人教PEP四年级英语下册《Unit4_单元教学分析》
PEP小学英语四年级下册单元教学分析
第四单元
【主题】At the farm
【教材分析】
本单元的话题是farm，主要围绕在农场出现的蔬菜、家畜和家禽，学习与之相关的词汇和表达法。
本单元要求学生能听、说、认读的词汇有tomato, potato, green beans, carrot, horse, cow, sheep, hen。
学会在语境中运用句型：Are there carrots? Yes, they are. What are these? They are tomatoes. What are those? They are horses. Are they hens? No, they aren’t. They are ducks.
本单元引入两个代词的用法，these和those。
教授时可以对比之前学过的this和that, What is this? What is that? 来学习新句型。
还可以复习巩固三年级学习过的动物类单词dog, duck, cat等丰富本单元的学习内容，让学生建立新旧知识的联系。
【学情分析】
四年级的孩子善于用英语参与合作表演，乐于接触西方文化。
他们学习过关于动物的词汇，farm的语境也比较新鲜，较能激发他们学习的兴趣。
本单元围绕农场生活展开，简单易懂，学生较有兴趣。
重点句型What are these? What are those? 要对询问物体的地点进行辨析，所以在本课中要运用多样化教学手段使学生轻松掌握。
可先复习What is this? 再过渡到复数和特殊疑问句。
What are those? 也是同样，在Part B部分教师应准备必要的教具，不断地变换地点，充分展现空间上these和those的区别，结合学生的接受能力，可利用课本活动“Draw and say”的设计进行巩固操练。
在词汇的单复数上，出现了sheep这个单复数同形的词汇，教师要提醒学生注意个别不符合语法规律的现象，同时用鼓励性语言树立学生的自信心，让学生有兴趣说英语、做游戏、积极参与课堂活动。
课堂内容的难易设计要关注到不同学习能力的学生，问题和作业设置要分层，形式尽可能多样、有效。
【目标预设】
1. 能听、说、认读掌握以下单词或短语tomato, potato, green beans, carrot, horse, cow, sheep, hen。
2. 能理解、朗读本单元两篇对话，做到发音正确，语调流畅。
3. 能在语境中运用句型Are there carrots? Yes, they are. What are these? They are
tomatoes. What are those? They are horses. Are they hens? No, they aren’t. They are ducks.
4. 能根据范例，在四线格上规范书写核心句型，语法正确。
5. 能正确掌握or的发音方法，并能准确拼读含有or发音的单词。
【课时分配】6课时
第一课时Part A Let’s talk Let’s play
第二课时Part A Let’s learn Let’s chant
第三课时Part B Let’s spell
第四课时Part B Let’s talk Let’s play
第五课时Part B Let’s learn Draw and say Let’s check
第六课时Part B Read and write Part C Story time。
四年级下册英语Unit4农场篇-人教版PEP教材全方位分析
四年级下册英语Unit4农场篇-人教版PEP教材全方位分析1. 单元概述本单元的主题是农场，内容涵盖了农场动物、植物以及与农场相关的词汇和句型。
通过学习本单元，学生能够掌握有关农场的基本词汇，如动物、植物等，同时能够运用所学的句型进行简单的交流。
2. 教学目标2.1 知识目标- 能够听懂、会说、会读本单元的生词和重点句子。
- 能够运用所学的词汇和句型进行简单的交流。
2.2 能力目标- 能够通过图片、情境等方式正确使用所学的词汇和句型。
- 能够与他人合作完成简单的对话或任务。
2.3 情感目标- 培养学生的观察力、想象力和创造力。
- 培养学生的合作意识和团队精神。
3. 教学内容3.1 词汇- 动物类词汇：pig, cow, horse, chicken, duck, sheep, goat- 植物类词汇：apple, banana, orange, pear, watermelon, melon, fruit- 农场相关词汇：farm, farmer, tractor, greenhouse, pond3.2 句型- 一般疑问句：What's this/that?- 特殊疑问句：What are these/those?- 回答句型：This/That's a(n)...- 一般现在时：I like..., He/She/It likes..., We/They like...4. 教学策略4.1 情境教学通过创设农场的情境，让学生在实际情境中学习和使用所学的词汇和句型。
4.2 互动教学采用问答、小组讨论等形式，引导学生主动参与课堂，提高学生的口语表达能力。
4.3 任务型教学通过完成各种任务，如角色扮演、小组合作等，培养学生的合作意识和团队精神。
5. 教学评价5.1 课堂表现观察学生在课堂上的参与程度、合作意识、口语表达能力等。
5.2 作业完成情况检查学生作业的完成质量，包括单词拼写、句子书写等。
最新PEP四年级下册第四单元教案和教学反思
最新PEP四年级下册第四单元教案和教学反思Unit 4 At the farm第一课时一、教学内容Part A Let’s talk &Let’s play二、教学目标1.能正确听说句子What are these? Are these...? 并能根据实际情况进行回答。
2.正确理解与朗读对话内容，并正确表达水果和蔬菜的名称和特点。
3. 能够听说、认、读单词tomato和carrot。
三、教学重难点1. 能熟练掌握句型What are these? They are… Are these/they…? Yes /No.2. 掌握these的发音，理解这个单词的用法。
四、教学准备教学课件、录音机、磁带、简笔画五、教学过程Step 1 热身(Warming-up)1. 教师拿出一个苹果（或卡片）提问：What’s this? 学生用所学知识回答：It’s an apple. 教师继续提问：Is it an apple? 学生做肯定回答。
2. 让学生回忆询问单数物体名称的特殊疑问句和一般疑问句。
教师展示带有多个苹果的卡片，教师提问：What are they?引导学生答：They are apples. 让学生从单数概念进入到复数概念，为新课做好铺垫。
Step 2 新课呈现(Presentation)1. 学习Let’s talk(1)教师用课件出示一张有多个胡萝卜的图片，提问：Are theyapples? 提示回答：No, they aren’t. 继续提问：What are they? 导出：They are carrots. 用相同方法导出tomatoes。
