English teaching plan for the fourth grade of primary school

General English teaching plan for fourth grade in four primary schools

English teachers should create vivid and interesting teaching situations, encourage students to speak actively and cultivate students' cooperative spirit. Every fourth-grade English teacher should prepare a fourth-grade English teaching plan in advance before teaching, which can make the teaching activities go smoothly. Whether you are looking for or preparing to write "English Teaching Plan for Grade Four in Primary School", I have collected relevant information below for your reference!

#775532 English teaching plan for the fourth grade of primary school 1

Teaching objectives

1, able to master dictation of words and sentences. These are ... those are ... ...

2. Be able to understand the main idea of the article in combination with picture reading, master certain reading skills and improve reading ability.

3. Be able to output simple English sentences independently and learn to write.

4. Be able to design your own farm.

5. Learn to eat more vegetables and fruits.

6. Have the consciousness of caring for animals and protecting nature.

Emphasis and difficulty in teaching

Key points: master four sections.

Difficulties: the improvement of reading skills and the output of English and the difference between them.

teaching tool

Word cards, related courseware, farm design cards, brushes, etc.

teaching process

Teacher-student activities

Let's sing (prepare) together

I like tomatoes.

I like potatoes.

Kaluzi will try.

I like eating green beans.

But onions made me cry.

(b) Introduction of new courses

Let's learn new words.

1, the teacher shows the word card, the students practice questions and answers, learn words and write on the blackboard.

What vegetables can you see in children's songs?

I can see ... (tomatoes, potatoes, carrots, mung beans, hens, sheep, cows, horses)

2. plural words.

Tomatoes, potatoes, carrots, green beans, hens, sheep, cows and horses.

3. The study of singular and plural nouns emphasizes tomato-tomato sheep.

4. Ask students and learn sentence patterns:

What do you like to eat?

I like to eat ... (tomatoes, potatoes, carrots, green beans).

Direct reading recording

Listen and get familiar with the text.

2, the teacher read.

3. Students read the text aloud.

4. Read the text again, complete the task of "reading together" and check.

(3) Practice and consolidation

1, I can write the Chinese meanings of the following words.

Garden farm goat

Peasants who eat exudation

2. I can translate

(1) Vegetable Garden

(2) there

(3) On the farm

These are carrots and potatoes.

Those are tomatoes and green beans.

They like eating carrots.

(4) Expansion and extension

1, teachers and students read the text together, finish reading and writing, and then set up their own farm.

2. Teachers patrol and guide students to draw and write.

3. Discuss in groups and design and build your own farm.

Students show their farms.

5. Teachers and students jointly evaluate.

(5) Functional arrangement

Copy words and sentences

#775530 English Teaching Plan for Grade Four in Primary School 2

Teaching objectives:

Knowledge target

A. Be able to listen, speak, read, write and use words correctly.

"Happen, ride, thirst, watermelon, carry, bump,

I fell off, left and bought it.

B, can flexibly understand and master sentence patterns

We went cycling/hungry and thirsty/bought a watermelon/fell down/carried ...

capability goal

On the basis of knowledge goal, students are required to use verb past tense sentence patterns. We went cycling/we were hungry and thirsty/bought a watermelon/fell down/was carried ... Talk about or describe what happened in the past in real life, and cultivate students' reading ability in text teaching, so as to improve their comprehensive language use ability.

Affective goal

Let students complete their learning tasks and feel successful by using language, thus triggering and cultivating students' intrinsic motivation to learn English, and finally forming a positive attitude towards English learning.

Teaching focus:

Be able to understand and use sentence patterns flexibly. We went cycling/hungry/thirsty/bought a watermelon/fell down/carried it, and mastered the past tense expression.

Teaching difficulties:

Using the past tense and various reading training activities designed by teachers, students can perceive and understand the teaching content through input and output, and carry out "speaking" and "writing" training on this topic to cultivate students' comprehensive language ability.

Teaching process:

First, warm up

Hello.

Hello, class.

Ss: Hello, Miss Wang.

T: How are you?

Ss: Fine, thanks! What about you?

T: I'm fine, too Thank you!

2. Sing a song.

Let's sing a song. How about Let's Go and Go?

Ss: OK!

