人教版四年级英语下册Unit 1教案
四年级下册英语教案-Unit 1 Welcome to my new home! Lesson 6 ｜人教精通版
Lesson 6Teaching objectives:Language knowledge objectives:1. After the functional practice, the students can listen to, speak and read fluently the words: kitchen.2. After the functional practice, the students can listen to, speak, read and write fluently the words and sentences: home, chair, living room, sofa, study, clock, bedroom, There is a bed in the bedroom. There are four chairs in the kitchen.Language skills objectives :1.The students can act out the fun story of Lesson 6 with the expression.2. The students can talk about their homes.Affect objectives :1. The students like theirs homes.2. The students can take an active part in activities, imitate carefully and open their mouth bravely.Learning strategy objectives:1. The students learn to communicate with others with pictures, new words and non-linguistic clues.2. The students learn to cooperate actively with others in a group to complete the learning tasks.Culture awareness objectives :The students learn to know that homes in western countries.Key Points: To pay special attention to the new words and sentences. Difficult Points: Make sure that students use the new sentences correctly. Teaching Aids: ppt, word cards, recorder.Teaching procedures:Step 1 : Warming-up:1. Greeting: Good morning, boys and girls!2. Today, we will learn lesson 6.Step 2：Presentation:1. Look, this is my home. Today, Miss An wants to invite all of you to my home. Do you want to go with me?2. What’s in my home? Play a game: Look and say quickly.Step 3: Practice:1. First, let’s go into the bedroom. Look, there is a bed in the bedroom. (Write on the blackboard.) Let students read the sentence.2. Now this time, let’s go into the kitchen. Look, there are four chairs in the kitchen. (Write on the blackboard.) Let students read the sentence.3. Let students introduce something in my homes.There is _____.There are _____.4. Chant together:There is a big bed, in my bedroom, in my bedroom.There are two sofas, in my living room, in my living room.What’s in your study? There is a new computer.What’s in your kitchen? There are four chairs.5. Listening practice.Step 4: Consolidation:1.Show picture of Micky and Mimi. Let students listen the fun story, and answer question:Is this Micky’s home? A. Yes, it is. B. No, it isn’t.2. Listen the fun story again, and fill in the blanks.1) What are in the living room?are ___________ and __________.2) What are in the study?There’s __________ and __________.3) What are in the kitchen?There’s __________ and __________.a new desk six new chairsa big sofa a big fridgeabig clock four chairs3. Read the fun story with the tape.4. Read the fun story in pairs.5. Act out the fun story in pairs.Step 5: Summary:1. Writing exercise:My HomeHello! I am ________. Welcome to my home.This is my ________. There is a ________ in the ________.This is my ________. There is a ________ in the ________.This is my ________. There is a ________ in the ________.2. Watch a film, and then tell students.Love your mum and dad. And love your home!Step 6: Homework:1. What’s this in English? Let students find on the computer.2. Go on w riting “My home”Blackboard Design:Lesson 6There is a bed in the bedroom.There are four chairs in the kitchen.。