教师领读tomato 和carrot, 重复提问和回答，练习句型和新单词：T: What are they?S: They are…T: Are they…?S: Yes, they are. /No, they aren’t.(2) 教师播放录音，让学生跟读并模仿。
pep人教版四年级下册英语第四单元教案含教学反思
pep人教版四年级下册英语第四单元教案含教学反思1.学生能够正确听、说单词“these”和“yum”。
2.学生能够在实际语境中使用句型“XXX。
”和“What are these?”来询问蔬菜的名称。
3.学生能够正确发音“these”中的“th”音。
4.学生能够使用句型“They're。
”来描述蔬菜。
5.学生能够理解对话内容并准确朗读对话，提高口语交际能力。
Step 1: Warm-up教师和学生进行自由交谈，询问学生喜欢的蔬菜，如：“Do you like。
”。
Step 2: XXX1.教师可以通过谜语引导学生猜出蔬菜的名称，如：“They are red。
They look like apples。
XXX?”引出“tomato”及复数“tomatoes”和“carrot”及复数“carrots”。
学生可以根据实际情况回答“Yes，they are”或“No，they aren't”。
2.教师可以将装有蔬菜卡片的盒子放在桌子上，然后走到学生中间随意指着几个盒子问：“Are these。
”引导学生根据实际回答，用“Yes，they are”或“No，they aren't”。
如果回答是“No，they aren't”，教师要继续问：“What are these?”并引导学生使用“They are。
”回答。
教师可以多问一些学生，并适时在黑板上板书。
3.学生可以两人一组使用黑板上的句型互相猜猜对方盒内的蔬菜。
4.播放“Let's talk”录音，学生跟读并模仿对话，理解对话内容，掌握“these”和“yum”等单词。
5.分小组进行对话练，教师可以点拨“these”中“th”音的发音要咬舌，并让学生戴上人物头饰进行角色表演。
Step 3: n and nStep 1: Warm-upIn pairs。
XXX fruits。
while the other guesses and answers using the following sentence structures:What are these。
小学英语_PEP四年级下册 Unit4 At the farm教学设计学情分析教材分析课后反思
课时备课Answer the questions（根据课文回答）：1.Where are Mike and Sarah?They’re in the farm.2.What’s in the farm?Carrots and tomatoes.3.What colour are the tomatoes?They’re yellow.Unit 4 At the farm A Let’s talk & let’s learn学情分析四年级的学生通过一年的学习，已经掌握了一定的英语知识。
可以用英语进行简单的交流，他们活泼好动，记忆力好、模仿力强、求知欲强、表现欲强，多数学生能够积极主动发言，对英语保持着较浓厚的学习兴趣。
但这个阶段的儿童注意力不稳定、不持久，难于长时间地注意同一件事物，容易为一些新奇刺激的事物所吸引。
所以在教学设计的时候，要充分考虑学生的年龄特点，围绕教学目标，创设情境，设计生动活泼、形式多样的教学活动，调动学生的积极性，活跃课堂、真正做到寓教于乐。
使学生始终都对英语学习保持兴趣。
Unit 4 At the farm A Let’s talk效果分析本节课的教学设计的时候，根据我校要求，对低年级学生在课本知识以外，增加每周一句英语谚语学习，以扩大学生英语阅读量。
我从一句英语谚语An apple a day keeps the doctor away.开始新授课，自然进入蔬菜的学习。
符合本年级学生的学情，整节课的教学思路清晰，重难点突出。
通过本节课的学习，大多数学生能够准确的掌握主句型What are these? They are carrots.are these …?Yes ,they are./no, they aren’t.并可以运用相关句型进行自由的交流，谈论农场里的蔬菜，真正做到了学以致用。
在整个教学过程中，始终对学生进行了情感的渗透，eat more fruits and vegetables, they are good for our health.告诉学生要多吃水果蔬菜，并且告诉他们的朋友也要多吃水果和蔬菜健康意识，也配合了全国在小学生中开展的“三减”（减糖，减盐，减油）活动。
人教PEP版四年级英语下册《Unit4_单元教学分析》
PEP小学英语四年级下册单元教学分析第四单元【主题】At the farm【教材分析】本单元的话题是farm，主要围绕在农场出现的蔬菜、家畜和家禽，学习与之相关的词汇和表达法。
本单元要求学生能听、说、认读的词汇有tomato, potato, green beans,carrot, horse, cow, sheep, hen。
学会在语境中运用句型：Are there carrots? Yes, they are.What are these? They are tomatoes. What are those? They are horses. Are they hens? No,they aren’t. They are ducks.本单元引入两个代词的用法，these和those。
教授时可以对比之前学过的this和that, What is this? What is that?来学习新句型。
还可以复习巩固三年级学习过的动物类单词dog, duck, cat等丰富本单元的学习内容，让学生建立新旧知识的联系。
【学情分析】四年级的孩子善于用英语参与合作表演，乐于接触西方文化。
他们学习过关于动物的词汇，farm的语境也比较新鲜，较能激发他们学习的兴趣。
本单元围绕农场生活展开，简单易懂，学生较有兴趣。
重点句型What are these?What are those?要对询问物体的地点进行辨析，所以在本课中要运用多样化教学手段使学生轻松掌握。
可先复习What is this?再过渡到复数和特殊疑问句。
What are those?也是同样，在Part B部分教师应准备必要的教具，不断地变换地点，充分展现空间上these和those的区别，结合学生的接受能力，可利用课本活动“Draw and say”的设计进行巩固操练。
在词汇的单复数上，出现了sheep这个单复数同形的词汇，教师要提醒学生注意个别不符合语法规律的现象，同时用鼓励性语言树立学生的自信心，让学生有兴趣说英语、做游戏、积极参与课堂活动。
人教PEP版英语四年级下册Unit4《Atthefarmt》(Atthefarm)说课稿
