四年级快乐英语下册教案全集

教学设计III. 课题名称 Lesson 1V. 授课时间VI学生分析 Students AnalysisThe students in Grade 4 have studied English for 4 years. They are full of curiosity and good at showing themselves. They are naughty. But they dont like writing. So we should attract their attentions. And it is very important to be interested in English for them.VIII教材分析 Teaching Material Analysis本节课的内容是第一单元的第一课时，教学重点主要是围绕What is wrong with you?句型对他人的健康状况进行询问，并能够根据实际情况回答。课文时以对话的形式呈现出来的，很利于学生去理解和运用。IX教学目标 Teaching Aims教学目标：Knowledge aims: They can talk something about illness.Ability aims: Educate their abilities of speaking and listening. Foster their abilities of communication.Emotion aims: Foster their consciousness of good co-operation and proper competition.教学重点与难点：Important points: The new words and new sentencesDifficult points: How to use the new sentences.X教学方式 Teaching Methods I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other. XITeaching aids: CAI and cards. 教学过程：Step1 warm-up 1) Sing a happy English song.2) Have a free talk with students.【设计思路】上课伊始，以歌曲开始，营造了一个浓重的英语学习氛围，调动了学生们学习英语的积极性。Step2：PresentationShow a picture to the students and ask them to guess what happened. (一个女孩躺在床上)The teacher asks ：“what is wrong with her?”Some students guess, she is ill.She has a cold.She has a headache.She feels cold.So lead to the new words and phrases：feel headache have a coldAnd ask them to help her.T: If you are her friend, what will you do? You can answer me in Chinese.S: 我会打110S：我会带这个女孩去医院。S：我会请医生。T：Yes. We can phone the doctor.(同时大屏幕出现两个图片，一个人在给医生打电话)lead to the new words：doctor phoneRead them for several times.然后指着班级一名同学，问what is wrong with you?Lead to the new sentences, and then practice in groups.【设计思路】本环节为学生创设了一种自然并且贴近生活的的语言环境，让学生们在老师的指引下层层深入的进入了新知识的教授，运用情景教学法，让本来繁琐的英语词汇和句型教学变得较容易和易于使用。Step 3 New lesson1 Have them listen to the tape carefully.2 Listen to the tape again and then answer the questions: What is wrong with Linda?3 Listen and repeat.4 Practise in pairs.5 Teach the new lesson. Lets go and see a doctor. May be you have a cold. 对一些重点并且学生比较不容易理解的句子进行讲解【设计思路】本环节主要让学生们进行全方位的感知，先是听，然后是读，最后是理解。课文的教学才是英语学习的根本。Step 4 Practice Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.【设计思路】此环节的设计,为了让学生们理解书本知识并且又能高于书本知识，不仅能应用对话还能创设新的对话以此来拓展学生们的思维，从而达到英语学习的真正目的，培养学生学习英语的兴趣并且能运用到日常生活中。Step 5 Homework1 Practice the new words and sentences.2 Finish the exercise book.3 Make a similar dialogue.【设计思路】作业设计既注重了基础又有一定的拓展，也在素质教育和传统教育相结合的今天让学生们发散思维的同时进行知识的巩固。教学用具：多媒体课件,单词卡片【教学后记】所谓“亲其师，信其道”，作为教师我们上课的真正目的就是为了培养学生， 所以方法变得尤为重要，怎么才能很得当，吸引孩子们的注意力，针对四年级的学生特点， 我设计了本课，既不缺乏趣味性又能让孩子们学到真知识，拓展思维方式，让学习英语变 成一件快乐的事情，快乐学英语。III. 课题名称 Lesson 2V. 授课时间VIII教材分析 Teaching Material Analysis本节课的内容是第一单元的第二课时，教学重点主要是围绕How do you feel?