在进行工作之前，需要提前进行制定工作计划，当我们面对新的工作时，肯定少不了工作计划的制定，丫丫文章网小编今天就为您带来了四年级英语教师个人工作计划5篇，相信一定会对你有所帮助。
四年级英语教师个人工作计划篇1
教学内容：pep4 unit 5 my clothes a let’s talket’s play (book4)
sections links steps activities time evaluation
let me know review warm up 1.greeting
2.enjoy a song
”this old hat” p54
review flash pictures of the school things on the ppt.
to review the singular and plural nouns.
lead in show the pictures of clothes quickly and say:
this is green/yellow....
these are white/blue....
overview task assignment the lost and found activity
explisit objectives 1.important words:yours,hat
2.important sentences:
--are these yours?
--yes,they are./no,they aren’t.
--is this john’s?
--yes,it is./no,it isn’t.it’s mike’s.
3. to guide students to correctly use the noun possessive.
presentation lead in and review 1.show some pictures of clothes,let ss tell the names of these clothes.
2.take out some the school things or clothes and ask (bag,pencil,book,shoes...)
--this is ....
--these/those are....
presentation 1.show a picture of chenjie’s shoes and ask:
t:these are ...shoes.
t:are these yours,...?
s:no,they aren’t
2.let ss guess whos the owner of it, guide the student to use the sentence:
t:whose shoes are those?
s1:--are they...’s?
s2: --are they...’s?
t:they are chenjie’s.
let ss pronunce the word yours according to the hint of phonics.
eg:four-pour-your-yours
3. presents several items of students,let ss make the new dialogue:
s1:are these yours?
s2:no, they aren’t. they are..’s
4.present a picture of a hat.
t:what’s this in english?
t:whose hat is this?is this ...’s
ss:no,it isn’t.it’s mike’s.
let ss pronunce the word yours according to the hint of phonics.
eg:bad-fat-dad-hat
5. presents several items of students,let ss make the new dialogue(schoolbag,storybook...)
s1:is this yours?
s2:yes,it is.
s1:is this yours?
s2:no,it isn’t.it’s ...’s
let me try engagement individual work 1.show the picture of the dialogue,just listen .
t:who are talking?
2.listen again and answer
t:what are they talking?
show the first picture of the dialogue
s1:it’s ....it’s time to go home.
show the second picture of the dialogue
t: what did teacher and amy say?
s2:are these yours?
s3:no, they aren’t....they are...’
show the secind picture of the dialogue
show the third picture of the dialogue and talk.
pair work 1.read the dialogue in pairs
group work the lost and found activity by using the following sentences:
are these ..../yours?
yes,they are./no,they aren’t.
is this ....’s?
yes,it is./no,it isn’t.it’s....’s.
let me do summary task fulfillment present the task to see how well we can fulfill the task
feed back
summary
after-school activities 1.listen and recite let’s talk on page 48.
period 2
教学内容：pep4 unit 5 my clothes a let’s learnet’s do (book4)
sections
部分 links
环节 steps
步骤 activities
活动 time
时间 reflection
教学反思
let me know
让我明白 review复习 warm up
热身 1.let’s sing “colour song”
2. speak out the words you hear.
to review what we have learned about colours.
3. to produce color card, students read the words
4. students introduce their item color.
review
复习
lead in
导入 show some pictures and introduce with the colour.
this is a green/blue....
these are white/yellow....
overview概述 task assignment
布置任务 hold a fashion show in groups.
explicit objectives
明晰教学目标 1.important words:
hat,pants,dress,clothes.skirt,dress
2.important sentences:
--i like this/that/these/those ....
3.ss can describe the clothing with colours.review the words of colors: red, green, yellow, blue, black, brown, white, orange, etc.
presentation 呈现 review
复习 1.present a picture and say:
t:amy and sarah are at a shop.what kind of shop is it? is it a bookstore?
s:no, it isn’t. it’s a clothes shop.(引导学生回答)
teach the word of clothes.(say out the name of the clothes)
2.show a picture of skirt. ask
t:what colour isit?
s1:it’s ......
t:what’s this?
teach the new word,
t: it’s a skirt. a green skirt.
look at the picture and listen, recognizing clothes by color. let ss pronounce the skirt according to the hint of phonics.
eg:skirt-skate-sky--bird-girl
do together with the students: wash your skirt.
t:i like that green skirt, how about you?
s1:i like....
