2019年四年级英语下册 Lesson20 Where do you live？习题 冀教版.doc

2019年四年级英语下册 Lesson20 Where do you live？习题 冀教版1、 基础题 1读单词，把单词的编号写在其中文意思后面的括号里。 （1）grandfather （2）brother （3）sister （4）grandmother 祖母 （ ）外祖父（）兄（）妹（） 2短语互译。 （1）遇见_ （2）起立_ （3）坐下_ （4）八_ （5）Nice to meet you._ （6）我九岁了_二、综合题 (单项选择) ( ) 1.- _ this boy? - My brother. A. Who B. Whos C. Where( ) 2. - Is she your sister? - Yes, _ is. A. she B. he C. it( ) 3. -This is my friend, Chen Jie.- _ A. Thank you. B. Nice to meet you. C. How are you?( ) 4. This _ my family. A. am B. are C. is( ) 5. -Whos this girl? - Shes my _ .A. grandpa B. father C. sister三、提高题（ ）1. 你告诉朋友你的爸爸是教师，你应说：_A. My mother is a teacher. B. My father is a teacher.C. My brother is a teacher.（ ) 2. 当你把你的朋友汤姆介绍给你的父母时，你应说：_ A. This is my sister. B. This is my brother. C. This is my friend, Tom.( ) 3. 一位男人在洗手，你的朋友想知道他是谁，他应说：_ A. Whos that man? B. Whos that woman? C. Whos that boy?参考答案一、基础题1祖母 （4 ）外祖父（1）兄（2）妹（3）2（1）遇见meet （2）起立stand up（3）坐下sit down （4）八eight（5）Nice to meet you.认识你很高兴（6）我九岁了Im nine.二、综合题 1B 2. A 3. B 4. C 5. C三、提高题 1B 2. C 3. A附送：2019年四年级英语下册 Lesson5 Happy Birthday to You教案设计理念:英语新课程标准强调重视学生实际语言运用能力的培养，倡导任务型的教学活动。在教学中，注重创设真实的情境，力求通过课堂虚拟的birthday party. 使学生在玩中学、学中用，从而促进语言能力的提高，以培养学生真实交际的能力。由此，在教学设计中我力求体现以学生为主体，以情境为主线，以交际为目的的教学特色。Teaching Aims:根据新课程标准对知识与技能、情感态度与价值观三者统一的要求，结合对教材的认真分析和对学生的了解，本着为了每个学生的发展的宗旨，将本节课的教学目标，确定为以下三个方面：1.Knowledge(知识):使学生掌握重点单词hide surprise2.Ability(能力)：用英语祝贺生日3.Feeling(情感)：了解外国生日习俗，感受异域文化Important points：祝贺朋友的生日Difficult points：熟练掌握所学句型，培养综合语言运用能力。Teaching aids：recorder，tape，a birthday hat, a birthday cake, candles, some picture and some presents，etc.Teaching steps:Step1: Warming -up/revision:Greeting: Hello! Everybody. Nice to meet you.Step 2、Presentation:1) Conversation:T：Today is S1s birthday.Show a birthday hat, Give S1 put on the birthday hat. point the title. Guide Ss say“Happy birthday to you”and handclap. T&Ss: Sing“A Birthday Song.”Give S1 a birthday cake.T: How old are you?S1: Im eleven.2) First listening Now,Open your books and turn to page 60.-“Whose birthday is it?” Listen to the tape and try to answer my question.S1:Its Kens Birthday.3) Second listeningT: Listen carefully,repeat.Ss:Ss learn the sentences one by one.Activity: Hide surprise (TPR)4) Third listeningChant together.Listen and speak.T call some students to repeat.IV.Practice1. Have a role Play.Ss act Robo, Lili, Ken and kids.2. Act : the birthday party.V.Homework1.Recite the dialogue.2.Copy the words: hide surprise.Lesson 5 Happy Birthday to You.(第二课时)教学内容：EEC小学英语教材第四册第五课Happy Birthday to You!的第二课时，教材分析：EEC小学英语教材以故事为情境，以话题为单元。本单元以生日为话题，本课时是在学生初步掌握祝贺生日用语的基础上，让学生熟练掌握祝贺朋友的生日并赠送礼物时的对话，同时培养学生善于表达谢意的生活礼节。本课时的教学重点是是使学生学会说“请某人做某事”的简单用语及表达自己的喜好。