PEP小学英语四年级上册第五单元教案(优质5篇)

PEP小学英语四年级上册第五单元教案 篇一

Title: Fun Activities for Teaching Unit 5 in PEP Primary English Grade 4

Introduction:

Unit 5 in the PEP Primary English Grade 4 textbook covers topics such as daily routines, time, and weather. To make the learning process more engaging and effective, here are some fun activities that teachers can incorporate into their lesson plans.

Activity 1: Daily Routine Bingo

Objective: To reinforce vocabulary related to daily routines

Materials needed: Bingo cards (pre-made with daily routine activities), markers

Instructions:

1. Distribute Bingo cards to each student.

2. Call out daily routine activities in random order (e.g. brush teeth, eat breakfast, go to bed).

3. Students mark off the corresponding activity on their Bingo cards.

4. The first student to get a line (horizontal, vertical, or diagonal) shouts "Bingo!" and wins a small prize.

Activity 2: Weather Charades

Objective: To practice weather vocabulary and expressions

Materials needed: Weather flashcards, timer

Instructions:

1. Divide the class into two teams.

2. One student from each team comes to the front of the class to pick a weather flashcard.

3. Without speaking, the student must act out the weather condition for their team to guess.

4. The team that guesses correctly within the time limit earns a point.

5. Rotate students until all have had a chance to participate.

Activity 3: Time Telling Relay Race

Objective: To practice telling time in English

Materials needed: Flashcards with different times, stopwatch

Instructions:

1. Divide the class into teams and line them up.

2. Place a set of flashcards with different times at the other end of the room.

3. The first student from each team runs to pick a flashcard, reads the time aloud, and runs back to tag the next teammate.

4. The team that finishes first with all correct times wins the race.

Conclusion:

By incorporating these fun and interactive activities into the lesson plan for Unit 5, teachers can help students learn and retain the English vocabulary and concepts more effectively. These activities not only make learning enjoyable but also promote teamwork, communication, and critical thinking skills in the classroom.

PEP小学英语四年级上册第五单元教案 篇二

Title: Interactive Games for Unit 5 in PEP Primary English Grade 4

Introduction:

Unit 5 in the PEP Primary English Grade 4 textbook focuses on daily routines, time, and weather. To make the learning process more interactive and engaging, here are some games that teachers can use to reinforce the lesson content.

Game 1: Daily Routine Memory Match

Objective: To match daily routine activities with their corresponding images

Materials needed: Daily routine flashcards (with pictures and words), timer

Instructions:

1. Place all the flashcards face down on a table.

2. Students take turns flipping over two cards at a time to find a match (e.g. brush teeth and a toothbrush).

3. If a student finds a match, they keep the cards and get another turn. If not, they flip the cards back over.

4. The student with the most matches at the end of the game wins.

Game 2: Weather Whispers

Objective: To practice weather vocabulary and listening skills

Materials needed: Weather flashcards, blindfolds

Instructions:

1. Blindfold one student from each team.

2. Show a weather flashcard to the rest of the class, but not to the blindfolded students.

3. The blindfolded students must listen carefully as their teammates whisper the weather word to them.

4. The blindfolded student must guess the weather condition based on the whispers.

5. Rotate students until all have had a chance to guess.

Game 3: Time Tic-Tac-Toe

Objective: To practice telling time and strategic thinking

Materials needed: Tic-tac-toe grid, time flashcards

Instructions:

1. Divide the class into two teams and draw a tic-tac-toe grid on the board.

2. Teams take turns choosing a square and answering the time on the corresponding flashcard.

3. If the answer is correct, the team gets to place their marker (X or O) in the square.

4. The first team to get three in a row (horizontal, vertical, or diagonal) wins the game.

Conclusion:

By incorporating these interactive games into the lesson plan for Unit 5, teachers can create a dynamic and engaging learning environment for their students. These games not only reinforce the English vocabulary and concepts taught in the unit but also encourage participation, collaboration, and critical thinking skills among the students.

PEP小学英语四年级上册第五单元教案 篇三

Title: Assessment Strategies for Unit 5 in Grade 4 PEP English

Assessing students' understanding and mastery of Unit 5 in Grade 4 PEP English is an important part of the teaching process. Here are some assessment strategies that teachers can use to evaluate students' performance:

1. Written Test: Create a written test that includes multiple-choice, fill-in-the-blank, and short answer questions related to the vocabulary and grammar structures covered in Unit 5. This will help assess students' understanding of the target language.

2. Speaking Assessment: Have students participate in a speaking assessment where they have to describe their school day routines to the teacher or a classmate. This will evaluate their ability to use the present simple tense and vocabulary related to daily activities in a spoken context.

