知识进行简单对话和描述动物的能力。

3. 提高学生的阅读理解能力，能读懂简单的英文短文。

三、教学难点与重点1. 教学难点：动物词汇的拼写和发音，以及描述动物的句型。

2. 教学重点：培养学生运用所学知识进行实际交流的能力。

四、教具与学具准备1. 教具：PPT、黑板、卡片、录音机等。

2. 学具：课本、练习册、笔、纸张等。

五、教学过程1. 导入：通过展示动物园的图片，引导学生用英语讨论动物园中的动物，激发学生的兴趣。

2. 新课内容呈现：a. Section A：教师展示PPT，呈现各种动物图片，引导学生学习动物词汇，并进行对话练习。

b. Section B：教师分发短文，让学生阅读并回答问题，引导学生掌握描述动物的句型。

c. Section C：学生分小组进行实践活动，用所学知识进行交流和表达。

3. 例题讲解：针对本节课的重点和难点，教师进行详细的讲解和示范。

4. 随堂练习：学生完成练习册中的相关题目，巩固所学知识。

六、板书设计1. 动物词汇：tiger、panda、elephant等。

2. 描述动物的句型：It has It can3. 重点句型：What do you like? I like七、作业设计1. 作业题目：a. 抄写本节课所学的动物词汇，每个写5遍。

b. 根据所给图片，用所学句型描述动物，至少写3个句子。

2. 答案：见课本附录。

八、课后反思及拓展延伸1. 教师反思：本节课的教学效果，以及学生的掌握情况。

东苑小学英语学科教师备课活页【教学过程】StepⅠ Warm up(1)Sing the song “How are you?”together.(2)Free-talk.T:Hello, boys and girls. Nice to see you. Welcome back to school. 【设计思路】以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性.Step Ⅱ PresentationShow a picture of a school by CAI. T: Look, what a big school!What can you see in the picture?1. Help the Ss answer the question with the sentence pattern: “I can see a … in the picture.”Stick the word cards on the blackboard. Such as:(1) S:I can see a tree.T: You can see a tree. It’s a tall tree.(2) Stick the word “tall”on the tree, teach the word “tall”. (3) T: We can see a tall tree in the picture. There is a tall tree in the picture.(4) Write the sentence “There is a tall tree in the picture.”on the blackboard, and read the sentence several times, help the Ss understand the meaning. 课题：Unit1 What a big school! Lesson 1 主备人：李爽时间：学习目标：(1) be able to read and write the words "primary school, street, middle school".(2)To enable the Ss to understand and speak:"there be".(3) To help Ss to understand the text in part "Learn to say".个性设计：1.excuse me2.Guangming Primary School3.my school4.get there5.go along6.turn right7.a tall tree8.in front of9.a middle school10.next to11.this street12.You are welcome.13.go together14.in the river15.near the house16.in the tree17.on the tree18.under the treezye down2. Follow the same procedure to teach thewords and phrases: street, primaryschool, middle school. Rewrite theblackboard writing to: There is a street/primary school/ middle school in thepicture.3. Stick the small pictures of flowers,grass and bird on the main picture. Askthe Ss to make sentences with thepattern: There is a … in the picture.【设计思路】通过创设一种真实的语言环境,让学生能在真实的情景中学习.通过描述图片,可以检查与培养学生运用英语的能力,使学生养成用英语进行思维的好习惯,为进一步学习英语练就扎实的基本功.Step Ⅲ Practice1. Ask the Ss to put their own thingsunder the tree on the blackboard,practice the sentence pattern: There isa … under the tree.2. Pair work: Free talk with thesentence: There is a …in/on/under/near…3. Game: listen and drawDivide the whole class into two or threegroups to have a competion.4. Listen to a story.Ask the Ss to find out the sentenceswith “There is…” and answer thefollowing questions.(1) Does the cat want to play with thebird?(2) What does the cat want to do?5. Act out the dialogue.【设计思路】单词的教学本身是比较枯燥乏味的,小学生生性好动,具有好胜心理,采用比赛的形式,让学生在反复操练中巩固本课的学习重点,从而达到语言学习的运用和交流作用.Step Ⅳ ConsolidationAsk one student to come to the front,put his things at some places, theother students make up sentencesaccording to the real situation.【设计思路】“最佳讲解员”的设计,可以让学生把所学知识运用到实际生活,真正达到"学以致用"的目的。

