小学英语四年级上册Unit4 A Let’s learn教案

教学过程中教案课件是基本部分，每个老师都需要细心筹备教案课件。要知道写好一份完整教案课件，让老师教学也会更加高效。你是否在为不会写教案课件而烦恼呢？小编为此仔细地整理了以下内容《小学英语四年级上册Unit4 A Let’s learn教案》，欢迎阅读，希望你能喜欢！

一、教学目标

1. 知识目标：

能够听、说、认读living room，study，bedroom，kitchen，bathroom；能通过探究掌握读音规律，并能在模拟的生活环境中相互交流有关家庭居室的情况。

2．能力目标：

（1）能够简单描述自己的家，结合学过的语言描述各个房间的名称、特征等。

（2）能够听懂并能发出一些指令，如：Go to the living room，watch TV / …

3. 情感、策略、文化等有关目标：

（1）情感目标：培养学生对家庭的热爱，鼓励学生大胆设想自己未来的家居。

（2）文化目标：了解西方国家的房屋结构及各部分的名称。

二、教学重、难点

重点：让学生在呈现、操练、输出及复习巩固的各项活动中听、说、认读新词汇。

难点：正确掌握单词bathroom，kitchen的发音。

三、教学设计

Step 1. Warm-up

1. Let's sing: "In the Classroom" (学生边唱边拍手)

轻松愉快的歌曲既可活跃课堂气氛，又自然过渡到本课话题。

2. Free talk:

T: Hello! Boys and girls! (指着教室问学生) What's this?

Ss: This is our classroom.

T: How many boards / windows / ... can you see?

S: I can see two green boards / six windows / ...

T: What can you do in the classroom?

S1: I can wash the windows in the classroom．

S2: I can sweep the floor in the classroom．

...

T: Yeah. Our classroom is so big, so clean and so beautiful．

复习所学句型，拓宽学生思路；师生进行自由对话，为新授知识做好铺垫。

Step 2. presentation

1. living room

T: (课件呈现哆啦A梦) Who is he?

Ss: He is 哆啦A梦.

T: Is he in our classroom now?

Ss: No.

T: Where can you see哆啦A梦？

S: I can see哆啦A梦in the books / pictures / TV.

利用学生喜欢的卡通人物，激发学生的好奇心，引起学生想看、想说的欲望。

T: (学生一说出TV就问) But where is the TV?

S1: It’s in the classroom.

T: Maybe.

S2: It's in the ...

通过想一想、说一说，激发学生积极思维，培养学生的口头表达能力。

T: (课件呈现客厅) Look. It's in a living room. Read after me. /v/, /v/ living room.

Ss: (Read it together, four by four, one by one)

渗透音素教学。

T: What can you do in a living room?

S1: I can watch TV in a living room.

S2: I can sweep the floor in a living room.

...

T: OK. I want to watch TV now. Let's go to the living room and watch TV.

Ss: (Say and act) (学生边说边做)

通过TpR活动，激发兴趣．帮助记忆。

2. study

T: I like to watch TV. I also like computer games. Do you like computer games?

Ss: Yes. (学生大声回答)

T: Do you play computer games in a living room?

S1: Yes, I do.

Ss: Not for me. I play computer games in my "书房".

T: Yes, we often play computer games in a "study". But we can't play too long time．

寓思想教育于教学之中。

T: Read after me. (用升、降调领读)

Ss: (one by one)

T: (课件呈现书房) What can you see in the study?

S: I can see a desk / a chair / many books / ... in the study.

联系学生生活实际进行操练，使他们既感兴趣，又能把学到的知识运用到实际生活中去。

T: Do you like the study? Why?

S1: Yes. I can play computer games in the study.

S2: I like the study. I can read story-books in the study.

...

T: Yes. We all like reading books in the study. Let's go to the study. OK? (教师用夸张的语气讲述，好象真地要带学生去书房)

Ss: OK.

T: Go with me. Go to the study. Read a book.

Ss: (学生起立跟着教师边说边做)

TpR活动。

3. bedroom

T: (课件呈现一名学生躺在床上看书) Can we read books in bed?

Ss: No, we can't.

培养学生良好的读书习惯．并为下一步活动做铺垫。

T: We can sleep in bed. Where is the bed?

S: It's in the "bedroom". (强调发音，防止学生读成bed-room)

T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom. (纠音)

Ss: (Say with me. Read it together, four by four and one by one.)

滲透音素教学。

T: OK. Look! What can you see in the bedroom? (课件呈现)

S1: ( I can see a bed / a picture / ... in the bedroom.

培养学生的观察力和语言表达能力。

T: Let's go to the bedroom and have a rest. (Sing the song "My Bedroom" In my bedroom, in my bedroom, near the table and the chair. You can see my little teddy bear sleeping in my little bed)

S: (学生随着音乐跟唱)

T: (唱完后) Who's in the bedroom?

Ss: Teddy bear.

