小学英语join in四年级上册unit5 第三课时
Unit 5 Part B 第三课时 四年级上册英语教学课件
Would you like some noodles, too?
Can I have a knife and fork, please?
Yes, thank you.
Yes, John, but try chopsticks
for noodles.
Do you remember what you read about? Tick the pictures please.
—Would you like some …? —Yes, please. /No, thanks.
Homework
ONE
TWO
七彩课堂 Act the story out with
your friends.
Make a menu and let your friends choose
food on it, then ask
3. —Can I have some noodles? —Sure. Here you are. 4. —Can I have some fruits? —Sure. Help yourself.
Look and match 1. beef 2. vegetables 3. soup 4. chicken 5. noodles
伴你成长 Sing the song to your
parents.
and answer.
Yes, thank you.
Yes, John, but try chopsticks
for noodles.
Look, choose and write
Look at the soup. What’s in it? In my soup,
四年级上册英语教案《5Unit3 My friends-4》人教(PEP)( )
四年级上册英语教案《5Unit3 My friends-4》人教(PEP)( )一. 教材分析本节课为人教版四年级上册英语第五单元第三课时，主题是“My friends”。
本节课的主要内容是学习描述朋友的特征和爱好，如“He/She is tall/short. He/She has big/small eyes. He/She likes singing/dancing/playing soccer.”等。
通过本节课的学习，学生能够进一步运用英语描述自己和朋友的外貌和爱好，提高他们的语言运用能力。
二. 学情分析四年级的学生已经掌握了基本的英语单词和句型，能够进行简单的日常交流。
但是对于描述朋友特征和爱好的表达，他们可能还比较陌生。
因此，在教学过程中，需要注重引导学生运用新学的单词和句型进行表达，同时关注学生的个体差异，给予不同水平的学生适当的指导。
三. 教学目标1.能够正确听说、读写“tall, short, has, eyes, singing, dancing, soccer”等单词。
2.能够运用“He/She is… He/She has… He/She likes…”等句型描述自己和朋友的特征和爱好。
3.能够通过小组合作，用英语介绍自己的朋友，提高他们的语言运用能力。
四. 教学重难点1.单词：tall, short, has, eyes, singing, dancing, soccer2.句型：He/She is… He/She has… He/She likes…3.能够用英语描述朋友的特征和爱好五. 教学方法1.情境教学法：通过设定情境，引导学生运用新学的单词和句型进行表达。
2.小组合作学习：通过小组合作，让学生互相交流，提高他们的语言运用能力。
3.任务型教学法：通过完成任务，让学生在实际操作中运用新学的知识。
六. 教学准备1.教学课件：包括单词卡片、图片、视频等。
2.教学材料：学生用书、练习册等。
剑桥(join in)版 四年级上册 Unit 5 教案(表格版)
( 四)年级（英语）学科（上）册集体备课共（个）案签名：备课时间主备教师所在单位复备时间授课教师所在单位集备课题Unit 5 Free time----part 1课型新授项目内容修改栏教学目标1.Master 8 key phrases in Part 1.2、Listen and point.3.能应用句型 Can you …..? Yes, I can .No, I can让学生通过看图、听音与拼读等方式学习新单词,在学习单词过程中引导学生学习和掌握根据读音记忆单词的方法。
培养学生继续学习英语的兴趣。
教育孩子养成喜爱运动的好习惯。
教学重点能听懂、认读单词:Play table tennis, play football, play the piano, ride a horse, stand on your/his/her/my head, roller blade, ski教学难点stand on your/his/her/my head教学准备CAI , pictures , cards , tape.教学流程讨论与修改教师活动学生活动教学环节Step1 Warming –upGreetings and free talkHello，boys and girls! I can singthe song,<< ten little fingers.>>Can you sing the song? Let ‘ssing together. Good job.I can run .can you ?Can you clap your hands, jumpup high ,stretch（设计说明），用学生熟悉的动词边说边做动作，创造学习英语的氛围，直接切入本课的教学重点。
Step2. Presentation1 Free Talk 引出课题Unit4I can do many many thingslike this :sing ,dance ,swim,Watch tv, play computer gamesand do many sports in ourfree time .This lesson we‘lllearn free time.( 板书)(师生互动的问答吸引了学生的注意力，同时引出了课题，教师揭题、板书并带读)2．Teach the new words:football, table tennis ,piano等词组操练：play football , playthe piano , play table tennis ,etc（1）教师出示词卡：football,升调、降调读单词T: Can you spell this word?Ss:Yes , f-o-o-t-b-a-l-l football（新单词的教法细节把握得当，学生印象深刻，课堂气氛活跃）（2）CAI 呈现play tabletennis and play the piano.I am sad,because I can‘t playthe piano.顺势引出Can youplay the piano?Yes ,I can .No, I can’t.3. 我是小法官!Sing the song,<< tenlittle fingers.>do the actions “clap yourhands, jump uphigh ,stretch,runLook at the pictures andread the words.Spell f-o-o-t-b-a-l-l1.Read after teacherI can‘t play football2.Work in pairsCan you play football?Yes ,I can .No, I can’t.Understand乐器类单词前加the ,球类单词前不要加。
人教PEP小学英语四年级上册Unit5Unit5PartA第3课时(2)
Part A Let’s spell
PEP· 四年级上册
Enjoy a song
the “e” family
-e-
-e-
Байду номын сангаас
-e-
pen
red
leg
egg
-e-
Hello. I’m _s_h_o_rt__“_e”_,
_/_e_/_.
cake home rice cute
face like home cute a-e, i-e, o-e, u-e: 不发音
Challenge 2： 根据字母Ee的发音给下面单词分类。
rice red cute we pen me leg cake she /e/：_r_e_d____p_e_n____l_e_g____ /i:/: _w_e_____m__e_____sh_e____ 不发音: _ri_c_e___cu_t_e____ca_k_e___
-e-
Hello. I’m “magic e”. I’m quiet.