人教PEP版英语四年级下册Unit 4《At the farmt》（At the farm）说课稿一. 教材分析《人教PEP版英语四年级下册Unit 4 At the farm》是一篇以农场为主题的学习单元。
本单元主要通过介绍农场中的动物和颜色，让学生掌握有关动物和颜色的基本词汇，同时学习一般疑问句和回答。
教材内容丰富，插图生动有趣，激发学生的学习兴趣。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的单词和句子。
但是对于动物和颜色的词汇，部分学生可能还比较陌生。
此外，学生的学习兴趣和积极性需要被激发和保持。
三. 说教学目标1.知识目标：学生能够掌握农场动物和颜色的词汇，如cow, horse, pig,hen, tractor, white, black, yellow等。
2.能力目标：学生能够用英语简单描述农场中的动物和颜色。
3.情感目标：培养学生热爱大自然，关注动物的情感。
四. 说教学重难点1.重点：农场动物和颜色的词汇，以及一般疑问句和回答。
2.难点：一般疑问句的构成和运用，以及颜色词汇的搭配。
五. 说教学方法与手段1.教学方法：采用情境教学法、游戏教学法和交际教学法，让学生在轻松愉快的氛围中学习英语。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣和参与度。
六. 说教学过程1.热身（5分钟）：通过唱英文歌曲《Old MacDonald Had a Farm》激发学生的学习兴趣，复习 farm 相关的词汇。
2.引入（10分钟）：展示农场图片，引导学生说出他们认识的动物和颜色。
3.新课呈现（15分钟）：通过多媒体课件，展示农场动物和颜色的词汇，引导学生跟读和学习。
4.练习（10分钟）：分组进行角色扮演，让学生用英语描述农场中的动物和颜色。
5.巩固（5分钟）：玩“找出不同”的游戏，让学生在游戏中运用所学知识。
6.总结（5分钟）：对本节课所学内容进行总结，强调一般疑问句的构成和颜色词汇的搭配。
【PEP】四年级下英语Unit4优质课说课稿
【PEP】四年级下英语Unit 4优质课说课稿一. 教材分析本节课选自人教版小学英语PEP教材四年级下册Unit 4，主题是“Weather”。
本单元主要学习天气相关的词汇和句型，通过描述天气情况，培养学生的语言表达能力和交际能力。
教材内容丰富，插图生动有趣，符合小学生认知特点。
二. 学情分析四年级的学生已经掌握了基本的英语语音、词汇和简单的语法知识，具备一定的听说读写能力。
但在实际交际中，学生往往因为词汇量和语法知识的局限而感到困难。
因此，在教学过程中，需要注重拓展学生的词汇量，加强语法训练，提高学生的交际能力。
三. 说教学目标1.知识目标：学生能够掌握天气相关的词汇，如sunny, cloudy, rny,windy等；能够运用所学句型描述天气情况。
2.能力目标：学生能够在日常生活中运用所学知识进行 weather 的简单交流。
3.情感目标：培养学生热爱生活、关注天气的情感态度。
四. 说教学重难点1.重点：天气相关词汇的掌握和运用。
2.难点：句型We have … weather in … 的运用。
五. 说教学方法与手段本节课采用情境教学法、交际法、任务型教学法等。
通过设置天气情境，引导学生运用所学知识进行实际交际。
同时，运用多媒体教学手段，如课件、视频等，提高学生的学习兴趣和参与度。
六. 说教学过程1.热身（5分钟）：通过歌曲“What’s the weather like?”引导学生唱跳，激发学习兴趣。
2.呈现（10分钟）：教师展示天气图片，引导学生说出相关词汇，如sunny, cloudy等。
3.操练（10分钟）：学生分组进行角色扮演，运用所学句型描述天气情况。
4.拓展（10分钟）：学生观看天气预报视频，学会用英语描述天气变化。
5.总结（5分钟）：教师带领学生回顾本节课所学内容，加深记忆。
七. 说板书设计板书设计采用思维导图形式，将天气词汇和句型呈现出来，便于学生理解和记忆。
八. 说教学评价本节课采用形成性评价和终结性评价相结合的方式。
PEP四年级下册英语Unit4农场主题-人教版教材解析
PEP四年级下册英语Unit4农场主题-人教版教材解析介绍本文档为对人教版四年级下册英语教材中Unit4农场主题的解析。
该单元主要介绍了农场的一些常见动物、蔬菜和水果，并通过相关练习帮助学生巩固和扩展所学知识。
内容分析1. 单词学习本单元的重点单词有：- 动物：chicken, duck, pig- 蔬菜：cabbage, carrot, tomato- 水果：banana, apple, orange2. 句型练习本单元通过一些简单的句型练习帮助学生运用所学单词进行句子构建。
例如：- What can you see on the farm? - I can see chickens, ducks, and pigs.- What vegetables can you see? - I can see cabbage, carrots, and tomatoes.- What fruits can you see? - I can see bananas, apples, and oranges.3. 对话演练本单元提供了一些对话演练的活动，旨在帮助学生运用所学句型进行实际对话。
学生可以模仿对话中的角色进行练习，提高口语表达能力。
4. 听力理解本单元的听力练习主要围绕农场动物和食物展开，通过听力理解来巩固学生对所学内容的掌握程度。
教学建议1. 引导学生通过图片和实物认识农场中的动物、蔬菜和水果，并帮助他们记住相关单词。
2. 利用游戏、歌曲等形式进行互动，激发学生学习兴趣，提高学习效果。
3. 组织学生进行小组活动，让他们用所学单词和句型进行对话练习，培养他们的口语交流能力。
4. 鼓励学生在学习之余，通过观察身边的环境来运用所学知识，增强学习的实践性。
总结本文对人教版四年级下册英语教材中Unit4农场主题进行了解析。
通过学习该单元，学生可以认识常见的农场动物、蔬菜和水果，并能够运用所学知识进行简单的句子构建和对话。
(人教PEP)四年级英语下册：unit4全英教案