小学英语快乐阅读方案一、英语快乐阅读定义：在《现代汉语词典》中，“快乐”的解释是“感到幸福或满意”；快乐的核心是“在教育教学过程中，在教师的引导下，激发学生学习兴趣和自觉性，调动他们学习的积极性和主动性，使他们成为学习的主人，满怀信心地进取向上，从而在德、智、体、美、劳诸方面生动活泼地主动得到发展”。

在英语教学中，快乐阅读法即：使学生浸入到英语的氛围中，在教师快乐的教学下，积极主动融入到快乐的课堂内外，从而感到心情愉悦，并且对于自己得到的提高感到满意，从而乐于学习英语，做一个快乐的学生。

在教学过程中，我所使用的这种英语快乐阅读教学法，使学生在学习英语的过程中常常产生积极主动的态度，特别是针对小学生爱玩好动的天性，轻松愉快的活动和氛围可以提高学生的学习兴趣和语言运用能力，打造高效课堂。

二、英语快乐阅读流程英语快乐教学法主要包括教学主体和教学时段两部分，分别从快乐的教师、快乐的学生、快乐的课堂以及快乐的课外四方面来阐述。

(一) 快乐的教师教师是教学中“教”的主体，在学生学习中占有举足轻重的地位。

作为教师，在快乐英语教学中，秉承乐教、乐思、乐探和乐究的思想。

乐教即教师要保持积极的情感，课上用怀有极大的热情和激情激发学生灵活的思维，用幽默风趣的话语调动学生的情绪，或者用亲和力拉近与学生的距离去交流，积极的情感能激发学生强烈的求知欲，浓厚的学习兴趣和高涨的学习热情，能使人感知敏锐，思维灵活，记忆和学习效果会大大提高。

