人教版pep小学英语四年级上册unit1My_classroom
《Unit1Myclassroom》作业设计方案-小学英语人教PEP版四年级上册
《My classroom》作业设计方案（第一课时）一、作业目标本作业设计旨在通过《My classroom》课程的学习，让学生掌握关于教室的基本单词和句型，同时能简单描述自己教室内的设施和环境。
通过此项作业，提高学生的英语口语表达能力及单词记忆能力，激发学生学习英语的兴趣。
二、作业内容1. 单词记忆：学生需记忆并熟读以下关于教室的英语单词：door、window、desk、chair、board、computer、picture等，并能够准确指出教室中对应的实物。
2. 句子练习：学生需使用所学单词和句型，完成以下句子练习：（1）用“I have a…”句型描述教室中的物品，如“I have a computer in my classroom.”（2）用“There is/are…”句型描述教室的布局和设施，如“There is a board on the wall.”3. 情景对话：学生需根据所学内容，完成一段简单的情景对话，内容围绕“My classroom”展开，包括描述教室内的设施和同学之间的互动等。
4. 绘画创作：学生根据自己对教室的描述和想象，绘制一幅简单的教室示意图，并在图中标注出相应的英语单词。
三、作业要求1. 单词记忆：学生需将每个单词读熟并准确记忆，能够迅速指出实物与单词的对应关系。
2. 句子练习：句子要求正确无误，语法结构清晰，单词拼写准确。
3. 情景对话：对话内容要贴近实际，表达清晰流畅，使用所学句型和单词。
4. 绘画创作：图画应简洁明了，能够清晰地表达出教室的布局和设施，并在图中标注出相应的英语单词。
四、作业评价1. 教师根据学生提交的作业，从单词记忆、句子练习、情景对话和绘画创作四个方面进行评价。
2. 评价标准包括准确性、完整性、表达流畅度以及创新性等方面。
3. 对于表现优秀的学生给予表扬和鼓励，对于存在问题的地方给出具体的指导和建议。
五、作业反馈1. 教师将评价结果及时反馈给学生，让学生了解自己的学习成果和需要改进的地方。
《Unit1Myclassroom》作业设计方案-小学英语人教PEP版四年级上册
《My classroom》作业设计方案（第一课时）一、作业目标本作业设计旨在通过《My classroom》课程的学习，使学生能够掌握与教室相关的基本词汇和句型，并能够运用英语简单描述教室内的物品及其功能。
同时，通过作业的完成，提高学生的英语听说读写综合能力，增强学生的学习兴趣和自信心。
二、作业内容1. 单词默写：要求学生默写本课所学的新单词，如“door, window, desk, chair, blackboard”等，并能够准确书写单词的英汉互译。
2. 句子练习：设计简单的句子练习，如“This is a _____.”（这是一张桌子/椅子/黑板等），要求学生用英语描述教室内的物品。
3. 绘画作业：学生绘制一幅教室的简笔画，并在画旁用英语标注出自己所画的物品名称。
4. 对话创作：学生根据所学内容，创作一段简短的对话，描述教室内的物品及其功能。
对话中至少包含三个不同的物品描述。
5. 朗读练习：学生需朗读本课课文及新学的单词，并录制音频或视频，以便老师检查发音和语调。
三、作业要求1. 单词默写要求书写工整、规范，单词拼写正确。
2. 句子练习需使用正确的语法结构，表达清晰。
3. 绘画作业要求简洁明了，物品名称标注准确。
4. 对话创作需紧扣主题，描述清楚物品的功能和特点。
5. 朗读练习要求发音准确、语调自然。
四、作业评价1. 教师根据学生完成的作业情况进行评分，并给出相应的反馈和建议。
2. 对于表现优秀的学生，可在课堂上进行表扬，并分享其作业成果。
3. 对于存在问题的学生，教师需进行个别辅导，帮助他们改正错误，提高作业质量。
五、作业反馈1. 教师将学生的作业进行批改，对错误的地方进行标注和修正。
2. 教师需对每个学生的完成情况进行点评，肯定学生的努力和进步，同时指出需要改进的地方。
3. 对于共性问题，教师可在课堂上进行讲解和示范，帮助学生更好地掌握知识点。
4. 鼓励学生之间互相交流学习，分享各自的作业成果和心得体会。
人教版(PEP)四年级英语上册Unit1-My-Classroom第一单元单词速记课件精选全文
blackboard['blækbɔ:d] n. 黑板
• 联想方式：black-（黑色的）board-（板） • 记忆方法：黑色的板就是黑板
blackboard 黑板
black[blæ k]n. 黑色 a. 黑色的
• 联想方式:b-不，la-拉，ck-窗口 • 记忆方法:不拉窗口‘黑色的’窗帘。 • 联想方式：b：男孩；la：拉；ck：刺客 • 记忆方法：男孩子拉着刺客掉到黑色洞里。
light[laɪt] n. 光，光亮；灯，灯光
• 联想方式:离li过g婚h t 他 • 记忆方法:ligh离过婚的t他很怕光线照射 • 联想方式：li:梨 ght:骨灰坛 • 记忆方法：梨掉进骨灰坛变成一盏灯
•1、人才教育不是灌输知识，而是将开发文化宝库的钥匙，尽我们知道的交给学生。 •2、一个人的知识如果只限于学校学习到的那一些，这个人的知识必然是十分贫乏的2024/10/82024/10/82024/10/810/8/2024 1:39:16 AM •3、意志教育不是发扬个人盲目的意志，而是培养合于社会历史发展的意志。 •4、智力教育就是要扩大人的求知范围 •5、最有价值的知识是关于方法的知识。 •6、我们要提出两条教育的诫律，一、“不要教过多的学科”；二、“凡是你所教的东西，要教得透彻”2024年10月2024/10/82024/10/82024/10/810/8/2024 •7、能培养独创性和唤起对知识愉悦的，是教师的最高本领2024/10/82024/10/8October 8, 2024 •8、先生不应该专教书，他的责任是教人做人；学生不应该专读书，他的责任是学习人生之道。2024/10/82024/10/82024/10/82024/10/8