Look at me. My name is Mike.
-e-
Who am I?
He is my friend. He is cute.
-e-
Who am I?
She is my friend, too. She goes to school on foot.
B. she B. meet B. let B. pen B. bed
C. five C. ten C. we C. be C. beef
Who am I?
-e-
We are students.
We are friends. -e-
外研社剑桥小学英语Joinin四年级上册整体课时教案
Starter Unit Let's begin第一学时：The pupils learn to understand:How are you today? I’m fine/OK.Goodbye.The pupils learn to use:What’s your name? I’m (Alice).How are you? I’m fine. I’m OK.Activities and skills:Decoding meaning from teacher input.Using phrases for interaction in class.Greeting each other.I Introduce oneself.Asking someone’s mane.Teaching process:Step 1: Warm—up.Sing a song. Hello, what’s your name?Step 2: Presentation.1. What’s your name? I’m….(1) The teacher introduces herself, saying:Hello, /Good morning, I’m Miss Sun.(2) Asks a volunteer’s name:What’s your name?The teacher prompt the pupil by whispering, I’m (Alice).(3) Asks all the pupils the same question and help those who need it by whispering I’m….2. How ar e you today? I’m fine. I’m OK.(1)The teacher explains the meaning of How are you today?(2)Tell the class to ask the question all together and introduce two answers, I’m (not very) fine/I’m Ok.(3)Asks all the pupils the same question and make sure that all the students can reply.Step3: Speak English in class.1. Tells the pupils to open their books at page3, look at the four photographs, and listen to the tape.2. Asks the pupils to dramatise the situations depicted in the four photographs. A volunteer will play the part of the parts of the other pupils, answering as a group.第二学时：The pupils learn to use these new words:Sandwich, hamburger, hot dog, puller, cowboy, jeans, cinema, walkman, snack bar, Taxi, clown, superstar.Activities and skills:Singing the song and colouring picture frames.Teaching process:Step 1:Warm—up:Greetings:(1)Good morning!(2)I’m Miss Sun. What’s your name?I’m (Alice, John…).(3)How are you today?I’m fine/OK.Step 2:New words.1.Learn to say these words one by one using flash cards.2.Guessing game.Is it a cowboy/snack bar…?No, it isn’t. Yes, it is.3.Read them following teacher.4.Colour the frames.(1)Open book at page4, take your colour pens. Listen and colour.(2)Colour your (hamburger, orange…).(3)Let’s check.The hamburger is orange.Step 3: Sing the song.1.Listen to the tape.2.Teacher sings the words.3.Learn to say the words.4.Let’s sing it one sentence by one sentence.5.Sing the song and do the actions together.Step 4: Say good—bye.Goodbye, children.Goodbye, Miss Sun. See you next time.第三学时：The pupils learn to understand:Watch me. Stretch. Clap your hands. Stand back to back.Stand nose to nose. Stand arm in arm.The pupils learn to use:Good morning./Morning. Good afternoon. Good evening.Good night.Activities and skills:Carrying out action story.Listening to the tape and filling numbers.Teaching process:Step 1: Warm—up(1)Greetings.(2)Play guessing game with flash cards.(3)Sing the song: English is easy.Step 2: Mime the action story.1.The teacher and the pupils listen to the instructions on the cassette. The teacher performs each action and the pupils watch and then imitate the teacher. Repeat this stage several times.2.The teacher gives the instructions in the same order which the pupils heard them on the cassette during Phase 1. The pupils listen and do the actions one at a time, following the teacher’s instructions.3.The teacher gives the instructions in jumbled order. The pupils listen and performs the actions one at a time.Step 3:Listen and fill in the numbers.(1)Listen and mime.(2)Fill in the numbers.(3)Check it. Make sure that everyone is correct.Step 4: Learn to say.The teacher draws a clock on blackboard. When it is 7:30, says “Good morning” or “Morning” to the pupils. The pupils answer “Good morning” or “Morning”.“Good afternoon”, “Good evening” and “Good night” are the same above.第四学时：The pupils learn to use:How are you? I’m fine/very well/OK.Thank you. And you?Nice to meet you. Nice to meet you, too.Activities and skills:Speaking and comprehension:Teaching process:Step1: Warm—up.1.Greetings.Good morning. /Morning.Good afternoon.2.Sing a song: Join in.Step 2: Let’s read and act.1.T: Hello, I’m Miss Sun. What’s your name?S: Hi, I’m Alice.T: Nice to meet you.Tell the student that he or s he should say “Nice to meet you, too.”Have this conversation with others, and make sure that all the pupils can say it correctly.2.Other sentences just to be taught and learnt like those above.3.Actions:(1). Pair work: Two pupils to act the conversations.(2). Boys and girls competition.Step 3: The end.Goodbye, children.Goodbye, Miss Sun.Unit 1 Numbers第一学时：The pupils learn to understand:The tiger jump.Do the numbers rock.The pupils learn to say:Numbers 1—12.Twelve o’clo ck; do the numbers rock.Yippee!Let’s do the tiger jump.Your turn.Activities and skills:Singing the song: The numbers rock.Saying the chant : The tiger jump.Colouring the numbers.Listening to conversations and matching the names of children with numbers on dice. Playing two number games.Teaching process:Step 1: Warm—up.1.Count numbers from 1 to 10.2.Sing the song. Hop.Step 2: Listen and sing the song. The numbers rock.1.Learn to say:11 eleven, 12 twelve. Twelve o’clock.2.Listen and say the chant.Step 3: Listen and say the chant.1.The teacher says the chant and performances in the same order, the pupils follow.2.Teacher says, pupils do in the same order.3.The teacher says and pupils do in the jumbled order.4.Listen to the tape and say the chant, do the actions.Step 4: Colour the numbers.1.Show numbers’ cards 1—12 to the pupils. Count them.2.Open book at page9, match numbers with the words.3.Colour them and check them.Step 5: Listen and match.1.Teacher writes numbers on the blackboard. The pupils read them.For example: 3, 6, 1 5, 4 5, etc.2.Listen and match then check.3.learn to say “Your turn.”4.Play the game in class.