展开的对话教学，进行健康情况的咨询以及去医院看病医生和病人之间的对话。IX教学目标 Teaching Aims教学目标：Knowledge aims: They can ask and answer something about feeling sick.Ability aims: Educate their abilities of speaking and listening. Foster their abilities of communication.Emotion aims: Foster their consciousness of good co-operation and proper competition.教学重点与难点：Important points: The new words and new sentencesDifficult points: How to use the new sentences.X教学方式 Teaching Methods I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other. XITeaching aids: CAI and cards. 教学过程：Step1 warm-up Have a free talk with students.【设计思路】本环节的设计是为了在新课开始的时候让学生们在轻松的谈话氛围中感受英语教学，活跃了学生们的思维，为以下的新课教学创设一个英语的学习环境。Step2：Presentation Show a chant to the students. Doctor, doctor, get here quickly. My lovely dog is sick, sick, sick. He has got a runny nose. He has got a fever. He has got tears So doctor, please. Get here quickly. (并且以图片的方式辅助这个chant)And lead to the new words: sick runny nose have a fever tearThe teacher goes on talking about this story, then the doctor is coming and take some pills.Lead to the new words: pillRead them for several times.Then play a game.( Show pictures to them and then answer)The teacher ask:“ How do you feel?”S: He feels happy.And then show other pictures to the students and ask them to practice.【设计思路】本环节的设计结合了轻松的韵律诗，让繁琐的单词教学变得简单，以游戏为载体让学生们轻松学习重点句型。Step 3 New lesson1 Have them listen to the tape carefully.2 Listen to the tape again and then answer the questions: How does Linda feel? Can she go to school?3 Listen and repeat.4 Practise in pairs.5 Teach the new lesson. I am afraid you cant. Let me see.对一些常用的知识点和重点进行点拨。【设计思路】本环节的设计是本课的重中之重，课文的教学本来就相对来讲比较乏味，学生们比较不爱学，所以如何能在讲解课文的同时又带给学生兴趣就变得尤为重要，我采取的是比赛和游戏的形式来回答课文中的问题，以此来激发学生兴趣。Step 4 Practice Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.【设计思路】此环节的设计,注重的是培养学生综合语言运用能力，让学生们在英语对话中学会课文，并且还能生成新的对话模式，无形中提高了运用英语的能力，而达到英语学习的真正目的。Step 5 HomeworkFinish the exercise book.Make a similar dialogue.【设计思路】作业的设计是对本课知识的巩固及对下一课知识的预习，所以我采取口语和笔试相结合的形式来巩固知识，达到多方位学习英语，提高英语的目的。【教学后记】根据新课标的指导思想，强调课程要从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。我在本课中设计每个环节的时候都从学生的兴趣出发，从听说读写多方面进行训练，力求让学生全方位的发展。课题名称：Lesson 3教材分析：本节课的内容是第一单元的第三课时，学生在学习的时候不会感到陌生和困难。教学重点主要是让学生能够围绕How are you feeling?句型对他人的健康状况进行询问，并能够根据自己的实际情况进行有效的交际。本节课是一节对话课，对话内容比较贴近学生生活，是学生们比较喜欢的话题。教学目标：Knowledge aims: To enable the students to understand and speak : How are you feeling? Make sure that they can use them in real situations.Ability aims: To develop the students abilities of listening and speaking.To train studentsabilities of working in groups.Emotion aims: To foster their consciousness of good co-operation and proper competition.重点、难点：Important points: The new words and the main sentence pattern.Difficult points: 1 The pronunciation of “square”. 