pep小学四年级英语上册第五单元教案初稿「卢克玲」(精简3篇)
pep小学四年级英语上册第五单元教案初稿「卢克玲」 篇一
Title: Lesson Plan for Unit Five in Grade Four English Textbook "Luke Ling"
Introduction:
This lesson plan is designed for the fifth unit in the Grade Four English textbook "Luke Ling" from the Primary English Program (PEP). The unit focuses on teaching students about different types of transportation and how to ask for and give directions. The aim of this lesson plan is to help students enhance their vocabulary and communication skills related to transportation and directions.
Objectives:
1. To introduce and review vocabulary related to transportation (e.g., car, bus, train, etc.)
2. To teach students how to ask for and give directions using common phrases (e.g., "Excuse me, how do I get to...?")
3. To provide opportunities for students to practice using the vocabulary and phrases in meaningful contexts through role-plays and group activities.
4. To encourage students to develop their listening, speaking, and writing skills in English.
Materials:
- Grade Four English textbook "Luke Ling"
- Flashcards with pictures of different types of transportation
- Maps or city layouts
- Worksheets for group activities and role-plays
Procedure:
1. Warm-up (10 minutes):
- Greet the students and review the vocabulary related to transportation from the previous lessons.
- Show flashcards of different types of transportation and ask students to identify them.
- Play a game where students have to mime different types of transportation and their classmates have to guess what they are.
2. Introduction to new vocabulary (15 minutes):
- Introduce new vocabulary related to transportation, such as bicycle, motorcycle, subway, etc.
- Show flashcards and elicit the words from the students.
- Practice pronunciation and spelling of the new words.
3. Teaching directions (20 minutes):
- Introduce common phrases used to ask for and give directions, such as "Excuse me, how do I get to...?" and "Go straight, then turn left/right."
- Model and practice the phrases with the students.
- Provide examples and explanations of how to give clear directions using landmarks and street names.
4. Practice activities (25 minutes):
- Divide the class into pairs or small groups.
- Give each group a map or city layout.
- Students take turns asking for and giving directions to different locations on the map.
- Monitor and provide assistance as needed.
5. Wrap-up (10 minutes):
- Review the new vocabulary and phrases learned in the lesson.
- Ask students to share their experiences using directions in their daily lives.
- Assign homework, such as writing a short paragraph describing how to get from their home to a nearby landmark using the phrases learned in class.
pep小学四年级英语上册第五单元教案初稿「卢克玲」 篇二
Title: Lesson Plan for Unit Five in Grade Four English Textbook "Luke Ling"
Introduction:
This lesson plan is designed for the fifth unit in the Grade Four English textbook "Luke Ling" from the Primary English Program (PEP). The unit focuses on teaching students about different types of transportation and how to ask for and give directions. The aim of this lesson plan is to help students enhance their vocabulary and communication skills related to transportation and directions.
Objectives:
1. To introduce and review vocabulary related to transportation (e.g., car, bus, train, etc.)
2. To teach students how to ask for and give directions using common phrases (e.g., "Excuse me, how do I get to...?")
3. To provide opportunities for students to practice using the vocabulary and phrases in meaningful contexts through role-plays and group activities.
4. To encourage students to develop their listening, speaking, and writing skills in English.
Materials:
- Grade Four English textbook "Luke Ling"
- Flashcards with pictures of different types of transportation
- Maps or city layouts
- Worksheets for group activities and role-plays
Procedure:
1. Warm-up (10 minutes):
- Greet the students and review the vocabulary related to transportation from the previous lessons.
- Show flashcards of different types of transportation and ask students to identify them.
- Play a game where students have to mime different types of transportation and their classmates have to guess what they are.
2. Introduction to new vocabulary (15 minutes):
- Introduce new vocabulary related to transportation, such as bicycle, motorcycle, subway, etc.
- Show flashcards and elicit the words from the students.
- Practice pronunciation and spelling of the new words.
3. Teaching directions (20 minutes):
- Introduce common phrases used to ask for and give directions, such as "Excuse me, how do I get to...?" and "Go straight, then turn left/right."
- Model and practice the phrases with the students.
- Provide examples and explanations of how to give clear directions using landmarks and street names.
4. Practice activities (25 minutes):
- Divide the class into pairs or small groups.
- Give each group a map or city layout.
- Students take turns asking for and giving directions to different locations on the map.
- Monitor and provide assistance as needed.
5. Wrap-up (10 minutes):
- Review the new vocabulary and phrases learned in the lesson.
- Ask students to share their experiences using directions in their daily lives.
- Assign homework, such as writing a short paragraph describing how to get from their home to a nearby landmark using the phrases learned in class.
pep小学四年级英语上册第五单元教案初稿「卢克玲」 篇三
pep小学四年级英语上册第五单元教案初稿「卢克玲」
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 课题：Unit 5 What would you like? 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 课题：Unit 5 What would you like? 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.