在教学过程中，乐思、乐探、乐究都是一个快乐教师所拥有的特质。

(二) 快乐的学生俄国教育家乌申斯基则说：“没有丝毫兴趣的强制性学习，将会扼杀学生探求真理的欲望。

”学生是教学中“学”的主体，在学习英语中培养学生学习兴趣，使其成为“快乐的学生”----课前乐学、课中乐动、课后乐说，在学习过程中会产生更好的学习效果。

1、课前乐学中国学生学英语常常是学的“哑巴英语”，不敢张口说英语，而学好英语却恰恰需要张开嘴巴大胆地说。

英语课外阅读教案（五年级）王小丽建湖县九龙口镇中心小学The story of chopsticks教学目标：1. 能听懂、会说、会读：dinnerware, alone；2. 复习餐具类单词bowl, cup, plate, glass, fork, knife, spoon, chopsticks;3. 能听懂、会说、会读：poke some food, scoop up, cut up, pick up, work in pairs, work hard, give up, try again and again, Well done!4. 能描述餐具的用途：We eat the…with a …5.教学重点：1. 能听懂、会说、会读词组：poke some food, scoop up food, cut up food, pick up food, work in pairs, work hard, try again and again, give up, Well done!2. 辨别餐具的不同作用，并作出描述：We eat the …with a …3.教学难点：1. 熟练掌握餐具作用类词组poke some food, scoop up food, cut up food, pick up food，并能跟着音乐节奏进行chant的练习;2. 掌握单词的正确发音：dinnerware, poke, scoop, alone;3.课前准备：1. PPT课件；2. 每个小组分得若干零食；3. 刀、叉、勺、筷子实物,一盘蛋糕和一盒零食；教学过程：【Step1】Greetings and free talk:T: Oh, boys and girls, you’re very good! I want to make friends with you. I have some hobbies. Do you have any hobbies? （与学生交谈hobby，点评）My hobby is enjoying delicious food. This is my favorite food: beef. （带读2遍）Do you like it, too? Ss: Yes, I do.【Step2】Presentation and practice1. T: What else do you like?（PPT展示不同食物和饮料，并请学生用I like…自由回答, 老师及时点评）2. Teach: dinnerwareT: Everything looks so nice! Look, we can put them in different dinnerware.(Teach: dinnerware)T: There’re many kinds of dinnerware. Look, this is a plate. What dinnerware can you find in the picture? (让学生自由说说图上的餐具)T: Excellent! Look, we put the beef on a plate. We put the noodles in the bowl. Where can we put other food? (Review: a bowl, a plate, a cup, a glass)3. Teach: poke food, scoop up, cut up, pick upT: Do you want to eat the food? But how? With our fingers?Of course not! We need some other dinnerware. Sometimes we need a knife.（读一遍）We can use a knife to cut up food. （Teach:手势cut up food）同法教其他词组。

