PEP小学英语四年级上册第四单元教案(优选5篇)

PEP小学英语四年级上册第四单元教案 篇一

Title: Fun Ways to Teach Vocabulary in PEP Grade 4 Unit 4

Objective:

- To help students learn and remember new vocabulary words in Unit 4

- To engage students in interactive and fun activities to enhance their vocabulary skills

Warm-up (10 minutes):

- Start the lesson by reviewing the vocabulary words from the previous lesson.

- Play a game of "Vocabulary Bingo" where students have to match the words with their corresponding pictures on the bingo card.

Presentation (15 minutes):

- Introduce the new vocabulary words for Unit 4 using flashcards or a PowerPoint presentation.

- Pronounce each word clearly and have students repeat after you to practice pronunciation.

- Use gestures or actions to help students understand the meaning of each word.

Practice (20 minutes):

- Divide students into pairs or small groups and give them a worksheet with sentences using the new vocabulary words.

- Have students work together to fill in the blanks with the correct words.

- Walk around the classroom to check on students' progress and provide assistance as needed.

Application (15 minutes):

- Play a game of "Vocabulary Charades" where students have to act out the meaning of a word without speaking, while the rest of the class guesses the word.

- This activity will help students remember the meanings of the words through physical movement and creativity.

Review and Assessment (10 minutes):

- Have a quick review of the new vocabulary words by asking students to give examples of how they can use each word in a sentence.

- Give a short quiz to assess students' understanding of the vocabulary words.

Homework:

- Assign students to create a vocabulary journal where they write down the new words learned in Unit 4 and use them in sentences.

Closure:

- Wrap up the lesson by praising students for their hard work and participation in the activities.

- Remind students to review the vocabulary words at home and prepare for the next lesson.

PEP小学英语四年级上册第四单元教案 篇二

Title: Enhancing Reading Comprehension Skills in PEP Grade 4 Unit 4

Objective:

- To improve students' reading comprehension skills in English

- To help students understand and interpret the text in Unit 4 effectively

Pre-reading (10 minutes):

- Show students the title of the text in Unit 4 and ask them to predict what the story might be about.

- Discuss any unfamiliar words or concepts in the title to prepare students for reading.

While-reading (20 minutes):

- Read the text aloud to the class, pausing at key points to ask comprehension questions.

- Encourage students to follow along in their textbooks and highlight important information.

- Have students read the text silently and underline any words or phrases they don't understand.

Post-reading (15 minutes):

- Discuss the text as a class and ask students to summarize the main events or ideas.

- Break students into small groups and have them discuss the characters, setting, and plot of the story.

- Ask students to draw a picture or write a short paragraph about their favorite part of the text.

Comprehension activities (15 minutes):

- Give students a worksheet with multiple-choice questions or true/false statements about the text.

- Have students work individually to answer the questions and then compare their answers with a partner.

- Review the answers as a class and discuss any misunderstandings or areas of confusion.

Extension activity (10 minutes):

- Have students write a short paragraph or create a comic strip retelling the story in their own words.

- Encourage creativity and critical thinking as students reinterpret the text in a new format.

Review and assessment (10 minutes):

- Give students a reading comprehension quiz to test their understanding of the text.

- Provide feedback on students' answers and offer additional support or guidance as needed.

Homework:

- Assign students to read a short story or article in English at home and write a summary of the main ideas.

Closure:

- Wrap up the lesson by reviewing the key points of the text and discussing any lingering questions or thoughts from the students.

PEP小学英语四年级上册第四单元教案 篇三

Title: Integrating Technology in PEP Grade 4 Unit 4 Lesson Plan

Introduction:

In this lesson plan, we will explore how to integrate technology into teaching vocabulary related to family members and daily routines in PEP Grade 4 Unit 4.

Objective:

By the end of the lesson, students will be able to identify, pronounce, and use key vocabulary words through the use of technology.

Warm-Up (10 minutes):

- Begin the lesson by showing a short video clip related to family members and daily routines to pique students' interest.

- Have students discuss the video in pairs and share what they learned about the vocabulary words.

Presentation (15 minutes):

- Use an interactive whiteboard or projector to display a digital flashcard set of family members and daily routines vocabulary words.

- Play an online matching game where students match the vocabulary words with corresponding pictures.

- Have students listen to a recording of the new vocabulary words and practice pronunciation.

Practice (20 minutes):

- Divide students into small groups and assign each group a tablet or laptop.

- Students use online vocabulary quiz tools to test their knowledge of the new words related to family members and daily routines.

- Encourage students to use online resources such as language learning apps to reinforce vocabulary retention.

Production (20 minutes):

- In pairs, students create a multimedia presentation using technology (PowerPoint, Google Slides, etc.) to showcase their understanding of the vocabulary words.

- Each pair presents their project to the class, incorporating images, audio, and text to demonstrate the use of the vocabulary in context.

Wrap-Up (10 minutes):

- Review the key vocabulary words using an online flashcard app or quiz game.

- Assign a homework task where students create a digital poster about their own family members and daily routines using the vocabulary words from the lesson.