2 They can talk about healthy in daily life.教学方式：TPR， singing， game教学环节：Step1: Warm up/Revision1 Have a free talk with students.2 Sing a song together: How are you today?【设计思路】上课伊始，用Free talk 营造了一个英语学习氛围，使同学们做了一个英语学习的热身运动。英文歌曲调动了学生们学习英语的积极性。Step2：Presentation1 Listen to a song with students (Merry Christmas).Then tell them: The Christmas is coming! How are you feeling?Present the new sentence pattern: How are you feeling? Practice the sentence pattern for several times.2 Give the students different situations by using computer. Have the students practice in pairs with the new sentence pattern.e.g. A How are you feeling? B Im feeling happy. A: How is he feeling? B: He is feeling hungry.Practice in pairs first, then show it during whole class.3 Show a picture of Jack .Tell students: Look at Jack. He is feeling bad. Because he is ill. Present the new word: ill.Read it for several times.Go on talking with students, to present the new phrases: much better not much better all rightHave the students understand the meaning of the phrases. Then order the phrases.4 Show a picture of square. Teach them the new word: square. Tell students to pay attention to the pronunciation of it.【设计思路】本环节为学生创设了一种真实的语言环境，结合实际生活，自然的导入新知，学生在真实的语言环境中学习，使所学内容内化为自身的知识。情景的创设分散了难点，层层递进，为后面课文的学习及活动的开展做了很好的铺垫。Step 3 New lesson1 Show students 3 pictures by using computer. Have them listen to the tape carefully . Then order the pictures.2 Listen to the tape again and then answer the questions: What do you think of Linda? How is Linda feeling?3 Listen again and repeat.4 Practise in pairs.【设计思路】课文教学是重中之重，通过以上活动设计目地在于训练学生的听说能力和模仿能力。 Step 4 Practice 1 Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new dialogue. 2 Offer the students some situations: e.g. 1 Your father has got a headache. 2 Linda is not happy. 3 You are in the hospital.Have the students choose one of them. Make dialogues in groups. Practice first , then act out the dialogues.【设计思路】此环节的设计，让学生通过本课句型的学习，学会用英语去做事情,真正的把所学内容内化为自身的知识，让学生体会到学了会说，说了会用，有成功的体验。教师表扬做得好的同学，利用及时性评价的方法鼓励学生。Step 5 Homework1 Practice the new words and sentences.2 Write down the dialogue they have made in class.【设计思路】这样的作业设计既注重了基础又注重了拓展，奠定了同学们的英语基础知识，同时拓展了同学们的运用英语的能力。教学用具：多媒体课件,单词卡片，教学挂图，实物教学后记：在认真学习和贯彻“新英语课程标准”的基础上，我设计了这堂课。教师与学生共同分享彼此的情感、体验与观念，从而达到了共识、共享与共进。 1 多媒体贯穿始终，通过生动的画面、美妙的音乐创设教学情景，使学生在理解、体验中学会表达。 2 学生喜爱的活动贯穿始终，使学生在活动中感知英语、体验学习英语的快乐。 3 合作式教学贯穿始终，学生在参与小组活动的过程中，学会发挥团队的精神、培养集体合作意识。 4 课堂评价贯穿始终，注重过程评价，给予阳光评价，欣赏赞赏每一位孩子的成功。给学生带来更大的学习热情。课题名称：Lesson 4教材分析：本节课的内容是第一单元的第四课时，教学重点是在第三课时How are you feeling?的基础上，用Whats the matter with you? 的句型对他人的状况进行询问。本课教学，关键在于创设轻松、愉快的课堂教学氛围和真实自然的语言环境，使孩子们能够在自然状态下，快乐的学英语。