新标准英语四年级上册第4模块第1课时
四年级英语上册Unit4Myhome第一课时教案人教PEP
Unit 4 My home教材分析本单元学习的主题是家里的居室及相关设施。
教学内容主要是围绕着家人和朋友间的家居生活来展开。
教学重点是能够听、说、认读核心句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.”“—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./No, they aren’t.”；能够听、说、认读单词和短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge”。
教学目标知识与能力目标:句型·能够听、说、认读句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.”·能够在情景中运用句型“—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./ No, they aren’t.”询问物品或人物的位置并作出相应判断·能够在情景中运用句子“Open the door, please.”提出行动建议·能够按意群朗读描述起居室（living room）的小文段词汇·能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge”·能够在有意义的语境中抄写单元话题词汇·能够正确使用上述词汇描述家里的居室及物品设施语音·能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/·能够读出符合u-e发音规则的单词，并能够根据发音拼写出符合u-e发音规则的单词情感态度、文化意识、学习策略目标：·能够在生活中主动询问别人或对别人的询问能够热情应答·能够感受到家的温馨,从而激发学生爱家、爱家人的情感·能够主动收拾物品并摆放整齐,养成良好的生活习惯·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼写课时安排第一课时： Part A Let’s talk & Let’s play第二课时： Part A Let’s learn & Let’s do第三课时： Part A Let’s spell第四课时： Part B Let’s talk & Ask, answer and write第五课时： Part B Let’s learn & Let’s play第六课时： Part B Read and write & Let’s check & Let’s sing3The first period(第一课时)Part A Let’s talk & Let’s play▶教学内容与目标课时教学内容课时教学目标Let’s talk ·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意·能够用正确的语音、语调朗读对话·能够在情景中运用句型“—Is she in the…?—Yes, she is./No, she isn’t.”询问物品或人物的位置,同时作出判断·能够在情景中恰当运用句型“—Where is she? —She’s in the kitchen.”·能够在语境中理解新词汇“living room, study, kitchen”的意思,并能够正确发音Let’s play ·能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“—Is it in…?—Yes, it is./ No, it isn’t.”1. 能够听懂、会说句型“—Where is she?—She is in the kitchen.”“—Is she in the…?—Yes, sheis./ No, she isn’t.”。
Module4 Unit1 period1(说课稿及素材)外研社(三起)-四年级英语上
Module4 Unit1 period1（说课稿及素材）外研社（三起）-四年级英语上Teaching Aims（教学目标）1.能听、说、认读动物名称：elephant, lion, panda, rabbit, monkey, giraffe, camel, tiger。
2.能运用所学动物名称进行交流对话，激发学生学习英语的兴趣。
3.继续巩固和拓展数字1-10的认知和记忆。
4.继续培养学生的听力，学会通过听音识别单词。
Teaching Contents（教学内容）1.新词汇：elephant, lion, panda, rabbit, monkey, giraffe, camel, tiger。
2.数字1-10。
3.跟读、模仿练习课文，并进行角色扮演对话。
Teaching Procedures（教学过程）Step 1 Greetings and Lead-in（问候和导入，5 minutes）1.Greet the students and lead-in with greetings like “Good morning, children. How are you today?”.2.Show the students some pictures of different animals and ask them what they are. Encourage them to say the names of the animals aloud.Step 2 Presentation of New Vocabulary（新词汇呈现，10 minutes）1.Present the pictures of the new animals (elephant, lion, panda, rabbit, monkey, giraffe, camel, tiger) to the students, and introduce their names.2.Point to each animal on the picture, while saying the name of the animal, and ask the students to repeat after you.e gestures or facial expressions to help students better understand the meanings of the words.4.Ask students to try saying each animal’s name on their own.Step 3 Presentation of Numbers（数词呈现，5 minutes）1.Ask the students to show how many fingers they have.2.Introduce the numbers 1 to 10 using hand gestures.3.Write each number on the board and ask the students to repeatafter you.Step 4 Listening Comprehension（听力训练，10 minutes）1.Read aloud the vocabulary words and numbers.2.Play an audio recording of a short conversation involving the animals and numbers you have just introduced.3.Ask students to listen