Conclusion:

By integrating technology into the lesson plan, students will have a more engaging and interactive learning experience as they explore vocabulary related to family members and daily routines in PEP Grade 4 Unit 4.

PEP小学英语四年级上册第四单元教案 篇四

PEP小学英语四年级上册第四单元教案 篇五

PEP小学英语四年级上册第四单元教案 四上 Unit Four My Classroom 单位：郑山镇小学教研室 主备人： 王永珍 2009.10.20 教材分析：本单元主要是围绕家里的各类房间living room、study、kitchen、 我的设计 bedroom and bathroom及一些常见的生活用品和家具phone、fridge、TV、sofa、table、shelf and bed等展开的一系列话题，这些东西都和我们的日常生活息息相关，学生非常熟悉，所以教师教起来比较顺手，学生也乐于学习，并易于联系生活进行运用。 教学目标： 1.能力目标 （1）能够简单描述自己的家，运用学过的语言描述各个房间及室内家具陈设的名称、特征等，如：This is my home.It’s big.I have a bed room.This is my bed. (2)能够询问、猜测人或物品的位置，并做出相应的回答，如：Where is/are…?Is it/he/she(Are they)in /near/…?Yes,it/he/she is(they are)./No,it isn’t(they aren’t). (3)能够听懂并发出一些指令，如：Go to the living room/Go to the study/…Watch TV/Read a book/….Sit on the sofa.Answer the phone/… (4)会唱歌曲“My bedroom”。 2.知识目标 （1）熟练掌握单词home,room,school,classroom,door,window,desk,chair的认读及拼写。 (2)听、说、认读A、B部分Let’s learn、Let’s talk中的单词和句子。 （3）理解Let’s do、Let’s chant等部分的内容。 （4）了解Story time、Good to know等部分的内容。 3.情感、策略、文化等有关目标 （1）情感态度：培养学生对家的热爱。鼓励学生大胆设想自己未来的家居。 (2) 学习策略：注重合作学习。 （3）了解西方国家的房屋结构及各部分的名称。 教学重难点： 1.本单元的重点是学习有关家居单词和一般疑问句的用法。 2. 难点是A、B部分的Let’s talk中的问句“Is it in/on/under…?”“Is this…?”“Are they on/near…?”及其回答“Yes,it is./No,it isn’t.”“Yes,they are./No,they aren’t.”。教学中应结合以前所学过的句型“Where is it?It’s in /on/near/…”等做好铺垫，以减轻教与学的难度。 3. 在教学中，要注意滚动复习前两册所学过的句子，如：I have a…It’s big/small/nice.What can you see…?I can see…I like…Look at … 4. 要注意区分home与house以及desk与table的异同。 课时安排： 第一课时：A Let’s learn Let’s do C Let’s sing 第二课时：A Let’s talk Let’s play C Good to know 第三课时：A Read and write Write and say C Let’s play 第四课时：B Let’s learn Let’s do C Task time 第五课时：B Let’s talk Let’s chant C Story time 第六课时：B Read and write Write and say C Let’s check 四上U4A1（单词课） 教学内容：A Let’s learn Let’s do C Let’s sing 我的设计 教学目标： 1.能听懂、会说：This is my home.并能简单描述自己的房间。 2. 能听、说、认读study,bathroom,bedroom,living room,kitchen等单词并能在日常生活中运用。 3.能听懂Let’s do部分中的指示语，并能按指令做出相应的动作。 4.学唱歌曲“My bedroom”。 5.结合生活实际创设情境，使学生巩固所学的新单词，进行语言训练，激发他们对家的热爱，鼓励他们大胆设想自己未来的家。 教学重点： 1.听、说、认读单词：study, bathroom, living room, bedroom, kitchen。 2.学习表示指令的词组。 教学难点： 1.单词study, bathroom, bedroom的发音。 2.让学生在语言的复习巩固活动中听、说、认读单词。 教学准备： 1.教师自制的单词卡。 2.教师准备好文具用品，如：铅笔、尺子、书、钢笔等实物。 3.教师使用的study, bathroom, bedroom, living room, kitchen图片。　　 4. 教师使用的课文挂图P46页Let’s learn部分。 5.学生以小组为单位，制作一套本课的单词卡。 教学过程： 一、Preparation 1.教师拿出一些文具用品，引导学生复习句型“What’s this?It’s a…” “Where is the…?It’s in/on/under…” 2.Let’s sing the song “In the classroom”together. T:Boys and girls,now we are all in the classroom.But where is Amy?Do you know?Maybe she’s at home.Let’s go and find her,OK? Ss:OK! 二、Presentation (说明：以下环节用到的挂图、图片，也可以换成教师的简笔画) A.单词导呈 1.教师利用挂图呈现一栋房子，并对学生说：Look!This is Amy’s home.It’s very big.Wow!There are so many rooms.然后，教师指着某个房间中摆设的物品问学生： T:What’s this？ S1:It’s a desk/chair/lamp. T:What are they? S2:They are books. T:Oh,a desk,a chair,a lamp,some books.Where are they?Do you know?They are in the study.（以此导入单词study） 教读、板书、练读单词study。 2.教师出示bedroom的图片，问学生：What can you see? 当学生回答出bed时，教师说：Yes, it’s a bed. We can have a sleep in the bedroom. (做动作帮助学生理解)This is a bedroom.教读bedroom, 并板书，让学生认读。 3.教师出示bathroom的图片，问学生：Is this a study? Is this a bedroom? 学生会回答：No. 教师告诉学生：This is a bathroom. We can take a shower in the bathroom.(用动作帮助学生理解)教读单词bathroom，并板书，让学生认读。 4.教师出示living room的图片，问学生： Is it a bathroom? 学生回答：No.教师肯定学生的回答：Good. It’s not a bathroom. It’s a living room. 随后问学生：What can you see in the living room?学生可能说出：I can see a TV.教师接着说：We can watch TV in the living room. 教读单词living room, 并板书，让学生认读。 5.教师做出切菜的动作，教师可让学生用中文说出这是老师平时在哪儿做的事情。然后教师说：I’m in the kitchen now.教读单词kitchen, 并板书，学生认读单词。教师出示图片（可以问生：What’s this?）让学生说句子：This is a kitchen. 教师补充：If you are hungry(做饥饿状)，you can go to the kitchen,have a snack(做吃饭状). 6.教师指着挂图提问：Can you see a bedroom, a living room, a study, a bathroom and a kitchen? 学生回答：Yes. /Yes,I can see…教师：Oh, you can see a bedroom, a living room…并让学生重复这段话。 B.听读正音 1.Listen and point. 2.Listen and repeat C.合作学习 1.学生在小组内练读单词：一名同学读，其他同学边听边指着课本上相应的单词（如果听出读的有错误，及时帮助纠正）这样进行完一轮后，再换另一名同学读单词，如此轮换。目的是通过小组内成员间轮流读轮流听，达到互相学习、互相纠正的效果。 2.学生在小组内用本组自制的单词卡练读单词：一人持卡，一人读，其他人做出相应房间的动作。进行完一轮后就替换一次读单词的`人选继续进行，直到本组内每个成员都读一遍单词。在这个过程中，学生互相学习互相正音。 三、Practice 1.看口型猜单词 教师不出声地做一个单词的口型，如“living room”，让学生猜是哪个单词，谁先猜出来谁大声说出来。然后，请一名学生代替老师继续做口型，其他同学抢答。 2.看谁反应快 教师一一出示本课的单词卡，让学生抢读。可以把全班分成两大组，听听哪一组读得既快又准，哪一组获胜。 3.图片、单词对对碰（用简笔画代替图片的教师，可以让学生上台进行图画与单词对应连线或图画与单词对应标号。） 教师拿出自制的学单词用的图卡，让学生一一对应地贴到教师板书的单词旁边。可以从举手的学生中选五名上台贴图卡，其他学生判断对错。如果贴对了，下面学生大声朗读该单词；如果贴错了，下面学生不出声（只做口型）地朗读单词。 4.Let’s do (1)听单词、做动作、说指令 教师每说一个单词，学生听到后做出在相应的某个房间里做事情的动作，如：教师说出study，go to the study.学生听到后可以做出在读书的样子。教师根据学生们做的动作，继续引导：Read a book.让学生边跟着说边做动作。（注意示范强调snack,shower的发音） （2）看词卡、说指令、做动作 教师出示单词卡，让一组学生（面向单词卡）根据词卡说指令，另一组学生（背向单词卡）做出相应的动作，两组轮流进行。 （3）心有灵犀