第二学时：The pupils learn to understand:What’s in the box?Guess the number.Super prize!Come on, (Fred).Here is your prize, Emma.Thank you, Emma.Great!The pupils learn to use:What’s in the box?Snails! Yuk!How many?Activities and skills；Listening to and understanding a story.Playing game: “Guess the number.”Teaching process:Step 1: Warm—up.1.Say the chant : The tiger jump.2.Sing the song: The numbers rock.Step 2: A game. Guess the number.1.Count numbers 1—12.2.Shows the pupils numbers’ cards, guess the number.3.Take a box, put some glass balls in it. Shows them a glass ball, asks:What’s this? What’s in the box? How ma ny?If the pupils are right, says “Great! Here is your prize.” And give them a glass ball.Step 3: A story. The snails.1. Teacher says, You will hear a story. The snails. Please listen carefully.2. Listen to the tape several times.3. Make sure that the pupils fully understand the meaning of this story.4.Play this game in class.第三学时：The pupils learn to understand:Guess the number.The pupils learn to use:Twelve is two plus ten, now let’s start again.How many?Yes. / No.Activities and skills:Saying the rhyme.Playing two number games.Teaching process:Step 1: Warm—up.Sing the song. The numbers rock.Step 2: Listen and say the rhyme.1.Count numbers 1—12.2.Read the words line by line several times.3.listen to the tape, say the rhyme.4.Asks a group of 6-7 pupils stand in a circle, and say the rhyme, see who is left out.Step 3: Play a game.1.Teacher asks a pupil to come to the front of the class and demonstrate the game as shown in the first two pictures.2.Play in pairs and proceed in the same way for the second game.3.Play this game one by one.第四学时：The pupils learn to understand and use:What’s your phone number?Activities and skills:Listening and taking notes of phone numbers and saying what they are.Asking other pupils for their phone numbers and taking notes.Teaching process:Step1: Warm—up.1. Count numbers 1—12.2. Say the rhyme.Step 2: Listen and write the phone numbers.1.Draw a big telephone on the board. Introduce the word Phone or telephone immediately followed by the sentence M y phone number is ….2.Listen and write.Tell the pupils that they are going to hear some recorded interviews, and that they have to listen and discover the telephone numbers of a few children.Read the names of the children out loud and ask the pupils to repeat them.Listen to the tape several times and write.3.Let’s check.Step 3: Write your phone numbers.1.The pupils write their phone number. Tell them how to read the number.2.Read your number yourself.Step 4: Asks children’s phone number.1.Teacher asks, wh at’s your phone number? A volunteer answers, other pupils write down.2.Work in pairs.3.The pupils ask and answer each other, and write.4. Let’s check.第五学时：Teaching aims:1.Learn to say:How many girls/boys/flags…can you see?Let me count. I can see….2.Learn to say:What is (seven) plus (twelve)?What is (eleven) minas (nine)?3.Write the numbers 1—12.Teaching process:Step 1: A game.Prepare a box which is full of glass balls. Shows them the box, and asks,what’s in it? Let pupil guess, and then someone touches it. (Glass balls.)How many? How many glass balls? How many glass balls can you see? Count, please. The pupil counts. One, two, three, four…Step 2: Learn to say.1.Teacher chooses a group of pupils, and asks, how many girls can you see? Tells them to reply, let me count. And then, count. One, two,…. Tells them to say, I can see…2.Repeat this exercise several times.3.Ask and answer with other words which they learned, such as boys, flags, dogs…Step 3: Learn to say.1.Write those below on the blackboard:7+5 8+2 11-96+4 12-9 2+2Point a pupil to read them.2.The teacher asks What is 7 plus 5？Make sure that each pupil can reply “It’s…” correctly.3. Pupils open book at page 15, work in pairs.Some pairs of pupils wok in class.Step 4: Complete the word puzzle.1.Show the pupils flashcards of numbers 1—12. Read them, and spell the words.2.Open book at page 15, complete the 14th exercise.3.Check it.Unit 2 Colours第一学时：The pupils learn to understand:What colour is this/The pupils learn to use:Colours: red, orange, yellow, green, blue, purple, pink, black, white.I like (green) and (red); I like orange, too.Oh, what a rainbow!Activities and skills:Listening to words and pointing at the appropriate pictures in the box.Sing a song.Teaching process:Step 1: warm—up.1. Greetings.Good morning. / Good afternoon.2. Sing a song. Butterfly.Step 2: Listen and point—presentation.1.Introduce the following colours: red, orange, yellow, green, blue, purple, pink, white and black.Show the pupils colours with the help of coloured flash cards and objects in the classroom,2.Say the words.