pep小学四年级英语第五单元教案初稿(优选3篇)

pep小学四年级英语第五单元教案初稿 篇一

Unit 5: My Family

Lesson 1: My Family

Objectives:

- To introduce the vocabulary related to family members

- To practice using the possessive pronouns 'my' and 'your'

- To develop listening and speaking skills

Materials:

- Flashcards with pictures of family members

- Worksheet with fill-in-the-blank sentences

Procedure:

1. Warm-up (5 minutes)

- Greet the students and ask them how they are feeling today.

- Review the vocabulary of family members by showing flashcards and asking students to name the family members.

2. Presentation (10 minutes)

- Introduce the possessive pronouns 'my' and 'your'. Write them on the board and explain that 'my' is used to talk about something that belongs to the speaker, while 'your' is used to talk about something that belongs to the person being spoken to.

- Use examples to illustrate the usage of 'my' and 'your' with family members. For example, "This is my father. He is tall. Is this your father? No, this is my father."

- Practice the pronunciation of the possessive pronouns with the students.

3. Listening and Speaking (15 minutes)

- Play an audio recording of a conversation between two children talking about their families.

- Ask the students to listen and answer the following questions: "Who is the boy talking about? Who is the girl talking about?"

- After listening, elicit answers from the students and discuss their responses as a class.

4. Practice (15 minutes)

- Distribute the worksheet with fill-in-the-blank sentences.

- In pairs, students take turns asking and answering questions using the possessive pronouns and the vocabulary of family members.

- Monitor the students' progress and provide assistance when needed.

5. Conclusion (5 minutes)

- Recap the lesson by asking the students to share one thing they learned about their family members today.

- Encourage the students to use the possessive pronouns and family member vocabulary in their daily conversations.

Homework:

- Ask the students to create a poster or a drawing of their family, labeling each family member with the possessive pronouns 'my' and 'your'.

pep小学四年级英语第五单元教案初稿 篇二

Unit 5: My Family

Lesson 2: My Family Tree

Objectives:

- To introduce the vocabulary related to family members

- To practice using the possessive pronouns 'my' and 'your'

- To develop reading and writing skills

Materials:

- Flashcards with pictures of family members

- Handout with a family tree template

Procedure:

1. Warm-up (5 minutes)

- Review the vocabulary of family members by showing flashcards and asking students to name the family members.

- Engage the students in a short discussion about their own families. Ask questions like "How many brothers/sisters do you have? Who do you live with?"

2. Presentation (10 minutes)

- Introduce the possessive pronouns 'my' and 'your' if they haven't been covered in previous lessons. Explain their usage with family members, using examples like "This is my sister. Is this your sister too? No, she is my sister."

- Practice the pronunciation of the possessive pronouns with the students.

3. Reading and Writing (20 minutes)

- Distribute the family tree template handout to each student.

- Instruct the students to fill in the family tree with the names of their family members and use the possessive pronouns 'my' and 'your' to label each family member.

- Monitor the students' progress and provide assistance when needed.

4. Pair Work (15 minutes)

- Pair the students and ask them to take turns describing their family tree to their partner using the possessive pronouns and the vocabulary of family members.

- Encourage the students to ask questions about their partner's family tree, using the possessive pronouns and the vocabulary of family members.

5. Conclusion (5 minutes)

- Recap the lesson by asking a few students to share one interesting fact about their family tree.

- Praise the students for their hard work and participation.

Homework:

- Ask the students to interview a family member about their family tree and write a short paragraph describing their findings, using the possessive pronouns and the vocabulary of family members.