学情分析：本课的教学对象是小学四年级的学生，他们具有一定的英语基础、模仿能力和记忆能力较强，活泼好动，对英语有浓厚的兴趣，听和说的习惯较好，爱唱、爱游戏、爱活动是他们的天性。而本课时的内容贴近学生生活，学生对过生日很感兴趣，积极性高，从而为学生明确学习目标，为完成教学任务奠定了基础。因此，教师应善于激发其学习兴趣，用热情感染他们，用活动吸引他们，用贴近生活的任务调动他们，发挥其优势，全面提高学生的英语能力及综合素养。设计理念:英语新课程标准强调重视学生实际语言运用能力的培养，倡导任务型的教学活动。在教学中，注重创设真实的情境，力求通过课堂虚拟的birthday party. 使学生在玩中学、学中用，从而促进语言能力的提高，以培养学生真实交际的能力。由此，在教学设计中我力求体现以学生为主体，以情境为主线，以交际为目的的教学特色。Teaching Aims:根据新课程标准对知识与技能、情感态度与价值观三者统一的要求，结合对教材的认真分析和对学生的了解，本着为了每个学生的发展的宗旨，将本节课的教学目标，确定为以下三个方面：1.Knowledge(知识):使学生掌握重点单词candle(s)/blow out/ robot(s)学生能熟练掌握重点句型：Blow out all the candles. Wow. Its a robot. I like making robots.2.Ability(能力)：能够灵活运用赠送及收到礼物时的句子。自然地运用感谢及回应的用语。3.Feeling(情感)：通过赠送礼物，使学生知道友情的可贵，同时培养学生善于表达谢意的生活礼节。Important points：祝贺朋友的生日并赠送礼物时的对话。Difficult points：熟练掌握所学句型，培养综合语言运用能力。Teaching aids：recorder，tape，a birthday hat, a birthday cake, candles, some picture and some presents，etc.Teaching steps:Step1: Warming -up/revision:1) Greeting: Hello! Everybody. Nice to meet you.2) Divide the groups: team pink, team red, team blue.3) Warming-up: Sing “Ten Little Candles dance”设计意图:学生刚上课时，还没有进入学英语的状态。这时教师和学生进行简单的英语会话或者唱一支英语歌是必要的。所以，在课上我安排了师生相互问候，唱英语歌曲“Ten Little Candles dance”，营造一种轻松的学习氛围。同时通过分成三组，使学生尽快地进入到英语学习的氛围当中，为下面的学习做了铺垫。Step 2、Presentation:1) Conversation:T：Today is S1s birthday.Show a birthday hat, Give S1 put on the birthday hat. point the title. Guide Ss say“Happy birthday to you”and handclap. T&Ss: Sing“A Birthday Song.”Give S1 a birthday cake.T: How old are you?S1: Im eleven.T: Interpolation and count eleven candles.Ss: Look at the candles and count eleven candles.T: Light the candles and count the candles. Ss: Look at the candles and count eleven candles.T: Look at me. (do action)blow out.(Point the candles)all the candles.Ss: Say the phrases after teacher.Then let Ss say“Blow out all the candles.”in groups.T asks S1: Blow out all the candles. OK?S1: OK. (do action)T: Are you happy? S1: Yes, Im happy. T: OK. Go back to your seat. 设计意图：创设情境，导入新知。联系生活中的情景学习英语知识，会令学生感到更亲切自然。通过给过生日的同学开birthday party. 为学生戴生日帽、送生日蛋糕、唱生日歌、数生日蜡烛等活动，大大吸引了学生的注意力。让学生在参与看、听、说、唱等活动中感知语言。这样的设计给学生一种真实的语言学习的氛围，能激起其学习兴趣，为顺利完成句型操练奠定情感基础。2）To learn the phrases:“blow out”. Follow me. blow out.T: Spell the letter. Ss: Say pronunciation. T: Say pronunciation. Ss: Spell the letter.T: blow out (say and do). Then point Ss to say and do.T: Say pronunciation. Ss: Spell the letter.T: Write the phrases on the blackboard. 3) To learn the phrases:“all the candles”Look at the card“candles”, and learn to spell and say. T: (Show a candle) one candle (To point some candles) candles. All the candles.Point Ss remember the candles.T: Write “all the candles”on the blackboard.