通过音乐教学，使学生在轻松愉快的教学中说、练单词，寓教于乐．在乐中学、学中乐，同时提高学生的听力水平。

4. kitchen

T: (紧接着点击课件，发出碗被打碎和猫叫的声音) What happened? Who's coming?

Ss: Cat.

形象生动的声音引起学生的注意力，听音猜物，效果明显。通过猜的游戏给学生营造了一个想象的空间，不仅巩固了所学的词汇，还锻炼了学生的语言表达能力。

T: Where is the cat? Is it in the ...?

S1: Is it in the living room?

T: No, it isn't.

S2: Is it in the bedroom / study / ...?

T: (课件呈现小猫在厨房打碎碗的情景) Look! The cat is in the "kitchen" (升、降调) /i/ /i/ kitchen.

Ss: (Say with me. Read it together, four by four and one by one.)

创设语境，学习语言。

T: The cat is hungry. I'm hungry, too. I can have some noodles in the kitchen. What about you?

S1: I can have some chicken in the kitchen.

S2: I can have some cake in the kitchen.

... (要求学生边说边做动作)

TpR活动。

T: We can also have a snack. Look! This is a snack. (出示实物．帮助学生理解snack)

Ss: Wow! Yummy! (学生表现出很想吃的样子)

T: Let's go to the kitchen. Have a snack.

(学生跟着教师边说边做动作)

通过实物呈现，使情境更趋真实，帮助学生认识新词。

5. bathroom

T: (教师吃完后看着自己的手说) Wow! My hand is so dirty. I can wash my hands in the "bathroom". /a:/ /ba:/, bathroom.

Ss: (Say with me. Read it together, four by four and one by one.)

融入音素教学，解决难点。

T: (课件呈现四个不同的浴室) I have four bathrooms. Which bathroom do you like best? Why?

S1: I like bathroom 3. It's big and clean.

S2: I like bathroom 1. It's blue. I like blue.

...

让学生通过判断拓展思维，增强学习兴趣。

T: What can you do in the bathroom? Discuss in four.

Ss: (学生讨论)

T: OK. Who wants to have a try?

S1: I can wash my hands / face / ... in the bathroom.

T: We can also take a shower in the bathroom. Let's do.

T: We can do different things in different rooms. Let's do.

(Ss listen to the tape and do actions.)

通过小组讨论，相互交流，使学生思维活跃，培养学生的发散性思维。

3. Step 3. Extension / Consolidation

活动一：Guessing game: Where is he / she?

1. T (课件): It's time to play a game. Let's play a game. OK?

Ss: OK.

T: (Ask one student to come to the board and do actions. where he／she is)

T: (做刷牙状) Where is Miss Zhu?

Ss: Miss Zhu is in the bathroom.

T: Who wants to have a try?

S: ...

生动的表演，激烈的竞猜，使课堂充满乐趣。该游戏不仅能巩固知识，培养学生想象力，还可以提高学生对肢体语言的理解力和表演能力。

活动二：Find friends (Read and find out)

T: I have five friends who are they?

T: (课件呈现)

Friend one: I'm big. I have a TV. I have two sofas. Who am I?

Friend two: I'm big, too. I'm nice. I have a pink bed. I have many pictures. Who am I?

Friend three: I' m small. I have many books. I have a white computer. I have many friends. Who am I?

Fried four: I'm very small. I can make you clean. Who am I?

Fried five: I'm clean. I have many apples. I have hamburgers. I can make you strong. Who am I?

Ss: (Read together and guess what rooms they are.)

在前面听说的基础上，用游戏教学来实现对单词和句子的认读，还可增加生活常识，培养学生的认读能力，进一步巩固所学语言知识。

活动三：Rent a house

(课件呈现；Kate wants to rent a house with a bedroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.)

For example: I have a house for rent. Look! This is my house. A bedroom, a bathroom and a kitchen. Look! This is the bathroom. It's so big and nice. This is the bedroom. You can see a lamp and a bed in it. This is the kitchen. It's so big and clean. Do you like my house?

模拟真实情境，使学生把所学的语言运用到实际生活中，给学生充分的表演空间，拓展学生思维，培养他们实际运用语言的能力。

T: Now, discuss in your group. You Can use theses sentences:

(课件呈现可用句型：I have ...

Look! This is the ... It's ...

You can see ...

Do you like my house?

(Ss discuss in four, then act out in class.)