人教版四年级英语下册Unit1教案
Unit1 My school单元教材及学情分析1.单元教材分析本单元主要通过学习校园里各个设施及其位置来学习相关名词的使用以及对序数词的初步认识和一般疑问句问答的应用。
学生可以根据自己所在学校的设施进行对话练习,既巩固了知识,又提高了英语的口语表达能力。
而且本单元的内容贴近生活,所以学起来比较简单,学生也乐于用英语相互交流。
同时还要求学生能灵活地运用一般疑问句及其肯定和否定回答;注重介词短语的应用。
本单元的教学内容是学习核心句型:—Where is the library?—It’ｓnext to the…/on the first/second floor.—Do you have a library?—Yes, we do./No, we don’t.—Is that the computer room?—Yes, it is./No, it isn’t.同时,要掌握介词on 和序数词的用法,让学生根据学校的设施进行对话练习,学以致用,巩固所学的知识。
运用到的重点句型有:“Where is the…? It’s next to the…/on the first/second floor.”教师可以由教室里摆放的物品引出句型,再根据图片说明位置关系, 引出on the first floor, next to the library 等,很自然地进入新课;教师为学生设置不同的情景,让学生充分地练习学过的句型,这将为以后的学习作好铺垫。
其中,一般疑问句及其回答是本单元的重点,也是难点;要求学生掌握助动词do 和系动词is 构成的一般疑问句的区别;教师要给学生提供适当情景,在情景中认识、熟悉新知,在交际中运用新知。
同时,掌握好一般现在时态,为今后的学习打好基础。
在教学中,注意结合学生已有的知识水平和生活实际,以旧引新,联系实际交流运用,在学习新知识的同时,提高学生的听、说、认读的能力。
2.学情分析本次教学面临的是四年级的学生, 他们已经有了一定的英语知识基础,能准确地理解教师简单的课堂用语。
新人教PEP版小学四年级英语下册 Unit 1 Period 1 Part A 优质教案
新人教PEP版小学四年级英语下册 Unit 1 Period 1PartA 优质教案教学目标：1. 认识并掌握新词汇：gongfu，kite，panda，ballet，taichi；2. 了解以上五个词汇背后的文化内涵；3. 能够听懂并理解有关这些运动和文化的简单交流；4. 能够用简单语言描述自己喜欢的一项运动并向同伴展示；5. 培养学生的交流能力和表达能力。
教学重难点：1. 新词汇的认识和掌握；2. 对文化内涵的理解和应用；3. 学生搜集信息和进行简单交流的能力。
教学准备：PPT、图片、音频、课件、小组展示道具、学生交流板书纸等。
教学过程：Step1：Greetings1.\tGreet the students and check the attendance.2.\tAsk the students some simple questions, such as “How are you today?”“What’s your favorite sport?”“What do you want to learn in today’s class?”Step2: Warm-up1.\tShow the students some pictures of different sports and ask them what they are.2.\tIntroduce some of the popular sports in China, such as table tennis, badminton, and gymnastics.3.\tAsk the students if they have ever heard of Kung Fu, Tai Chi, panda, ballet, etc.4.\tTell the students that today’s class is about learning some new words related to Chinese culture.Step3: Presentation1.\tIntroduce the new words: gongfu, kite, panda, ballet, and taichi.2.\tPlay an audio clip or video of each word so that students can hear how they are pronounced correctly.3.\tExplain to students that these words are related to Chinese culture and are important parts of Chinese sports and entertainment.4.\tShow pictures or videos of each word and talk about their cultural significance.5.\tGive examples of how each of these words relates to Chinese culture, such as how gongfu is used in Kung Fu movies, how kites are flown during festivals, and how pandas are a national symbol.Step4: Practice1.\tAsk the students to get into groups of three or four.2.\tGive each group a piece of paper and ask them to choose one of the new words they just learned.3.\tTell the students to brainstorm and write down some information about their word, including what it is, how it is used, and why it is important.4.\tGive the students some time to prepare a short presentation about their word.5.\tAfter the groups have prepared their presentations, ask them to present them to the class.Step5: Summary and Homework1.