设计意图：巧用TPR，学祈使句 全身反应法即TPR, 是通过身体动作教语言的方法，强调言语与动作的协调配合，运用TPR学习“Blow out ”, 给学生创造轻松愉快的学习氛围，让学生在做中学，也在学中做。让学生一边做动作，一边说短语“blow out”。一边指所有的蜡烛一边说短语“all the candles.”这样的设计给学生一种真实的语言学习的氛围，能激起其学习兴趣。 4) To learn the words “robot” and“robots”T: Showing the box. Whats this in it? Guess, please. S6:(Guess).T&Ss: Wow, its a robot!T: Spell the letter. Ss: Say pronunciation.T: Say pronunciation. Ss: Spell the letter.Ss say together: Wow, its a robot.T: Write the sentence: Wow, its a robot.T: (Showing the box) Whats this in it?Ss: Guess.T: (Showing a robot.)Its a robot.Ss: Its a robot.T: (Showing two robots.)What are these?Ss: They are robots.5)drill: I like making robots.T: (do action)I like making robots.Ss: I like making robots.T:(Showing the word card“make” and making)Who can read?(To point Ss say the word, then say it together.)T&Ss: I like making robots.T: To point Ss spell the word, then write the sentence.设计意图：利用实物，学习语言 玩具机器人的出现，化抽象为具体、直观，使学生形象地感知单词“robot”。通过出示两个机器人，使学生自然地感知单词复数的变化“robots”。这样的设计加深了学生对单词的感知。通过教师重新组装机器人，使学生形象、直观地理解句型“I like making robots.”达到了省时、高效教学的目的。6)扩展：Its a T: (Showing some pictures) Look here. What this? Drill: Its a book. /Its a pen. / Its a cake. (指生说，齐说)T: (Put hollow question mark on the picture.)Lets guess. OK? Whats this?Drill: Its a book. /Its a pen. / Its a cake. (指生说，齐说)T: (Stick three pictures on the blackboard.) Drill: Its a book./Its a pen./ Its a cake.( T&Ss say it together.) T: (Move the magnet) Whats this? Ss: Its a book./pen/cake.设计意图：猜测游戏，操练语言为了保持学生持久的注意力，我设计了学生最感兴趣的“Guess”游戏。教师利用画有空心问号的卡片，将其盖在图片上，学生只能从问号所露出的那一部分进行猜测活动。而且通过快速移动磁铁块，训练学生的反应能力及表达能力。.在这个活动中，既达到了高效学习的目的，又发展了学生的思维能力。：I like T: Say and do: I like reading. Showing the picture“reading”and “smile face” Drill: I like reading. /I like writing./I like eating.(Say the sentence after teacher. Then point Ss say the sentence.) T: (Showing the picture quickly.) Ss: I like reading./writing/eating.T: (Say the sentence and stick three pictures on the blackboard, then put smile face on the picture.) drill: I like reading. I like writing. I like eating.设计意图：这一环节利用图片和小笑脸学习“Ilike ”这一句型，学生兴趣高，教师通过闪卡，学生注意力集中，同时发展了学生的思维及快速反应能力。 : “ I like ”and“Its a .”T: Teacher says“ I like ”everybody say “Its a .” T: Teacher says“Its a .”everybody say “I like ”T:(Showing the picture“monkey”.) whats this? (To point Ss say “I like monkeys. “and give Ss sticker.)T: Teacher says“ I like ”everybody say “Its a .” T: Teacher says“Its a .”everybody say “I like ” （bear 学法同上）T: (Show dual hand “monkey”and “bear”) Pass monkey and bear. Say the sentence one by one.T: Show a toy car. Whats this? Ss: Its a car.(To point Ss say “I like cars”, then incentive the sticker.)