fwR816.cOm同步阅读

pep小学四年级英语下册Unit4《It’s warm today》教案

教学目标：
1、能听说认读Let’s learn 、Let’s talk部分的单词和句型
2、能听说读写Read and write 部分的单词和句型
教学难点：
四会单词和四会句型的正确拼写
教学准备：
pictures recorder tape
第一课时
Step one:Warm up
1﹑Free ttalk
2﹑Do actions
Step two: presentation
1 、Let’s learn
（1）、T: Are you tired? Oh, yes. I’m tired. And I’m very thirsty. Can I drink some water, please?
S: Yes.
T: Oh, my dear, the water is too hot！ please touch it. Is it hot? Ss touch it and repeat: Yes, it’s hot.
（2）、Ss pass it one by one and say ”cold”。
2、Teach the word “cold、warm、cool in same way.
3、Teach the word “Weather”
Look, It’s cold, It’s cool, it’s warm and it’s hot. Oh, what’s the weather like today? Is it cold? Is it…？
Do you know “weather”？ What is weather?
Read the word together. 修改意见
在教学中利用实际来练习对话，这样能更好的掌握知识。
Step three: Extension and Consolidation
　1、Guessing game
2、Find friends
3、Chanting Race
第二课时
Step one: Warm up
1﹑Sing “My clothes
2﹑Free talk .
Step two : presentation
1﹑Let’s talk
（1）、play VCD for weather report then ask:” How many cities? What are they? What’s the weather like in …today?
（2）、T: Today is warm day .Can I wear a coat today? Help Ss answer:” No, you can’t.
T: Can I wear a sweater today? Help Students answer: ”No, you can’t”。
（3）、T: Can I wear a shirt today? Help Students answer: Yes, .you can.”
（4）、Chant
（5）、play record for Let’s talk, students read after tape.
（6）、Role play
2、Good to know.
Step three: Extension and Consolidation
第 三 课 时
Step one :Warm up
1﹑Listen and chant
2、Ss show their mini paper clothes and sing My clothes inpidually.
3、Circle the words and spell them.
T S H I R T S
　W U K E B W W
O W p I D H E
EM H X Z R I A
J A C K E T T
E T H I S E E
B L U E S L R
Step two: presentation
1、 Get the group members’ mini paper clothes together. Divide them into some parts, such as ”shoes”，” jeans”， ”socks”， ”pants”…。Ss choose the mini paper clothes from above.
Ask and answer .
2、The four skill words.
（1）、 Ss take turns to do the activity like “t a s pan “—pants and pick out the corresponding mini paper clothes to adorn their finger puppets.
（2）、 Spell the words and try to find their similar feature “-s”。 Then talk about why we don’t use their single forms.
3、Read the dialogue and answer the following questions:
What’s the weather like today? What are they going to do? What’s the Zoom looking for? Where are they?
4、Act out the dialogue.
　5、pronunciation
Step three: Extension and Consolidation
1、Do exercise 2 on the Activity Book
2、Copy the words and sentences on the Activity Book.
第 四 课 时
Step one: Warm up
1、Let’s sing ”Thunder”
2、Let’s chant
3、Chanting Race
Step two: presentation
1、Teach the word “windy”
（1）、teacher stick the picture of snow beside Beijing and ask:” What’s the weather like in Bei jing?
（2）、Read the words after teacher.
2、Teach the words ”sunny, cloudy, rainy, snowy in same way.
Chant:
Rainy, rainy , it’s rainy in London.
Open up your umbrella, Open up your umbrella.
Snowy, snowy, it’s snowy in Moscow.
put on your boots, put on your boots.
Cloudy, cloudy, it’s cloudy in Sydney.
Take your raincoat, Take your raincoat.
Sunny, sunny, it’s sunny in Singapore.
put on your sunglasses, put on your sunglasses.
3 、Let’s do
（1） 、Listen say and do
（2） 、Listen and do
（3） 、Look and say
5、Game
6、Task time
Step three: Extension and Consolidation
第 五 课 时
Step one : Warm up
1、Sing a song :Thunder
2、Let’s do
3、Free talk
Step two : presentation
1、 Teacher show pictures of four different cities.
T: Can you tell me, where it is? What’s the weather like in…？
2、Let’s chant
（1） 、Let the students write down the words about cities.
（2） 、Say the sentence pattern: What’s the weather like in Beijing? It’s sunny in Beijing.
（3） 、Competition: Invite 4 or 5 children to say the sentences one by one. The last one is the winner.
3、 Game: What are you doing?
4、presentation the text.
（1） 、Watch the VCD.
（2） 、（2）Ask some questions
（3） 、Listen to the tape
Step three: Extension and Consolidation
1、Act out the text
　2、Let’s check
第 六 课 时
Step one :Warm up
1、Sing a song :Thunder
2、play a jigsaw puzzle
3、Let’s find out
it’s sunny. Let’s fly a kite.
it’s rainy. Let’s read a book.
it’s cloudy .Let’s play football.
it’s snowy. Let’s make a snowman.
Step two : presentation
1、It’s and
2、Write the words.
3、Teach the sentence :Is it…？
4、 Teacher point to the picture and say: Look, this is a mountain. It’s high .Let’s go and climb it. wait. What’s the weather like there? Let’s listen.
5、play record.
Step three: Extension and Consolidation
1、Story time
2、Finish the Activity Book

pep小学英语四年级上册教案：Unit 4 My home

Unit 4 My home

【单元学习内容】

本单元学习的主题是询问物品的位置。

【单元学习目标】

一、能力目标：

1、能够在真实或模拟的情境中运用句型Where is...? Is she in the study? Where are...? Are they on the table? 来询问物品位置。

2、能够在情境中运用句型Yes, she is./ No, she isn’t. Yes, they are./ No, they aren’t. 进行回答。

3、能够正确说出元音字母u在单词中的发音,并能够根据其发音规律拼读学过的语音例词。

二、知识目标：

1、能听、说、认读单词bedroom、study、kitchen、bathroom、living room、bed、table、sofa、fridge、phone。

2. 能熟练朗读并模仿本单元的对话。

3. 能理解Let’ s do内容，并按照指令做出相应的动作。

4. 知道元音字母u在单词中的发音.