(1)Show a colour and say the word several times, then ask the pupils to repeat it.(2)Name a colour and ask the pupils to touch something of that colour.3. A game.(1)Teacher names a colour, four pupils touch an object of the correct colour. The last pupil is “out”. The winner is the person who touches the correct one first.(2)Asks of the pupils to take over the role of the teacher.(3)Proceed in the same way for the other remaining colours.Step 3: Listen and point.Open their book at page 16, listen to the tape carefully, point the corresponding colour.Step 4: Listen and sing s song. Rainbow.1.Draw a picture of a rainbow on the board and introduce the word Rainbow.2.Listen to the word and repeat it.3.Sing the song following the tape.第二学时：The pupils learn to understand:1.What colour is (the wizard’s house)?2.I’m from Italy; (Great Britain; Argentina; Brazil).The pupils learn to use:I’m (Lucia). I’m from China. This is my flag.Activities and skills：Finding out from a listening text what colour the wizard’s house is (listening for detail).第三学时：The pupils learn to understand:Help.Open the door.The pupils learn to use:(Green), please. Here you are.Good night! Good morning!What’s this? Wow!Activities and skills:Listening to and understanding a story.Teaching process:Step 1: Warm—up.1.Sing a song. The rainbow.2.(1) Teacher walks around the classroom asking the pupils:Blue, please. Green, please, etc.The pupils should give me a colored pencil requested.(2) Do the same exercise by the pupils in pairs.Step 2: The story.1.Introduce and practise new vocabulary.Here you are. Help. Open the door. What’s t his?2.Pupils listen to the text two or three times with their books closed and try to imagine what is happening from the tone of the voices and blackboard noises.3.Pupils listen two or three times with their books open.4.Pupils listen one more time with their eyes closed and try to imagine what they saw in the text.Step 3: Act out the story.Two pupils for wizards, somebody to make the noises of boiling water, and explosion, colored bottles.第四学时：The pupils learn to understand:What’s my favour ite colour? Is it (blue)?What’s your favourite colour?Yes, that’s right.The pupils learn to use:Guess.What’s my favourite colour? Is it (blue)?What’s your favourite colour?Yes, that’s right.Activities and skills:Playing a game based on the principle of information gap.Completing dialogues in writing.Listening to a chant and circling patches of colour.Saying a chant.Doing a crossword puzzle.Teaching process:Step 1: Play a guessing game.1.Ask a pupil to touch a part of the coloured fish.The teacher can’t see what colour the pupil is touching and, naming several different colours, should try to guess.2.Once the pupils have understand the way game works, they can play in pairs and exchange roles.Step 2: Complete the dialogues.1.Learn to write the words and sentence:Green, blue, white, please.Here you are.2.Ask the pupils to look carefully at the four scenes and to complete the dialogues according to what they see in the pictures.Step 3: A chant.1.The pupils should listen to the chant once all the way through.2.Then they listen a second time, but this time the tape should be stopped after each question to give the pupils time to circle the colour.3.Finally they listen a third time to check the answers.The teacher should check that the pupils have understood and ask which colours they have circled. The pupils say the colours in the correct order.4.The teacher writes them on the blackboard. The pupils copy the words.5.Repeat the chant in two separate groups.第五学时：The pupils learnt to understand:What about you?What about this?What’s that over there?The pupils learn to use:I’m from (America).I like (red) best.What’s your favourite colour?What colour do you like?Activities and skills:Speaking those sentences in groups.Talking about the birthplace and the favourite colours of themselves.Teaching process:Step1: Warm—up1.Say the chant: what’s your favourite colour?2.Revise the words: Great Britain, Italy, Brazil, Argentina.I’m from China.Step 2: Let’s learn and work in groups.1.Introduce new words.America, England, Canada, best, about.2.Learn to say.I’m….I’m from….I like (red) best.3.Introduce how to use “what about you?”. Make sure that everyone has understood it.4.Read the sentences.Step 3: Work in the groups.1.Pair work.2.Teacher and student act in class.3.Work in tablemates as the model.Step 4: Let’s talk.1. Introduce new words: jeep, over there.ing some flashcards, ask and answer.T: What’s this? (A car.)S: It’s a car.T: What colour is it?S: It’s (red).And tell the volunteer to say: It’s a Chinese car. All the class repeat it.The teacher shows them another flashcard, and asks: What about this?Make sure that the student can answer it correctly.3.Talk about the flashcards in pairs.4.Let’s talk in class.Unit 3 School things第一学时:The pupils learn to understand:What colour is the wizard’s schoolbag？