\tSummarize what the students learned in today’s class and ask them to share their favorite word and what they learned about it.2.\tAssign homework, such as writing a short paragraph about their favorite sport or culture.3.\tRemind the students to review the new words and cultural concepts they learned in preparation for the next class.Step6: Evaluation1.\tAssess the students’ ability to understand the new words and cultural concepts.2.\tObserve the students’ presentation skills and evaluate their ability to work collaboratively in groups.3.\tProvide feedback to the students and offer suggestions for improvement.教学反思：本节课主要是让学生了解和掌握五个新的运动和文化相关的词汇，并通过小组合作和展示来培养学生的交流和表达能力。
人教PEP版英语四下教案-Unit 1 My schoolPart A Let’s learn
《Unit1 My school A Let’s learn》课标分析Unit 1 My school A Let’s learn是新人教版PEP课标小学英语四年级上册的第二课时，学习单词和词组library，teachers’ office, first floor, second floor，能用句型Where’s the library? It’s on the first floor.询问、描述学校教室和场馆的位置。
教材在Let’s talk部分活动中做了铺垫，教师在教学过程中要注意反复利用以前所学的句型进行操练，让学生通过复习旧知识语言的活动感知新的语言点，减轻教与学的难度，这节课涉及学校话题，贴近学生生活实际，学生学习兴趣浓，乐于去学！在细读文本，吃透教材的基础上，我再次用心解读了《课标》二级目标中对“语言技能”要求，并力求用课标精神和理念指导自己的课堂教学。
二级目标中说的技能要求学生1.能在口头表达中做到发音清楚，语调基本达意。
2．能就所熟悉的个人和家庭情况进行简短对话。
3．能运用一些最常用的日常用语（如问候、告别、致谢、道歉等）。
4．能就日常生活话题作简短叙述。
5．能在教师的帮助和图片的提示下描述或讲述简单的小故事。
本节课我根据课标要求设计了明确的教学主线，即：欣赏歌曲our school回答问题导入新课→通过教材中的图片及自己照的照片创设情境，在语境中用问题引导学生学习生词并结合句型进行练说→pair work两人一组问答练习、let’s do、group work藏藏找找等活动将单词融入句型中进行操练巩固→make a new school设计学校并加以描述，进行语言的拓展练习，提升学生的语言应用能力。
教材只是教学的一个凭借，学生通过对教材的学习，达到其中所蕴含的知识和能力，过程和方法，情感态度和价值观的教学目标，教师就应该认真钻研教材，创造性地理解和使用教材，积极开发课程资源，灵活运用多种教学策略，引导学生在实践中学会学习。
人教新起点四年级下册英语-Unit 1 Let's Spell教案
人教新起点四年级下册英语-Unit 1 Let’s Spell教案教学目标1.能够听懂、认读并默写本课单词2.能够在小组合作中完成单词拼写游戏3.能够运用本课所学单词进行口语交流教学准备1.教师需要准备以下材料：•单词卡片（apple, banana, orange, grapes, pineapple, watermelon）•单词拼写卡片（a, b, g, n, o, p, l, e, r, s, i）•PPT课件2.学生需要准备以下工具：•课本•笔、卡纸等教学内容1. 导入1)引入新单词教师利用PPT课件展示本课单词，学生通过图片、文字等进行识别并跟随教师一起朗读单词。
2)单词拼写游戏教师将单词卡片发给学生，将学生分为小组，每个小组需要将单词拼写出来，并在一定时间内完成游戏。
2. 讲授1)语音训练教师播放单词语音，让学生跟随并模仿发音。
2)词汇学习教师以绘本或卡片等形式向学生展示本课单词，让学生看图识单词，并进行口语练习。
3)默写训练教师口头介绍本课单词书写规则，让学生用卡纸制作出26个字母卡片与教师进行配对，学生通过卡片的各种组合方式进行单词默写练习。
3. 巩固1)情境练习教师以生活场景为背景，利用本课所学单词进行情境练习，让学生进行英语口语练习。
2)任务练习将学生分为小组，要求学生合作完成任务，例如：利用本课单词为自己的小组起个名字等。
4. 作业布置让学生在课后完成本节课的口语练习，并在笔记本上默写本节课的单词。
教学反思本节课的教学目标是让学生学会拼写和默写本课所学单词，并能够在课后运用所学单词进行口语交流。
教师在教学设计中充分考虑了学生的实际情况，通过游戏、情境练习等多种方式来吸引学生的注意力和积极性。
在教学实施中，学生表现出良好的课堂表现，他们能够积极参与课堂活动，学习成果较为显著。
不过，对于学习困难的学生，教师需要额外的关注和指导。
总的来说，本节课的教学效果良好，为后续的教学打下了坚实的基础。
四年级下册英语教案Unit1Welcometomynewhome!Lesson 1 人教精通版
课题
课时
1
课型
新授
学情
分析
本节课我特别注意了激发学生热爱生活的积极情感，让学生在真实的语言交流过程中，学会与人交往。
教学目标
三个维度：知识技能、能力培养、情感态度
1.Guide them to know the new words.
课后
反思
I ask them to put the pictures in their bedrooms of the textbooks. They are very exciting. So they learn this lesson very well.
A.be B.is C.are
Make an English condition.
Confirm the aim of this lesson.
Learn the knowledge in groups.
Teach the rules of the drills.
Review the words and drills.
三、拓展练习，学习语法
Step Three: Learn the new dialogue
Ⅰ. Use the simple drawing to present the scene of the dialogue.
Look at the pictures and say.