3. Role-Play Performance: Assess students' ability to use the target language in a meaningful context by having them perform a role-play scenario related to school day routines. Observe their use of vocabulary, grammar, and pronunciation during the role-play.

4. Portfolio Review: Have students create a portfolio of their work related to Unit 5, such as worksheets, drawings, and written assignments. Reviewing the portfolio will give you a holistic view of each student's progress and understanding of the material.

5. Peer Evaluation: Implement peer evaluation where students provide feedback to their classmates on their speaking or writing assignments related to Unit 5. This will not only help students improve their own language skills but also develop their ability to give constructive feedback to others.

6. Project Presentation: Assign a project where students have to create a presentation about their school day routines using visuals, such as PowerPoint slides or posters. Evaluate their presentation skills, content, and language use during the presentation.

By using a variety of assessment strategies, teachers can effectively evaluate students' performance in Unit 5 of Grade 4 PEP English and provide targeted feedback to help them improve their language skills.

PEP小学英语四年级上册第五单元教案 篇四

PEP小学英语四年级上册第五单元教案 篇五

PEP小学英语四年级上册第五单元教案 四上Unit Five What would you like？ 单位：郑山镇中心小学　　主备人：张明英 2009.10.20 教材分析：本单元围绕“食品、饮料和餐具”展开教学，教学内容与日常 我的设计 生活密切相关，不难激起学生们的学习兴趣，milk,　bread,　,water,　egg等单词在三年级时听说读都已接触，老师重点让学生在“写”上下功夫，句型在回顾Can I have some ……，please ?的基础上，学习what would you like?句型，用来询问他人的需求，本单元八个四会单词，教师要严格要求，规范指导，为今后写的教学作个铺垫。 一、单元教学目标： 1.能力目标： ⑴能够询问一日三餐的食物及饮料。 ⑵会使用用餐时的基本用语，如：What would you like for ……?Help yourself等。 ⑶能够听懂并发出传递与使用餐具的一些指令，如：Pass me a plate,　please　.Use the chopsticks. 2.知识目标： ⑴掌握A、B两部分Read and write中，bread, egg, milk, water, rice, beef, fish, chicken 的拼写。 ⑵认读A、B两部分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。 ⑷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 ⑴情感、态度：激发学生学习英语的兴趣，培