• 记忆方法：那个艺术家在他表皮层涂了很 多热门的图片
PEP小学英语四年级上册Unit1myclassroom说课稿
PEP小学英语四年级上册Unit1myclassroom说课稿Unit 1: My ClassroomIntroduction:Hello everyone! Today, I am going to present a lesson plan for the fourth-grade students studying PEP (Primary English Program) in their first semester. The focus of this lesson is Unit 1: My Classroom. In this unit, students will learn vocabulary related to classroom objects, prepositions of place, and basic sentence structures to describe their classroom.Learning Objectives:1. Understand and use vocabulary related to classroom objects.2. Learn and apply prepositions of place to describe the location of objects in the classroom.3. Formulate simple sentences to describe their classroom using the target vocabulary and prepositions.Warm-up:To engage the students and activate their prior knowledge, I will start the lesson with a warm-up activity. I will display pictures of different classroom objects on the board and ask students to identify and name them. This will help them recall vocabulary they have already learned in previous units and set the stage for the new vocabulary in this unit.Presentation:1. Vocabulary Introduction:Next, I will introduce the new vocabulary related to classroom objects. I will use flashcards or real objects to present words such as desk, chair, bookshelf, whiteboard, and so on. I will pronounce each word clearly and ask students to repeat after me to ensure correct pronunciation.2. Prepositions of Place:After introducing the vocabulary, I will teach prepositions of place to describe the location of objects in the classroom. I will use visual aids, such as a classroom map or a model, to demonstrate the meaning of prepositions like on, under, in, next to, and between. I will provide examples and encourage students to practice using these prepositions in context.Practice:1. Vocabulary Reinforcement:To reinforce the newly learned vocabulary, I will organize a vocabulary game. I will divide the class into small groups and provide each group with a set of picture cards representing different classroom objects. The students will take turns describing the location of the objects using prepositions of place. This activity will encourage active participation and help students consolidate their understanding of the vocabulary and prepositions.2. Sentence Formation:To practice sentence formation, I will distribute worksheets that contain pictures of a classroom. Students will be asked to describe the location of different objects in the classroom using the target vocabulary and prepositions. They can work individually or in