小学四年级英语阅读教学设计一、教学目标：1. 培养学生的英语阅读兴趣和能力。

2. 帮助学生掌握基本的阅读技巧和策略。

3. 培养学生的综合语言运用能力。

二、教学内容：1. 阅读材料：选择与学生生活经验相关、有趣易懂的短文。

2. 阅读理解题目：根据学生的语言水平和认知能力，设计简单的问题。

三、教学步骤：第一步：导入（5分钟）1. 创设情境，引入阅读主题。

2. 向学生展示一段图片或故事，激发学生的兴趣和好奇心。

第二步：前导知识讲解（10分钟）1. 教师通过示范和举例，向学生介绍一些阅读中常见的词汇和句型，如名词、形容词、动词、人称代词等。

2. 教师通过图片或实物，向学生展示一些学生熟悉的英语单词，例如：apple、book、cat等。

第三步：阅读教学（25分钟）1. 教师分发阅读材料并向学生介绍文章的主题和内容。

2. 学生独立阅读文章，并使用标记法在文中圈出不认识的词汇。

3. 学生根据词汇的上下文及前导知识，尝试理解文章的大意。

第四步：理解检测（15分钟）1. 教师提问学生一些关于文章内容的问题，引导学生回答。

2. 教师针对不同学生的能力，设计简单的选择题或填空题，以检测学生对文章细节的理解。

第五步：讲解技巧和策略（15分钟）1. 教师向学生讲解一些阅读中常见的技巧和策略，例如：猜词义、找关键词、预测答案等。

2. 教师通过示范和练习，帮助学生掌握这些阅读技巧和策略。

第六步：小组活动（20分钟）1. 学生分成小组，互相交流阅读中遇到的困惑和疑问。

2. 学生通过小组合作，共同完成一道阅读理解题目。

第七步：巩固与延伸（10分钟）1. 教师针对学生的不同水平和能力，提供一些额外的阅读材料，供学生自愿挑战。

2. 学生自主阅读并回答相关问题，教师进行点评和总结。

四、教学评估：1. 教师在整个教学过程中，通过观察学生的阅读表现、回答问题的准确性和思维能力，以及学生在小组活动中的合作情况来进行评估。

2. 教师可以设置一些简单的阅读任务，要求学生在课后完成，并进行批改和反馈。

小学英语阅读课教案一、教学目标1. 知识目标：（1）学生能够掌握本节课的生词和短语。

（2）学生能够理解课文大意，正确朗读课文。

（3）学生能够运用所学知识进行简单的阅读理解。

2. 能力目标：（1）学生能够提高阅读理解能力。

（2）学生能够提高词汇量和语言表达能力。

（3）学生能够学会查找和运用相关信息。

3. 情感目标：（1）激发学生学习英语的兴趣。

（2）培养学生的团队合作精神。

（3）提高学生的自信心和自主学习能力。

二、教学内容1. 课文内容：选取一篇适合小学生的英语阅读材料，如童话故事、生活故事等。

2. 生词和短语：根据课文内容，选取一定数量的生词和短语进行学习。

3. 语法点：根据课文内容，讲解和练习其中的语法点。

三、教学方法1. 任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养学生的实践能力。

2. 情境教学法：创设真实的语言环境，让学生在实践中学习英语。

3. 合作学习法：引导学生进行小组讨论和合作，提高学生的团队协作能力。

四、教学步骤1. 热身活动（5分钟）：通过歌曲、游戏等方式，引导学生进入英语学习状态。

2. 导入新课（10分钟）：介绍本节课的学习内容，激发学生的学习兴趣。

3. 自主学习（15分钟）：学生自主阅读课文，学习生词和短语，理解课文大意。

4. 课堂讲解（20分钟）：讲解课文中的语法点，引导学生进行相关练习。

5. 小组活动（15分钟）：学生分组进行讨论和合作，完成相关任务。

6. 总结反馈（5分钟）：对学生的学习情况进行总结，给予表扬和鼓励。

五、课后作业1. 复习课文内容，巩固所学知识。

2. 完成课后练习题，提高阅读理解能力。

3. 收集相关资料，进行拓展学习。

4. 准备下一节课的课堂展示。

六、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况等，了解学生的学习状态。

2. 课后作业：检查学生的课后作业完成情况，评估学生的学习效果。

3. 单元测试：进行单元测试，了解学生对课文内容、语法点和阅读理解的掌握程度。

小学英文阅读指导教案模板一、教学目标本教案旨在帮助小学生提高英文阅读能力，培养他们的阅读理解和语言表达能力。

二、教学内容本课程将选择适合小学生的英文阅读材料，包括简单的故事、诗歌或短文。

通过阅读这些材料，学生将学习基本的词汇、语法结构和阅读技巧。

三、教学步骤1. 导入通过引入一个有趣的问题或故事情节引起学生的兴趣，并激发他们对英文阅读的兴趣。

2. 预习教师在课前将阅读材料分发给学生，让他们提前阅读。

学生可以标记不熟悉的单词或句子。

3. 阅读学生在课堂上朗读阅读材料，并尝试理解其中的内容。

教师可以提供适当的指导，帮助学生理解文章的主旨和细节。

4. 讨论教师与学生一起讨论阅读材料中的问题和观点。

学生可以分享自己的理解和观点，并与同学进行互动交流。

5. 语言拓展教师可以引导学生学习新的词汇和语法结构，以丰富他们的语言表达能力。

6. 写作练习学生可以根据阅读材料进行写作练习，包括写一篇文章、写一封信或进行简短的写作任务。

7. 总结教师与学生一起总结本节课的学习内容，并鼓励学生继续阅读和学习英文。

四、教学评估教师可以通过观察学生的阅读表现、听取学生的观点和评估学生的写作作品来评估他们的英文阅读能力。

五、教学资源教师准备合适的英文阅读材料、课堂讲义、词汇表等资源，以支持学生的学习。

六、教学延伸教师可以鼓励学生在课后继续阅读英文材料，并提供相关的阅读推荐和学习资源。

七、教学反思教师应及时反思教学过程，总结教学经验，并根据学生的实际情况进行相应的调整和改进。

以上为小学英文阅读指导教案模板，根据实际教学情况和学生的需求，可以适当调整和修改。

希望能对您的教学工作有所帮助！。

《快乐阅读》1---4 单元练习班级：________ 姓名：_____________Unit1 Where are the boy eels?一、判断(T、F)( ) 1. Lily is a girl eel.( )2. Lily would like to come to a ball.( ) 3 Lily wants to find a girl eel.( )4 Lily doesn't have a partner.( )5 Lily meets many eels but they are all girls.( )6. Lily is very sad because she can't find a boy eel( )7. When a girl eel grows up ,she will become a mother then become a father. ( )8. At last, Lily goes to the ball with the girl eels( ) 9. Lily can find a boy eel( )10.Lily meets many boy eels( )11.When the eels are young. They are girls.( )12. After they have babies, they become men。