carefully and try to follow the conversation.4.Play the recording again, and ask students to repeat after the speaker.Step 5 Role-Playing（角色扮演，10 minutes）1.Divide the students into pairs.2.Ask one student in each pair to be the animal and the other student to be the zookeeper or visitor.3.Encourage the students to use the new vocabulary to imagine the conversation that would take place between the animal and the zookeeper or visitor.4.Walk around the classroom and monitor the students’ co nversations.Step 6 Assessment（练习和测试，10 minutes）e flashcards to test the students’ memory.2.Show a flashcard to the students and ask them what animal is on it.3.Ask students to count from 1 to 10.4.Call on individual students to read a word or a number.5.Give immediate feedback to the students.Step 7 Summary and Homework（课堂小结和作业布置，5 minutes）1.Summarize the key points of the lesson, emphasizing the new vocabulary, numbers, and listening comprehension practice.2.Ask students to review the new vocabulary and numbers and practice saying their own sentences using the new words at home.Teaching Materials（教学材料）1.Flashcards: elephant, lion, panda, rabbit, monkey, giraffe, camel, tiger.2.Audio recording of a conversation about the animals and numbers.3.Pictures of animals.Teaching Reflection（教学反思）1.The role-playing activity was effective in helping students to practice the new vocabulary in a fun way. It also gave them the chance to use the language in a real-life context, enhancing their motivation to learn.2.The assessment using flashcards and counting exercises may have been a bit too simple for some of the students. Next time, I will try to include more challenging assessment options.3.The use of gestures and facial expressions was helpful in conveying the meanings of the new words, especially for visual learners.I will continue incorporating various teaching methods to cater to diverse learning styles.。
四年级英语上册Unit4第一课时教案人教PEP（标准版）
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根据中文提示，选出正确答案
1、朋友来你家，你说：
A．Welcome to my home. B. I have a nice home.
C. I like my home.
2、你告诉妈妈你喜欢你的学校，你说：
A．My school is big. B. I like my school.
（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。
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。
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译林版四年级英语上册unit4第1课（Storytime）教案
译林版四年级英语上册unit4第1课（Storytime）教案四年级上册第四单元第1课时教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学⽬标1. 学⽣能够阅读理解故事内容。
2. 学⽣能够在理解的基础上表演故事。
3. 学⽣能够在表演的基础上，适当拓展改编故事为⼩短剧并进⾏表演。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 从整体上阅读故事并理解。
2. 语⾳语调正确地朗读对话，表演故事。
教学难点：学⽣能够阅读理解故事内容。
Teaching procedures 教学过程Step 1 Greeting &Warm up1. GreetingT: Hello, boys and girls.S: Hello …T: Nice to meet you.S: Nice to meet you, tooT: Good. Today I’m very happy. Are you happy too?S: Yes.T: Great!2. Play a game (Get to know each other)T: First, let’s play a game—Listen, read and judge. Look at the rules. Please say “Yeah, Yeah, Yeah” if you think it is true. Say “No, No, No” if you think it is false. Got it?S: Yes.T: Good. Here we go. It’s a bout me. Ready? Go.I can run. I can sing. I can swim. I can dance. I can fly.I can speak English. I can play basketball.(⽼师带着学⽣边说边做动作：run, sing, swim, dance, fly等。
PEP小学英语四年级上册nit4《MyHome》课堂教学实录.doc