2. show a picture of dress,
t:what colour isit?
s1:it’s ......
t:what’s this?
teach the new word,
t: it’s red dress. a red dress.
look at the picture and listen, recognizing clothes by color. let ss pronounce the dress according to the hint of phonics.
eg:dress-drink
do together with the students: hang up your dress.
t:i like this red dress, how about you?
s1:i like....
teaching words in the same way:hat
3. show a picture of dress,
t:what colour is it?
s1:it’s......
t:what are these?
teach the new word,
t: these are pants. do you like these pants?. (show the different style of pants)
look at the picture and listen, recognizing clothes by color. let ss pronounce the pants according to the hint of phonics.
eg:pants-apple-ant-pants
do together with the students: put away your pants.
t:i like these purple pants, how about you?
s1:i like....
4. learn to read the words:
skirt:
hat:
dress :
pants:
how many letters in the word long? what are they? and how many sounds? what are they?
lead in
导入
presentation
呈现
let me try
让我尝试
engagement 操练 individual work
个人活动 .1.listen and repeat.
2.read these words
skirt:
hat:
dress :
pants:
pair work
双人活动 1. ask the students as a model,and ss can use the sentences to describ.
her name is ....she is tall and thin.
her skirt is yellow.
2. bring the laundry in
it’s going to rain in 10seconds,please bring the laundry in!(将单词卡贴在黑板上，学生在10秒内快速说出卡片单词)
3. let’s do
the students listen to the instructions and do the action.
team relay to complete the let s do.
group work
小组活动 introduced their own clothes color. and introduce oneself to like the color of the clothes in groups.
let me do
让我做 summary 总结 task fulfillment
完成任务 present the task to see how well we can fulfill the task
after-school activities
课外活动 1. do let’s do on page 49. first listen and do. then say and do.
2. listen and repeat let’s learn on page 49 1’
period 3
教学内容：pep4 unit 5 my clothes a let’s spell&story time (book4)
sections
部分 links
环节 steps
步骤 activities
活动 time
时间 reflection
教学反思
let me know
让我明白 review复习 warm up
热身 1.greeting
2. let’s chant page 40
3.free talk
a:are these yours?
b:yes,they are.no,they aren’t....
review
复习
lead in
导入
overview概述 task assignment
布置任务
explicit objectives
明晰教学目标 1. ss are able to perceive and induction of le in the word pronunciation rules.
2. ss are able to listen,readand write the following words:apple,people,table.
3.students can read the words conform to le pronunciation rules
presentation 呈现 review
复习 1.greeting
2.let’s chant
or [?:][?:][?:] horse,fork,world,homework
or [?:][?:][?:] door,more,floor,nor,order
3. show some words with or:
horse, fork, homework, world ,born
4.draw an apple on the board and ask:
t:what do you see?
ss: an apple. (guide the student to spell)
/?/-/p/-/l/--/ ?pl/
5.draw a table under the apple,ask:
t:where is the aplle?
ss:it’s on the table.
/t/-/ei/-/b/-/l/----/teibl/
6.show two apples,and say:
t:this is a big aplle. this ais a little apple.
who is looking at the apple?present the word:people.
/p/-/i:/-/p/-/l/----/ pi:pl/
7.let’s chant.
8.guide the student to inductive le pronunciation rules
lead in
导入
presentation
呈现
let me try
让我尝试
engagement 操练 individual work
个人活动 1. read,listen and chant
2. read,unserline and listen.
3. look,listen and write.
pair work
双人活动 1.produce some words with le:
uncle,little,table,smile,vegetable,...
2.ss find out more words with le.
presents some of the words, both of which are located in le words, let ss read.
eg:leg,uncle,let,apple,led,people,left,table,lens
group work
小组活动 1.making sounds:两组各派一名代表扮演-le,其他同学分别扮演一些辅音字母：d,t,b,p,v,s...任选一个，师范读，如：b,-ble.