pep小学四年级英语第五单元教案初稿 篇三

pep小学四年级英语第五单元教案初稿

课题：Unit 5　 What would you like? 第一课时教案示例 　　重点：句型：Can I have some …, please? Sure. Here you are. 　　单词：rice, fish, beef, soup, noodles, vegetable 　　难点：能够正确读单词vegetable。 　　教具准备： 　　1. 教师准备有关食物、饮料的图片。 　　2. 教材相配套的教学录音带［第一册Unit 5 Let’s sing/A 和本册Unit 5 Let’s learn/A］ 　　3. 学生准备一套有关食物、饮料的卡片。 　　4. 单词卡 　　教学过程： 　　（一）热身／复习（Warm-up/Revision） 　　1. Sing a song 　　教师放录音［使用本套教材第一册Unit 5, Let’s sing/A部分］，师生一起唱歌曲“Let’s have 　　a picnic today”. 　　2. Listen and do 　　教师发布口令，学生听到之后做出相应的动作。（可借助于学生自己的单词卡） 　　Pour the water. 　　Smell the coffee. 　　Taste the tea. 　　Show me the milk. 　　Drink the juice. 　　Cut the bread. 　　Make the cake. 　　Eat the hot dog. 　　Show me the hamburger. 　　Smell the chicken. 　　Make the cake. 　　Pass me the French fries. 　　（二）呈现新课 （Presentation） 　　1. 教师出示Let’s learn部分的挂图，让学生说出图上食物和饮料的名称。教师指图，然后越指越快，学生要迅速地说出被指食物和饮料的名称。此项活动也可由学生轮流完成。 　　2. 导入新单词。教师与学生进行会话： 　　T: So many foods and drinks. I like hamburger. Do you like it? 　　S: Yes, I do./No, I don’t. 　　T: What do you like? 　　S: I like … 　　教师指着图片soup和vegetable问学生：Do you like soup/vegetable?让学生两人一组用 　　上述句型进行对话。并教读单词soup和vegetable。教学中要特别注意vegetable的发音。 　　3. 教师做饥饿状：I’m hungry. Can I have some rice, please? 让学生听懂之后，到黑板上取下相对应的图片给教师：Sure. Here you are. 教师说：Thank you. 　　4. 让学生使用自己的学习卡片，模仿着来做这组对话。（可与Let’s play部分相结合） 　　Can I have some rice/ fish/beef/soup/noodles/vegetable, please? 　Sure. Here you are. 　　5. 听录音，跟读单词和对话。 　　6. 教师出示单词卡，让学生认读单词。 　　7. 教师指着黑板上的图片说: Look! Everything’s ready. I’d like some rice and fish for dinner. 　　What would you like ? 引导学生说出：I’d like some… and… 　　（三）趣味操练 （Practice） 　　1. The food and drink game 　　把食物和饮料的卡片贴在教室的不同地方，卡片之间保持一定的距离。教师对学生说：“Chicken”。所有的学生必须走向单词卡chicken 。重复以上步骤，直到练习完所有单词。 　　2. 猜一猜，说一说 　　让一位学生站在教室前面，将自己喜欢的食品的卡片放在背后，大家猜他喜欢的是哪种食品。猜的学生说：“Rice”，如果没猜中，站在前面的学生说：“No .”如果猜中了，站在前面的学生说：“Yes .”猜中的学生站在前面，大家继续猜。 　　3. What is missing ? 　　把本单元的单词卡片放在地板或桌子上，学生围着卡片坐一圈，以便能看清图片。教师指卡片，让学生说食物或饮料的名称。让学生背对卡片，教师将一张卡片抽出，放在自己背后。学生转过来，观察卡片，说出被抽出卡片的名称。教师向学生展示被抽的卡片，肯定或否定他们的答案。让学生4—5人为一小组做游戏。一个学生将自己的一套卡片放在桌子上，抽出一张，其他学生猜一猜被抽出的卡片。 　　（四）扩展性活动（Add-activities） 　　让学生表演三人短剧。其中两个学生是朋友，他们在食品店中见面，要买食品。另一个人是售货员，在卖东西。 　　1. 教师引导学生回忆所学过的打招呼的话语：Hello, Hi . 　　2. 告诉学生，买东西的人要说出他们喜欢的食物，如：I like (ice-cream ) 。 　　3. 买东西的人要对售货员说：Can I have some …, please? 　　4. 扮演售货员的学生要说：Sure. Here you are. 并假装递给他们所要的食物。 　　5. 买东西的学生要问：How much? 　　6. 卖东西的学生要根据每样东西的价签，告诉对方实际的价格。 　　7. 买东西的人付钱时可象征性地拍一下对方的手。并要谢谢售货员，引出词组：Thank you . 　　8. 给学生时间让他们练习，让每个学生都有机会表演。 　　9. 让各小组布置自己的情景（如：用课桌当柜台，用卡片