pairs to complete the task. Afterward, we will review the sentences as a class, providing feedback and corrections.Production:To assess the students' understanding and application of the target language, I will assign a speaking task. Each student will be asked to describe their own classroom usingthe vocabulary and prepositions they have learned. They can present their descriptions in front of the class or record a video presentation. This task will encourage creativity and allow students to practice using the target language in a meaningful way.Conclusion:In conclusion, Unit 1: My Classroom is designed to help fourth-grade students expand their vocabulary, learn prepositions of place, and develop sentence formation skills. Through various activities, such as vocabulary games, sentence formation exercises, and speaking tasks, students will have ample opportunities to practice and reinforce their understanding of the target language. By the end of this unit, students will be able to confidently describe their classroom using the target vocabulary and prepositions. Let's have a fun and productive lesson together!。
《Unit1Myclassroom》作业设计方案-小学英语人教PEP版四年级上册
《My classroom》作业设计方案（第一课时）一、作业目标本课作业的目标是帮助学生通过实际操作，理解和掌握“My classroom”相关单词及短语，同时锻炼学生的口语表达能力及初步的英语应用能力。
二、作业内容1. 单词记忆：学生需掌握本课所学的教室相关词汇，如“window”、“door”、“desk”、“chair”等，并能够准确发音。
为此，学生需完成以下任务：（1）朗读单词表，并尝试模仿教师发音；（2）将单词与对应的物品进行配对，如将“desk”的单词卡片与真实的书桌进行配对。
2. 图片描述：学生需使用本课所学单词，描述自己教室内的场景。
（1）选择一幅描绘教室的插图；（2）用英语标出图片中的主要物品及其对应单词；（3）根据图片，使用所学短语，编写一段简单的描述教室的英文句子。
3. 情景对话：学生需模拟真实场景，使用所学英语进行交流。
（1）学生需与家长或同学一起，模拟在教室中的情景；（2）使用本课所学的问候语、介绍语等常用表达进行对话；（3）记录对话内容，并尝试用英语表达出在教室中的活动。
三、作业要求1. 单词记忆：要求发音准确，能够正确拼写并理解单词含义；2. 图片描述：要求使用所学单词准确描述图片中的物品，句子结构简单明了；3. 情景对话：要求使用本课所学的常用表达进行交流，内容贴近实际生活。
四、作业评价教师将对以下方面进行评价：1. 单词记忆的准确性和发音情况；2. 图片描述的准确性和句子结构的合理性；3. 情景对话的流畅性和实际运用能力。
评价将结合学生的自评、互评和教师评价进行。
五、作业反馈教师将根据学生的作业完成情况进行反馈：1. 对表现优秀的学生给予表扬和鼓励；2. 对存在问题的学生提供指导和帮助，指出问题所在并给出改进建议；3. 将学生的优秀作品进行展示，以供其他学生学习借鉴。
同时，教师还将与学生进行沟通，了解学生在完成作业过程中的感受和困惑，以便更好地调整教学策略，满足学生的学习需求。
人教版PEP四年级英语上册全册精美ppt课件
课后作业
Homework
1. 把本课let’s talk 读给家长听。 2. 四会本课重点词汇。
39
Unit 1 My classroom
人教版 (三年级起点) 四年级上册
Part B
课前热身
师生一起复习上节课Let’s do 部分内容，同 学们模仿做动作。
Open the door. Turn on the light. Close the window. Put up the picture. Clean the blackboard.
巩固练习
二、给下列句子选择相应的答案。
( B )1. Let’s
the classroom.
A. help
B. clean
C. close
( C )2. Let
clean the blackboard.
A.I
B. my
C. me
( A )3. —
is the green chair?
— It’s near the window.
Unit 1 My classroom
人教版 (三年级起点) 四年级上册
Part A
课前热身
师生对话： T：Hello! Welcome to our school!
Nice to meet you! S: Nice to meet you, too. T: How are you? S: Fine,thank you.