( )13 .Lily goes to the ball with the boy eels.( ) 14. The girls have a great time at the ball.二、单项选择( )1. Lily is a \an. A eel B fish( )2. Lily likes to. A sing B dance( )3. Lily doesn't have a. A partner B friend( )4. Lily wants to find a eel. A boy B girl( ) 5. Lily meets many eels, but they are all . A boys B girls ( )6. Lily can’t find a boy eel, she is. A happy B sad ( )7. The eels are . A amazing B cool( )8. When they are young. they are. A boys B girls ( )9. When they have babies. they become.A mothers B fathers ( )10. Lily goes to the ball with . A boy eels B girl eelsUnit2 A juicy fruit tree一、单项选择( )1 What is on the tree? A Juicy fruit. B a bird ( )2. sees the fruit first. A. An elephant B. a zebra( )3.The Ostrich(鸵鸟) has a long neck. It wants a piece of fruit.A small B. sweet C. big( )4.The monkey says: I can climb the tree to the fruit.A pick Bswim C do( )5. At last, how do they get the juicy fruit?A. They rob(抢)it.B. They work together. C They don't get it ( )6 The tree is too A. tall B. short( )7. The monkey get the fruit. Acan B. can’ t( )8 The elephant has a nose. A long B short二、判断正误，(正确写T错误的写F)( )1 The juicy fruit's tree is too soft.( )2. The elephant has a small body and a long nose.( )3. The juicy fruit's tree is short.( )4. At last, the animals share the fruit each other.( )5 The animals are hungry, so they are very sad .Unit3 MaLiang and his magic brush一、判断正误(正确的写T，错误的写F)( )1. MaLiang likes drawing( )2. MaLiang is very poor, he doesn't have a brush( )3. MaLiang draws grass with a stick.( )4.MaLiang draws very well.( )5. An old woman gives a brush to MaLiang .( )6 The brush isn't magic.( ) 7 MaLiang draws a bird, it becomes real.( ) 8 MaLiang helps poor people with the magic brush.( ) 9 MaLiang draws a gold hill in the fores.t( ) 10At last the officer and his guards never come back.( )11 Ma Liang doesn't have a brush at first(最初）.( )12. Ma Liang only draws in the evening.( )13. Ma Liang helps rich people with his magic brush.( )14 The official is greedy（贪婪的).( )15. The official wants Ma Liang to draw some gold for him( )16 Ma Liang draws the gold hill first( )17 Ma Liang is a good and kind boy( ) 18 The official and his guards get the gold and come back.二、选择( )1.Ma Liang likes . A dancing B drawing ( )2.Ma Liang doesn't have . A brush B paper( )3. One night an old gives Ma Liang a brush. A woman B man ( )4. Ma Liang draws a with the brush, it flies away. A bird B fish ( ) 5. The brush is A common(普通的) B magic ( )6. The official wants A gold B coat( )7.Ma Liang draws in the sea. A hill B a gold hill( )8. Ma Lang helps people with the brush. A rich B poorUnit 4 Two for one一、判断正误（正确的写T，错误的写F）( ) 1. Peter has a guitar from his mother.( )2. Peter can't write songs.( )3. Jimmy can’t play the guitar at first.( )4. Peter wants to be in the school talent show.( )5.Peter plays the right-hand part of the guitar.( )6. Jimmy plays the left-hand part of the guitar.( )7. Peter and Jimmy finish the song together at last.( )8.Peter and Jimmy are brothers.( )9.Peter and Jimmy are neighbors and friends.( )10.Jimmy has a nice guitar.( )11. Peter's father gets the guitar from a second hand shop.( )12. Peter can play the guitar very well.( )13.Jimmy can write songs.( )14.Peter hurt his arm.( )15. Jimmy can play the guitar at last二、选择( )1. Peter and Jimmy are . A neighbours B brothers( )2. Jimmy play the guitar at first. A can B can't ( )3. has a guitar. A Jimmy B Peter ( )4. Peters father gets the guitar from . A a toy shop B a second-hand shop ( )5.Peter can write songs . A himself B with his father ( )6. Peter hurt his . Aarm B leg( )7. Jimmy plays hand part and Peter plays land part.A right leftB left right( )8. At last Jimmy play the guitar. A can B can't ( )9.Peter and Jimmy the guitar together.A playB don't play答案Unit1一、1、T2、T3、F4、T5、T6、T7、T8、T 9、F 10、F 11、T 12、T 13、F 14、T二、1、A2、B3、A4、A5、B6、B7、A8、B9、B 10、BUnit2一、1、A2、B3、C4、A5、B6、A7、B8、A二、1、F2、F3、F4、T5、FUnit3一、1、T2、T3、T4、T5、T6、F7、T8、T9、F 10、T 11、T 12、F 13、F 14、T 15、T 16、F 17、T 18、F 二、1、B2、A3、B4、A5、B6、A7、B8、BUnit4一、1、F2、F3、T4、T5、F6、F7、T8、F9、T 10、F 11、T 12、T 13、F 14、T 15、T二、1、A2、B3、B4、B5、A6、A7、A8、A9、A。

