2015年新教材北师大版四年级英语下册教案

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。

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。

北师大版小学四年级英语下册说课稿一、教材分析教材特点- 本教材是北师大版小学四年级英语下册，共计10个单元，内容丰富有趣。

- 教材注重培养学生的英语交流能力，注重听、说、读、写等多种能力的培养。

- 教材内容结合生活实际，具有很强的实用性，能够激发学生研究英语的兴趣。

本节课的位置和重要性- 本节课是第五单元的第一课，介绍了今天的日期，以及如何用英语表达星期几。

- 掌握这一知识点对于学生来说是非常重要的，能够帮助他们更好地了解世界的运行规律，同时能够提高他们的语言表达能力。

二、教学目标知识目标- 能够听、说、读、写并理解今天的日期和星期几的表达方式。

- 能够用英语回答有关日期和星期几的问题。

能力目标- 能够与他人进行简单的日期和星期几的交流。

情感目标- 培养学生对英语研究的兴趣和积极参与的态度。

三、教学重难点教学重点- 掌握今天的日期和星期几的表达方式。

- 运用所学知识进行简单的交流。

教学难点- 听懂他人关于日期和星期几的问句，并能够用英语回答。

四、教学准备- 教材课件和教学素材- 指示卡片和图片- 课堂游戏道具五、教学过程1. 导入新课- 通过展示卡片和图片，引导学生回忆上一单元所学内容，并温数字和星期的表达方式。

2. 新课讲解- 向学生介绍今天的日期，并教授如何用英语表达今天是星期几。

- 利用教材课件进行语音、语调的示范，并引导学生跟读和模仿。

3. 听力训练- 播放听力材料，要求学生听懂句子中关于日期和星期几的信息，并完成相应的练。

4. 口语练- 通过小组合作的形式，让学生分角色进行对话练，互相问答有关日期和星期几的问题。

5. 游戏活动- 利用课堂游戏道具，设计一些互动游戏，让学生在愉快的氛围中巩固所学内容。

6. 巩固训练- 布置相关练作业，要求学生用英语描述明天的日期，并写出星期几。

六、板书设计Today is [日期]. It's [星期几].七、课堂总结- 通过本节课的研究，学生掌握了表达日期和星期几的基本方式，并能够进行简单的交流。

S: Morning ,teacher!
T: In this holiday, I went to some supermarket, hotel and many friends’house for Chinese new year. So I’mso happy. Did you have a good holiday?
4.Let students know they should save the time and helpeach other.
课前准备
Courseware, audiocassette recorder, new words cards
板书设计
Unit 7 Today is Monday
Monday What day is it today? It’s Monday. / Today is Monday.
Ask the students to make a new dialogue in their groups. And then act it out.
Who’d like to introduce yourself?
Step 2. Flashcard activity
1. Present the flashcards for this Unit. Play the courseware for Monday. Model the word and have the children repeat it after you.
3. Now present the question form, What day is it today? Write the question on the board and explain its meaning. Read the question aloud. Point to the words as you do so. Have the children repeat the question after you.