设计意图：趣味操练，巩固新知 这一环节我充分利用图片、手偶、玩具、蛋糕、学习用具等对所学新知进行操练，力求使学生掌握并熟练运用，同时通过在这一活动中学生能够熟练用“I like ”“Its”句型，7）Lottery Game:T: Lets play a game. OK? (Show some presents ,eg: book, monkey, bear, cake, pen, car.) drill: “I like ”and “Its a .”(Show a box of lottery)Look at me. I like monkeys. (Teacher takes out a paper from the box.)Oh, number 3.Wow, its a book. Oh，I cant get a monkey.Eg: S29: I like monkeys. Oh, number 6. Wow, its a monkey.T&Ss: This is for you.S29: Thank you.T&Ss: Youre wele.设计意图：游戏巩固，习得语言 英语新课程标准倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，本课还要求学生培养学生善于表达谢意的生活礼节。“Thank you. Youre wele.” 由此，我设计了抽奖的游戏，在这个活动中，学生的学习兴趣空前高涨，在不知不觉中“I like”句型得到充分的运用。激发了学生主动学习的愿望，树立自信心，同时学生的听说能力及竞争意识得到极大地提高。 8) Give some present each other.T: Show me your present. Lets give him a present. OK? Who can? Act out the dialogue in pairs.设计意图：赠送礼物，运用语言学习英语的最终目的在于回归生活，真实交际。这一环节，通过互赠礼物，灵活运用所学语言，从而促进语言能力的提高，培养学生真实交际的能力。9)Listen to the chant, Let Ss say the sentence and mean.Step 3: Farewell:T: Today red team is winner. Its time to say good-bye. I wish you good good study, day day up.设计意图：赠送祝福，激发兴趣在本节课结束之际，祝愿同学们好好学习，天天向上，激发其保持学习英语的积极性。Lesson 5Happy Birthday to You.(第三课时)设计理念:英语新课程标准强调重视学生实际语言运用能力的培养，倡导任务型的教学活动。在教学中，注重创设真实的情境，力求通过课堂虚拟的birthday party. 使学生在玩中学、学中用，从而促进语言能力的提高，以培养学生真实交际的能力。由此，在教学设计中我力求体现以学生为主体，以情境为主线，以交际为目的的教学特色。Teaching Aims:根据新课程标准对知识与技能、情感态度与价值观三者统一的要求，结合对教材的认真分析和对学生的了解，本着为了每个学生的发展的宗旨，将本节课的教学目标，确定为以下三个方面：1.Knowledge(知识):使学生掌握重点单词aunt/ robot(s)学生能熟练掌握重点句型：This is from./Write a thank-you card.2.Ability(能力)：能够灵活运用赠送及收到礼物时的句子。自然地运用感谢及回应的用语。3.Feeling(情感)：通过赠送礼物，使学生知道亲情的可贵，同时培养学生善于表达谢意的生活礼节。Important points：祝贺朋友的生日并赠送礼物时的对话。Difficult points：熟练掌握所学句型，培养综合语言运用能力。Teaching aids：recorder，tape，a birthday hat, a birthday cake, candles, some picture and some presents，etc.Teaching steps:Step1: Warming -up/revision:Greeting: Hello! Everybody. Nice to meet you.Step 2、Presentation:1) Conversation:T：Today is S1s birthday.Show a birthday hat, Give S1 put on the birthday hat. point the title. Guide Ss say“Happy birthday to you”and handclap. T&Ss: Sing“A Birthday Song.”Give S1 a birthday cake.T: How old are you?S1: Im eleven.2) First listening Now,Open your books and turn to page 64.-“Who is the cap from?” Listen to the tape and try to answer my question.S1:Its from Kens aunt.3) Second listeningT: Listen carefully,repeat.Ss:Ss learn the sentences one by one.Activity:Whose letter is it?T: (拿一写好收信人和寄信人的信封)Look!Whose letter is it?S1: Its mine.T: This is from .Activity: Write a thank-you card.4) Third listeningChant together.Listen and speak.T call some students to repeat.IV.Practice1. Have a role Play.Ss act Robo, Ken and Robo.2. Act : the birthday party.V.Homework1.Recite the dialogue.2.Copy the words: aunt/ robot/ card.