PEP小学英语四年级上册nit4《MyHome》课堂教学实录pep小学英语四年级上册unit 4《my home》课堂实录教学内容：pep小学英语四年级上册第四单元unit4 my home 第一课时。
教材分析：《my home》是小学英语四年级上册的第四单元。
本单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的。
本节课是第四单元的第一课时，教学内容是要学习有关房间的五个单词及进行简单的对家的介绍,本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再通过let' s do等tp门舌动进行巩固操练，本节课掌握的好坏程度, 直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的掌握，因此在本单元教学中具有举足轻重的地位。
theaching goal：1.能够听、说、认读五个有关房间的单词study, kitchen, bedroom, bathroom, living room o2.能够用this is my home, you can see a living room...句型简单介绍房子。
3.能够听懂“let，sdo”的指令，并做出相应的动作。
4•培养学生对家的热爱，提高学生的口语表达能力和交际能力。
theaching key:熟练认读有关房间的五个单词。
theaching difficulty:单词bathroom, living room,白勺正确发曰Otheaching aid: cards tape recorder caitheaching method: tpr pairwork groupworktheaching stepsstep 1 warm-up1. good morning. boys and girls・ how are you nice to meet you. 's sing《in the classroom》，okstep 2 previewthe cai(door ,window) what，s this this is my home, there are many room are there do you visit my home now, let" s study unit4 《my home》.step 3 presentationl.(show the cai). this is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom.,what，s this(客厅)there are five words on the blackboard,listen to me and guess, which word is "living room^teach^living room，'. there is a tv in the living room. what can you do in the living room teach^watch tv".chant "living roomjiving room， watch tv/53.(show the cai). .look ,what? s this(书房)listen to me and guess, which word is "study，，teach“study”・ there are many books in the study・ what can you do in the study teach^read a book,chant “study,study, read a book".4.(show the cai). look ,what" s this(厨房)listen to me and guess, which word is “kitchen'，teach“kitchen". what can you do in the study teach^have a snack”.chant "kitchen 9kitchen,have a snack".5.(show the cai). look ,what" s this(bathroom) listen to me and guess, which word is "bathrooirTteach^bathroom". what can you do in the bathroom teach^take a shower”, chant "bathroom ?bathroom ,take a shower,6.(show the cai). .look ,what，s this(bed ) what，s this (room) what，s this (bedroom)teach u bedroom,\ there is a bed in the bedroom. what can you do in the bedroom teach6C have a sleep".chant "bedroom bedroom, have a sleep".to the tape and read after the tape・'s do.show the “go to the 二put the “living room, study , kitchen, bathroom, bedroom,9on, then t act “go to the living room, watch tv. go to the study, read a book. go to the kitchen,have a snack, go to the bathroom ,take a showe匚go to the bedroom, have a sleep”.now let" s do, ok follow me.step 4 practicenow, this group is team one, this group is team two. let， s go,ok 1 •炸出也雷：let" s play a game, ok who can read read together. your eyes, what' s missing guess, then tell us.Jook at the screen, guess, what" s this (show the cai ) the student guess.,this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.who can do like me tell us what，s your room likethe students look and say.homework:your home to your prepare the u lets talk.”五、blackblard design:unit4 my homeliving room watch tvstudy read a bookkitchen have a snack bathroom take a shower bedroom have a sleep。
PEP小学英语四年级上册Unit4第一课时(教学设计)
PEP小学英语四年级（上）Unit 4 My home Part A Let's learn 教学设计一、整体设计思路、指导依据说明本单元主要是围绕家里的各类房间及一些常见的生活用品和家具展开的一系列话题，这些东西都是学生非常熟悉而且和我们息息相关的，所以教师教起来比较顺手，学生也乐于学习，并易于在生活中进行运用。
