2019年整理冀教版小学英语四年级下册教案全册

years old? How old is he/she? How old are you? Sing a song: How old are you? New concept 22 1.出示姚明和撒贝宁图片 minutes Who is tall? Who is short? 找出班中一高、一矮两名学生，继续教授tall, short. 出示高矮不同的事物，学生对比高矮。 2. 你想知道他们到底有多高吗？拿出卷尺教师亲自测量。 How tall are you? You are 1.4 metres tall. 3. Student book: open the book and listen. Questions: How tall is Kim/ Danny? Who is tall? Who is short? 要求学生亲自测量自己的身高，并互相询问。 No, he isn’t. He/ She is ____ years old. I’m ____ years old. Sing this song. 且要复习与新知有关联的旧知，这样可以为下一步的学习奠定基础。 Yao Ming is tall. Sa Beining is short. Read the two words: tall, short It’s tall. It’s short. 观察数据。 I’m 1.4 metres tall. Follow to read. Listen, read and answer the questions. Pair work: How tall are you? I’m ____ metres tall. S1: How tall are you? S2:I’m____metres tall. How tall are you? S3: I’m _____ metres tall. How tall are you? S4: I’m _____ metres tall. How tall are you? …… 小组成员互相测量身高，并说出他人有多高。 How tall is he/she ? He / She is _____ metres tall. 通过不同的图片和身边的人物、事物，创设不同的情境， 让学生多方面感知，感悟，理解tall and short 的含义。 教师测量时不断输入新句型How tall are you? You are / I am 1.4 metres tall. 只有现在的大量输入，才会有学生适量的输出。 跟读录音，掌握规范的语音语调。 听之前布置任务，学生可以听的更有目的，注意力更容易集中,听力的技巧也在不断提高。 把时间充分的留给学生，让他们多听多说多操练，这样才符合语言教学的规则。 通过不同形式的活动，让学生在游戏、竞赛中操练所学知识。 链式操练扩大了学生的参与面，让更多的学生参与到语言练习的活动中来。 小组合作既可以培养学生的合作精神，也可以激发学生的竞争意识。 practice 10 5. Chain drill. minutes 6. Student book: Let’s do it! Homework: Write down the homework. classclosing 2 minutes Read the text. Write some sentences about your family or friends’ height. Activity book.

板书设计：

Lesson 14: Are You Short or Tall?

How tall are you? I’m _____ metres tall. How tall is he/she?

He/ She is _____ metres tall.

听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。 Lesson 15 Where Do You Live?

教学环节 教学时间 教师活动 学生活动 设计意图 Class 4 Hello! How are you? opening and minutes review Review: How old are you? How tall are you? How tall is your _____? Sing a song: How tall are you? New concept 22 1. talk about your minutes family: Who do you live with? Is it big or small? How can I get to your home? 2. 出示一幅地图，介 绍相关词汇：street, road, house等 Where is the house? 介绍near, far. 想知道某人住在哪里，该如何问？ 想知道某人的家庭住址是多少，又该如何问呢？ 3. Student book: open the book and listen. Questions: Where does Steven live? What Hello! Fine, thanks. I’m _____ years old. I’m ______ metres tall. He/ She is _____ metres tall. Answer these questions. (允许学生有的地方可用汉语表达) This is a street. This is a street, too. This is Heping road. This is Huaian road. This is a house. The house is near the park. The house is far from the cinema. Listen and think, follow to read. Listen, read and answer the 复习环节要紧凑，欢快，旧知的巩固更能激发学生的求知欲。 由学生熟悉的家庭谈起，更加真实自然。 采用手绘地图方式呈现新知，地图上是学生熟悉的区域，这样方式直观形象，更易于学生接受，且印象深刻。 过渡语的使用让学生更能明确学习的内容，思路更加清晰有条理。 跟读录音，掌握规范的语音语调。 is Steven’s/Danny’s address? Is that near the park? 继续讨论课文内容，引导学生一起画出Danny and Steven 的家庭住址。 Address, 地址 What’s your/his/her address? 告诉学生先说街道名称，再说门牌号码。 questions. Where do you live? I live _________. Where does he/she live? He / She lives _________. What’s your/his/her address? My/ His/ Her address is __________. 听之前布置任务，学生可以听的更有目的，注意力更容易集中,听力的技巧也在不断提高。 听、说、画、写多感官，多渠道的引导学生感悟新知，体验新知，进一步理解课文含义，为后面的输出打下基础。 通过不同形式的活动，把自主权还给学生，让他们多说，多练，以达到熟练掌握所学知识的程度。 必要时给予学生一定的指导，使学生“有法可依”，课堂教学更加有效。 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。 practice 10 7. Pair work. minutes 8. Group work. 学生写下自己的名字和地址，交上来后打乱再发下去，练习他人的地址。 9. Student book: Let’s do it! Where do you live? I live in _______near the _____. What’s your address? My address is _____. 小组成员互相测量身高，并说出他人有多高。 Xxx, he/she lives ______. His/ Her address is ______. Find the boy’s house. Draw and say: Where do I live? What is my address? Homework: Write down the homework. classclosing 2 minutes Read the text. Draw and write your friends address. Activity book.

板书设计：

Lesson 15: Where Do You Live?

Where do you live?

I live in _____ near______. What’s your address? My address is _______.

Lesson 16 How Do You Go To School?

教学环节 教学时间 教师活动 学生活动 设计意图 Class 4 Hello! How are you? opening and minutes What is it? review Where do you live? What’s your address? New concept 22 1.出示自己上班的图片，介绍minutes 新句型: I live far from school. How do I go to work? I go to work by bike. Is your house near or far from school? How do you go to school? By _____.(解释by 的含义) 步行，on foot, walk 2. Student book: listen and discuss. How does Danny/ Kim/ Jenny/ Steven go to school? Role-play. 分角色朗读课文，比一比哪组读得好。 出示教师自己去其他一些地方的方式，与学生一起学习。 How do I go to _____? Do I walk to /go to _____? /by ____? Hello! I’m fine. It’s a bike, car, bus. I live ________. My address is _______. Listen and read. My house is near/ far from school. I go to school by ____. I go to school on foot. I walk to school. Listen and follow to read. Answer the questions. Group work:四人一组分角色读。 I go to ____ by ____. I walk to ______. I go to _____ on foot. S1: How do you go to______? S2:I go to _____ by _____. Do it together. 简单的问候，活跃气氛，复习与本节课内容有关联的知识，让学生更好的进入新知的学习。 教师通过自身情况，如家离学校的远近，如何去上班，引出本节课的新句型，这种方式更能满足学生想对教师有更多了解的好奇心，激发求知欲，加深对所学知识的印象。 听录音跟读，让学生尽量接触规范的语音语调。 听时出示任务，让学生有目的地去听，提高听力技巧。 角色扮演活动符合学生爱模仿的特性，采用竞赛形式能活跃课堂气氛，易调动学生的学习热情。 根据学生的接受情况，适当拓展知识，开阔学生视野。 把时间充分的留给学生，让他们多听多说多操练，这样才符合语言教学的规则。 朗朗上口的chant 是学生喜闻乐见的形式。 practice 10 10. Pair work. minutes 11. Let’s chant!