The pupils learn to use:Pen, pencil, pencil case, schoolbag, ruler, eraser, book..Activities and skills:Listening to the words on the tape and filling in the numbers in the book.Listening to the tape and finding out what colour the wizard’s schoolbag is.Teaching process:Step1: Warm--up.1. Show pupils some school things, such as：pencil, book, pen, schoolbag, pencil case. Ask pupils: What’s this? It’s a (pen).2. A game Toby says:Touch your (pen). Take your (book).Step2: Listen and fill in the numbers.1.Introduce the new vocabulary using regalia, rule, eraser,2.The pupils open their books at Page 24.The teacher reads the words, first in the order in which they are presented and then in jumbled order, ask the pupils to point to the corresponding picture.3.Listen and fill in the numbers.(1)The first time, the pupils listen to the tape without interruptions for general do the exercise by themselves.(2)The second time, the pupils listen to the tape without interruptions so that everybody can do the exercise.Check the answer. Name the objects and ask the pupils to answer with the corresponding numbers.Step3. Listen. What colour is the wizards schoolbag.1.Tell the pupils in Chinese that they have to discover the colour of the wizards schoolbag.2.Give them an example.The pupils point to the word start, the teacher says blue and the pupils point to the blue square. Then say ruder and the pupils touch the ruder.Proceed in this way from ruder to yellow, and then to pencil to blue to eraser.At this point ask what colour is the wizards schoolbag? (Blue).3.Listen to the tape and follow the sequence of squares using a pencil.4.Listen two or three times to check the answer.第二学时：The pupils learn to understand:Open your (schoolbag).Take out (a ruler).Take out (two books).What’s this? A skipping rope.Hooray!The pupils learn to use:Three pens, four pencils, two books.Activities and skills:Understanding instructions and miming actions.Listening to the tape and filling in numbers.Teaching process:Step 1: Warm—up.Ask and answer.Show the pupils a ruler, a pen ,a schoolbag, two erasers, four books, three pencils. Ask: What’s this? What colour is it? How many books can you see? Etc.Step 2: New word.Show them a skipping rope and teach the new word.Step 3: Mime the action story.1.The teacher and the pupils listen to the instructions on the cassette. The teacher performs each action and the pupils watch and then imitate the teacher.Repeat this stage several times.2.The teacher gives the instructions in the same order which the pupils heard them on the cassette during Phase 1. The pupils listen and do the actions one at a time, followi ng the teacher’s instructions.3.The teacher gives the instructions in jumbled order. The pupils listen and performs the actions one at a time.Step 4:Listen and fill in the numbers.(4)Listen and mime.(5)Fill in the numbers.(6)Check it. Make sure that everyone is correct.第三学时：The pupils learn to understand:How many (red) things are there?The pupils learn to use:Two pens, three erasers, four pens, five rulers.Activities and skills:Reading what is in the picture and colour frames around word groups in the appropriate colour.Counting school things in a picture puzzle.Teaching process:Step1: Warm—up.A guessing game.1. Show the pupils a box which is full of pens, pencils, rulers, erasers, and books. And ask the pupils to guess how many pens/ pencils/ rulers/erasers/books are there? T: Guess! How many (pens)?2.When the pupils guess correctly, ask them: What colou are the (two pens)?Step 2: Read and colour the frames.1.Introduce how to do the exercise.Point out to the pupils that there are 10 pictures and only five boxes on the right. The pupils have to colour the frames of the boxes on the right following the example. The frame of the box containing the words two pens, is orange like the two pens in the drawing.2.The pupils colour the frames themselves.3.Check the answer.Ask the pupils to say which colours match which words.Step3: Count and write the numbers.1.Read the sentences several times. And translate the questions.2.The pupils write exercise in the book.3.Check the answer.Ask the question and the pupils answer orally.第四课时：Teaching aim And demand:1. The pupils learn to understand:Stop it.Come here, Timmy.Help me, please.Where’s my pencil case?It’s not here.I’ve got it!2. Acticities and skills:Decoding the meaning of the language in a story.Important and Difficult front:Understand the sentences of the story.Teaching process:Step 1：Warming-up1. Sing an English song: Join in.2. Revise the school thing. Which have learnt in this unit.3. Revise the sentence: Here is your prize. Here is my prize.Step 2 : Presentation1. Listen to the story.2. Ask the students to open their books at page 28.3. Ask them listen to the tape, listen to an English story.4. Ask the students to tell the meaning of the story.Step 3 : Learn to understand the sentences.1. A sk some students do a action, then say: Stop it, xxx.” Let the students tell the meaning of the sentence. Then practise it.2.Pretend to find something, and say: Where’s my pen?” Ask the students to say what am I doing. And tell the meaning of the sentence.3. A sk someone xxx, help me, please.” Let him/her find things with me. Then ask them to tell the meaning of the sentence.4. Practise the two Sentences in pairs.5. S ay:It’s not here,” while finding the thing. Le t them say the meaning of the sentence. Then practise it.6.When finding the thing, say: I’ve got it!” Let the students tell the meaning of the sentence. then practise to say it.Step 4 : Consolidation1. Listen again and say the sentences after the tape.2. Perform the story in the class.