看谁先站在本组的-le后面。
2.拆音游戏：如：apple,请小组学生说出单词包含的因素：/?/-/p/-/l/
after-school activities
课外活动 1. write more words with le,then read them.
2. listen to the story on page 55 1’
period 4
教学内容：pep4 unit 5 my clothes b let’s talket’s find out (book4)
sections
部分 links
环节 steps
步骤 activities
活动 time
时间 reflection
教学反思
let me know
让我明白 review复习 warm up
热身 1. greeting
2. let’s sing:this old hat
let’s do:p49
let the ss review the words of the clothes.
review
复习
lead in
导入
explicit objectives
明晰教学目标 1. the students can listen, read the following sentence patterns: whose pants are those? they r e your father s whose coat is this? it s mine.
2. ss can be used in the actual situation above sentence patterns to describe others or their own clothes.
presentation 呈现 review
复习 1. guessing game: the ss are close your eyes, and a child to describe her own clothes, you guess who he is.
2. show some clothes, to review the words and sentence patterns:
what are they?—they are...
1. show a coat, let the ss guess who is it.
t:"whose coat is it?"
s:it’s ....’s.
show me some clothes: skirt, hat,dress. let ss practice the sentence pattern.
2. show a pair of shoes, let the ss guess who are they.
t:"whose shoes are they?"
s:they are...’s.
3. show a picture of sam wearing a coat and let ss guess
t: whose coat is it ?
s1:it’s father’s.
s2:it’s mother’s.
present the word:coat, let ss pronounce the pants according to the hint of phonics.
eg:coat-goat-boat-load-foal
listen to the video,and answer.
whose coat is it?
whose pants are those?
lead in
导入
presentation
呈现
:let me try
让我尝试
engagement 操练 individual work
个人活动 1. teachers play the courseware, let the children watch the story, understand the content. let the students imitate the tone of characters in the story by watching them say.
2. role to the courseware dubbing,
group practice and performance
pair work
双人活动 1. lets find out: two people a group said monday.
2. put the children some of the clothes in the platform, let the child description, description can retrieve correctly.
3. yes or no: let children blindfolded, touch the table clothes guess, these are my ....
after-school activities
课外活动 1. listen to page 51 let s talk part of the tape
period 5
教学内容：pep4 unit 5 my clothes b let’s learnet’s find out (book4)
sections
部分 links
环节 steps
步骤 activities
活动 time
时间 reflection
教学反思
let me know
让我明白 review复习 warm up
热身 1. greeting
2. let’s sing:this old hat
3. let’s do:p49
review
复习
lead in
导入 1. review the words of the clothes
overview概述 task assignment
布置任务 we are going on a trip. what do you want to wear? choose , colour and say.
explicit objectives
明晰教学目标 1. ss are able to read these words: pants socks,shirt,jacket,sweater.
2. students are able to read the plural form of the word.
3. learn to use words plural form description of clothes
4. ss can connected to a plural noun with are
presentation 呈现 review
复习 1. revie the words of colours.
2. talk about your clothes. ss introduce your own clothes color, style.
3. show some clothes,ask and answer.
t:whose hat is it?
s1:it’s ....’s
t:whose pants are these?
s2:they are ...’s.
t:what colour is the hat?
s1:it’s.....
t:what colour are they?
t:they are....
1. show a picture of let’s learn
sarah are going on a trip. what does she want to wear?guess!
s1:i think she wants to wear....
let the students say some names of clothes.
2. where is/are the skirts/hats/dress..?
let the students point out on stage.
3. present the words:jacket.
where is the jacket? let ss pronounce the jacket according to the hint of phonics.
eg:jacket-john-black
t:what colour are the jackets?
s:they are ....
let the students pay attention to the end of the “s”
4. where is the sweater?
present the words:sweater. where is the sweater? let ss pronounce the sweater according to the hint of phonics.
t:what colour are the sweaters?
s:they are ....
5. teach the new words in the sam
e ways.(coat,shirt,socks,shorts)
lead in
导入
presentation
呈现
let me try
让我尝试
engagement 操练 individual work
个人活动 1. listen and read these new words.