(Teacher should give them some hints.)
e the drill to learn the other new words
home bedroom bed computer
英语人教PEP版四年级下册Unit 1 第四课时教案
第四课时一、课时内容B.Let’s learn B.Look , ask and answer二、课时分析本课时是义务教育灵通版（pep）小学英语教科书四年级下册的第一单元第四课时，本课时继续围绕单元主题展开课题，包括B.Let’s learnB.Look , ask and answer两个板块。
B.Let’s learn 板块通过吴一凡向John 介绍学校的这一场景，向学生们展示了单词和词组：computer room ；art room ；music room ；playground。
从中呈现了单词的词形和词意。
B.Look , ask and answer板块用于操练和巩固B.Let’s learn板块的词汇和句型。
本活动是一个“找不同”的活动，同桌两人的图片有所不同，从而形成了信息差。
学生通过询问才能知道对方的图片跟自己有什么不同。
针对以上教学任务我在本课时设计了“我理想中的学校”及“找不同”的游戏。
让学生在趣味的活动下，培养学生良好的观察能力及听说能力，从而巩固了本课时的四会单词。
三、课时目标1.能够听，说，认读单词及词组：computer room ；art room ；music room ；playground。
2.能听懂，会说句子：Do you have a music room? Yes, we do. It’s on the first floor.3.能够灵活运用Let’s learn 板块的句型进行交流。
4.培养孩子们小组合作的精神。
四、教学重难点1.教学重点能够在语境中正确运用Let’s learn 中的词组及单词，来描述学校的教室及场馆的大致位置。
2.教学难点正确的使用冠词an 和a五、教学准备1.配套的教学课件PPT。
2.教学挂图及单词卡。
3.录音机及磁带。
六、教学过程Step 1 Warm up师生来做“我来说你来接”游戏。
（重温A Let’s do 的内容）T：Good morning, Boys and girls!Ss: Good morning, teacher!T: Let’s go to the library,Ss: Read a book.T:Let’s go to the teachers’ office,Ss:Say hello.T:Let’s go to the playground.Ss:Play football.T: Let’s go to the garden,Ss: Water the flowers.要求学生边说边做动作。
四年级下册英语教案 Unit 1 Welcome to my new home! 人教精通版
Unit1 Welcome to my new home! Lesson6教材分析：本课通过趣味小故事的形式，以故事情节为线索将本单元重点功能语言进行总结和复习，又设计了听力练习，让学生根据自己对本单元语言知识的掌握，正确完成Let’s check.在Language Focus 环节是将本单元的重点句型单词加以归纳。
教学目标：1.学生能熟练掌握本单元的单词，句型和句子结构。
2.学生能根据自己对本单元的语言知识的掌握情况，达到操练和巩固所学知识的目的。
教学重难点：1.学生能熟练掌握本单元单词，句子。
2.将there be 句型根据实际情况熟练运用。
教学准备：PPT, 词卡，头饰教学过程：1.热身复习1)复习上一课的chant My home2).运用本单元所学词句，师生共同编写新的chant,复习运用核心语言。
Hello,hello!Welcome to my home.There is a bed in my room.There is a desk in my room.There are two chairs in my room.Oh,you see.This is my bedroom.设计意图：以说唱的形式开始本课的教学，将学生们带入了欢快的英语氛围中，又复习了所学句型及单词。
2.新课呈现1）教师出示一张自己家的照片，然后做介绍，This is my home,there is a TV in my living room and a sofa. There is a big fridge and a table and four chairs in my kitchen .然后让生也拿出事先准备好的自己家的照片进行描述。
设计意图：将本单元所学内容结合真实语境加以运用，达到学以致用的效果。
2）教师出示Fun story 插图，让学生说说看到的内容。
T: Who are they?What can you see in the pictures?What’s in the bedroom? Is this the monkey’s home?让学生尽量用英语，不会说可用中文。
四年级下册人教版英语教案
四年级下册人教版英语教案第一章：Unit 1 My School1.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "classroom", "blackboard", "desk", "chr", "library", "playground", "teacher", "student", "puter", "school", etc. Students can understand and use the sentence pattern "What's this? It's " and "Where is the ? It's "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their school.1.2 Teaching key and difficult pointsKey words: "classroom", "blackboard", "desk", "chr", "library", "playground", "teacher", "student", "puter", "school", etc. Sentence patterns: "What's this? It's " and "Where is the ? It's "1.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their school and answers them.Step 2: PresentationTeacher shows the pictures of the school and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to find the things in the school and introduce them to their partners.Step 4: ConsolidationTeacher asks students to make a survey about their school and write a short passage about it.第二章：Unit 2 My Home2.