5. 学唱歌曲。

三、情感目标：

通过学习本单元内容养成整齐摆放物品的好习惯。

【单元学习重点、难点】

本单元重点学习句型是：Where is...? Is she in the study? Where are...? Are they on the table? 及相应回答。本单元难点是复数的用法，It has...的用法。

【课时安排】

第一课时：A Let’s talk Let’s play

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 Ask, answer, and write

第五课时：B Let’s learn Let’s play

第六课时：B Read and write Let’s check Let’s sing Story time

第一课时

【学习目标】

一、能力目标：

1. 能用Is it/she … ？询问物品所在。

2. 能准确选择合适的语言表达自己的意愿，并能作出准确地回答。二、知识目标：

1. 能熟练朗读并模仿本节课对话。

2、能表演本节课对话。

3、能在实际生活中运用本节课对话，能听懂会说Is she in the bed room？Yes, she is . No, she isn’t. Is it … ？Yes，it is/No，it isn't. I have … . Where's…?

4、了解知识点： Is she in the study? No, she isn’t. （一般疑问句 am, is, are提前，肯定、否定回答等。）三、情感目标：热爱自己的家，积极参与劳动，做家务。

【学习重点、难点】

教学重点：句型Is she in/on/under/…? Yes, she is./ No, she isn’t. 词汇：isn’t

教学难点：发音it is 连读，isn’t

【学习准备】

.图片study, bathroom, bedroom, living room, kitchen；.教材相配套的教学课件［Unit 4 Let’s talk；教材相配套的教学录音带，教学光盘。

1. 我行我秀

2.演讲 My home.

【学习过程】

一、热身（Warm-up）（此环节用时5分钟）

说唱玩赛，激情引趣

1. Let's do播放上一课时的Let't do,让学生边听边做动作.

2.单词风暴 大屏幕快速闪现上节课单词，让学生快速说，达到巩固单词的目的。

ppT出示 我的家

T:Hello,everyone.This is my home.Welcome to my home. Oh, Where are my rooms? Let’s go and have a look. （火眼金睛：bedroom , living room , kitchen , bathroom , study ）

【设计意图】营造轻松愉快的英语氛围，通过交流，熟悉学生，了解学生已有知识结构；复习巩固上节课的内容，引出话题，为后面新句型的新授做好铺垫。 3.Free talk

T: My home is nice. I have a living room, a bath room , a study and two bedrooms. What about you? Can you tell me about your home?

二、Make groups:

Make the student intotwo groups: sheep home and Woof home(把学生分为 喜羊羊之家和灰太狼之家，如果做的好，你可以为本组获得房间一个，比一比说的home 又大又好。)

二、呈现（presentation）（此环节用时10分钟）

（一）话题交流，导入新课

学习cute

1.T: I have a nice home ,You have a nice home. I think School is our home too, right? Look ,Who is coming?

Ss: He is Liu Qian.T: Yes , He is a magician。He take our a magic show.

( monkey, mouse , duck , cat)

2. 魔术停留在出现的“cat”上，T: I have a cat. She’s cute. What about you?

小学四年级英语教案：Unit 6 Let’s go by taxi

本单元教学内容和教学目标
（一） 知识目标：
1．词汇：a station，a supermarket, a library, a theatre, a hospital, an airport, by train, by plane, by metro, by motorcycle, by minibus, on foot
2．三会句型： let's go… by…
good idea.
how do we go there?
how do you go to … ?
are you free now ?
3．四会句型： shall we go to… by… ?
all right. / ok.
is this … for… ?
4．语音：了解辅音字母组合sh在单词中的读音
5．歌曲：the wheels on the bus
(二)功能目标：
1. 能够用所学句型let's go to…邀请别人外出。
2．能够用所学句型how do we… go… ? shall we go… by… ?与同伴商量外出的交通形式。
3．能够用所学句型how do you go to… ?了解他人上学,上班等外出交通方式。
4．通过句型excuse me， is this … for… ?询问他人是否乘该车能到达目的地。
（三）情感目标：
1．通过本课学习培养学生与人交往，合作精神。
2．通过在不同地点，情况下运用不同的交通方式，培养学生的生活能力。
3．本课的学习要和学生的生活实际相结合，在学完本课以后，学生对周围的公共场所，交通状况有更多的了解。
（四）教学重点：
1．地点，交通工具的表达。
2．句型：let's go to… how do we… ? shall we go… by… ?
is this bus… ?
（五）教学难点：
在实际生活情景中能运用所学句型。
（六）教时安排：4教时