课文原文
课堂互动
Group work
涂一涂，说一说。
课文原文
x √ x √
课文原文
desk chair window
课文朗读
小喇叭朗读开始 了，点一点音箱，一 起学Let's check吧。
新人教版PEP四年级英语上册《Unit1 My classroom》优质教案
《Unit1 My classroom》优质教案1. A Let’s learn Let’s do B Let’s singTeaching aims and demands:1.The students will be able to master three-skill words: window, door, picture, blackboard,light and classroom.2.The students will be able to master some TPR expressions: Open the door. Turn on thelight. Close the window. Put up the picture. Clean the blackboard. Sweep the floor.3. The students will be able to master the question and the answer: What’s in the classroom? ….I.P: The students will be able to master three-skill words: window, door, picture, blackboard, light and classroom.D.P:1.Master some TPR expr essions: Open the door. Turn on the light. Sweep the floor. Clean the window. Put up the picture. Clean the board.2. The students will be able to master the question and the answer: What’s in the classroom? ….Teaching aids: cards, picture, tapeTeaching procedures:Step1. Warm-up/ Revision1. Free talk:Hello, how are you?Nice to meet you!What’s your name?What’s this? Point to desk/chair/door.2. Listen to the song on page 10 We have a new classroom3. Listen and do: Point to the desk/ chair/…. Show me your pencil/ ruler/….Step2. PresentationLet’s learn/ Let’s do1.T: What can you see in our classroom? How many ____can you see? ( chairs/ desks/ boys/girls/…) ---- Learn to say the new words: window, door, picture, board, light. Write them on the Bb.Look and read. Read and spell. Watch and read.2.Learn to say some phrases from Let’s do and make new phra ses:Open the door. ---- Open the book/ pencil-case/ window/ bag.Turn on the light.---- Turn on the fan/ radio/TV.Clean the window.---- Clean the board/ door / classroom/desk .Sweep the floor. Put up the picture.3.Look at the pictures of Let’s do, clap hands and say the phrases:e.g. T: Open, open, Ss: Open the door.4.Let’s do: listen to the tape, say and do.5.Practice: Listen and do./ Do and guess.Step3.Add activities1. Daily rite culture in the West: 1) Thank you. 2) Excuse me. 3) After you.2. Know about the occasions we often use these sentences.e.g. When someone helps you, you should say: Thank you.If you will interpret someone, you should say: Excuse me.When you let someone go first, you can say: After you. ( Lady first.) Step4. Consolidation and extension1. Review the new words.2. Ss do pair work and so the actions.3. A game:T: What’s in the classroom?S1: One blackboard.S2: One blackboard and six lights.S3: One blackboard, six lights and ….….Homework:Blackboard design:Unit 1 My classroomWhat’s in the classroom? One blackboard….Open the door. ---- Open the book/ pencil-case.Turn on the light.---- Turn on the fan/ radio/TV.Clean the window.---- Clean the board/ door / classroom/desk .Sweep the floor. Put up the picture.Teacher’s notes:Exercise notes:2. A Let’s talk Let’s play B Let’s sing C Story timeTeaching aims and demands:1.The students will be able to master the dialogue.2.The students will be able to master the sentences: We have a new classroom. It’s so big.Let’s go and see. We have 6 new lights. Where is it? It’s near th e window. and use in daily life.3. The students will be able to talk about the things in the classroom and talk about the position.4. The students will be able to understand the story and read it correctly.I.P:1.The students will be able to master the dialogue.2. The students will be able to master the sentences: We have a new classroom. It’s so big. Let’s go and see. We have 6 new lights. Where is it? It’s near th e window. and use in daily life.D.P: The students will be able to talk about the things in the classroom and talk about the position.Teaching aids: cards, picture, tapeTeaching procedures:Step1. Warm-up/ Revision1.T shows the pictures and let the students say the words.2.Let’s do. Simon says.3.Talk about the classroom: What’s in the classroom? Guide them to talk about theclassroom. A board, four lights, many