在教学过程中，我结合教材和学生的特点，依据新英语课程标准的精神，从激发学生的学习兴趣、培养良好的学习习惯、丰富生活经验和提高认知水平出发，科学安排学习内容，合理设计教学任务，开展形式多样的教学活动，让学生亲身体验，大胆实践，积极参与，共同合作交流，帮助学生在任务型的教学途径下发展综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践，使学生形成自主学习的能力。
二、教学背景分析教学内容分析：本课时是PEP教材四年级上册第四单元的第一课时，课型是词汇教学。
第四单元的教学内容都是围绕home（家）这个主题展开的。
本课时是本单元的第一课时，学生对家里的一些房间的英文名称还不了解，但学生已学会用句型What can you see? I can see…..在些基础上，本课时将句型延伸到What can you do (in the……)? I can…..让学生继续进行问答练习，并逐渐呈现Let’s do内容，通过“Let’s do”中的动作，从而巩固第一部分所学的六个单词。
这部分主要是为培养学生语感、复习前面所学内容及提高语言运用能力而设置的。
通过学习新的单词后，让学生将单词运用于句子当中，使句子形成完整的语篇，以求达到真正运用英语语言的目的，这也是本课所要达到的教学目的。
学生情况分析：在学习本课时前，学生已掌握主要句型What’s this? It’s a……并能听懂一些简单的课堂教学用语，能根据指令做事情，能用英语进行简单的语言交流，而且在创设的情况下认读单词与句子。
人教英语PEP版四年级上册_Unit4_单元概述与课时安排
Unit4 单元概述与课时安排单元整体分析本单元是义务教育灵通版（pep）小学英语教科书四年级上册第四单元。
单元主题为My home（我的家）。
主情景图展示了几个学生以及Zoom和Zip的家居生活，从而揭示本单元的主题：描述家里的居室及物品设施。
A部分共三页，分三课时。
第一课时为情景对话和练习部分。
Let’s talk部分Amy向Sarah介绍自己的小猫，然后两个人在家里的房间找来找去，终于找到了它。
以此介绍了询问物品或人物位置的句子：Is she in the ...? 以及表示房间名称的词汇：living room，study，kitchen。
之后的Let’s play是个猜东西位置的游戏。
以此来练习重点句式。
第二课时为词汇学习课时，Let’s learn中介绍了房间名称词汇：bedroom，study，living room，kitchen，bathroom以及询问物品或人物位置的句子：Where is ...? Is she in the ...? 之后的Let’s do通过指令活动来练习房间名称以及在这个房间里能做的活动。
第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个活动，让学生学习元音字母u在开音节中的发音/ju:/。
B部分共四页，分两课时。
第一课时仍然呈现情景对话和练习。
Let’s talk中John和妈妈到处找门钥匙，最后发现它在门上。
以此来引出询问物品和人物位置的句子Where are，...? Are they ...? 以及词汇：table，phone。
之后的Ask, answer and write活动来练习重点句式与单词。
第二课时以John和Mike的对话来学习新的词汇：sofa，phone，table，fridge之后通过一个活动Let’s play来练习句子。
进一步熟悉新授词汇。
之后的读写练习、听音判断、看一看并判断的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。
人教版(PEP)英语四年级上册《Unit 4 My home》(第一课时)教案
人教版（PEP）英语四年级上册《Unit 4 My home》（第一课时）教案一. 教材分析《PEP》英语四年级上册Unit 4主要让学生学会描述家庭成员和他们所居住的房子。
本课时为第一课时，主要教学内容为课题“My home”和相关的词汇如：house, room, kitchen, bathroom, living room等。
通过本课时学习，学生能够听懂、会说、会读课题以及相关词汇，并能够运用所学语言进行简单交流。
二. 学情分析四年级的学生已经掌握了基本的英语发音规则和一些日常用语，对学习英语有较高的兴趣。
但部分学生可能会对一些新词汇和句子结构感到困难，因此需要教师在教学中注重引导和帮助。
三. 教学目标1.知识目标：学生能够听懂、会说、会读课题“My home”和相关词汇如：house, room, kitchen, bathroom, living room等。
2.能力目标：学生能够运用所学语言进行简单描述家庭和房间的交流。
3.情感目标：培养学生热爱家庭，关爱家人的情感。
四. 教学重难点1.课题“My home”的掌握。
2.词汇如：house, room, kitchen, bathroom, living room等的认识和运用。
3.句子结构“This is my …”的运用。
五. 教学方法采用情景教学法、交际法、游戏教学法等，激发学生学习兴趣，提高学生的参与度和积极性。
六. 教学准备1.教学课件：包含课题、词汇、图片、句子等。
2.教学道具：房子、房间等模型。
3.录音机、磁带。
七. 教学过程1.导入（5分钟）利用课件展示一幅家庭图片，引导学生说出自己家庭成员和家庭状况，如：“This is my mother./This is my father.”等。
2.呈现（10分钟）教师出示房子、房间等模型，引导学生用英语说出其名称，如：“This is a house./This is a room.”等。
人教(PEP)四年级上册英语Unit 4 My home第一课时教案
教学目标Unit4My home第一课时学生准备学习文具、家里的照片、四线三1. 学生能够理解Let's talk的对话大意。
2. 能够用正确的语音语调朗读Let's talk的对话。
3. 能够在情景中运用句型:Is she in the…?Yes,she is./No,she isn't.询问物品或人物的位置，同时能做出回答，并能够在情景中恰当运用句型“Where is she?She is the kitchen.”4.完成Let's play的活动。
教学重点询问人或物的位置的句型: Where's…?Is it in the…?及相应的回答。
教学难点1. 在情景中运用所学句型询问人或物的位置，并做出回答。
2. 会用特殊疑问词where；会用yes/no回答一般疑问句。
教学准备教师准备文具、玩具猫、录音、课件以及一张带有书房、厨房、客厅的照片。
格英文本等。
教学方法1.情景教学法教师把学习用品放在不同的地方，一边找东西一边说:Where is the pen?Is it in the desk?No,it isn't.Is it under the chair?No,it isn't.这样使句子结构一目了然，让学生更容易理解一般疑问句和它对应的否定回答。
2.游戏教学法同桌之间两人一组，一名学生藏东西并问: Where is your pencil?另一名学生猜它在哪里，说:Is it in your hand?同桌回答:Yes,it is./No,it isn't.并接着猜。
这样增强了学生学习的兴趣。
让学生在学中玩，在玩中学，学习效果很好。
教学过程Step1:Warm-up1.学生观察图片，回答:Are they in school or at home?How many rooms are there in yourhome?学生根据图片和实际情况回答。
人教版PEP小学英语四年级上册Unit 4 A talk 课件PPT
Where is my pen?