第五学时：Teaching aim And demand:1. The pupils learn to use:How many desks are there?What about Chairs?How many pens have you got?2. Activities and skills:Let’s read.Let’s work in groups.Important and difficult point: Read the conversation.Teaching process:Step 1 : Revision1. Sing an English song: In our classroom.2. Show some pictures to the students and ask them to read it. (desks). (chairs).3. Revise the colours.4. Revise the sentences. Which they have leaned in previous class.5. Spell the words.Step 2 : PresentationA: Learn to say the conversation.1. Show a picture to the students.2. A sk them How many desks are there”?3. Ask: What about Chairs? How many chairs are there?”4. Show some other things to the student, practise to the sentence How many(desks) are there?”5. Read the conversation to the students, ask them to tell me the meaning of the conversation.6. Read the conversation after the teacher several times. Then practise by themselves in pairs, until they can read it correctly.7. Ask someone to perform the conversation in the front of the classroom.Step 3 : Play a game and do the group work.1. Send something to the students.2. Ask them one by one: How many pens have you got?” Answer the question in stead of the students. Then ask them to tell me the meaning of the sentence.3. Ask them to read the sentence after the teacher several times.4. Practise the sentence by themselves, until they can read it correctly.5. Do the group work.第六学时(12. Revision)Teaching aim And demand:1. The pupils learn to read the sentences:I have got (a small room).It’s (nice) and (clean).There is (a bed) (in my room).There is (a computer) (on the desk).I often work at the desk.2. Activitise and skills: Read the text.Important and difficult point:Can read the text of the lesson.Teaching process:Step 1 :Revision1. Sing an English song.2. Spell and read the words:pencil, pencil case, pen, book, eraser, ruler, schoolbag.3. Look the pictures and say.Two pencils two blue pencils ect.5. Ask and answer:How many pencils are there?How many blue things are there?How many pens have you got?Step 2 :PresentationA : Look at the pictures, learn to say the new words.1. Point the thing and say the English of it.2. Ask the students to read the word after the teacher. (bed computer)3. Practise to say the words by themselves, and then say out loudly, until they can red it correctly.B : Look at the picture again. Ask and answer:Where is the (bed)？1. Ask the students to look at the picture and answer: Where is the bed?2. A nswer in stead of the students: It’s in the room.e the same way to teach:It’s by the window.It’s on the desk.Step 3: Learn to say the text.1. Look at the picture and listen to the teacher read the text.2. Ask them to tell the meaning of the text.3. Read the text after the teacher several times.4. Practise to read the text by themselves, until they can read it correctly.5. Ask someone to point the picture and say the text.Unit 4 Pets第一学时：Teaching aim And demand:1. The pupils learn to use:What have you got?Have you got a pet? Yes, I have.2. Learn to use the words:Cat dog mouse fish budgie, rabbit. Hamster.3. Activities and skills:Saying a chantListening to a cassette and finding out what the wizard’s pet is.Important and difficult point:pictures, radio and tape.Teaching process:REVISION:1. Sing an English song: join in.2. Conversation:What’s your favourite colour?What colour is the schoolbag? ect.PRESENTATION:A: Learn to say the six new words.1. Learn to say the word: cat.Show a picture of a cat to the students, tell them: This is a cat.” Ask them to read the word after the teacher several times. Then practise by themselves, until they can read the word correctly.e the same way to teach the other words: dog, mouse, fish, budgie, rabbit.3.Fun time.Listen to the sound of these animals or mine these animals. Ask the students to say the words and at the same time point to the corresponding flashcard.B: Learn to say the sentences.1. Learn to say the sentence: Have you got a pet?Pretend to need a pen and ask a pupil: Have you got a pen? If necessary translate the sentence.2. Read the sentence after the teacher several times.3. Practise the sentence by themselves:Use the flashcard and ask the students:Have you got a (hamster)? And then answer “Yes.” And then ask the students to ask the teacher answer.e the same way to teach:What have you got?C: Listen and say the chant.Play the chant two or three times and ask the pupils to repeat it, until they can read it correctly.D: Listen and find the wizard’s pet.Ask the same way before.BLACKBOARD DESIGN:PetsCat dog mouseFish budgiz rabbitHamster.。
统编人教版小学英语四年级上册 Unit 5 第三课时教案
4．了解中西方餐具文化使用的差异。
Difficulties
1.新单词chopsticks的发音和拼写。
2.学习新句型Would you like some...? Yes, please. / No, thanks.
3.小组操练。
4.了解中西方餐具文化。
1.创设与课文有关的各种对话情境，让学生在轻松自然的氛围中习得知识。
2.通过课件展示和句型操练，让学生更熟练地运用本课句型进行会话。
Step4：
Consolidation
Make a new dialoge.通过课件中的情境指引进行会话操练，自编对话。
通过完成配套练习，检查和落实本课内容。
Step2：Presentation
1.Let’s go to the restaurant. I am a waiter. To learn new sentence: Would you like some...?
Yes, please./No, thanks.
2.魔术停留在出现的“cat”，
2.To practise in pairs, then the whole class.
Wu Yifan: OK. John. Would you like some vegetables?
John: Yes, please. But I can’t use the chopsticks.
Wu Yifan: It’s easy. I can help you.
Mum: Help yourself to the soup, John.