2024年辽师大版快乐英语四年级上册教案教学资料一、教学内容二、教学目标1. 学生能够听懂并准确说出与本节课相关的单词和基本句型。

2. 学生能够利用本节课学到的单词和句型进行简单的问答和对话交流。

3. 学生能够了解学校的基本设施，激发他们对学校的热爱。

三、教学难点与重点教学难点：单词的准确发音和句型的正确使用。

教学重点：单词和句型的掌握，以及能够运用所学进行简单对话。

四、教具与学具准备教师准备：PPT展示学校设施图片，单词卡片，教学录音机。

学生准备：课本，练习册，画图材料（用于课后拓展）。

五、教学过程1. 导入：通过展示学校的图片，引导学生用英语说出他们所知道的学校设施。

2. 新课内容展示：通过PPT展示新单词，带领学生朗读并解释单词意思。

3. 例题讲解：用学校设施图片进行例题讲解，如：“This is a school. Where is the classroom? It's there.”4. 随堂练习：学生两人一组，利用所学单词和句型进行问答练习。

5. 小组活动：每组选择一个学校设施，用英语进行介绍。

六、板书设计1. Unit 1 My School2. 单词：school, classroom, library, playground等3. 句型：This is , That's , Where is ? It's七、作业设计1. 作业题目：画出你最喜欢的学校设施，并用英语进行介绍。

2. 答案示例：I like the library. This is the library.It's on the second floor. There are many books in it.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，及时纠正发音和语法错误，提高学生的听说能力。

