【人教版】小学英语 四年级 下册

Overview: This unit focuses on expanding students' ability to discuss physical activities and personal preferences in English. Students will learn to identify various sports, express multiple likes using "also," and describe their regular habits and proficiencies using "often" and "good at." The unit culminates in a reading passage that requires students to extract specific information about friends' sporting interests.

Learning Outcomes:

• Identify and name six core sports (running, basketball, roller skating, jumping rope, ping-pong, swimming).
• Construct sentences to express primary and secondary sports preferences using I like... I also like....
• Describe frequency of habits and self-assessed skill levels using I often... I am good at it.

Overview: This unit focuses on developing students' ability to communicate about their leisure time, specifically contrasting habitual weekend routines using "often" with upcoming plans using "be going to." Students will also master the phonics theory of the "-er" ending and engage with a narrative regarding balanced lifestyle choices through the story "Bill’s Computer."

Learning Outcomes:

• Identify and use key vocabulary for weekend activities (e.g., visiting grandparents, drawing club, picking fruit).
• Distinguish between and correctly use "often" for habits and "am going to" for future weekend plans.
• Decode and spell words containing the "-er" phonics pattern (e.g., water, ruler, tiger).

Overview: This unit focuses on how students and people around the world travel. It covers common modes of transportation, daily commuting habits using the frequency adverb "usually," and reporting specific weekend travel plans. Students will also master the phonics of the /ɑː/ sound and explore diverse transportation methods in various global environments.

Learning Outcomes:

• Students will be able to identify and name 10+ modes of transportation and use the preposition "by" correctly (e.g., by subway, on foot).
• Students will be able to ask and answer questions about commuting habits using "How do you usually...?" and "I usually...".
• Students will be able to describe future travel plans using the structure "Subject + is going to + [Place] + by [Mode] + on [Day]".

Overview: This lesson focuses on the historical origins of basketball as established in 1891 compared to the modern game. Students will analyze the original rules, specifically the number of players and movement restrictions, to understand how the sport has evolved over time.

Learning Outcomes:

• Identify key facts about the first basketball game in 1891 (number of players and movement rules).
• Compare and contrast basketball rules from 1891 with the rules of the modern game.
• Use reading comprehension skills to extract specific data from historical dialogues.

Overview: This lesson focuses on developing polite communication skills within a classroom setting. Students will learn to identify common school supplies and use specific sentence structures to inquire about possession (Do you have...?) and request permission to use items (Can I use your...?). The unit concludes with the narrative resolution of "The SOS Story," emphasizing the importance of calling for help in emergencies.

Learning Outcomes:

• Students will be able to identify and name key school supplies (erasers, crayons, glue sticks, etc.).
• Students will be able to distinguish between and correctly use "Do you have...?" and "Can I use your...?" in social interactions.
• Students will be able to provide both affirmative and negative responses to requests politely.

Overview: This unit equips Grade 4 students with the linguistic tools to identify hazards and communicate safety instructions both at home and on the street. Students will master imperative sentence structures (warnings and commands), phonics focusing on the "ur" sound, and apply these concepts through the narrative of "Little Bear’s Bad Day."

Learning Outcomes:

• Identify and articulate safety rules using imperative forms (Don't... / Be careful! / Please...).
• Correctly pronounce and spell words containing the "ur" /ɜː/ phonics pattern.
• Demonstrate an understanding of traffic signals and appropriate behaviors in public spaces.

Overview: This lesson focuses on identifying various occupations and learning how to communicate future career goals. Students will acquire specific vocabulary for different jobs and master the sentence structures required to ask and answer questions about aspirations, specifically using the "want to be" construction.

Learning Outcomes:

• Identify and correctly name common occupations in English (e.g., teacher, doctor, pilot).
• Formulate and respond to the question "What do you want to be?" using "I want to be a/an..."
• Correctly apply subject-verb agreement when discussing others' aspirations (e.g., "She wants to be...").

Overview: This lesson provides a comprehensive review of four key communicative areas: personal profiling (career goals and abilities), safety regulations in common environments, phonics mastery of control-R vowels, and narrative comprehension. Students will move from structured language review in "Monkey's Job Quest" to applying safety rules and concluding with a heroic story about a boy and his dog.

Learning Outcomes:

• Students can describe themselves and others using the framework: Name, Favourite things, Good at, and Wants to be.
• Students can identify hazardous situations and express safety warnings using the negative imperative "Don't...".
• Students can accurately spell and pronounce words containing control-R vowel patterns (/ɜː/ spelled as 'ir', 'ur', 'er' and 'or' as /ɔː/).