3. Talk freely.

T: I went to the supermarket. I bought some apples, bananas and a big watermelon. The teacher shows pictures and new words. ) Who can tell me: What did you do yesterday? (The teacher shows the questions. )

Teachers and students greet each other, listen to songs, and create a positive and relaxed learning atmosphere. Because there is a certain connection between songs and actions, students naturally enter a language state while singing and dancing, which also paves the way for later study.

Teachers and students speak freely and create a relaxed learning atmosphere, which not only reviews old knowledge, but also makes students feel new knowledge, laying the foundation for learning new content, making knowledge connect into threads, weave into nets and roll into balls.

Second, demonstrate.

Activity 1)

Set up situations skillfully and introduce new lessons.

1. (The teacher created a scene with a student S 1 in advance: when the teacher and the student were talking freely, suddenly S 1 fell down while sitting in the seat, and then the teacher talked to him and acted through his expression. )

T: "What's the matter with you?

Ss: I fell off the chair.

T: Oh, it was an accident. (teaching)

2. (At the same time, show the picture of Sam falling off his bike with the help of multimedia. )

Leading topic T: Today we will learn module 10 accident unit 1 "Sam fell off his bike."

(Ss read sentences. )

3. Put forward the task: The teacher told the students that after this lesson, the students would talk about accidents and write and perform stories in groups.

The scene of the text is led out by creating the scene, leading to the topic, and the students naturally understand the topic.

Let students study purposefully with tasks and stimulate their interest in learning.

Activity 2)

Third, explore independently and learn the text.

1. First, Sam and Damming's headdresses appear. T tells the students: Let's listen and find out the answer "Where did Sam and Daming go yesterday?"

Listen, point and choose the right answer.

A. go cycling

B. Go to school

Introduce the teaching of cycling. (Gestures and actions)

T: What's the difference between these two sentences?

A.i went to the park yesterday.

B.i go to school by bike every day.

Student: (Find out the difference)

(Practice in groups)

2. Listen, point and repeat, then answer "Why did Sam fall off the bike?"

Listen and repeat.

2) Discuss in groups and then answer.

3) Teaching new words in students' answers: carrying, bumping, hungry, shy, buying, watermelon eating and dropping are the same as the teaching of "being there". (Use body language and picture display to teach and practice line by line)

4) Practice sentences line by line.

3. Finally, what happened around "injury? Ask the students to retell the main content of the text in groups. (Emphasize the order and repeat it with "then …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… )

In the process of learning stories, asking students to talk about the plots of characters will not only help them understand the stories, but also make them realize the richness of English stories, which is a supplementary link to cultivate their interest in reading teaching.

Cultivate students' ability to actively exchange new knowledge, and cultivate students' ability to independently discover and summarize laws.

Read the dialogue according to the pictures. Then play a guessing game "which picture is missing?"

Cultivate students' autonomous reading ability and further consolidate new knowledge in the game.

Activity 3)

Play a memory game (present the verbs and past tense you have learned with multimedia). After one minute, click on the prototype or past tense of some missing words, and let the group answer first.

Combining games and exercises organically, students can practice while playing games, which greatly stimulates students' interest in learning.

Activity 4)

Look at the pictures and fill in the past tense of verbs. Act out the accidents in groups. Compare which group performs well.

On the basis of listening, speaking and reading, further implement the goal of writing. Cultivate students' written expression ability.

Fourth, production:

Tell interesting stories. (Practice in groups)

Yesterday, Tom and his friends went cycling. He _ _ _ _ _ _ _ _. Then he _ _ _ _ _ _ _ _ _, then he _ _ _ _ _ _ _ _, and then he _ _ _ _ _ _ _ _ _ ...... (Go, buy, carry, bump, fall, be, go ...)

So he is very happy, sad, hungry and excited ...)

1. Practice in groups.

2. Tell it and act it out.

That is, to cultivate the consciousness of cooperation and communication and develop thinking, so as to practice the sentence pattern of verb past tense.

Verb (short for verb) homework

1, copy the words P46 M 10U 1 twice.

(1) Read the dialogue by role.

(2) Act out the dialogue in different roles.