教学目标：Knowledge aims: They can listen ,speak ,read and write: sad ,matter ,worry and happy. They can use the sentence pattern: Whats the matter with you? I cant find my.Ability aims: To develop the Ss abilities on listening and speaking.To train their abilities on using the sentence pattern.Emotion aims: To foster studentsconsciousness of helping each other.重点、难点：Important points: The new words and sentence pattern.Difficult points: Ss proficiently use : Whats the matter with you? I cant find my .教学方式：TPR ,singing ,game教学环节：Step1 Warm up1 Greeting.2 Sing an English song.3 Do oral practice.(1) Find a little teacher.(2) Ask and answer some questions.【设计思路】小老师活动，类似值日生报告。让每个学生有展示自己外语才华的机会，内容形式不限。 小老师说之后其他同学提35个问题，可以锻炼学生的应变能力，培养学生的表达能力。同时班里的其他同学练习了听力。Step 2 Presentation1 Draw pictures on the blackboard about different feelings: sad, happy, worry. To present the new words: happy, sad, worry.Read the new words for several times.2 Chant with the new words.3 Give students some pictures by using computer. Have the students practice in pairs:A: How is he / she feeling?B: He/ She is feeling sad/ happy/ thirsty/ worry.4 Talk with students: T: How are you feeling?S: Im feeling worry.T: Whats the matter with you?S: I cant find my favorite book.To present the sentence pattern: Whats the matter with you? I cant find my .5 Practice the sentence pattern in pairs.6 Ask students to check their own objects and then tell others: What cant they find?Then make a dialogue in pairs.e.g. A: You look sad, whats the matter with you? B: I cant find my. A: Let me help you.【设计思路】新知识的导入设计合理，有层次，动、静结合。考虑到了学习的重点及难点，有效地分散了重、难点，使学生的学习过程降低了难度。根据学生开口说的情况及时给予评价，树立学生学习的自信心，激发学生学习的热情和求知欲。Step3 New lesson1 Listen to the tape carefully , then answer teachers question:A Whats the matter with Annie?B Who helped her?C Where did Zhang Hong find the book?D Is Annie happy now?2 Listen to the tape again and repeat.3 Practice in pairs.【设计思路】课文是每堂课相对枯燥却必不可少、至关重要的环节。在进行课文教学时，应鼓励学生尽量模仿磁带中的语音语调，及时纠正学生的发音，并对学生的表现进行评价。Step 4 Practice1 Act out the dialogue.2 Make a survey in groups. Use the following sentences: How are you feeling today? Whats the matter with you? Let me help you. Write down , then communicate in class.【设计思路】这是本节课为学生设计的最后一个综合性环节，它所涵盖的范围较广，给了学生自由发挥的空间，把对语言的创造性使用和组织语言的主动权全部交给了学生，是提高学生综合表达能力的一个话题。学生参与教学活动的广度、密度和深度都加大了，学生主体地位也因此得到充分体现。Step 5 Homework1: To recite this lesson to their parents.2: To do the exercises on activity book.【设计思路】把孩子们在课堂上消化不了的知识留到课后，培养学生们自主学习的能力。【教学用具】多媒体课件,单词卡片，教学挂图，实物【教学后记】本节课从激发学生学习英语的兴趣和激发学生学会主动学习着手，设计了学习者喜闻乐见的教学活动，使学生在玩中学并且会用英语进行交际，思想教育也在活动中得以渗透。本节课注重了真实情景的设计，让学习者的交际能力在完成教师交待的任务中得到提高。让学习者在贴近生活的活动中学会关爱同伴、合作学习。在教学活动的实施中，教师的评价应贯穿整个教学过程。这样师生在整个教学过程中通过师生共同评价每项活动的完成情况，不断调整教学，使教学评价起到促进教学的作用。【课题名称】How are you feeling? Lesson 5【授课时间】一课时【教材分析】这是一节询问感受的对话课，单词不多但可承载的句子很重，是夯实基础会话的不可多得的好课。