第一课时
教学内容：词汇：by train，by plane，by metro，by motorcycle，by minibus，on foot
句型：let's go to… how do we go there ? shall we go… by… ?
教学目标：1、能熟练表达交通工具名称。
2、能用how do we /you go… ?询问同伴、他人以怎样的方式去某地。
3、能用shall we go… by… ?与同伴商量以某种方式去某地。
教学准备：1、公园，电影院，动物园，超市图片
2．有关交通工具图片或玩具
3、与3a配套的易捷韵律英语磁带
教学过程：
step 1. presentation.
1. 教师出示公园，电影院，超市等图片，与学生展开问答。
t: what can you see in the picture ?
ss: i can see a park/cinema/zoo…
t: let's go to the park/cinema/zoo…
ss: great./ all right./ good idea.
跟着磁带一起说易捷3a第28页儿歌"let's go"。
park, park ,go to the park. let's go to the park.
zoo, zoo, go to the zoo. let's go to the zoo.
school, school, go to school. let's go to school.
cinema, cinema, go to the cinema. let's go to the cinema.
2．师生自由问答，复习句型but how ？，引出交通工具类单词。
t: hi, a. it's a fine day today. let's go to hongmei park.
a: great. but how ?
t: by bus.
a: good.
(教师在黑板上写bus)
t: hi, b. i'd like a new notebook. let's go to lianhua supermarket.
b: ok. but how ?
t: on foot.
b: all right.
(教师在黑板上写"on foot", 配上动作领读)
t: hello, c. it's a nice spring, isn't it ? shall we go to suzhou ?
c: good idea. but how ?
t: by train.
c: that's great.
(教师在黑板上写"train", 出示train图片,领读该单词)
用同样的方法教新单词"plane，metro， motorcycle，minibus"。3．启发学生邀请教师去某地，引出新句型how do we go there ?
a: hello, miss/mr… let's go to the cinema.
t: good. how do we go there ?
a: by bus.
t: all right.
b: hi, miss/ mr… let's go to beijing.
t: great. how do we go there ?
b: by plane.
t: good.
领读句型how do we go there ?
work in pairs.
a: let's go to…
b: good. how do we go there ?
a: by…
b: ok.
4．教师邀请学生去某地，引出新句型shall we go to … by… ?
t: hi, boys. suppose we're in beijing now. let's go to beijing zoo.
b: great. how do we go there ?
t: shall we go to the zoo by metro ?
b: good.

t: hi, girls. let's go to china dinosaur park.
g: good. how do we go there ?
t: shall we go there by minibus ?
g: great.
领读句型shall we go… by… ?
work in pairs.
a: let's go to…
b: ok. how do we go there ?
a: shall we go… by… ?
b: all right.
step 2. consolidation.
1. 利用图片复习交通工具类单词。
2. 欣赏51页歌曲the wheels on the bus
3. do a survey （page 51）
a： how do you go to school ？
b： i go to school…
(在学校内做这份调查,应该把go改成come)
step 3 classwork: copy the new words "train, plane,metro, motorcycle,minibus" and the phrases " by train, by plane, by metro, by motorcycle, by minibus, on foot".
homework : do a survey: how do you go to work ? (调查家人.亲戚,邻居等)

第二课时
教学内容：词汇：a station， a supermarket， a library， a theatre， a hospital， an airport
教学目标：熟练掌握以上公共场所类单词，巩固上节课所学交通工具类单词，熟练运用句型let's go to… how do we go there ? shall we go… by… ?
教学准备：1、交通工具类图片
2．公共场所类图片
3、与3a配套易捷英语磁带。
4、写有地名的小纸片
教学过程：
step 1. revision.
1. 利用图片复习交通工具类单词。
what's this in english ?
what can you see in the picture ?
is this a… ?
2. sing the song: the wheels on the bus
3. free talk.
how do you come to school ?
how does your father/mother go to work ?
let's go to…
how do we go… ?
shall we go… by… ?
4. say the rhyme (page 29 in yijie english book)
by bike or by bus ?
let's go to school, by bike, by bike.
let's go to the park, by bus, by bus.
let's go to the cinema, by taxi, by taxi.
let's go to the lake, on foot, on foot.
let's go to shanghai, by train, by train.
let's go to beijing, by plane, by plane.
step 2. presentation.
t: i want to go to many beautiful places in my holiday. i like traveling. i also like reading. do you like reading ?
ss: yes.
t: let's go to the library.
ss: good.
（出示图片，领读单词library）
t: what can you see in the library ?
ss: many books.
make a dialogue in pairs.
a: hi, b. let's go to changzhou library.
b: good. how do we go there ?
a: shall we go to the library by bus ?b: good.
用同法教其它新单词"theatre, hospital , station, airport"。
补充

小学四年级下册unit4 At the farm英语教案

Unit4 At the Farm of pEp English from Grade 4, Book 4

Teaching content: part A Let’s spell

Teaching content analysis：
Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.

Students’ learning analysis：
As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.