2. what does sarah want to wear?
i think she wants to wear....
3. listen and say.
pair work
双人活动 1. listen and point.
s1:where is the coat?
s2:where are the pants?
one student say, another student point out .
group work
小组活动 1. we are going on a trip,what do you want to wear?choose and colour in groups.
let me do
让我做 summary 总结 task fulfillment
完成任务 i want wear my blue pants....
after-school activities
课外活动 1、read on page 52.
2、introduce their own clothes to your parents.
period 6教学内容：
pep4 unit 5 my clothes b read and write et’s check(book4)
sections
部分 links
环节 steps
步骤 activities
活动 time
时间 reflection
教学反思
let me know
让我明白 review复习 warm up
热身 1. greeting
2. let’s sing:this old hat
review
复习
lead in
导入 1. the end of the trip,sarah is packing her clothes.what kind of clothes is sarah’s.
overview概述 task assignment
布置任务 clothing display
explicit objectives
明晰教学目标 1. ss can use and write the following sentences:
this is... these are...
2. ss can sing the songs in ‘let s sing’.
presentation 呈现 review
复习 1. greeting
2. what’s missing
review the words of clothes.
3. clothing display
talk about your clothes. students show. review the sentence pattern.
a: look! these are my ....
b: what colour are they?
a:they’re....
b: are those your...?
a: yes, they are.
4. ss look at the picture,listen and circle .
5. read the passage and answer the questions.
lead in
导入
presentation
呈现
let me try
让我尝试
engagement 操练 individual work
个人活动 1. read the passage .
2. write the sentences.
3. draw your clothes and write a sentences.
4. let’s check
group work
小组活动 1. look and match
student shopping for clothes,and use the sentence pattern.
a:what are these?
b:these are yellow pants.
a:i like red pants.
b:here you are.
let me do
让我做 summary 总结 feed back
教学反馈
after-school activities 1. sing the song for parents.”this old hat”
2. tell a story for parents
3. 完成测试卷unit 4
四年级英语教师个人工作计划篇2
一、教学目标与要求 1、能够听、说和认读单词：tomato， green bean, potato, carrot 及其复数形式。 2、能够正确使用上述单词和 these 介绍各种农场蔬菜。 3、掌握句型：are these carrots? yes, they are./no, they arensquo;t. what are these? they are…。 二、教学重点及难点 重点： 掌握单词： tomato， green bean, potato, carrot 及其复数形式。 并掌握句型： are these carrots? yes, they are./no, they arensquo;t. what are these? they are…。 难点：能够在情景中运用句型：what are these? they are…询问和回答各种蔬菜 的名称。 三、教学准备 课本、 录音机、磁带及单词卡片。 四、教学过程 1、warm-up (1)日常口语交流：t：whatsquo;s the weather like today?
ss: itsquo;s cloudy.