【教学目标】知识目标:1.能听、说、读、写单词 worried,sunshine,excited,fun。2.能听、说、读、写句子 I feel worried。3.能理解对话内容，并用所学知识表达自己的心情。能力目标: 增强学生的口语交际能力，尤其是用熟悉的词来表达心情的对话能力。情感目标：培养学生关心他人，乐观向上的优秀品格。【教学重点与难点】1.教学重点: 本课新出现的表达心情的形容词worried,excited,fun2.教学难点: 句子 Im so 并根据此句子造新的句子【教学方式】情境教学，分组教学，游戏教学。【教学用具】多媒体课件、录音机等【教学过程】Step Warm-up(1)Sing the song “If you are happy” together.(2)Free-talk:（以开火车的方式进行师生对话）T: How are you? Are you happy? Whats wrong with you?【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。Step Lead in and Presentation（1）T: Show a picture of “sad, happy”: Look, Im sad. Look, Im happy. At the same time, change faces as more as possible.（2）T: Show the picture of excited, and be excited, then ask and answer: Look , how am I feeling now? Oh, Im so excited. We can go hiking.Then teach the sentences: Im so excited. We can go hiking.【设计思路】图片是最直观的展示新知识的方法，通过图片和解释创设情境，加快孩子们的理解过程。（3）Read the new words in different ways . Ask the Ss to say something which can make them excited.S1: Im so excited, Im going to the cinema tomorrow.S2: Im so excited, Im going to go fishing【设计思路】对新单词及时巩固，加深印象。（4）Learn the new word “worried” in the same way.（5）CAI show the words “worried, sad, happy, excited, angry ”,encourage the students to practise more ,they can make new dialogues in groups.【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。（6）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.【设计思路】听力练习，锻炼学生听的能力。Step Practise1. Play a game “Listen and draw ”.Let the Ss listen to some sentences which includes different feelings, then ask the Ss to draw faces.2. Act out the dialogue.【设计思路】游戏是孩子们的最爱，利用听音画脸的游戏环节，进一步巩固新知，让孩子们在轻松的氛围中快乐的学习。对话练习模仿磁带中的发音，提高了口语能力。Step ConsolidationCAI出示不同的情境（1） 学校明天将去动物园游玩，但今晚下雨了。（2） 明天有唱歌比赛，但今天练习时却把CD摔坏了。Let the students choose one scene to make dialogues in pairs.【设计思路】设计不同的情境，让孩子们有选择的进行练习，在真实的情景中对话，达到了练习口语、提高用英语交流的能力的目的。Step Homework（1） Write and remember the new word.（2） Draw faces and introduce them with the new sentence pattern.【设计思路】作业是针对课堂内容的课后练习，这里有的学生会有惰性而不去完成，我根据孩子们活泼好动的特点，设计了动手画的作业，调动孩子们的积极性，让他们不觉得作业是负担，从而进一步巩固新知，夯实基础教学。【教学后记】本课的教学重点是表达心情的单词和句型。我用夸张的表情图片来介绍新单词，吸引了孩子们的眼球，使学生易于理解和掌握。课堂教学循序渐进，讲解和练习交替，并不断创设情境，让学生在掌握新知识后马上应用到实际中去，为学生创设了良好的语言环境。游戏环节充分调动了孩子们的积极性，是被动学习变为主动参与，发挥了学生的主观能动性。整个教学过程清晰流畅，基本完成了教学任务。【课题名称】Which is bigger? Lesson 7【授课时间】一课时【教材分析】本课是为讲解形容词比较级做的一节铺垫课，出现了许多反义词，对于四年级的学生来说，反义词并不陌生，关键是能将其熟练地应用到实际生活中去，还需要大量的练习。【教学目标】知识目标:1.能听、说、读、写单词 old,thick, thin, light, heavy。2.分清并能运用几组反义词：tall-short, thick-thin, light-heavy, long-short, young-old, big-small, old-new。3.掌握句型 This book is thick. That book is thin.能力目标: 通过本科的学习，学生能用一些反义词来描述身边的事物，增强语言交际的能力。情感目标：通过观察描述身边的事物，使学生更加热爱生活。【教学重点与难点】1.教学重点: Learn to say的课文及Try to use部分的短语和句子。