Teaching objectives：
By the end of the lesson, students should be able to:
l Master the pronunciation of words which have letter combination “or”: /：/, /:：/.
l perceive and conclude the pronunciation rules of the letter combination “or”.
l Read and write down the words that have letter combination “or” according to the pronunciation rule.
l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.

Important and difficult points of teaching：
Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.

Teaching process：
I Warm-up
1. Free talk.
T: Good morning, boys and girls.
Ss: Good morning, Miss Yang.
T: Today we’ll learn Unit 4 At the Farm partA Let’s spell.
2. T: Before our class, let’s enjoy two chants.
(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)
3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.
4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.
[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /：/, and “al”, which pronounces /:：/, to make connection with “or”.]
II presentation
1 . presentation “or”: /：/
⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.
⑵Teacher asks students to discuss the pronunciation rule of “or”.
[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]
⑶Teacher presents the pronunciation rule 1 of “or”: or在w后通常发/：/，与ir，ur同音.
⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.
[Design idea：make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]
2 . presentation “or”: /:：/
⑴Teacher shows students the word “horse” and ask them a question that whether this word pronounce /h：s/.
⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.
Chant: The story about a horse
I like to read the story.
The story about the horse.
The horse likes to work.
He works hard of course.
⑶After listening to the chant, teacher asks students to read the words: horse, story.
⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.
⑸Teacher asks students to conclude the pronunciation rule of “or”.
⑹Teacher presents the pronunciation rule 2 of “or”: or在单词中一般发/:：/，与al 同音.
⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /:：/.

3. Summary
Teacher asks students to summary the pronunciation of “or”:
发音规则1：or在w后通常发/：/，与ir，ur同音
发音规则2：or在单词中一般发/:：/，与al 同音
III practice
1. Listen and number
[Design idea：First of all teacher will help students to master the pronunciation of words which has letter combination “or”: / ：/, /:：/ by listening.]
2. Read and sort
[Design idea：Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]
3. Look. Listen and write
Teacher asks students to write down the important words.
[Design idea：Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]
IV production
Teacher make a summary with students that the pronunciation of “or”,
“ir”, “ur”, “ar”, “er”. And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.
V Homework
记住or的发音规则，并尽量查找单词来练习or的发音。
把查找到的相关单词根据/：/ 和/:：/来归类并记录。
有能力的同学试着把归类的单词写一篇小故事。
复习之前学的字母组合的发音音标。学会观察归纳和总结。

小学四年级上册英语说课稿：《Unit4 My home PartA》

一、教学目标的预设：
1、教学内容及地位：

我说课的内容是pEp教材四年级上册第四单元的课题是My home的第一课时，包括A部分Let's Learn、 Let's do。第四单元主要话题之一是room。所以首先应让学生掌握各个房间的名称，这是十分重要的，也是必要的，是接下来的话题学习的基础。A部分的Let's Learn主要是让学生学习和掌握五个单词study、living room、 bedroom、bathroom、kitchen。再通过Let's do等TpR活动进行巩固操练。另外，把C部分Let’s sing也提到本节课,让学生提前熟悉歌曲。

2、学情分析：

本课的教学对象是学过一年英语的四年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。但在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误。

3、教学目标：

根据对教材的理解和学情地分析，我预设如下教学目标：

（1）知识目标：

能听、说、认读study、living room、 bedroom、bathroom、kitchen五个单词；能听懂Let's do部分的指示语，并按照指令做出相应的动作。

（2）能力目标：

能用简单的句子描述自己的家,如：“This is my home.……”

（3）情感目标：

初步培养学生对家的热爱。

教学重点：

听说认读单词study、living room、 bedroom、bathroom、kitchen，能用简单的句子描述自己的家,如：“This is my home. ……”

教学难点：

正确掌握单词bedroom、 kitchen、 bathroom的发音。

二、教学方法设计及依据：

1、教具、学具的准备

精美、直观、实用的教具，能有效吸引学生的目光，激发学生学习的兴趣。因此，我制作了课件，利用多媒体的优势，创设情境，操练新单词；课前布置学生准备自己家的简笔画，以备上课时进行语言交流。

2、 教学方法的确立

英语中有一句谚语：“Education must be fun （教育必须是有趣的）。” 小学阶段的英语教学，应从儿童的各种兴趣入手，以各种活动为手段，运用多种感官学英语，实施“兴趣教育”。

因此，在教学方法的总体构思上，注重学生听、说、唱、玩几方面能力的综合训练，采用直观教学法，TpR活动教学法和多媒体辅助教学法，用游戏激发学生学习英语的兴趣，训练和形成学生的英语能力。

在教学中还应注意指导学生养成良好的学习英语的习惯，仔细听音、观察老师的口形，认真模仿、反复实践、正确发音，从而打下良好的语音语调基础。

三、教学过程的设计：

整个教学过程预设分为“复习热身-新课呈现-巩固操练-扩展练习”四个环节：

I 、Revision ，Warm-up（复习热身）:

1、师生闲谈：What’s this in English? It’s a ……

Where are they?They are in the zoo.