desks and chairs…. Practice the words: light, door, window, picture, board, classroom.Step2. PresentationLet’s tal k1. Write class ____ class_____ on the Bb. Ask Ss how to spell classroom. T: In the classroom, we can see many school things. And we also can see many students and teachers. You are students and you are classmates. Ask if they know classmate and how to spell it. Teach classmate and new. Practice saying: our new classmate. Introduce the new classmate, if there is.2. T: We have a new classroom. Have Ss to practice saying: We have ______. Help them totell we and I.3. T guides them to talk about the school things in the classroom. Then T asks about the position: Where is the blackboard? Help them to answer: It’s on/near the wall/window.4. T: Sarah and Zhang Peng have a new classroom, too. Let’s go and see. Do the gestures and say. Have Ss do and say with T.5. Listen the tape and read after it. Read by roles.6. Ask: Where’s my seat? Help Ss answer: It’s near the door. Practice saying: Where’s my seat? Pay attention to the pronunciation of Where’s and seat. Compare my and your. Ask: Where’s your seat? Help Ss to answer with It’s near the _____.Step3.Activities1. Listen to the tape and practice the dialogue. Try to act it out.2. Try to make a new dialogue about their own classroom.Let’s sing1.Listen to the song.2.Learn to say the sentences. ( t here’s/ there are)3.Say the song follow the tape.Step4. Consolidation and extension1. Do activity book A let’s talk.2. Practice the dialogue.Story time:1.T shows a little animal and guides them to guess: What is it? Then show them: It’s a bee.The bee can fly. Sometimes the bee flies into our classroom. And there is a bee in Zoom and Zip’s classroom, too.2.T plays the story.3.Ss repeat the story.Homework:Blackboard design:Unit 1 My classroomWhere is it?It’s near the door. In \on\undernew We have a new classmate/ classroom.Teacher’s notes:Exercise notes:3. A Let’s spellTeaching aims and demands:1.The students will be able to know and find out the pronunciation of the letter group a-e.2. The students will be able to read the words with the letter group a-e.3. The students will be able to spell and write the words with the letter group a-e.I.P:1.The students will be able to know and find out the pronunciation of the letter group a-e.2. The students will be able to read the words with the letter group a-e.D.P: The students will be able to spell and write the words with the letter group a-e. Teaching aids: cards, picture, tape.Teaching procedures:Step1. Warm-up/ Revision1.Review Let’s talk.2.Talk about the classroom.Step2. Presentation1. Read and listen and chant:1) T shows a boy and says: Look at this boy. He is our new classmate. What’s his name? His name is Jake. And T writes the name on the blackboard. T guides them to spell like this: / /-/ /-/ / / / /-/ /-/ / / /Then T shows another b oy named Dave. And spell the name like this: / /-/ /-/ / / / 2) T shows a cake and says: Jake and Dave make a cake. Then T guide them to spell the words make and cake in the same way.3) T shows some other words with a-e and guide them to spell and sum up the pronunciation of the letter group a-e.4) Listen to the tape and repeat. Listen to the chant and follow it.2. Read, listen and tickT plays the tape and students tick the right words.3.Listen, circle and write T plays the tape, Ss circle and write the words.Step3.Consolidation and extension1.T shows a bag and a hat. T: This is my bag. This is my hat. Then guides them to spell thewords. Then guide them to guess: What’s in my bag/hat? Oh, it’s a cake/cat.2.Then T shows a short passage: My name is Kate. This is my cap. What’s in my cap? A catin my cap. Oh, I hate the cat. What’s in my bag? A cake in my bag. I make the cake. I like to eat the cake. Oops, look at my face. T asks them to read the passage.Homework:Blackboard design:Unit 1 My classrooma-e / /cake face name makeTeacher’s notes:Exercise notes:4. B Let’s talk Let’s playTeaching aims