Is it in your hand?
No, it isn’t.
Yes, it is!
Practice in pairs.
A: Where is my … ? B: Is it in your …? A: No, it isn’t. B: Is it in your …? A: No, it isn’t. B: Is it in your …? A: Yes, it is.
I have a cat. She’s cute.
Where is she?
Mmm. Is she in the living room?
Is she in the study?
No, she isn’t.
No, she isn’t.
Look! she’s in the kitchen.
Listen and read after it. Try to imitate
freely.
2. Role play the dialogue in groups.
Where is she?
Is she in the study?
Mmm. Is she in the living room?
No, she isn’t.
No, she isn’t.
Look! she’s in the kitchen.
Language points
1. —Where is she? —She’s in the kitchen.
【详解】问句是一个特殊疑问句。回答的时候不能像回答一般 疑问句一样用yes或no，而要根据疑问词所问具体情
况回答。 句型结构：Where + be动词 (is/are) + 主语? 回eg答. ：—主W语her+e bies动A词my?(is/are) + 介词短语. — She is in the living room. — Where is he? — He is in the kitchen.
外研版(三起)-英语-四年级上册-Module 4 Uint 1 Do you want some rice 教案
Module5 Unit1 Do you want some rice?一、学科：小学英语二、课例名称：Module 5 Unit 1 Do you want some rice?三、执教教师：厦门市华昌小学林萍四、指导教师：厦门市康乐二小王九琳五、课型：新授课六、年级：四年级七、教材版本：《英语》（新标准）（三年级起点第三册）八、教学设计：（一）教材分析：本模块是以通过谈论中西方食物学习如何点餐为题材展开的。
第一单元包含了三个部分：第一部分“Listen and point”是新语言的呈现部分，描述的是Daming和Amy在公园里的快餐摊上吃快餐的故事；第二部分“Listen and say”为本单元的重要句型：“Do you want some …? Yes, please. / No, thank you.”；第三部分“Point, ask and answer”是把所学知识融会贯通，围绕“点餐”进行的拓展性操练。
这三个部分环环相扣，层层递进，充分体现了语言学习“从习得到学得，从积累到运用”的发展过程，也自然渗透着“中西方饮食文化的差异”。
(二）学情分析：四年级的学生主动积极，思维灵活，好胜心强，已初步养成了听音模仿、大声朗读英语、开口说英语的良好习惯，具备了一定的听、说、认读简单词汇、句式的能力，自主探究、合作学习的能力都有较大提高。
（三）教学目标：1. 知识目标：（1）要求学生三会掌握词汇：Chinese, fast, food, want, chopsticks, difficult；（2）句型：Do you want some …?Yes, please. / No, thank you.2. 技能目标：（1）能听懂、理解课文大意并回答出相关问题；（2）能自如地运用所学重点句式开展“点餐”活动，并能根据所给信息或实际情况做出应答；（3）能根据图片或实际情况认读食品的词汇及点餐、应答的句式并熟练朗读课文对话。
四年级英语上册第四单元第1课时教学设计
Let’s talk&Let’s play
Part A
Let’s talk
• I have a cat. She’s cute. 我有一只小猫。她很可爱。
Where is she? 她在哪儿?