2、Sing:《 They are in the zoo》

《 Books and pencils》

3、Revision:What’s this in English?It;s a pencil/book/……

Where’s the ……？（预计可能会出现的回答：It’s in/on/under…… ）

设计意图 ：

闲谈主要有两个目的，一是复习学过的英语，一是舒缓紧张的气氛。动物是学生熟悉和喜爱的，说说有关动物的单词既能激发兴趣，又能激起学生学习英语的自信。预计课一开始学生就会投入课堂学习。

唱一唱学过的歌曲，活跃了气氛，能使学生尽快地融入英语课堂学习的氛围。同时还利用唱英语复习 “ Where are they? They are in the zoo.”的特殊疑问句型。就势再让学生唱一唱歌曲《 Books and pencils》，复习文具，为新课的导入作铺垫。

II 、presentetion（新课呈现）:

这一环节主要是初步完成Let’s learn的教学。

1、导入：用“Where’s are they ?they’re in the study”引出新单词 “study”。

2、教学studay一词。

（1）读音教学：视听——跟读 ---- 小老师教读 ---- 小组朗读。

（2）判断：Is this a study?(课件依次出现图片和问题，进行判断,。)

3、课件出现其他图片，引出：bedroom 、living room、kitchen 、bathroom等单词，相同方法进行教学。

设计意图：

首先从熟悉的旋律、替换的歌词中引出新单词study，利用多媒体的生动画面，给学生以视觉享受，从而结合语境自然而然的理解了study这一单词的词义。

语音的教学是这一环节的重点，预计学生初学时会出现较明显的语音错误。因此，教师要注意指导学生仔细听音、观察老师的口形，认真模仿、及时结合学生发音进行评价纠误。特别是单词bathroom中th/Θ/的发音，Bedroom的音变现象。还可以请发音正确、响亮的学生担任小老师教读，用开火车读、小组朗读等多种形式操练。

用 “Is this a study?”进行判断，有两个意图，一是渗透一般疑问句的用法，第二是从否定回答中引出下一个新单词的教学。一般疑问句是本单元教学的主要功能，在此结合语境进行渗透教学，体现知识系统的衔接和整合。

预计“Is this a ……?”一般疑问句，虽是新知的渗透，但学生结合语境能充分理解，并能在老师的引导下用“Yes,it is/No,it isn’t.”进行回答。

III 、practise（巩固操练）:

巩固操练本课时的重点环节。通过这一环节的操练，使大多数学生能完成预设的教学重点，形成一定的英语能力。

1、活动，操练单词：

（1） 听单词，说序号。

（2） 指单词（男女生）竞赛：Go to the living……

（3） 找Mickey：Where’s Mickey?

（4） 分组竞赛：看谁说得快（边欣赏图片边抢答；看单词卡片抢答)。

设计意图：

单词的教与学是基础，但单一的模仿无疑是很枯燥的。“知之者不如好之者，好之者不如乐之者。”小学生活泼好动，对游戏、活动有着天性的喜爱。变换几种活动形式，由易到难，既能极大的激发学生的学习兴趣，激发团队精神，又能促进和巩固单词的记忆。

在本节课中我设计了“听单词，说序号”，“指单词”，“找Mickey”， “分组竞赛：看谁说得快”、 “看动作猜单词”等形式的活动。该活动有明确的目的：从听为主的训练过渡到以说为主，让学生复习巩固刚学的五个新单词，实现图像信息和语言信息的相互转换。

“理解先于开口”我们的实际教学中都有这样的经验，对于新学的单词，大多数学生能很快地听懂，却不能很快地说出来或读出来。通过听做的环节，让学生再多几次语言输入的经历，为“说”奠定基础，后面的说就能自然而然得出来了。而且由于后来活动带有比赛的性质，参加游戏的人都抱着渴望获胜的心理，这就使参加活动的学生有兴趣学、主动积极地去学，能限度地调动学生学习的主动性和积极性，掀起课堂学习的高潮。

2、Let’s do（课本p46）

（1）看动作猜单词：

师拿图片给一个学生看一看。该生上前做动作，其余学生猜单词。总结出较合理的统一动作：Watch Tv, read a book, have a snack,take a shower, have a sleep.

（2）跟老师边说边做：Watch Tv/ read a book/have a sleep/…….

（3）根据音乐节奏边说边做课本p46的Let’s do。

设计意图：

让学生在有节奏的歌谣中感受语言，在轻松愉快的语言活动中输入语言，让他们在做中学，在唱中学，在玩中学。“TpR”教学法认为：一种对学生的言语输出不做严格要求并带有游戏性质的方法可以减少学生的心理负担，培养愉快的学习情绪，提高学习的效率。

3、语言训练：Welcome to my home:

（1） Learn to say: Welcome to my home. （板书，揭题）

Look!This is my home.

You can see a bedroom,a livingroom

……

I like my home.

（2） Group work: Intrduce my home.