要求学生在创设的情境中逐步听、说、读、写所有四会单词，并能在句型中灵活的交替使用。2.教学难点: 能正确使用反义词，在理解课文的基础上跟读、表演，并根据教师创设的情境进行对话。【教学方式】情境教学，分组教学【教学用具】CAI，tape-recorder,word-cards,some books and bags【教学过程】Step Warm-up(1)Sing the song “Nice to see you again” together.(2)Free-talk:T: Hello, boys and girls.Ss: Hello, Sandy.T: How are you?Ss: Fine, thank you, and you?T: Im fine, too. Look, the blackboard is big and I am small. Youre small, too.Today, we will learn some interesting words such as big and small.【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。Step Lead in and Presentation（1）T: Show two books to the students, one is thick, the other is thin. Then teach the two words. Let the Ss read the new words in line, in low and loud voice.（2）Practise the words by saying a chant “Thick, thick, thick, this book is thick. Thin, thin, thin, this book is thin.【设计思路】通过孩子们熟悉的书本创设情境，加快孩子们的理解过程，使其更容易接受和掌握新单词。（3） Draw two ants on the blackboard, and on their backs are two pieces of cake.Ask the Ss to act the two ants, and encourage them to say: My cake is your cake is【设计思路】利用孩子们喜爱的简笔画和表演的方式对新单词及时巩固，加深印象。（4）Learn the new word “heavy” and “light” buy using two bags.T(在学生的书包中找出一轻一重两个书包。提着较重的书包并作很吃力的表情)：This bag is heavy. (说heavy时速度放慢，并重度)然后轻松的提起较小的书包：This bag is light.板书并示范“heavy” 和“light”的发音。带领学生齐读单词。鼓励学生用“heavy” 和“light”对身边的事物进行比较。【设计思路】再一次运用情景教学法，使新单词轻松易懂，及时练习，学以致用。（5）Teach the new words “young and old” by using the same methods.（6）CAI show the words “thick and thin, heavy and light, young and old”, encourage the students to make more sentences in groups.【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。（7）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.【设计思路】听力练习，锻炼学生听的能力,熟悉并理解课文，同事跟读，纠正发音。Step Practise1. CAI show some pictures ,the Ss should some to make new dialogues.2. Act out the dialogue.【设计思路】多媒体课件以其鲜明简易的方式吸引了孩子们的注意力，使其主动参与其中，从而达到多说多练的目的。Step ConsolidationCAI show lots of words, let the Ss pick up the opposite ones. They can do it in groups.【设计思路】本课的难点是反义词教学，在课的最后做大量的找反义词训练，让学生分组去找，看谁找得多，激发了学生的积极性，同时也达到了巩固难点的目的。Step HomeworkFind more opposite words, read write and remember them, then share the words with the classmates next class.【设计思路】作业简单清晰，是孩子们感到轻松不厌烦。下节课的作业展示会吸引孩子们去努力完成。【教学后记】1.这节课的单词量比较大，我通过创设情境，利用孩子们熟悉的事物引出单词，过渡自然，使孩子们乐于接受。2.简笔画和课件比较能吸引孩子们，激发其学习的主观能动性。3.通过多种方式，进行多角度的练习，给学生们广阔的空间让他们描述自己喜欢的事物，巩固新知、突破难点，顺利完成了教学任务。4.对话练习的展示涉及面不够广泛，应不断创新教学方法，吸引更多的孩子参加。课题名称 Lesson 8授课年级：Grade 4授课时间：教材分析：本课是快乐英语（BOOK8）（一年级起点）Unit 2 Lesson 8 以即将去动物园为话题。以动物园里的动物之间相比较，展开对形容词比较级的学习。因此，我索性创设在动物园里的情境，学习新单词和对话。这样处理比较符合学生的认知特点和语言规律，在学习目标的难易上也有一个梯度。教学目标：1the aims of knowledge：To study the new words “longer ,bigger ,taller ,camel ,heavier . Master the main drills “The deers neck is long. The giraffes neck is longer.2the aims of abilities：To d