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "bedroom", "living room", "kitchen", "bathroom", "brother", "sister", "mother", "father", "pet", etc.Students can understand and use the sentence pattern "What's in the ? There is "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their home.2.2 Teaching key and difficult pointsKey words: "bedroom", "living room", "kitchen", "bathroom", "brother", "sister", "mother", "father", "pet", etc.Sentence pattern: "What's in the ? There is "2.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their home and answers them.Step 2: PresentationTeacher shows the pictures of the home and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to introduce their home to their partners.Step 4: ConsolidationTeacher asks students to draw a picture of their home and write a short passage about it.第三章：Unit 3 My Body3.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "head", "eye", "ear", "nose", "mouth", "arm", "leg", "body", "hand", "foot", etc.Students can understand and use the sentence pattern "Point to "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their body.3.2 Teaching key and difficult pointsKey words: "head", "eye", "ear", "nose", "mouth", "arm", "leg", "body", "hand", "foot", etc.Sentence pattern: "Point to "3.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their body and answers them.Step 2: PresentationTeacher shows the pictures of the body and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns withtheir partners.Teacher asks students to point to their body parts and say the words.Step 4: ConsolidationTeacher asks students to draw a picture of their body and write a short passage about it.第四章：Unit 4 My Clothes4.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "shirt", "pants", "skirt", "dress", "socks", "shoes", "hat", "coat", "gloves 第四章：Unit 4 My Clothes4.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "shirt", "pants", "skirt", "dress", "socks", "shoes", "hat", "coat", "gloves", etc.Students can understand and use the sentence pattern "What's this? It's " and "Do you have ? Yes, I do. No, I don't."(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their clothes.4.2 Teaching key and difficult pointsKey words: "shirt", "pants", "skirt", "dress", "socks", "shoes", "hat", "coat", "gloves", etc.Sentence patterns: "What's this? It's " and "Do you have ? Yes, I do. No, I don't."4.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their clothes and answers them.Step 2: PresentationTeacher shows the pictures of the clothes and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to show their clothes and introduce them to their partners.Step 4: ConsolidationTeacher asks students to make a list of their clothes and write a short passage about it.第五章：Unit 5 My Food5.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "apple", "banana", "orange", "grape", "watermelon", "pear", "peach", "strawberry", "rice", "noodles", "meat", "egg", "fish", "milk", "juice", etc.Students can understand and use the sentence pattern "Do you like ? Yes, I do. No, I don't."(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their food.5.2 Teaching key and difficult pointsKey words: "apple", "banana", "orange", "grape", "watermelon", "pear", "peach", "strawberry", "rice", "noodles", "meat", "egg", "fish", "milk", "juice", etc.Sentence pattern: "Do you like ? Yes, I do. No, I don't."5.