#77553 1 English teaching plan for the fourth grade of primary school 3

Subject: Unit 1 Our School

Teaching emphasis and difficulty: "This is …? /Is that ...? " The usage of. Teachers are advised to compare the distance between this and the real scene to deepen students' impression.

Teaching aid preparation:

1. Courseware, sound, pictures and other media materials related to the content of the textbook.

2. The teacher prepares related word cards.

3. Students prepare white paper and colored pens.

teaching process

(Warm-up/Review)

1. Students perform the contents of Part A.

2. The students sing the ballad in Part B..

3. Teachers and students have a thematic discussion: What's in our school? Encourage students to talk with new words.

(2) Presenting new lessons (presenting)

1. After the students talked about the school facilities, the teacher showed the photo of the school principal and asked: Who is he? Yes, he is our headmaster. Do you want to be a headmaster? Today, Wu Yifan is a headmaster. He has a new school. Do you want to see it? In this way, new courses can be introduced.

2. After watching the courseware, the students answer the comprehension questions put forward by the teacher. In the question-and-answer process, focus on understanding and practicing sentence patterns: This is …? This is ... Listen and read the dialogue. Students read the dialogue in roles.

(3) Fun exercises (exercises)

1. Let students use their imagination to design future schools. After you finish, talk with your deskmate first, and then show it to the class. Encourage them to use as many new sentence patterns as possible in the process of communication.

Let's have a check.

The teacher played the recording three times in a row. The first time, let the students listen to the tape, the second time, check one that matches the recorded content, and the third time, check.

The recording is as follows:

(1) Look! This is the library. We have many picture books.

(2) That's the canteen. We have lunch here.

Is this the art classroom? Yes, it is.

Is that the computer room? No, that's the teacher's office.

(d) Extended activities (additional activities)

1. Do the activity manual exercise in Part B of this unit.

Read the dialogue in this lesson to your peers, friends or parents.

Introduce the school I designed to my parents in English.

4. Listen to the story at story time, and then read along.

#775529 English teaching plan for the fourth grade of primary school 4

Teaching objectives:

Knowledge and skills

1. Stomach pain, cold, headache, fever, shedding, shedding.

Sam ate a lot of chocolate biscuits yesterday. So today he has a stomachache.

3. Grammar: Talking about diseases.

Teaching focus:

Stomach pain, cold, headache, fever, shedding, shedding.

Teaching difficulties:

Sam ate a lot of chocolate biscuits yesterday.

So today he has a stomachache.

Grammar: Talking about diseases.

Teaching methods:

Teaching, past tense

Teaching process:

(1) Import: Step 1 Preheating

Hi, boys and girls.

Let's sing a song, shall we

Ss: ok.

T: ok! London Bridge is about to fall down ... (Students sing this song)

T: You are clever boys and girls. Now let's talk freely about "what did I do yesterday", shall we?

The students introduced what they did yesterday.

(B) the second step of exploring new knowledge statement and guidance

Who can tell me what happened to Daming in the last unit?

Ss: Daming was hit on the head.

Let's play the story, shall we?

Ss: ok.

(Two students play "Daming" and "Sam", others tell stories, and two students do actions)

The teacher wrote the word "today" on the blackboard. What happened to Daming, Sam, Amy and Lingling? Guide the students to connect two sentences with "to" and "and".

The third step is text teaching

Now, in this lesson, we will learn module 10 Unit 2. Sam eats a lot of chocolate biscuits. First, listen and underline the new words.

(Teaching new words cards)

Teacher: Now please listen to the tape and repeat. Are you clear?

The teacher writes these sentences on the blackboard.

Sam ate a lot of chocolate biscuits yesterday.

So today he has a stomachache.

Listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.

Look at these words: have, eat.

Let's play a game, ok? Ss: ok.

Let's play the game "I want you to say it". I'll invite four students to the front of the classroom. One student will show Daming eating chocolate biscuits and then his stomach hurts. Others will describe it, and so on.

Step 5: Learn the text

Look at the fourth part and answer the following questions:

What happened to little Tommy?

What's wrong with Xiao Lingling?

What happened to Ben?

Teacher: Listen and repeat.

Let's read poems and do actions together, shall we?

Ss: ok.

(4) Operation arrangement

(5) Summary: the usage of the past tense

Blackboard design:

Unit 2 Sam has a lot of chocolates