t: yes, itsquo;s cloudy, and itsquo;s not so hot. so, letsquo;s go to the farm. 2、preview bb: unit4 at the farm. t: turn to p36. look at this picture. this is a farm. what do you see at the farm? do you see any animals? do you see any vegetables? what kind of vegetables? 3、presentation letsquo;s learn (1) 教师出示 carrot 卡片，t：carrots, theysquo;re big, theysquo;re red. bb: carrots theysquo;re red. theysquo;re big. 教师带读以上词句。 (2)教师西红柿的图片，教学单词 tomato, tomatoes. 教师引导学生用句型： look at the tomatoes, theysquo;re red, theysquo;re yum. 描述西红柿。 (3)一同样的方法教 potato, potatoes(theysquo;re big.)/ been, green beans(theysquo;re long.)。 (4)填字母：教师板书：_o_a_o, _o_a_o t:听我读单词，按顺序填上字母。tomato，potato。 学生分别填出三个辅音字母。师生拼读 tomato，potato. (4)哪个字母不见了：bb: c_rr_t, green b__n 学生填出字母，师生拼读 carrot, green bean. (5)教师快速闪现单词卡，学生快速说出对应单词。 letsquo;s talk (1)教师出现 carrots 单词卡片。 t： what are these?引导学生说出：theysquo;re
carrots. bb: what are these?theysquo;re carrots. 教师解释 these，并带读这些句子。 (2) 教师继续呈现 potatoes ， green beans ，让学生操练句型： what are these ? theysquo;re… (3)教师再次呈现 carrots 单词卡片， t： are these carrots? 引导学生说： yes, they are. 教师呈现 tomatoes, t:are these carrots? ss: no, they arensquo;t. 继续呈现其他单词， 用同样的方法的方法操练句型： are these…? yes, they are./ no, they arensquo;t. (4)让学生翻开 38 页，看 letsquo;s talk 部分的图片， t：who is at the farm? what do you see at the farm? 引导学生看图回答问题。 (5)学生听录音并跟读，教师板书对话内容。解释“try some” ,带读对话，齐读 对话，角色扮演。背诵对话。 4、sum up 5、exercise (1)学生独立完成《创维新课堂》对应习题。 (2)教师讲解部分较难的练习题。 6、homework (1) 抄写单词 tomato，green bean, potato, carrot 和句子 are these carrots? what are these?各五遍 (2)完成《学习指导》对应习题。
四年级英语教师个人工作计划篇3
为了英语教学工作顺利进行，现制定英语教学工作计划如下：
一、学生分析
四年级学生已经进行了一年的英语学习，对英语有了一定的了解，学生掌握了一定的基本知识，养成了学习英语的兴趣。在这个学期的教学中，仍然要求学生从基础学起，在教学中培养学生良好的学习习惯，使他们养成学习英语的兴趣，树立学习的自信心，始终保持高昂、积极的热情。学生的学习能力参差不齐，但也有个别学生纪律差，学习跟不上，经常不完成作业， 因此，本学期根据学生的具体情况，根据学生的个体差异，因材施教，采取灵活多样的教学方法，保持英语学习的爱好。针对这种情况，我成立了英语兴趣小组和差生辅导小组，以抓两头来带动中间一大部分同学，可以采取优帮差，结对子，一帮一，一对红的形式。另外，再针对个人，制定出比较详细的辅导计划，在平时的日常教学中加以实施，真正让班上每个同学都能尽可能的掌握好本学期所学教材。
在课堂教学中，要以学生为中心，鼓励学生主动探究新知识，亲自实践，形成技能，通过一系列研究，让学生形成解决问题的创新精神和能力。
二、教材分析
素质教育是教育的基本内涵，也是国家的教育方针。本教材正是依据以素质教育为根本的指导思想而编写的。