人教版四年级英语上册Unit5第三课时教案
Unit5 Dinner’s ready第一课时杨家小学郭万玉概述：小学人教版四年级上册Unit5 Dinner’s ready本单元共需六个课时，本节课是第三课时本节课学习的主要内容有语音和书写两部分，语音部分主要学习字母e在单词中的发音，即/i:/。
在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。
设计理念:在跨越式理念的指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。
倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。
面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。
教学目标:1.知识目标.(1)．能通过拆音、拼音和分类等语音意识训练活动，帮助学生归纳字母e在单词中的发音规律。
2.能力目标(1). 能认读单词并选出所听到的单词。
(2)．能通过描红单词rice, he, red, we. 初步掌握单词书写的要求并辨认词形。
3.情感目标结合实际生活，创设真实情境，激发学生学习英语的兴趣和热情，培养学习英语的积极态度，使学生乐于合作参与勇于进行交际实践。
拓展内容：单词：Men, pen, net, jet, bell, well, ten.句型：Who is she/he?学情分析:由于学生是四年级学生参加跨越式教学已经有一年了，他们已经适应了跨越式课堂模式，听说能力都比较强。
乐于感知，模仿习得英语。
学生在前面单元的学习中，已经了解了本课时的主要任务和基本要求。
本部分所提供的四个单词也都是学生所学过的，学生能正确读出单词，重点是通过拆音、拼音培养学生的语音意识，通过描红单词掌握词形并规范书写。
教学重难点:教学重点：能听、说、认、读单词：soup, vegetables. 句子What would you like? I’d like some …and …, please.教学难点：能听懂，会说：What would you like for dinner? I’d like some …and …, please.教学策略:由于四年级学生已学习英语已经有一年了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。
人教版(PEP)四年级英语上册教教学课件 Unit 5 第三课时
He is Lee. He is ten. He is from China. He is ____ (fat/thin/tall/…).
Name: Eve Country: UK Age: ten
She is ______. She is ______. She is from the _____. She is ____ (fat/thin/tall/…).
/ i:/
me, be, she, we, he
Read, tick(✔) or cross(✘).
( ✔ ) 1. be
he
( ✘ ) 2. she
egg
( ✘ ) 3. we
red
( ✔ ) 5. me
( ✔ ) 4. get
bed
字母 e 在 单词中发 /e/
red, bed, desk, pencil, let, …
me, he, she, we, be, …
字母 -e 在 单词中发长
音/ i: /
1. Listen and read “Let's spell”. 2. Find more words about “-e” and “-e-”.
me
we
me
/m/-/i:/
/mi:/
we
/w/-/i:/
/wi:/
Listen and i音字母 e 在“一个辅音字母+元音字母 e” 结构中发长音/i:/。
Listen and chant
He and she, She and he, Let’s play together, He, she and me.
He and she, She and he, We all play together.
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Unit 5 Free timePart3一、教学目标：1、能听懂，会唱歌曲。
2、理解会说歌曲中sister, brother,Barbra, Julius, genius, superstar, driver a racing car等新单词和词组；理解和学习人称代词she，he, I, you以及相应和物主代词her, his, my, your在“___can stand on ___ head.”句子中的正确用法。
3、能围绕学过的动词和词组，运用can, can’t 描述自己和他人“会”或“不会”什么活动。
二、重点难点教学重点：能理解并运用can, can’t 描述自己和他人“会”或“不会”什么活动。
教学难点：在句子“___ can stand on___head”中正确使用相应的人称代词和物主代词。
三、教学准备点读笔课件四、教学时间1课时五、教学流程一、Warming-up/Revision.T: Please look at the picture and say the chant.Ss: Swim, swim, I can swim….[设计意图：chant，节奏明快，一方面引导学生热身，营造英语学习氛围。
同时复习本课涉及的旧知，动词词组和“I can…”句型]二、Presentation:1、Learn to say: He/she can/can’t…1>chant最后一个为play the piano.T: Can you play the piano?Look here. Who’s he?SS:朗朗。
T: What can he do?S: He can play the piano.[师板书：He can 图 ]生齐读句子…..[设计意图：PPT依次出示“朗朗、贝克汉姆、张怡宁”，引导理解新句型：He can…She can…，因这三人都可称为各行业“天才”，便用：She/He is a genius.为学生理解新单词genius 作铺垫.]２>PPT视频：Ｔ：Can he ski?引导学生理解学说：He can’t ski.T: Can she play the piano？引导学生学说：She can’t play the piano.[设计意图：一段滑雪失误和一个小女孩乱弹琴的视频，很容易调动学生的情感体验，让学生充分体会“can’t”句型的表意功能。
另外，两段视频选择一男一女，引导学生关注人称代词he和she的运用。
]2、Practice:PPT示图T: Say the chant.T: swim, swim, he can swim. Swim swim, she can’t swim….图文 swim 图文ski 图文singHe图She图[设计意图：ＰＰＴ出示图文表格，三种活动图片，笑脸和哭脸表示“can”和”can’t”，用男孩和女孩图片，引导学生运用“he/she can/can’t”进行句型操练，用熟悉的节奏伴奏，避免了句型操练的枯燥。
另外，可视学生掌握情况，决定训练的次数，同时在难度上也可根据学生情况作调整，即统一先训练三组“he can…”再统一训练三组”she can’t…”，也可增加难度，he can … she can’t…交替训练。