Unit 4单元教材分析Teaching Contents:Unit4 It’s warm todayTeaching Aims:1. Learn to describe the weather.2.Learn to know the key words in listening, speaking, readingand writing.3.Learn to know and understand the sentences of Let’s learn,Read and write & Let’s talk.4.Learn to understand the sentences of Let’s do & Let’schant.5.Learn to understand the story time and Good to know. Ability Aims:Have the students know about the weather of different cities. Emotional Aims:Push the students join the social activity.Teaching Difficult Points:Four skill wordsUse the sentencesTeaching Aids:Pictures, Cards, Tape.The 8th week and 1st planUnit 4 It’s warm todayThe 1st periodTeaching contents:Part A: Let’s learnLet’ playTeaching Aims:1. To act quickly after listening to the T.2. Master the sentences: This is my home. You can see a bedroom...3. New words: study bathroom bedroom living room kitchen Ability Aims:Have the students know about the weather of different cities. Emotional Aims:Push the students join the social activity.Important points and difficult points:1.Learn to understand the key words in listening, speaking andreading.2.Try to understand the word, and use them into sentences.3.Learn to understand the sentences of What’s the weather likein…? It’s …Teaching Aids:A tape-recorder，an English book, a Chinese book,a storybook, a notebook and a math book.Teaching Procedures:Step 1: Warm-up:1.Greetings: How are you?2.Date ,day& weather.What’s the date today?What’s the weather like today? What day is it today?T：what do you wear in hot day/cool day/cold day?S: I can wear skirt/sweater/Step 2: Revision1.The teacher asks the class:What’s your favorite clothes?What colour is your…?Pay attention to the wor d “favorite”2. A game: Guess what colour of the clothes?Step 3: PresentationLet’s learn1.The teacher will show the cards to the class one by one: cool,cold, hot, warm.2.Try to use the new words to make some sentences such as:What’s the weather like…? It’s cool/ cold / hot/ warm.Teacher can give the pictures and let the pupils talk about the weather.3.Listen to the tape, and repeat it after the tape:Good morning. This is the weather report. It’s cool in Lhasa.4.Group work: Watch the VCD first, and then practice thesentences with their group.What’s the weather like in Shanghai/Beijing…?---It’s…Step 4: Practice1.Read the passage ater the tape.2. Read the passage and translate it.3. Read the passage by groups.4. Let’s playHave the students act like the weather reporter.He/She point to the place, others have to say the weather out. Step 5: Homework:1. To copy the new words one line for each2. Ready for a weather report.Board-writing:Unit 4 It’s warm today!weather, cool, cold, hot, warm.What’s the weather like in…?I t’s …ReflectionThe 2nd periodTeaching contents:Let’s talkLet’s chantTeaching Aims:1.Learn to understand the sentences of Let’s talk.2.Learn to express the weather.3.Learn to know the “Can I wear…?” ask and answer.Ability Aims:Have the students know about the weather of different cities. Emotional Aims:Push the students join the social activity.Important points and difficult points:New words and sentencesTeaching Aids:Computer, cassette, cassette recorder, flash cards, some objects.Teaching Procedures:Step 1: Warm-up1.Let’s chantMmm! It’s warm today.Take off your jacket!Phew! It’s hot today!Put on your T-shirt.Ooooh! It’s cool today!Put on your sweater!Brrr! It’s cold today!Put on your coat!Step 2: Revision:1. To review the weather repor t: This is the weather report…. It’s …. And so on.2. To review the main words about weather Further understand the pronunciation of the main words. Especially the words: weather, wear, today, can’t, put on.Step 3: Presentation1.The teacher will point to a picture and say: Is it cool today?They will answer: Yes, it is. / No, it isn’t.2.Let the class practice in pairs: Is it hot …? Yes, it is./ No, it isn’t.3.The teacher points to the picture and asks:W hat’s the weather like…? It’s ….Can I w ear…? Yes, you can. / No, you can’t.Then the teacher asks the questions one by one till all the students understand.4.Let the class make sentences with the structure: It’…today.Can I wear…?Yes, you can. / No, you can’t.5.To watch the VCD, then the teacher will ask some questionsaccording to the dialogue.6.To practice the dialogue in groups/pairs, then act out thedialogue.Step 4: Practice1.Read the dialogue ater the tape.2. Read the dialogue and translate it.3. Read the dialogue by groups.4. Try to make a new dialogue.Step 5: Homework1.To copy the main words each one line.2.To read the dialogue aloud.Board-writing:Unit 4 It’s warm today!Can I wear … ?Yes, you can. / No, you can’tIt’s warm/hot/cool/cold today.Reflection:The 3rd periodTeaching contents：Part B: Let’s learnLet’s doTeaching Aims:1. Learn to know the key words in listening, speaking and reading.2. Learn to figure out the words:rainy, windy, sunny, cloudy, snowy.3. Try to describe the weather: Here’s the world weather. It’s… in….Ability Aims:Have the students know about the weather of different cities. Emotional Aims:Push the students join the social activity.Important points and difficult points:New words and sentencesTeaching Aids:VCD, computer, a chart, cassette and the recorder, wall pictures, flash cards.Teaching procedures:Step 1: Warm-up.1. Greetings: Ask some of them to greet or ask some questions.2.Date & weather report.3.A songStep 2: RevisionReview the sentences below:What’s the weather like today?It’s hot/ warm / cold/ coolStep 3: PresentationLet’s learn1.The teacher will show the cards to the class one by one: rainy,snowy, windy, sunny, cloudy2.Try to use the new words to make some sentences such as:What’s the weather like…? It’s rainy/ snowy/ windy/ sunny/ cloudy3.Listen to the tape, and repeat it after the tape: Here’sthe world weather. It’s rainy in London. ”4.Let them make the sentences with “Here’s the world weather.It’s … in…. ”5.Ask and Answer:What’s the weather like in London? It’s rainy.What’s the weather like in Moscow? It’s snowy. What’s the weather like in Beijing? It’s windy. What’s the weather like in Singapore? It’s sunny. What’s the weather like in Sydney? It’s cloudy. Step 4: Practice1.Read the new words one by one.2.Let’s doPractice the sentences in groups:It’s rainy. Open up your umbrella.It’s windy. Hold on to your hat.It’s sunny. Put on your sunglasses.It’s snowy. Put on your boots.Step 5: Homework1.Read the Let’s do aloud.2.Copy the main words and sentences two times each. Board-writing:Unit 4rainy windy sunny cloudy snowyHere’s the world weather. It’s … in…. Reflection:The 4th periodTeaching contents:Let’s talkLet’s find outTeaching Aims:1. Learn to master the four-skilled words about the weather.2. Learn to master the way to write the key words and the sentences.3. Try to understand the meaning of the dialogue.Ability Aims:Have the students know about the weather of different cities. Emotional Aims:Push the students join the social activity.Important points and difficult points:New words and sentencesTeaching Aids:Computer, cassette, cassette recorder, flash cards, some objects.Teaching Procedures:Step 1: Warm-up.1.Greetings: How are you feeling today?2.Day, date & weathe r: What’s the date?What’s the weather like outside? It’s….Step 2: RevisionReview the key words and sentences below:Rainy, snowy, windy, sunny, cloudy, hot, cold, warm, cool Step 3: Presentation1.Show Ss a picture. Let them look and think carefully andtry to say some sentences about the picture.2.To watch the VCD, then the teacher will ask some questionsaccording to the dialogue.What are they doing? ---They are talking.What’s the weather like in Beijing? ---It’s rainy.What’s the weather like in New York? ---It’s sunny.What happened in Amy’s house?3.Show some instructions and teaching these sentences:What are you doing? Not much.What’s the weather like in Beijing? It’s rainy.What’s the weather like in New York? It’s sunny.It’s windy now. I have to close the window.4.Watch and listen.Let Ss watch VCD, listen carefully, try to understand the main idea of the dialogue. Explain any difficulties to help them.5. Group work. Read the dialogue aloud in groups.6. Act out. Ask some groups to act out it.Step 4: Practice1.Read the dialogue ater the tape.2. Read the dialogue and translate it.3. Read the dialogue by groups.4. Try to make a new dialogue.5. Do the exercise in “Let’s find out”.Step 5: Homework1. To copy the main words each one line.2. To read the dialogue aloud.Board-writing:Unit 4 It’s warm today!What’s weather like in Beijing/ New York?It’s rainy/ sunny.Reflection:The 5th periodTeaching contents:Part A: Read and whitePart C: Task time/ Pronunciation/Let’s check.Teaching Aims:1.Learn to master the four-skilled words about the colors andclothes.2.Learn to master the way to write the key words and thesentences.3.Try to understand the meaning of the dialogue.4.Copy the sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:1.Learn to master the right way to write the key words and thesentences.2.Try to make an own dialogue with the sentences they havelearnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.1. Greetings: How are you feeling today?2. Date & weather: What’s the date?What’s the weather like outside?Step 2: Revision1. Recite a chant:Mmm! It’s warm today. Take off your jacket!Phew! It’s hot today! Put on your T-shirt.Ooooh! It’s cool today! Put on your sweater!Brrr! It’s cold today! Put on your coat!2.Review the free talk by pupils. They can use the drills theyhave learnt.What’s the weather like today?What’s the weather in Beijing?What’s the weather in London?One pupil ask and the other answerStep 3: PresentationRead and white:1.The teacher shows a chart on the board. Let them talk aboutthe chart such as:What’s the weather like today?What will they do?Where are Zoom’s shoes?