（3）汇报交流。

设计意图:

情感态度是影响学生学习和发展的重要因素。结合生活实际创设交际情境，既能巩固所学的新单词，进行语言训练，又能激发学生对家的热爱。

在汇报交流这一环节中，教师要注重引导学生尽量用学过的语句进行交流：This is my home，It’s big. It’s nice, I like my home.

IV、 Extension(扩展练习)：

（1）欣赏简短动画。

（2）听歌曲：My bedroom.

(3)课外延伸：小小设计家，充分发挥想象，设计一套房子并布置各个房间，在各个房间里画上一些学过的物品，涂好颜色。下节课展示。

设计意图：

小学英语二级视听要求学生能看懂英文动画片和程度相当的英语节目。欣赏简短动画,可以训练学生的英语能力。

四、教学评价手段

小学英语教学评价的主要目的是刺激学生的学习兴趣和积极性，形成继续学习的动力。因此。在教学过程中，教师多采用表扬和鼓励性的语言，对学生进行积极、具体、有效的评价。本节课采用的评价手段有：

1、对单词的发音进行针对性评价，以鼓励性语言为主，并请发音准确、响亮的学生担任小老师。

2分组竞赛，采用评价，培养团队精神。

3、对本节课表现采用 进行自评和小组互评。

五、教学效果预评估：

本节课采用任务型教学，利用多媒体课件突出重点，突破难点，使教学内容形象生动有趣，学生易于接受；根据学生的年龄特征采用多种游戏活动，激发兴趣，激活思维。预计所有的学生都能理解和掌握五个新单词意义和读音，大多数学生能够用简短语句进行介绍自己的家，表达自己的情感。

小学四年级英语Unit2B Let’s talk教案模板

教学内容:B Let’s talk
教学目标: 1.学生能够理解对话大意,能够用正确的语音语调朗读对话,能够在情景中恰当运用句型what color is it? It’s ?问答颜色。 2. 能够在情景中理解新词lost,toy,notebook的意思并能正确发音。
教学重点: 1.句型:what color is it? It’s ?问答颜色。 2.词汇:lost,toy,notebook
教学难点: 对here it is和here you are的理解。
教学过程:
(一)热身/复习(Warm-up/Revision) 复习What’s in the schoolbag?
(二)呈现新课 (presentation) 1. 教师带领学生看图:Sarah和Amy讨论丢失的笔记本的画面。教师指着图片说Sarah lost her notebook. 板书新单词lost,并带读单词。2. 教师继续提问 Is Sarah happy or sad? 请学生注意Sarah 说的话:I like it very much。学生回答She is sad教师继续问 What can she do? 3.教师指着张鹏说Zhang peng lost something,too。 Let’s go and have a look。 4.教师出示句子:Zhang peng lost his English book。请学生完整听一遍对话录音,判断句子正误。学生听完后进行判断,并讲English book更正为schoolbag。 5. 教师提问What color is Zhang peng’s schoolbag?板书核心句型:What color is it?学生跟读并听录找答案。听音之前教师给出答案的选项: A. It’s black and white. B. It’s blue and white.学生听完后选择正确的答案。 6. 学生同桌之间互相询问对方书包的颜色,运用句型What colour is it? It’s。。。 7. 学生做Let’s play板块的活动。 8. 教师提问What’s in Zhang peng’s schoolbag?请学生在对话中找出答案: An English book,two toys and a notebook。教师利用单词卡片和实物教学单词toy notebook。
(三)巩固操练 (practice) 1. 教师出示对话板块的板书,播放录音,请学生看图听音后填充句子:Zhang peng’s schoolbag is_______and________. 2. 学生自由朗读对话,教师提醒学生注意按照意群朗读。
作业布置: 1、Listen to the tape 2、Read the sentences

广州版小学英语四年级上册Unit1教案

一、教学内容

Unit 1 Blouses and Jeans

二、教学目标

1. Work with language, sing along and fun with English.

2. Vocabulary: hundred, jacket, socks, coat, sport shoes, sweater…..

3. Sentence structure: NUM and MUM is NUM.\ How much is \are……?

三、教学重点

能听懂并认读有关衣物的英语名称，能看图用简单的英语来描述衣物。

四、教学难点

能正确流利理解、朗读甚至背诵对话：能较好地掌握本节课的内容。

五、教具、学具

tape, pictures

六、教学过程

Organization

To greet each other and then sing an English song: Good morning/ Good afternoon.

Revision

1. Review the picture of clothes in oral:

What’s it? It’s a ……

What’re they? They’re ……

2. Review the Dialogue A.

Look at the picture and say:

3. point out the project of this lesson.

presentation and exercises

1. New words: hundred, jacket, socks, coat, sport shoes, sweater……

2.Work with language:

1) practice orally, and than complete the dialogue.

2) Make new dialogues in pairs, and ask some pairs act out in class.

3) Listen to the tape and write down the prices.

3.Chant:

I like birds, I like shirts. I like the skirt but it’s hers.

4.Fun with language:

1) Listen and learn the song in p4.

2) Listen and color the clothes. (This can be done after school as homework if time is limited)

pro-task

Summary

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