养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。 ⑵学习策略：注重合作学习。 ⑶文化目标：了解中西方饮食文化方面的一些知识。 二、教学重、难点分析： 1.本单元教学重点是A、B两部分的食物、餐具名称以及就餐用语，其中难点是用餐时的基本会话，教师在教学词汇时，应结合过去所学的食物，饮料单词及句型，运用灵活多样的教学方法帮助学生理解、巩固、同时，在教学A、B部分Let’s learn 的词汇时，可适当铺垫渗透Let’s talk 中的句子，如：What would you like for ……？I can use …等，从而降低了对话教学的难度，然后通过朗读，操练，表演等方式使学生比较顺利地掌握用餐会话。 2.本单元主要学习与一日三餐相关的词汇与会话，引入 新课时，适当复习句型Can I have a/some…？Do you like…？等，同时利用新的句型， 如：What would you like for …？等滚动复习所学知识，新旧联系。交替复现。 三、课时分配： 第一课时：A Let’s learn Let’s play C. Let’s draw 第二课时：A Let’s talk Make a survey. 第三课时：A Read and write C story time 第四课时：B Let’s learn Let’s do C Good to know. 第五课时：B Let’s talk Let’s chant. 第六课时：B Read and write C Let’s check. 四上 U5A1(词汇课) 教学内容：A. Let’s learn Let’s play C. Let’s draw 我的设计 教学目标： 1、知识目标：认读本课中的单词和句子：rice　,noodles,　fish,　beef,　soup　,vegetable,　What would you like for dinner?　I′d like some… 2、能力目标：能够听、说、认读单词rice, noodles. fish. beef. soup. vegetable.初步掌握What would you like for dinner ? I’d like some …. 3.情感、策略、文化等有关目标 （1）情感态度：激发学生学习英语的兴趣，培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行实践。 (2).学习策略：注重合作学习。 教学重点：能听说，认读rice, noodles, fish, beef, soup, vegetable. 教学难点：能够正确读单词vegetable. 教学准备：1、教师准备食物、饮料的图片和一顶纸帽。 2、学生准备本课六个生词词卡。 教学过程： Step1 Preparation 1.Enjoy the song “An apple a day”,师播放歌曲，让学生在快乐的学习氛围中投入到本节课学习。 2.Free talk. :①T：(出示苹果图片)Do you like apples? ②T：(把图片给学生)I like apples, Can I have some apples? Ss: Sure. Here you are. ③老师出示不同的图片，让学生问，学生答(生生互动，师生互动)可采用集体和个别结合的'方式。 ④用以上方法，复习juice, bread, milk, chicken, hot dog, hamburger等单词和句型。 Step 2 Presentation 1、 单词导呈 ⑴教学单词 rice T出示图片，板书教读rice,注意升降调教学。指出“I”发字母读音「ａi」“e” 不发音，渗透音标教学。 齐读说:rice rice I like rice (集体→个别) T: What do you like ? Ss: I like rice. What would you like for dinner? 帮助学生回答：I’d like rice. ⑵同样方法教学soup, fish, beef. ⑶教学Noodles (教师做饥饿状) T：You’re full ,But I’m hungry, because I had very little at breakfast. Guess , what did I have? T：(动作演示)They’re long, S：Noodles, T: 板书：hungry ,noodles,教读 B :Let’s sing and act. 唱歌曲：Noodle Noodle Dumpling. 配以动作。 ⑷ 教学 Vegetable, T:I like noodles very much.. Guess , What else do I like? Ss: Fish/…？ T：No ,I like vegetables. T(拿出各种蔬菜实物图片) Look: I have many kinds of vegetables, Carrot is a kind of vegetables, Tomato is a kind of vegetable. T把图片发给学生， T：I like vegetables, Can I have some vegetables? S1：Sure, Here you are. S1→S2→S3…… 2、听读正音。 放录音，生指单词跟读。 2、 合作学习。 （1）全班齐读，小组齐读、个别读。 （2）小组内兵教兵，此时，教师辅导检查后进生。 Step3 Practice (1 )听音，找图片。 (2) 看口型猜单词。 Step4 Production. Let’s play. (1) 教师扮演一名顾客，请一名同学上台戴好纸帽扮演营业员，师生之间练习对话：Can I have some…please? Sure ,Here you are ,2/… yuan 。付钱时可象征性地拍一下对方的手。 (2) 同桌表演 (3) 个别展示。 Step5 Progress 一、配套练习P33 1、listen and number. 2、read and choose. 3、配套练习Read and answer. 二、Draw your own menu. 三、Homework：用 “what do you like?”调查小组内同学的喜好食物，不少于3人。 Name Rice Noodles Beef Soup Meat Fish Chicken Vegetable Mike √ √ √ √ 四上 U5A2(对话课) 教学内容：A Let’s talk Make a survey 我的设计 教学目标： 1．能力知识目标：1能听懂会说：What’s for dinner? Wait and see ,　What would you like for dinner?　I’d like some …,please ,Everything’s ready. 2.能运用句型：What would you like for dinner? I’d like some …“进行相互调查。 2．情感、策略、文化目标：培养学生学习英语的积极态度，勇于进行交际实践的能力，同伴间合作的能力。 教学重点：能听懂、会说Let’s talk中的话。 教学难点：能听懂、会说：What would you like for dinner? I’d like some…, please, Everything’s ready. 教学准备： 1、教师准备rice soup, fish, vegetable的图片。录音机、大磁带。 2、Ss 准备食物、饮料词卡。 教学过程： Step1 Preparation 1. Sing the song“ What would you like?” 2. Revision ①T：出示rice, soup, beef, fish, noodles, vegetables图片，让学生说出英语名称(集体→个别)。 (2)T出示以上实物的词卡，齐读、个别读的形式交替进行。 ⒊Free talk 借助刚才的图片和词卡互问互答：Can I have some……，please. Sure. Here you are. Step2.Presentation 教学What’s for dinner? Game:猜晚餐吃什么？ T：(出示各张食物图片的背面) What’s for dinner? Guess! Ss：beef/…rice/…? T：Beef/…is ready,(把图片逐张贴在黑板上) 教学Everything’s ready T：(教师贴完图片后小结)Everything’s ready.让学生理解意思，操练由集体到个别，并板书领读。 教学What would you like? I’d like some… ，please。 (1) 紧接着上个环节问学生：What would you like?引导学生回答I’d like some…领读操练问句和答句并板书。 (2).Ask and answer in pairs. 4．教学wait and see. 师点拔，让学生理解。 5．Chant: What’s for dinner? What’s for dinner? What would you like for dinner ? Rice and soup , rice and soup. I’d like some rice and soup. Step3 Practice 1．听音答题 Q1：What would Mike like? Ss: listen and answer. Check the answer. 2.听音正音 师说：Open your books，turn to Page 59,listen,point and read aloudly. 3．合作共建： ⑴全班齐读 ⑵小组齐读，其他组注意听。 ⑶个别学生读，其他学生听，并纠正。 ⑷小组合作分角色读，师巡视全班，随时指导各个小组活动。 4．表演展示： 让学生分角色表演对话，检查两组。 Step 4.Production 见课本P59　Group work Name Rice Noodles Beef Soup Meat Fish Chicken Vegetable Mike √ √ √ √