素质教育要求培养学生的创新精神和实践能力，实现全面发展。为此，本教材并不是单纯的英语语言教材，而是有利于促进学生全面发展、培养学生创新精神和实践能力 、具有丰富的文化内涵的教材 。这套教材在培养学生的英语语言能力的同时，以素质教育为核心，以提高学生的全面发展为根本目的，促进在德、智、体、美、劳等方面全面发展，开发学生的潜力 ，培养他们的创新精神，引导他们形成开放的合理的跨文化认知与理解观念。
面向世界，面向现代化，面向未来 是素质教育的重要内涵。本教材坚持体现这一教育思想，使学生学会在一个不断变化的多元化的人类社会中生存与发展，并为人类的持续发展做出应有的贡献。
学会学习和发展是素质教育的要求。英语是中小学阶段的一门重要学科，而中小学阶段的教育属于基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段，它将决定人的终身发展奠定基础。因此，本教材努力为 学生的终身发展奠定坚实的语言基础，从而使学生获得实现人的可持续发展和人的主体精神的自我完善和发展所必须的英语语言能力和文化素质。
因此，整套教材都始终注意培养学生的学习方法、创新能力、主体意识、独立工作能力、逻辑思维能力 、观察判断能力等。联系的设计可能按照运用任务设计，避免单纯的模仿和机械的重复或脱离上下文的孤立的猜选;联系体的内容尽可能激发学生的兴趣和好奇心以及求知欲;同时全套教材一直坚持努力做到有利于儿童和青少年身心的可持续发展和终身学习能力的形成。
三、教学内容
以义务教育课程标准实验教科书为基准。引导大家融入英语环境。了解西方国家风俗。
四、 教材重点难点
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、初步培养良好的书写习惯，能做到书写整洁、规范。
五、教学方法及措施
(一)词汇教学方法与技巧
1、课前学习方式的词汇教学。这是现在广泛使用的词汇教学方法，就是让学生在学习课文之前，先学习课文中的词汇，直接讲解分析词汇用法。
2、直观方式的词汇教学。直观的词汇教学能是儿童很容易地直接掌握词汇地词义。直观地方式包括：实物、图片、动作、手势、表情、幻灯投影、计算机动画等。
3、课文中第一印象方式地词汇教学。这方法不允许学生在学习课文前接触词汇，强调在课文教学中通过强有力地第一印象进行词汇教学。让学生在强烈地第一刺激下，获得正确的词汇词义、用法和读音。
(二)句型教学方法和技巧
1、语用导向的句型教学。这是针对传统的注重结构的句型教学的不足而实际的句型教学方法。语用导向的句型教学强调篇章下的句型教学。这种方法把一个篇章中需要操练的句型突出出来。在篇章中实际可以用于同一篇章中进行机械型操练，达到语用能力训练语句型操练有机结合。
2、结构导向的句型教学。这是传统的注重结构的句型操练，儿童根据句型设计，运用可替换词或词组，进行句型操练，以达到准确掌握，句型结构及其语法知识的目的。
六、教学目标
让学生学会重点单词及句型。加强听和说的训练。了解西方国家的风俗及习惯。培养他们热爱英语的热情。
七、注意问题
毕竟孩子的思维习惯是汉化的思维习惯，所以要想办法创设英语环境。让他们融入其中。
八、教学进度(略)
四年级英语教师个人工作计划篇4
一、指导思想：
教学工作，紧紧围绕着本校的教学工作计划，结合本学期工作要点，以新课程标准为指针，全面落实认真贯彻落实教师的“备、教、批、辅、考”。全面提高教育教学质量，突出工作创新，开展切合实际的教学活动，提高课堂教学水平，促进自身发展，提升学生的综合素质，特制定本学期的教学工作计划。
二、主要工作任务
1、认真学习“新课程理念”，了解新的教育教学资源查阅相关教学活动信息，观看学校组织的课堂教学实录及教学理论讲座录像，学习《有效教师》、《有效研修》和我所教的英语学科课程标准，写好自学笔记，并有一定的质量，全学期8次。在本学期末上交一篇高质量的教学论文、案例或教学反思。
2、端正态度、提高认识，了解新课程理念，以适应新课程理念下教学工作的需要，虚心向他人学习，取长补短，相互促进共同提高。在本学期按学校要求听课18节以上，内容真实，并有一定质量的评语。积极参加本学期两周一次的计算机远程培训，并写好记录，做好自学笔记，按时完成。
3、认真理解掌握“备、教、批、辅、考”的基本要求。
4、认真做好学校“三、五”工程“基础型”队伍建设实施细则的制定工作，做好“基础型”教师的初评工作。
三、英语教学工作
在本学期我继续担任四年级的英语教学。教学小学低年级英语，面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。本学期的英语教学，我从以下几个方面做起：
(一)教学目的任务
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、进一步养成良好的书写习惯。
6、进一步养成听英语、读英语和说英语的良好习惯。
7、能运用相关的语言知识和技能，完成某项任务。