代替食品），排练话剧。 10. 鼓励学生在全班同学面前表演短剧。 　　板书设计： 　　Unit 5 What would you like? 　　Can I have some…, please? 　　Sure. Here you are. 　　Rice　 fish　　　 beef 　　Soup　 noodles　 vegetable 第二课时教案示例 　　　　教学重点：能听懂、会说Let’s talk中的对话。 　　教学难点：What would you like for dinner? I’d like some…, please. Everything’s ready. 　　教具准备： 　　1. 食物和饮料的图片。 　　2. 教材相配套的教学录音带，课件。 　　3. 单词卡片。 　　教学过程： 　　（一）热身／复习（Warm-up/Revision） 　　1. 让学生听录音，说歌谣“Dinner time”.[使用第一册Unit 5 Let’s chant部分] 　　2. 做游戏Do you like …? 　　将画有所学食物和饮料的卡片放在一个帽子或盒子里面。将这个帽子或盒子放在讲台上。教师让一位学生到讲台前，抽出一张卡片（如：juice）。这位学生看过卡片后，要记住卡片上的食物是他／她喜欢的食品。然后，将卡片放在讲台内。让其他学生问：Do you like…?如果其他学生猜得不对，这个学生要回答No。如果其他学生猜对了，这个学生要回答Yes. I like juice.并出示刚才抽出的卡片。猜对了的学生到前面来，继续这个游戏。 　　（二）呈现新课 （Presentation） 　　1. 教师在黑板上画一个钟，时间指向6：30，教师说：Wow! It’s 6: 30. It’s time for dinner. I’m hungry! I’d like some rice and vegetable. What would you like for dinner? 　　2. 一个学生回答完之后，让其他学生像这样做连锁问答：What would you like? I’d like… 　　3. 教师通过图片导入课文：Look at these pictures. Who are in this pictures? What are they talking about? 4. 教师让学生看教学课件。 　　5. 请学生回答问题： 　　What would Mike like for dinner? 　　What would Mike’s mother like for dinner? 　　6. 让学生看课文听录音。 　　7. 请学生解释Wait and see. Everything’s ready.的'意思。 　　8. 听录音跟读课文。 　　9. 三人一组做课文对话表演。 　　10. 观看课件，给人物配音。 　　11. 教学生新单词breakfast, lunch, supper. 鼓励学生用这些词模仿课文自编新对话。 　　12. 让学生到前面表演对话，进行评比。 　　（三）趣味操练 （Practice） 　　1. 单词对抗赛 　　将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即用中文说出一个单词(如：自行车)，第一组的第二名学生应立即将这个单词说出来，说错或不能迅速说出单词的记负分，最后哪组扣分最少为优胜。 　　2. 缺了什么？　 　　这是训练学生记忆力的游戏。教师出示一些实物，放在讲台上，让上来猜的学生先看半分钟，然后背向讲台面向学生站立，再让另一位学生上来取走一样东西。然后说：“Pease　guess what is missing?”猜的学生要在10秒钟内用英语把缺的东西说出来。　 　　（四）扩展性活动（Add-activities） 　　Let’s sing: What would you like? 　　P67页Let’s sing部分。 　　板书设计： 　　Unit 5 What would you like? 　　What would you like for dinner/ 　　I’d like… 第三课时教案示例 　　　　重点：单词 bread, egg, milk, water的拼写。 　难点：四个四会单词的拼读。 　　教具准备： 　　1. 图片bread, egg, milk, water 　　2. 教材相配套的教学录音带 　　3. 单词卡片 　　教学过程： 　　（一）热身／复习（Warm-up/Revision） 　　1. 复习Let’s talk/A部分的对话：看课件，学生模仿表演或创新对话。 　　2. 做Let’s play部分的游戏。 　　（二）呈现新课 （Presentation） 　　1. 让学生选出两种自己最喜欢的食物和一种的饮料，拿出这三张卡片。任意叫学生名字，当学生听到他的名字时，就站起来，举起他/她的图片说：I like (ice-cream) , I like (bread)。 　　2. 教师说：Now, I am very hungry. I’d like some chicken. What would you like? 然后连锁问答操练。 　　3. 教师指着黑板上的图片问学生：What would you like for dinner? 让学生回答：I’d like… 　　4. 教师告诉学生：Breakfast is the first meal in a day. What would you like for breakfast? 让学生两人一组做问答练习。 　　5. 教师出示Write and say部分的内容，让学生看图完成对话。 　　6. 教师给出四个单词，让学生填到相应的空格里。 　　7. 看单词卡，拼读单词。 　　8. 教师播放Read and write部分的 　　课件，学生跟读时，教师提示学生作书空练习。 　　9. 教师在四线格中示范书写单词，学生在英语本上模仿拼写。 　　10. 让学生模仿Write and say部分表演对话。 　　（三）趣味操练 （Practice） 　　1. 猜一猜，练一练 　　教师把单词卡片ice- cream 用一张纸或卡片盖住，这样学生看不到图片。教师拿着被盖住的卡片，边拿开上面的纸，边说：“ One, Two！”让学生猜被盖住的是什么食物或饮料。这个活动可作为小组竞赛，每个小组成员轮流猜。猜对了得分。在黑板上记录各组得分情况。另一种方法是，当你把纸拿开时，两个学生同时猜，首先猜出单词的为本组得分。