]3. Learn the song.１>Task 1: Listen and answer.Ｑ１：How many people have you heart?Ｑ２: Who are they?第一遍听完整的歌曲，回答问题[设计意图：带着任务听歌曲，有目的地去听歌曲，关注歌曲中的段落和称呼。
引出歌曲的歌名和新单词：brother , sister，揭示课题，即歌名:My sister, my brother and me.]２>Learn the part1a>T: Do you remember my brother’s name?S: Julius.[示词条，生学习并训练认读读：Julius]b>T: What do you think of Julius?S/T: He’s a genius.PPT: he ---Julius--- genius.。
T: My brother….引导生读出后面的句子。
[设计意图：新单词genius的发音是难点，利用自然拼读法学习新单词，既掌握了学习方法，又培养了运用“用英语学英语”的意识。
同时，又通过对比关注了“genius”和“Julius”发音的不同，避免混淆。
]c>T: why he is a genius? What can he do?Let listen to the part about him. Then number the sentences.PPT: Task 2: Listen and number.听第一段，给句子标号d>Check and practice read the part 1.[设计意图：第一段所涉及的句式较简单，学生学习掌握不难，用“听音给句子标号”的任务，一方面引导学生关注歌词内容，同时训练学生对句子的认读能力。
最后的齐读训练，要保证大部分学生参与，进行必要操练。
]3>Learn the Part 2:a>T: Do you want to know about my sister?What’s her name?S: Barbara.T: What do you think of her? She is a …[示图，引出superstar.][师带读几遍单词]b> T: Now, let’s listen to the part of Barbara. Then complete Task 3:PPT: Task 3: listen read and choose.____can stand on ___ head in ___ bed.A. He hisB. She herC.I myD. You your生听第二段T: Which one are you choose?生答，PPT填空。
T: Let’s read it together.(全班读一遍，女生读一遍)c> PPT 示图，倒立男:T: Now what about this boy? Can you read and choose?___can stand on ___ head. [生选，PPT填词，全班齐读一遍，男生读一遍]d>. T: Can you stand on you head? S:…..T: You can’t stand on your head. I can’t stand on my head, tooLet say it to him.SS: You can’t stand on your head. I can’t stand on my head, too. (分两组，各练说一遍)[设计意图：第二段只涉及到一个活动句式“__can stand on __ hand”，句子理解不难，难在能正确运用人称代词和物主代词去表述这个活动。
因此，用“听音选词填空”的任务，引导学生关注这两种代词在句式中的位置，再通过对比教学，引导学生理解和训练“She, her; he, his; I, my; you, your”这四种代词在本句式中的运用。
]4>Learn the Part 3:a>T: My brother, he is a genius. my sister, she’s a superstar.Then what about me? Can I do these?You can ask me : Can you…?生问，师答。
T: I can’t …(3-5个生问)b>PPT示歌词第三段T: Now can you read this? Practice read this in you group. Then show us.PPT: Task 4: Try to read .[设计意图：歌曲第三段，内容句式较简单。
出示动词词组，引导学生尝试“通过提问去了解‘Ｉ’的情况”。
从而引出第三段歌词，同时又为第四段的内容做铺垫。
重点是想培养学生主动运用英语去提问，获取信息的意识，体会英语的交际功能，培养综合运用语言的能力。
最后，布置的小组活动，则是想通过“小组合作学习”，调动学习能力强的学生帮助能力不足的学生学习、掌握语言知识，使各层次学生都能在自己的水平上得到提升。
]5>Learn the Part ４:a> T: I can’t sing, I can’t swim, I can’ ski and I can’t stand on my head. What do you think about me?Am I stupid?No, let me tell you what can I do?PPT 赛车视频T: What can I do?T: I can drive a racing car.T: So, I‘m a genius and I‘m a superstar. Do you think so?T: Now, open you book, let’s read the last part.[设计意图：从第三段，学生提问，了解到“I ”什么都不会，引发学生思考对“I”的评价；再用精彩的视频，引导学生理解I can drive a racing car. 前后的强烈对比，引导生体会but的词意，以及说该句子时自豪得意的情感体验。
另外，整节课进行到此环节，学生的注意力已开始分散，一段强劲的赛车视频，有力的刺激学生的视听觉感观，更有助于吸引学生的注意力，重新调动学生的学习兴趣。
]4. Learn to sing:T: Now, let’s learn to sing the song. Listen and repeat.[设计意图：通过前面逐段的学习和训练，歌词中的句子都基本上口，但整节课，歌曲只听过两遍，对歌曲的音律和节奏还不够熟悉，需要分段，听音乐跟唱的训练，才能真正达到“会唱”的目的。
而跟唱分段进行，则可根据学生“听、唱”的情况，调整训练的次数。
]5. 拓展运用a>T: We can sing the song. Do you like the song?PPT: Task 5: Let’s create(创作) your song.Le t’s create(创作) your song.PPT: Task 4: Create(创作) your song.My friend, _______ he is a genius.He can _______He can _______He can ________My friend, ______ she is a superstar.She can _______She can _______She can _______[设计意图：用“图”填“文”的形式给歌曲填词，是想进一步训练学生对歌曲节奏的掌握，以及更主动的去朗读和运用本节课中相关句型。