8、能演唱已学过的英语歌曲，已学过的歌谣。
(二)教材重点难点
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
(三)主要措施
1、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。
3、培养学生拼读音标的能力，确保学生自主学习的质量。
4、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
5、根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，努力提高学生的英语成绩。毕业班的英语教学要全面进行，在新课结束后做好详细的复习计划，提高英语教学质量。
四、加强学习提高素质
利用业务学习和业余时间学习先进的教育教学理念，不断反思和向名师学习，切实提高自身素质。
五、教学进度安排
2月13号——3月1号 unit 6
3月2号——3月15号 unit 7
3月16号——3月30号 unit 8
4月1号——4月20号 unit 9
4月21号——5月4号 unit 10
5月5号——期末 总复习
四年级英语教师个人工作计划篇5
一、指导思想
以学校总体工作教学工作为依据，以提高教研质量和教学质量为目标，增强教习的学习意识、服务意识、教科研意识、质量意识、合作意识、充分发挥业务职能的作用，以新课程改革为契机，以更新教育教学观念为先导，以课堂教学改革为重点，以培养学生的自主创新精神和实践能力为重点，不断深化课堂教学改革，搞好校本研修工作，全面提高高中英语教研组教研工作水平，
二、工作重点
本学期英语学科教研工作，要以课程改革为中心，围绕课改完善和深化学科教学常规，继续组织教师参加课改理论学习和培训，进行各段公开课和新教师汇报课,组织学生参加全国中学生英语能力竞赛,鼓励教师在教学过程中注意积累教学经验，撰写论文,组织课改研究课和专题研讨等系列活动，以促进教师转变教学观念，促进教师整体素质和学科教学质量的提高。在学科教学中渗透心理健康的教育，以提高小组合作学习的时效性为重点开展教研组的活动，把自己的自评和教师的互评相结合，争取能让每次的教研组活动能够达到研究的目的。每一次参加人员都有收获。
三、工作目标
1.继续加强教改，提高课堂教学质量和加强课后补缺补差工作。
2加强教师教学基本功训练，提高师资队伍素质。
3.加强英语教科研的理论探究，开发英语校本课程。
四、主要工作措施
1.备课：
a.熟悉教材大纲;提前通览全套教材，通读即将任教的全册教材，明确其地位和作用、明确其指导思想和知识体系、明确学生参与知识学习全过程的脉络和布局。做到对教学工作要有超前性，备课工作要有前瞻性，对教学工作心中有数，很好的把握教材的意图和学科教学的双基要求，使教学的随意性得到有效的控制。
b.了解学情，根据教学内容确定有效的教学对策。我们的备课策略是“吃透两头、先学后教，精讲精练、培养习惯、指导方法”，
c.课前能在个人认真备课的基础上，加强集体研究。备课组活动中始终坚持以研究教材、研究教法学法为主，坚持做到①做好教材分析;②备教法学法;③备主要例句、情景设计、课后作业和命题等。
d.课堂教学中始终贯彻重基础、技能，重学生学以致用，以提升综合能力。同时教学中关注历年的高考试题，提升教学的针对性和教学的高度。以避免“教”与“考”两张皮现象。课后认真写好教后记，通过不断反思提高备课的有效性。
2上课要求：
a.贯彻课改精神，以人为本、以“先学后教”求质、以“训练”为根。
b激发学生的学习兴趣。注意学生层次的不同，探索对其各种能力的培养。
c课堂教学中坚持精讲多练，多反馈，快反馈。以反馈信息随时调整课堂教学
尽管老师们能够接受比较新的教育理念，但在教学的实际操作上还有些差距，我们利用组内宝贵的人才资源，发挥每位老师的优势和集体合力的作用，共同参与各种公开课、示范课等活动，使教师们的教学技巧尽快得到提高，因为，教师在参与听课和评课的过程中不仅对每个教学环节的设计、教材内容和容量的把握、课时的处理有了更深层次的了解，开拓自己的思路。随后，教研组、备课组总结出各教学环节中的亮点，如：
①新课导入的特殊方式。
②听录音时对学生的知识要求、能力要求和情意要求的把握。
③调动学生兴趣的一些做法。
④学生良好学习习惯的培养。
⑤课后任务布置。
3改进教研方式，提高教研质量
(1)以教师的不同需求出发，采用“参与式”“研讨式”等多种学习形式，扎实有效地提高理论学习的效果，增强理论学习的针对性;
(2)抓好初一、初二，初三英语教材的学习和使用，通过网络和学习参考资料，开展教材研究活动，交流教学心得体会和经验。在各年级组织3节教学示范研讨课，学习和体验新课程理念下的教学方式和学习方式的转变
4搞好期末考试和分析工作。
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