2019年整理冀教版小学英语四年级下册教案全册

12. Let’s do it! (chain drill) Homework: classclosing 2 minutes Read the text. Write some sentences. Exercise book.

Do you _____ to_____? Yes./No, I go to ____ by ______. How do you go to ______? Write down the homework. 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。 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。 板书设计：

Lesson16: How Do You Go To School?

How do you go to school?

I go to/walk to school by _____./ on foot. Do you go to ____ by _____? Yes./ No, I go to ____ by ____.

Lesson 17 What Do You Like to Do?

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 Listen and match: Go to the park Go to the library Go to the restaurant …… New concept 22 1. 出示自己喜欢的食 minutes 物、颜色、衣服等图片， 介绍词汇like. 如：It’s good/ delicious. I like it. 2. Student book: listen and discuss. What does Jenny/ Steven/ Kim/ Danny like to do? 引导学生观察第一人称与第三人称like 用法的区别。 What’s the meaning of the word“but”? Can you say some sentences? Hello! I’m fine. It’s a kite, ball, toy…… Fly kites. Read books. Have dinner. …… Read it and say: I like _____.(food, fruit, color and clothes…) Listen and follow to read. Answer the questions. 第三人称like 后面加“s”. 但是，表示意思的转折， 不一样。 I like ____.But he likes______. I like to _____, but she likes 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。 教师尽量用英语解释新词汇的含义，通过努力和重复，让学生慢慢开始抓住单词的内涵。 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。 引导学生自己观察，培养自主思考能力和总结能力。不 Role-play. 分角色朗读课文，比一比哪组读得好。 3．Letters and sounds. to _____. Group work:五人一组分角色读。 Follow to read. 同情境的练习有助于学生理解所学知识的用法。 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。 音素教学提倡多读，多听，多感悟。 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。 在听说的基础上，提高学生写的能力，使他们更上一层楼。 practice 10 13. Chain drill. minutes 14. Let’s do it! Talk, draw and write. S1:I like to_____. What do you like to do? S2:I like to _____ .What do you like to do? S3: I like to______. What do you like to do? Do it together. Homework: classclosing 2 minutes Read the text. Write some sentences. Exercise book.

Write down the homework. 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。 板书设计：

Lesson17: What Do You Like to Do?

What do you like to do? I like to ______.

What does he/ she like to do? He/ She likes to ______.

Lesson 18 Maddy the Monster

教学过程：

I. Greetings and review How are you?

Say something about yourself. （介绍自己）How old are you? How tall are you? Where do you live? What’s your address? How do you go to school? What do you like to do?

II. Pre-reading (prepare to read)

1. Lead in: Who is Maddy? (简单介绍Maddy, She is Anna’s friend.) 2. Talk about the pictures.

引导学生观察每幅图画的特点，讨论书中的图画，学生看图，能说出关于故事的哪些情况？在故事中会发生什么事情？教师要鼓励学生推测故事的发展。

Are Maddy and Anna the same or different? III. While-reading (read the story)

1. Listen to the story(第一遍整体听故事，学生了解故事大意) How old is Maddy? How tall is Maddy? How does Maddy go to school? 2.Read the story. (第二遍分段落读故事，学生可以自读，也可以小组读)

阅读前，教师依次提出一些任务，让学生带着任务去阅读，以体现阅读策略及阅读理解情况，同时教师可以出示一些检测题，检查了解学生的阅读理解情况。

(1) Maddy lives in a ____ _______. (2)Anna lives in a _______ on ____________. (3) How old is Anna and Maddy? Who is older/ younger?

(4) How tall is Anna and Maddy? Who is taller/ shorter?

(5) What is Maddy’s address? Do they live near the school? How do they go to school? (6) What does Maddy do at school? (7) What does Maddy like to do? (8) Are they good friends?

Listen to the story again, try to read. (最后整体听故事，学生感悟故事内涵，同时尽量小声模仿录音的语音语调读故事。)

IV. Post-reading (after reading)

1. 讨论故事：Do you like the story? Why? 2. 用手偶表演故事。 V. Homework

1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the story.

Act out the story.

板书设计：

Lesson 18: Maddy the Monster

Maddy is _______ years old. Anna is _____ years old. Maddy is ______ metres tall. Anna is _____ metres tall. Maddy goes to school by______. Anna goes to school by ______.

They are different. They are good friends.

Lesson 19 My Favorite Colors

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 Sing the color song. review What do you like? Do you like to _______? New concept 22 1. 黑板上写下一个学生 minutes 喜欢的事情，让该学生将这些事情排顺序，哪个是最喜欢的，依次标上序号，引出新词favorite. 如：I like red, green and yellow. My favorite color is green. What’s your favorite color? 2. Student book: What are their favorite colors? What is Jenny’s/ Kim’s favorite color? 3. Introduce “too, 也”用在肯定句中。 Introduce “we, our, they, their”如： Steven’s/Danny’s favorite color is green. They like green. Their favorite color is green. 4. Pair work Hello! I’m fine. I like_______. Yes. / No. Read the word. I like _____, _____, and ______. My favorite color is _________. My favorite color is _________. Listen and think. Listen and follow to read. Her favorite color is blue. Her favorite color is blue, too. Say some sentences. Our books. Their pencils. Our school. Their teachers Pair work: What’s your favorite color? My favorite color is _________. S1:What’s your favorite color? S2: My favorite color is _____. How about you? S3:My favorite color is 简单的问候，活跃气氛， 询问学生喜欢的东西或事情，为后面学习favorite 做好铺垫。 学生从自身谈起，对比like与favorite 的区别，谈论的范围包括颜色，食物，动物等多方面，这样为后面的学习打好基础。 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。 在问答中让学生体会并学会too的用法。如：S1: I like red. S2: Me, too. S3: I like red, too. 利用图片，学生及他们手中的文具等反复说反复做，确保学生理解our, their 的含义。 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。 要求学生在回答过程中学会使用学到的too, they, their等词，教师可以先做示范并指导，然后再让学生放手去练。同时链式操练扩大了学生的practice 10 15. Chain drill. minutes