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their food and answers them.Step 2: PresentationTeacher shows the pictures of the food and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to show their favorite food and introduce it to their partners.Step 4: ConsolidationTeacher asks students to make a list of their food and write a short passage about it.第六章：Unit 6 My Family6.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "mother", "father", "brother", "sister", "grandmother", "grandfather", "uncle", "aunt", "cousin", etc.Students can understand and use the sentence pattern "This is "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their family.6.2 Teaching key and difficult pointsKey words: "mother", "father", "brother", "sister", "grandmother", "grandfather", "uncle", "aunt", "cousin", etc. Sentence pattern: "This is "6.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their family and answers them.Step 2: PresentationTeacher shows the pictures of the family and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to introduce their family members to their partners.Step 4: ConsolidationTeacher asks students to draw a picture of their family and write a short第七章：Unit 7 My Birthday7.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "birthday", "year", "month", "date", "party", "cake", "present", "song", "happy", etc.Students can understand and use the sentence pattern "When is your birthday? My birthday is " and "What do you want for your birthday? I want "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their birthday.7.2 Teaching key and difficult pointsKey words: "birthday", "year", "month", "date", "party", "cake", "present", "song", "happy", etc.Sentence patterns: "When is your birthday? My birthday is " and "What do you want for your birthday? I want "7.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their birthday and answers them.Step 2: PresentationTeacher shows the pictures of the birthday and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to talk about their birthday party and what they want for their birthday.Step 4: ConsolidationTeacher asks students to make a birthday card for their friends and write a short passage about it.第八章：Unit 8 My Time8.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "morning", "afternoon", "evening", "night", "hour", "minute", "clock", "watch", "school", "home", etc.Students can understand and use the sentence pattern "What time is it? It's " and "What are you doing? I'm "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their time.8.2 Teaching key and difficult pointsKey words: "morning", "afternoon", "evening", "night", "hour","minute", "clock", "watch", "school", "home", etc.Sentence patterns: "What time is it? It's " and "What are you doing? I'm "8.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their time and answers them.Step 2: PresentationTeacher shows the pictures of the time and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to show their clock or watch and talk about the time.Step 4: ConsolidationTeacher asks students to draw a picture of their schedule and write a short passage about it.第九章：Unit 9 My Seasons9.