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see whichgroup can do the best.4.To use the sentence structures to make more differentsentences. “It’s … today. Let’s …”5. Copy the key words and sentences on the book. Step 4: Practice1.Read the dialogue ater the tape.2. Read the dialogue and translate it.3. Read the dialogue by groups.4. Try to make a new dialogue.5. Task time1.Listen to a weather report and fill in the form2.Talk about the weather report with your partner.3.Do the exercise in “Let’s check”.4.Pronunciation./əʊ/ hole, home, nose, rose/ɒ/ box, fox, orange, lockThe teacher can give them some other words:/əʊ/ hope vole/ɒ/ lop top hop dogStep 5: Summary1.We learned the dialogue of page2.Cultivate them to co-operate with each other. Step 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 4 It’s warm today!It’s warm today!Let’s play football.Reflection:The 6th periodTeaching contents:Part B: Read and whitePart C: Good to know / Let’s singTeaching Aims:1.Learn to master the four-skilled words about the weather.2.Learn to master the way to write the key words and thesentences.3.Try to understand the meaning of the dialogue.4.Copy the key words and sentences.Ability Aims:To train the students’ creativity.Emotional Aims:Cultivate them to co-operate with each other.Important points and difficult points:3.Learn to master the right way to write the key words and thesentences.4.Try to make an own dialogue with the sentences they havelearnt.Teaching Aids:a tape recorder cards picturesTeaching Procedures:Step 1: Warm-up.Listen to the song of “Thunder” and sing along with the music. There is thunder. There is thunder.It is roaring. It is roaring.Pitter, Patter, rain drops. Pitter, Patter, rain drops.I’m all wet. I’m all wet.Step 2: RevisionRecite a chant:Mmm! It’s warm today.Take off your jacket!Phew! It’s hot today!Put on your T-shirt.Ooooh! It’s cool today!Put on your sweater!Brrr! It’s cold today!Put on your coat!Practice these phrases especially. put on--take offMake some sentences: put on your hat. take off your sweater. Step 3: Presentation1.The teacher shows a chart on the board. Let them talk aboutthe chart such as:What’s the weather like in Elephant’s place?Is it cold in Monkey’s place?What’s the weather like in Zoom’s place?2.Listen to the tape, read after it.3.Groups work: Ask the students to read by roles and see whichgroup can do the best.4.To use the sentence structures to make more differentsentences.” Is it cold / cool/ …?”Let the pupils can speak out their sentences.Ask the pupils write the sentences on the blackboard.5.Copy the key words and sentencesStep 4: Practice1.Read the dialogue ater the tape.2. Read the dialogue and translate it.3. Read the dialogue by groups.4. Try to make a new dialogue.5. Good to knowIntroduce the difference between “Fahrenheit temperatures”and “Centigrade