and demands:1.The students will be able to listen, say and use the sentences: Let me/Let’s …. And knowhow to respond.2.The students will be able to know the sentence pattern: Let….3.The students will be able to understand the meaning of the words: the teacher’s desk, cleanand help.I.P: The students will be able to listen, say and use the sentences: Let me/Let’s …. And knowhow to respond.D.P: The students will be able to understand the meaning of the words: the teacher’s desk, clean and help.Teaching aids: cards, picture, tape.Teaching stepsStep1. Warm-up/ Revision1. Sing a song: We have a new classroom2. Let's do(1)Listen and do: Let’s do. P5(2)the students say verb phrases and do the actionStep 2 Presentation & Practice1. (1) T: we all love our new classroom. So we should keep it clean.Write: cleanThe classroom is clean. / we have to clean the classroom.(2)T: What can we clean？clean the deskclean the teacher’s desk（3）picture of a fishbowlT: It's a fishbowl. What can you do with the fishbowl?Clean the fishbowl.(4)T: There are some things to clean in our classroom. I can't clean them by myself. Let’sclean them together.Write: let’s = let usLet me, let her, let you…(5)Group workSay sentence: Let…+ verb phrases2. Pair work: I say, you doOne student say the pictures and so the actions. The other says the verb phrases.3. Let’s talk(1)Listen to the tape for 3 times and imitate(2)Read the talk in groups and act4. Let’s playChoose 6 phrases in a group. And then make up a dialogue.Step 3 Extension & Consolidation1. Let’s doChoose one phrase and do the action2. T: Can you find more things to do in our classroom? Maybe you can help your classmates or me.Step 4 Summing up1. Words: window, teacher's desk, let, clean2. SentencesLet me clean the teacher's desk.Let's clean the classroom.Homework:Blackboard design:Unit 1 My classroomLet's clean the classroom.Let me clean the teacher's desk.Let me help you.Teacher’s notes:Exercise notes:5. B Let’s learn Colour and sayTeaching aims and demands:1.The students will be able to listen, say and understand the sentences “This is the newclassroom. The door is orange”.2.The students will be able to master the three-skill words: fan, computer, te acher’s desk,wall and floor.3.The students will be able to describe the classroom with the colour words and the newwords learnt in this lesson.I.P: The students will be able to master the three-skill words: fan, computer, te acher’s desk, wall and floor.D.P: The students will be able to describe the classroom with the colour words and the newwords learnt in this lesson.Teaching aids: cards, picture, tape.Teaching stepsStep1. Warm-up/ Revision1. Main scene:(1)-We have a new classroom,-What's in your classroom?-I see a...-Where's. . . ?-It's. . .(2)-Let me clean the…-OK.2. Describe the classroomI have a new classroom. It is _______. I see ______in it. The______ is near the______.The ______is …Step 2 Presentation & PracticeLet’s learn(1) T ：I have some new things in the new classroomPicture of fan: write “fan”. Learn it.(2)Learn the new words in the same way: computer，te acher’s desk，wall，floor(3)Game: give the missing wordsShow the new words for a few seconds and then one missing. The students give the missing word.(4)Listen to the tape and imitate the sounds of the words.Step 3 Extension &Consolidation1. What's different?Show two pictures of the classrooms and say the differences2. Colour and sayT : It's a new classroom, But it's not very beautiful. I need some colours to make it beautiful. Can you paint it？