2. 拓展延伸：鼓励学生在课后参观学校，了解其他设施，并用英语进行介绍。

UnitlThe goats教学内容：三年级小学英语课外阅读教材Unit 1 The goats教学目标：1.能听懂故事、理解故内容。

2.能用简短的单词或句子表达自己的一些意愿或想法。

3.掌握英语课外阅读的一些小技巧。

4.学会同伴间互相帮助。

教学重、难点：1.能听懂故事、理解故内容。

2.能用简短的单词或句子表达自己的一些意愿或想法。

教学准备：PPT头饰教学流程：Stepl: Greeting.T: Are you ready?S: Yes.T: Class begins.Step2: Free talk.1.T:Hello,Good moming/afternoon.2.邀请一位男生，然后向大家提问T: Who is he ?Ss: He,s × × ×. He is my friend.T: Listen, I can say it in a chant.Chant: Boys , girls, Who is he\she?× × ×, He,s∖She,s my friend.（老师说上句，学生说下句，在操练第二组时，学生就能自己说出chant,可以多说几组，帮助学生活跃课堂气氛，为后面揭题做好铺垫）Step3: Presentation.l.T: Today let,s meet two new friends, OK? Let,s see who are they?（图片）揭题：Unitl Three goats （板书）（带领学生学习goat,要求能认，会读）2.T: First, let,s enjoy the story about the three goats.（观看视频动画）3.T: Do you like the story?Ss:...T: Read the story by yourselves , try to think and find the Chinese meaning.(学生结合书后生词表，朗读并理解课文大概意思)4..T:Let's play a game.(检查学生自学的情况)(Roles: If it is right, you can say : Yeah, Yeah, Yeah, if it is wrong , you can say: No, No, No)5.) Baby goat has some cool stones.6.) Mother has two babies.7.) Sister goat likes to eat and play.5.T:You did a good job. How do you know the word : present.51:...52:...T 总结：Reading tips阅读中，遇到生词，我们可以：1.查生词表。

快乐英语阅读四年级上册电子版1、We all wondered（）Tom broke up with his girlfriend. [单选题] *A. thatB. whatC. whoD. why(正确答案)2、We are very hungry now. Can you _______ us something to eat? [单选题] *A. carryB. takeC. borrowD. bring(正确答案)3、Researchers have spent five years collecting data（）the study is based. [单选题] *A. on thatB. in whichC. in thatD. on which(正确答案)4、Nearly everything they study at school has some practical use in their life, but is that the only reason _____ they go to school? [单选题] *A. why(正确答案)B. whichC. becauseD. what5、( ) --------Please take my seat here.-------- __________________________. [单选题]*A. That is nice of you(正确答案)B. I think it is my seatC. No, you sit hereD. I don’t think it’s a good seat.6、The teacher has his students_____a composition every other week. [单选题] *A.to writeB.writtenC.writingD.write(正确答案)7、73．（）about the man wearing sunglasses during night that he was determined to follow him．[单选题] *A. So curious the detective wasB.So curious was the detective(正确答案)C.How curious was the detectiveD.How curious the detective was8、—How do you find（）birthday party of the Blairs? —I should say it was __________ complete failure．[单选题] *A．a; aB. the ; a(正确答案)C．a; /D．the; /9、( ) What other books have you read___ this English novel? [单选题] *A. besides(正确答案)B. exceptC.inD. about10、When you are tired, listen to music and try to _______ yourself. [单选题] *A. supportB. showC. playD. relax(正确答案)11、I _______ play the game well. [单选题] *A. mustB. can(正确答案)C. wouldD. will12、The manager was quite satisfied with his job. [单选题] *A. 担心的B. 满意的(正确答案)C. 高兴的D. 放心的13、_____from far away, the 600-meter tower is stretching into the sky. [单选题] *A. SeeB. SeeingC. To seeD. Seen(正确答案)14、—______some nice crayons. I think they are ______.（）[单选题] *A. Here is; Betty’sB. Here are; BettyC. Here is; BettyD. Here are; Betty’s(正确答案)15、91．—Do you live in front of the big supermarket?—No. I live ________ the supermarket ________ the post office. [单选题] *A．across; fromB．next; toC．between; and(正确答案)D．near; to16、69．Online shopping is easy, but ________ in the supermarket usually ________ a lot of time. [单选题] *A．shop; takesB．shopping; takeC．shop; takeD．shopping; takes(正确答案)17、The rain is very heavy _______ we have to stay at home. [单选题] *A. butB. becauseC. so(正确答案)D. and18、1．I saw ________ action film with my friend yesterday, and ________ film was amazing. [单选题] *A．a...aB．a...theC．an...the(正确答案)D．an...a19、( ) No matter _____ hard it may be, I will carry it out. [单选题] *A whatB whateverC how(正确答案)D however20、--Whose _______ are these?? ? ? --I think they are John·s. [单选题] *A. keyB. keyesC. keys(正确答案)D. keies21、—Whose book is it? Is it yours?—No, ask John. Maybe it’s ______.（）[单选题] *A. hersB. his(正确答案)C. he’sD. her22、—What’s the matter with that boy?—______.（）[单选题] *A. He is watching TV in his roomB. He takes his temperatureC. He was playing a toy carD. He hurt his right leg(正确答案)23、On Mother’s Day, Cathy made a beautiful card as a ______ for her mother. [单选题] *A. taskB. secretC. gift(正确答案)D. work24、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke25、The bookstore is far away. You’d better _______ the subway. [单选题] *A. sitB. take(正确答案)C. missD. get26、I shall never forget the days（）we worked on the farm. [单选题] *A. when(正确答案)B. whatC. whichD. on that27、The museum is _______ in the northeast of Changsha. [单选题] *A. sitB. located(正确答案)C. liesD. stand28、Whatever difficulties you have, you should not _______ your hope. [单选题] *A. give inB. give outC. give up(正确答案)D. give back29、They will hold the party if they _____ the project on time. [单选题] *A. will completeB. complete(正确答案)C．completedD. had completed30、——Have you（）your friend Bill recently? ———No, he doesnt often write to me. [单选题] *A. heard aboutB. heard ofC. heard from (正确答案)D. received from。

