教案 PEP 4 UNIT 5【精简3篇】
教案 PEP 4 UNIT 5 篇一
Unit 5 of PEP 4 focuses on the theme of "What's in the kitchen?" In this unit, students will learn new vocabulary related to kitchen items, practice using prepositions of place, and participate in activities that enhance their listening and speaking skills.
To start the lesson, the teacher will introduce the new vocabulary through flashcards and real-life objects in the classroom. Students will learn words such as "stove," "refrigerator," "sink," and "microwave." The teacher will encourage students to repeat the words after her and practice spelling them.
Next, students will engage in a listening activity where they listen to a description of a kitchen and identify the items mentioned. This activity aims to improve students' listening skills and help them recognize the vocabulary in context.
After the listening activity, students will work in pairs to practice using prepositions of place. They will describe the location of various kitchen items using prepositions such as "on," "in," "under," and "next to." This activity will help students reinforce their understanding of prepositions and improve their speaking skills.
To conclude the lesson, students will participate in a group activity where they create a dialogue set in a kitchen. Each group will have a chance to perform their dialogue in front of the class, practicing pronunciation and communication skills.
Overall, Unit 5 provides students with the opportunity to expand their vocabulary, improve their listening and speaking skills, and practice using prepositions of place in context. By engaging in a variety of activities, students will develop a deeper understanding of the theme "What's in the kitchen?" and enhance their English language abilities.
教案 PEP 4 UNIT 5 篇二
Unit 5 of PEP 4 focuses on the theme of "What's in the kitchen?" In this unit, students will learn new vocabulary related to kitchen items, practice using prepositions of place, and participate in activities that enhance their listening and speaking skills.
One of the key activities in this unit is a vocabulary matching game where students match pictures of kitchen items with their corresponding words. This game helps students reinforce their understanding of the new vocabulary and improve their memory retention.
Another important activity in Unit 5 is a role-playing task where students take on the roles of chefs and customers in a restaurant setting. This activity allows students to practice using the new vocabulary in a realistic context and improve their communication skills.
In addition to vocabulary and speaking practice, students will also work on their listening skills through a dictation exercise. The teacher will read descriptions of kitchen items, and students will write down the corresponding words. This activity helps students improve their listening and spelling skills simultaneously.
To assess students' understanding of the unit, there will be a final quiz where students answer questions about the vocabulary, prepositions of place, and key concepts covered in Unit 5. This quiz allows the teacher to gauge students' comprehension and identify any areas that may need further review.
Overall, Unit 5 provides students with a comprehensive learning experience that incorporates vocabulary building, speaking practice, listening exercises, and assessment opportunities. By engaging in a variety of activities, students will develop a well-rounded understanding of the theme "What's in the kitchen?" and strengthen their English language skills.
教案 PEP 4 UNIT 5 篇三
教案 PEP 4 UNIT 5
白银莲 Unit5Whatwouldyoulike? 【单元目标】 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：Whatwouldyoulikefor……?Helpyourself等。 ⑶能够听懂并发出传递与使用餐具的一些指令，如：Passmeaplate, please .Usethechopsticks. 2.知识目标： ⑴掌握A、B两部分Readandwrite中，bread,egg,milk,water,rice,beef,fish,chicken的拼写。 ⑵认读A、B两部分Let’slearn,Let’stalk中的单词和句子。 (3)理解Let’sdo,Let’schant等部分的内容。 ⑷了解storytime,Goodtoknow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’slearn的词汇时，可适当铺垫渗透Let’stalk中的句子，如：Whatwouldyoulikefor……？Ica