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "spring","summer", "autumn", "winter", "hot", "cold", "rny", "sunny", "windy", etc.Students can understand and use the sentence pattern "What's the weather like? It's "(2) Ability objectives:Students can read, write and use the key words and sentence patterns.Students can municate with others about their seasons.9.2 Teaching key and difficult pointsKey words: "spring", "summer", "autumn", "winter", "hot", "cold", "rny", "sunny", "windy", etc.Sentence pattern: "What's the weather like? It's "9.3 Teaching proceduresStep 1: Warm-upTeacher asks students some questions about their seasons and answers them.Step 2: PresentationTeacher shows the pictures of the seasons and introduces the key words and sentence patterns.Step 3: PracticeTeacher asks students to practice the sentence patterns with their partners.Teacher asks students to describe the weather in their city. Step 4: ConsolidationTeacher asks students to make a chart of the weather and write a short passage about it.第十章：Unit 10 My Colors10.1 Teaching objectives(1) Knowledge objectives:Students can understand and use key words such as "red重点和难点解析本文主要介绍了四年级下册人教版英语教案，包括了10个单元的教学内容。
人教PEP版四年级英语下册Unit 1单元教案
人教PEP版四年级英语下册Unit 1单元教案人教PEP版四年级英语下册Unit 1单元教案第一课时教学目标1.能听、说、认读单词和短语teachers’ office, library, first floor, second floor, homework, next to。
2.会运用句型Where is the teachers’ office?It’s on the second floor.Where is the library?It’s next to the art room.介绍学校各个建筑之间的位置关系。
3.培养学生爱护公物、关心集体、乐于助人的良好品质。
教学重点1.掌握单词和短语teachers’ office, library, first, second, on the first/second floor, next to等。
2.掌握句型Where is/are…?It’s/They’re in/on…3.掌握介词in, on, next to 的用法。
教学难点1.掌握介词和序数词在英语句子中的应用。
2.会根据学校各个建筑物之间的位置关系进行对话练习,正确使用介词和序数词。
教学准备教师准备：与本课时相关的录音和课件;本课所学的单词卡片和校园建筑物的图片。
学生准备:本课所需单词卡片和校园建筑物的图片。
教学方法1.情景教学法教师拍摄自己学校的照片,并在图片上用英语标注对应的建筑物,和学生一起根据图片进行对话练习,创设情景,学习和巩固单词。
2.游戏教学法教师利用图片把各个建筑物展示给学生,学生根据教师所指位置关系把对应的图片放在正确的位置,这样,学生在游戏的同时也掌握了介词的用法。
教学过程Step 1: Warm-up1.师生问候,用英语打招呼 Welcome back to school!2.播放歌曲Our school,通过一起唱歌调动学生学习英语的积极性。
3.Main Scene(1)学生看学生用书2,3 页,根据图片猜一猜下列单词和短语的意思:playground, library, next to, art room, teachers’ office, computer room, on the second floor。
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Unit1 My school单元教材及学情分析1.单元教材分析本单元主要通过学习校园里各个设施及其位置来学习相关名词的使用以及对序数词的初步认识和一般疑问句问答的应用。
学生可以根据自己所在学校的设施进行对话练习,既巩固了知识,又提高了英语的口语表达能力。
而且本单元的内容贴近生活,所以学起来比较简单,学生也乐于用英语相互交流。
同时还要求学生能灵活地运用一般疑问句及其肯定和否定回答;注重介词短语的应用。
本单元的教学内容是学习核心句型:—Where is the library?—It’s next to the…/on the first/second floor.—Do you have a library?—Yes, we do./No, we don’t.—Is that the computer room?—Yes, it is./No, it isn’t.同时,要掌握介词on 和序数词的用法,让学生根据学校的设施进行对话练习,学以致用,巩固所学的知识。
运用到的重点句型有:“Where is the…? It’s next to the…/on the first/second floor.”教师可以由教室里摆放的物品引出句型,再根据图片说明位置关系, 引出on the first floor, next to the library 等,很自然地进入新课;教师为学生设置不同的情景,让学生充分地练习学过的句型,这将为以后的学习作好铺垫。
其中,一般疑问句及其回答是本单元的重点,也是难点;要求学生掌握助动词do 和系动词is 构成的一般疑问句的区别;教师要给学生提供适当情景,在情景中认识、熟悉新知,在交际中运用新知。
同时,掌握好一般现在时态,为今后的学习打好基础。
在教学中,注意结合学生已有的知识水平和生活实际,以旧引新,联系实际交流运用,在学习新知识的同时,提高学生的听、说、认读的能力。
2.学情分析本次教学面临的是四年级的学生, 他们已经有了一定的英语知识基础,能准确地理解教师简单的课堂用语。
学生们的自主学习能力也有了很大的提高,学习热情更高了。
而且本单元的学习与日常生活紧密联系在一起,在此基础上学生们更容易进入本单元的学习。
单元教学目标1.知识目标(1)能听、说、认读A 和B 部分Let’s learn 和Let’s talk 中的单词、短语。
(2)理解Let’s play 和Let’s do 部分的内容,并能根据要求回答相应的问题。
(3)能认读er 在开音节和闭音节中的发音。
(4)能根据本单元的单词和句型完成Look, ask and answer 部分的自由会话,提高学生的口语表达能力,并巩固所学的单词、短语和句型。
(5)能完成Read and write 和Let’ s check 部分的练习。
(6)理解Let’s sing 和Story time 的内容,会唱歌曲。
2.能力目标(1)能够问答对方是否拥有某个设施和询问设施是否在那儿。