英语快乐阅读教学设计Introduction:In recent years, the importance of joyful and engaging teaching methods has been emphasized in various educational contexts. This is particularly true when it comes to teaching English as a second language. In this article, we will explore a teaching design for English joyful reading, with the aim of creating a fun and effective learning experience for students.Section 1: Warm-up ActivityTo set the tone for the joyful reading session, it is essential to start with a warm-up activity that grabs students' attention and gets them excited about the upcoming reading material. One effective warm-up activity is the "Word Association Game." The teacher begins by saying a word related to the reading topic, and students take turns adding words that come to their minds. This activity not only activates students' prior knowledge but also sparks their curiosity.Section 2: Pre-Reading TasksBefore diving into the reading material, pre-reading tasks help students develop a better understanding of the text and build anticipation. One popular pre-reading task is "Picture Prediction." The teacher presents a series of images related to the topic, and students discuss what they think the reading material will be about based on the pictures. This task not only enhances students' comprehension but also encourages active participation and collaboration.Section 3: Joyful Reading StrategiesIn this section, we explore various strategies to make the actual reading process enjoyable and engaging for students. One strategy is "Reader's Theater," where students are assigned different roles in the text and perform a dramatic reading. This technique allows students to actively engage with the text and brings the characters and events to life.Another strategy is the use of "Task-Based Reading," where students are given specific tasks related to the reading material. For example, they may be asked to create a comic strip summarizing the main events or write a dialogue between two characters. These tasks not only promote critical thinking but also foster creativity and language production.Section 4: Post-Reading ActivitiesAfter completing the reading, it is important to reinforce what students have learned and provide opportunities for further exploration. One post-reading activity is "Discussion Circles," where students gather in small groups to discuss their thoughts, opinions, and questions about the text. This activity encourages peer interaction, improves speaking skills, and deepens understanding.Additionally, "Creative Projects" can be assigned to students, such as creating a poster, writing a book review, or composing a short sequel to the story. These projects allow students to showcase their creativity, apply their knowledge, and develop a sense of ownership over the reading material.Conclusion:Incorporating joyful reading activities into English language teaching not only enhances students' language skills but also fosters a love for reading. By implementing warm-up activities, pre-reading tasks, joyful reading strategies, and post-reading activities, teachers can create a positive and engaging learning environment. Remember to adapt these strategies to fit the specific needs and interests of your students, and you will witness the power of joyful reading in your classroom.。