Colour and say in groups and then describeS:I have a new classroom. It is big. It is clean. The door is ______.The floor is ______. We have 40 desks and chairs. We have a The floor is In our classroom. I like my new classroom. Step 4 Summing up1. Words and phraseteacher's desk , computer , fan, wall, floor , chair, window2. SentencesThis is my classroom.The door is yellow.HomeworkBlackboard designUnit 1 My classroomLook! This i s the new classroom. The door is orange…teacher's desk computer fan wall floorTeacher’s notes:Exercise notes:6. B Read and write Let’s checkTeaching aims and demands:1. The students will be able to mater the sentence: Where is…? And respond correctly.2.The students will be able to master the four-skill words: window, desk, chair, floor, walland door.3.The students will be able to finish the exercises in let’s check.I.P: The students will be able to master the four-skill words: window, desk, chair, floor, wall and door.D.P: The students will be able to mater the sentence: Where is…? And respond correctly.Teaching aids: cards, picture, tape.Teaching stepsStep1. Warm-up/ Revision1. Review the words.2. Show picture of classroom and describe:This is a______ .The ______is ______(颜色) . Step 2 Presentation & PracticeRead and write1. Read and tick or cross.Read the sentences and understand themRead and tick or cross2. Look, choose and write.（1）Look at the pictures and answer:Where is the bag?Where is the newspaper?Where is the computer?（2）Spell the words: desk ，chair，window （3）Finish the sentences（4）Look, choose and write（5）Write about your classroomWhere is the ______？It is in/on/under/near the ______.Step 3 Extension &ConsolidationLet's check(1)Listen and tick or crossQ: What are they doing?Q: a. What can you see in this picture?b. What colour are they?c. How many desks can you see?Q:a. What can you see?b. Where is the fan?c. What colour is the window?(2) Look and circle.a. what’s in the classroom？b. Look and circle. Homework: Blackboard design:Unit 1 My classroom Where is the. .. ?It is in/on/under/near the. . . Teacher’s notes:Exercise notes:。
四年级上册英语教案Unit 1 My classroom(共六课时)_人教(PEP)
Unit 1 My classroom第一课时教学内容Part A Let’s talk & Let’s play教学目标1.学生能够正确听说“Where is...?It’s in/on/under/near...”等询问并回答物品的位置的句子。
2.学生能听懂并会说表达建议的句子“Let’s go and see!”。
3.学生能够理解Let’s talk的含义。
4.学生能够用正确的语音、语调朗读对话。
5.学生能通过游戏来进一步巩固对方位词的理解和运用。
教学重点和难点1.教学重点:(1)学生能在情景中运用“Where is...?It’s in/on/under/near...”询问和回答物品位置的句子。
(2)学生听懂并会说表达建议的句子“Let’s go and see!”。
2.教学难点:方位词的理解和运用。
教学准备单词卡片,课件教学过程1.Warm-up(1)复习已学句型:This is...I have...教师手拿一本书,说:I have a book.This is my new book.(2)让学生用事先准备好的实物模仿句子。
(3)当学生能够说出句子时,教师可提问:“Where is it?”启发学生用学过的知识回答:“It’s on/in/under/the...”。
(4)在学生回答“Where is it?”时,教师可以适当地加入near 一词,让学生在实际的情景中理解near 的含义并运用。
2.Presentation(1)Let’s talk①教师介绍人物并展示情景对话:出示人物头像:This is Zhang Peng,and this is Sarah.They have a new classroom.Do you want to have a look?OK,Let’s go and see!(间接引出新句子,教师领读新句型)。
出示一张教室图:This is a new classroom.Let’s go and have a look.②教师让学生带着问题观看本部分的教学课件。
人教版PEP四年级上册英语Unit 1 My classroom教案第二课时
第二课时【教学内容】A. Let's learn A. Let's do【教学目标】1．知识目标：能听、说，认读单词 classroom, window，door, light, picture 和 blackboard；能听懂Let's do部分的指令并做相应动作。
2．能力目标：能正确使用所学的单词描述教室里的物品或设施。
3．情感目标：教育学生热爱班集体，爱护公共财产。
【教学重点】掌握句子“What's in the classroom？”及相关单词 classroom, window，door, light, picture和blackboard。
【教学难点】回答“What's in the classroom？”时，注意物品或设施类名词复数形式的读音。
【教学准备】课件、录音机、录音带Step 1Warmup&Revision师生对话。
T：Good morning，class!S：Good morning，teacher!T：What's this in English？(指教室图片)S：It's a classroom.T：What's this？(指讲台图片)S：It's a teacher's desk.T：What's this？(指窗户图片)S：It's a window.T：What's this？(指黑板图片)S：It's a blackboard.T：OK，let's put the words on the right place in our classroom.(单词卡片)Step 2Presentation&PracticeA.Let's learn1．教师用课件展示一幅教室的挂图，图中有教室内的各项设施，向学生介绍说：This is the classroom.并用手指向本班教室，让学生明白classroom的意思，稍后，教师板书单词 classroom并用“大小声”的方式操练几遍。
pep人教版四年级上册unit 1 教学反思
PEP小学英语四年级上册
Unit 1 My classroom教学反思
本单元的教学任务是在“教室(classroom)”这一熟悉的场景下，让学生学会谈论教室（包括教室里的东西），在教室里发生的一些事情等，学习一些日常交流用语，掌握一定的学习方法，了解一些语言文化，并在大量的、有效的训练中提高学生的听说读写等基本能力。
现将本课的反思总结如下：
1、英语学习是语言的学习，语言学习是培养理解、表达技能的问题，不是单纯的知识问题。
不多听、多说、多读、多写、多译，不五官并用、并以脑为主导是不能多快多好地掌握英语这一技能的，所以在课堂中我利用录音机，图片等让学生听，说，练，让学生边听边指，力求学生做到“眼到、手到、口到、心到”。
2、本节课学生学习兴趣足，积极参与课堂教学，整体效果不错，但是也存在不足之处，个别学生有点紧张，不敢回答问题，怕老师同学笑他，我虽然及时用眼神、语言进行鼓励，但是做的还不到位。
在以后的教学中我将继续努力，抓住学生的闪光点进行及时鼓励，激发学生学习英语的兴趣，增加学生学习英语的自信心，让每一个学生都能在英语课堂上畅所欲言。
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