如:—Do you have a library?—Yes, we do./No, we don’t.—Is that the computer room?—Yes, it is./No, it isn’t.(2)能够使用“Where is the…? It’s next to the…/on the first/second floor.”来提问和回答某个设施的位置。
如:Where is the music room?It’s on the first floor.(3)能够正确使用序数词和介词。
(4)会唱英文歌曲Our school。
3.情感、策略、文化等有关目标(1)情感态度:能让学生养成认真观察事物的好习惯。
(2)学习策略:培养学生与他人的合作意识,运用所学英语进行交流,共同完成学习任务。
(3)文化意识:能够认识到有规律的生活对身心有好处。
单元教学课时安排(六课时)第一课时:Main Scene A Let’s talkLook, ask and answer第二课时:A Let’s learn Let’s do第三课时:A Let’s spell第四课时:B Let’s talk Let’s play第五课时:B Let’s learn Look, ask and answer第六课时:B Read and write Let’s checkLet’s sing C Story time活动建议(一)本单元重点词汇:校内建筑物名词和介词短语,可选用的活动为: 活动1:词汇操练教师利用简笔画画出某个建筑物, 学生拿出自己相应的图片,并且拼读单词。
活动2:找找看教师出示图片和单词卡片,学生以小组合作形式完成,将对应的单词卡片与图片放在一起。
活动3:对号入座教师拿出图片(意思不完整的图片)用英语介绍一下,然后学生根据教师的介绍和图片信息,把对应的单词卡片放在正确的位置。
活动4:我是向导教师拿出关于各个建筑物位置的图片,让学生说出它们的位置关系,例如:The library is next to the music room.然后让其他同学用另外一种方式来表达。
看看哪组学生对介词和句子意思掌握得好。
活动5:我会设计我的校园学生按排分组,四人一组,一起设计一下自己心目中的校园,并用英语说出自己的设计。
看哪一组学生设计得好。
(二)本单元的重点句型:—Where is the library?—It’s next to the…/on the first/second floor.—Do you have a library?—Yes, we do./No, we don’t.—Is that the computer room?—Yes, it is./No, it isn’t.可选用的活动为:活动1:“一问一答”游戏学生按排分组,前一名学生拿出自己的图片,问自己的后桌:Where is the…? 后桌根据图片回答:It’s on/in/next to/near…然后,他接着问自己的后桌,以此类推。
此活动锻炼了学生的口语表达能力和合作学习的能力。
活动2:“答记者问”游戏我们要设计新颖的教学楼啦!新的教学楼是什么样的?班级分成四组,每组选出一名“设计师”,其他的同学都是有名的“记者”,“记者”都有机会去采访本组的“设计师”,提出问题。
如:Where is the music room?Is the computer room on the second floor?Do you have a swimming pool in your new school?“设计师”根据“记者”的提问回答问题,最后每组写出相应的文字材料,然后交给教师。
活动3:班级位置调查学生自然分组,每组选出一名组长,问其他组员:Where is Class One?答:It’s on the second floor.Is Class Six on the first floor?答:No, it’s on the second floor./No, it isn’t.以此锻炼学生的口语表达能力和合作学习的能力。
本单元的难点:由Do 或Is 引导的一般疑问句及其回答。
为了熟练掌握此句型,可选用的活动为:活动1:击鼓传花拿到花的人,必须说出一个一般疑问句,并作肯定和否定回答。
活动2:对话比赛同桌之间根据自己手中的图片互相提问:Where is the library?Is that the music room?Do you have an art room?Is the teachers’ office next to the library?对话时,教师要给予鼓励和帮助。
活动3:自由对话根据本单元所学的内容,同桌之间进行自由对话,然后,选出最好的一组到前面表演。
美国国会图书馆美国国会图书馆是世界上最大的图书馆。
它是一座由三幢大楼组成的宏伟建筑。
在阅览室大厅的圆屋顶下,有世界历史名人柏拉图、牛顿、哥伦布、莎士比亚人等的雕像俯视着人们,使来到这里的每一个人都感觉好像进入了神圣的殿堂。
美国国会图书馆是世界上最大的知识宝库,是美国知识与民主的重要象征,在美国文化中占有重要地位。
它保存各类收藏近 1 亿2100 万项,超过三分之二的书籍是以多媒体形式存放的。
其中包括很多稀有图书、特色收藏以及世界上最大的地图、电影胶片和电视片等。
国会图书馆有一项重要任务,就是随时回答国会提出的各种各样的问题。
图书馆和国会大厦之间横跨着一条长335 米的气动运输管道,传递资料非常迅速。
图书馆平均每天收到的问题有2,000 个,有的问题几分钟就能回答,有的需要研究几个月才能答复。
图书馆各个部门都用计算机管理,其现代化水平在全世界图书馆中是最高的。
教学目标1.能听、说、认读单词和短语第一课时2.会根据学校各个建筑物之间的位置关系进行对话练习,正确使用介词和序数词。
teachers’ office, library, first floor, second floor, homework, next to 。
2.会运用句型Where is the teachers’ office?It’s on the second floor.Where is the library?It’s next to the art room.介绍学校各个建筑之间的位置关系。
3.培养学生爱护公物、关心集体、乐于助人的良好品质。
教学重点1.掌握单词和短语teachers’ office, library, first, second, on thefirst/second floor, next to 等。
2.掌握句型Where is/are…?It’s/They’re in/on…3.掌握介词in, on, next to 的用法。
教学难点1.掌握介词和序数词在英语句子中的应用。
教学准备教师准备：与本课时相关的录音和课件;本课所学的单词卡片和校园建筑物的图片。
学生准备:本课所需单词卡片和校园建筑物的图片。
教学方法1.情景教学法教师拍摄自己学校的照片,并在图片上用英语标注对应的建筑物,和学生一起根据图片进行对话练习,创设情景,学习和巩固单词。
2.游戏教学法教师利用图片把各个建筑物展示给学生,学生根据教师所指位置关系把对应的图片放在正确的位置,这样,学生在游戏的同时也掌握了介词的用法。
教学过程Step 1: Warm-up1.师生问候,用英语打招呼Welcome back to school!2.播放歌曲Our school,通过一起唱歌调动学生学习英语的积极性。
3.Main Scene(1)学生看学生用书2,3 页,根据图片猜一猜下列单词和短语的意思: playground, library, next to, art room, teachers’ office, computer room, on the second floor。