temperature”.Step 5: Homework:1.To copy down the new words one lines each.2.Copy down the sentences two-line eachBoard-writing:Unit 4 It’s warm today!Is it cold?Reflection:The 7th periodTeaching contents:C: story timeTeaching aims:1. Review the words and sentences below:What’s the matter with you? I have / got a cold.What’s the weather like in Beijing? It’s sunny.It’ll be warm tomorrow in Dalian.You look terrible. Bless you.2. Have the students understand the story and try to perform it out.Ability Aims:To train the students’ creativity.Emotional Aims:To increase the students’ interest to English.Teaching difficult and important points:Have the students understand the story and try to perform it out.Teaching aids:Flash cardsThe tape recorderTeaching procedures:Step 1: warm-up1. Listen to the song “Thunder” and try to follow it.2. Free talkWhat’s the weather like in…?What can we wear in hot day / windy day …?Step 2: Preparation.1.Listen to the story and find the new words.2.Show the new words and sentences to the students.What’s the matter with you? I have / got a cold.What’s the weather like in Beijing? It’s sunny.It’ll be warm tomorrow in Dalian.You look terrible. Bless you.3.Have the students read the story after the tape and try totranslate it.Pay attention these phrases: have / get a coldyou look terrible. Bless you.4.Have the students read the story and answer the questionbelow:What’s the matter with Zip?What’s the weather like in Beijing?What will be the weather like tomorrow in Dalian?What’s the matter with Zoom?5.Have the students read the story by groups.6.Role play, makes the students for 4 groups, and let them playthe story out.Step 3: Practice.1. Group workGive them some minutes to introduce the weather in their hometown.They can say it like this:I am from …. It’s in .I can wear in day.I like day.I don’t like day.2. Try to make a new dialogue.Step 4: Consolidation1. Let’s read the new words.2. Can use the sentences in the right situation.Step 5: HomeworkRecite the storyDo the exercise.Blackboard design:Unit 4 It’s warm today!Story time.Reflection:The 8th periodTeaching contents:ExamTeaching aims:Check the students.PEP小学英语四年级第四单元测试一、按要求写单词。
小学英语_人教版四年级下册Unit4PartALet'slearn教学设计学情分析教材分析课后反思
PEP小学英语四年级下册教学设计4.Role playSarah: Look at the green beans . They’re so long.Mike: Yes, and the potatoes are big.作业设计1.Read the words and sentences in this lesson.2.运用I like … . They’re …说一说自己喜欢的蔬菜。
板书设计Unit4 At the farm tomato es potato escarrot s potato esLook at the green beans. They’re so long.Yes, and the potatoes are big.教学反思在听说读等不同学习活动中呈现单词，注重词汇教学的音形义三个重点，通过数量的变化呈现单复数变化，并且让学生注意复数不同形式这一语法点！在教学过程中，我特别注重词汇句子的扎实学习，不断地进行循环操练，做到教师示范到位，从而使学生能够顺利展开练习！通过本堂课的教学，学生PEP小学英语四年级下册Unit 4 At the farm Part A Let’s learn 学情分析我班共40名学生，有一小部分学生对语法，基础知识掌握的比较扎实；大多数学生却连最基本的书本内容都不会，有一小部分的学生把英文字母当拼音来念……四年级英语在小学英语教学中起着承上启下的作用，既是三年级的衍生，又是五年级的铺垫，包括很多内容如单词和词组的记忆，固定搭配，各种时态，语音，名词单复数，动词单三，阅读等等。
太多的内容使大部分的学生对于英语都处于十分迷茫的状态。
出现了三种非常明显的状态，一种是对英语学习有了自己的方法，语音语法比较难的也能应用自如；另一种是现学的书本的会，但语音语法什么都不会，大部分学生都是这种状态；还有一种就是什么也不会，连最基本的单词也不会读。
一、学生还有以下一些问题需要解决。