两大组各选一个代表上台，教师给其中一个学生看一张房间的图片或单词卡，然后让这个学生做出一些与该房间有关的动作，让另一个学生猜看到的是什么房间的图片或单词卡（最起码要说出房间单词，最好说出Let’s do 部分的相应指令；如果该生只说出了房间单词，那么他或她所在的组要说出指令），看看是否心有灵犀。 （4）Listen to the tape,do the action. 四、Production 1.让学生看着55页的歌曲“My Bedroom”部分的背景图，鼓励学生用新学的语言进行简单描述。然后，让学生读歌词理解词意。接着，静听歌曲，试着学唱。最后，演唱歌曲，并配上动作。 2.谁是最佳设计师？ 让学生小组合作——Make a nice home，然后以小组为单位用英语上台介绍自己的家(如：This is my home,you can see……/we have 6 rooms,2 bedrooms,a bathroom……)，比一比，哪个小组设计得好、介绍得好？ 五、Progress A.检测题 1.读一读，标序号。（见基础训练第27页） 2.读一读，连一连。（见基础训练第27页） 3.分一分：把梨子放在合适的篮子里。（见配套练习第16页） 4.根据听到的内容，标出顺序号。（见配套练习第16页） 说明：教师可根据时间情况及学生掌握情况，适当安排以上做题内容。 B.总结课堂，评价学生表现 总结本课所学知识，表扬课上表现好的同学。 C.Homework 学生自己设计一套房子并布置各个房间，在各房间里画上一些学过的物品，涂上颜色。并用学过的英语介绍自己设计的房子给家长或朋友听，准备下一节课展示并介绍自己设计的房子。