• Mmm. Is she in the living room? 恩，她在客厅吗？
No, she isn’t. 不，她不在。
• Is she in the study? 她在书房吗？
No, she isn’t. 不，她不在。
• Look！She’s in the kitchen. 看！她在厨房里。
Let’s talk
语法知识： 一般疑问句
• 含有be动词的句子语法规则：
1）变成否定句：只需not加在be动词后面。 2）变成一般疑问句：只需be动词提前。 肯定回答：Yes，主语+be动词 否定回答：No，主语+be动词+not （注意：第一人称I am开头的陈述句，变成一般疑问 句：第二人称Are you...?）
• study 书房
• living room 客厅
• kitchen 厨房
• bathroom 浴室
• -Where’s Amy? Is she in the study？ 艾米在哪儿？她在书房吗？
-Yes，she is. 是的，她在。
Thank you
Part A
Let’s play
• -Is it in your, it isn’t. 不，它不在。
• -Is it in your hand? 它在你的手里吗？
-Yes, it is. 是的，它在。
Part A
Let’s learn
小学英语 外研版(三年级起点)四年级上册Module 4 Unit 1表格式教学设计
《英语》（新标准）（小学三起）四年级上册M4U1教学设计教材分析本模块的教学内容是谈论食物及购物。
其中第一单元的教学任务是通过Amy 和Daming在快餐店就餐的经历，复习现在进行时并引出核心句型：Do you wantsome…? 第二单元则是通过Amy和Daming购物的情境，学习用英语购物。
模块教学目标一、知识目标1. 熟练掌握本模块的重点单词和短语：fast food, make, want, some, juice, ice,also, tomato, egg, potato, How much...? flower, dumpling, help, buy2. 掌握本模块句型：Do you want some...? Yes, please. / No, thank you.Can I help you? I want some...How much is it? It’s ten yuan.二、能力目标能运用所学语句询问他人想要的食物，会用英语交际用语购物。
三、情感目标了解在多种食物可以选择的情况下，要先询问他人的爱好再提供食物，了解餐桌礼仪。
教学重点及难点灵活运用本模块重点单词和句型谈论食物及购物，培养学生的综合语言运用能力。
教学辅助OHP，课文动画及相关视频，单词卡片等教学策略尝试阅读英语故事及其他英语课外读物。
教学过程第一课时教学设计教材分析Let’s listen and chant.The students listen to the chant.By watching a flash, let the students understand thephrase:juice with ice.juice with ice。
Step 3:Presentation(about 20 minutes)1. 文本背景介绍。
Now it’s twelve o’clock. Daming and Amy arehungry. They find a Chinese fast food restaurant.(Teach: fast food)2. 观看视频，回答问题。
译林版四年级英语上册 Unit4 第1课时 教学课件PPT小学公开课
Unit 4 I can play basketballStory time译林版英语四年级（上）Let’s say试着说出这些动作的英语。
sing danceWarming upLet’s saysleep swimWhat about them？eatjump runWhat about them？Game rules(游戏规则):Say “Yeah, Yeah, Yeah ” if you think it is true .Say “No, No, No ” if you think it is false （错误的）.Let’s playI can swim. I can run.Yeah, Yeah, Yeah!No, No, No!I can fly.I can play basketball.I candance.I can speak English.I can sing.Look at these pictures. What happened （发生了什么）? Can you guess?Look and say PresentationA.Yes, he can.B. No, he can’t.A.Yes, he can.B. No, he can’t.1. Can Liu Tao play basketball at first(首先)?A. Yes, he can.B. No, he can’t.2. Can Liu Tao play basketball at last(最后)?A. Yes, he can.B. No, he can’t.Can you playbasketball,Wang Bing?Nice!Yes, he can. Hecan play basketballvery well. Look!Can Mike play basketball?a basketball a footballCool!What about you, Liu Tao? Can you play basketball?No, I can’t.Have a try, Liu Tao.Yeah! I can playbasketball!Great!jump skate swimRetell the storyCan you... Can Mike...Retell the storyWhat about...Have a...basketballI like playing basketball ./ˈb ɑːsk ɪtb ɔːl/篮球拆分记忆法：basket （篮子）+ball （球）=basketballfootball拆分记忆法:foot （脚，足）+ball （球）=football/ˈf ʊtb ɔːl/ 足球Can he play football?jump/dʒʌmp/ 跳顺口溜记忆法：不要jump（跳跃），会被bump（撞倒）。
四年级上册英语教学课件 Unit 4 Part B 第一课时
一、为下列问句选出合适的答语。
( A ) 1. Where is the pen?
A. It’s on the table.
B. They are on the desk.
( B ) 2. Where are my notebooks?
A. It’s in the desk.
B. They are in the schoolbag.
Let’s play.
A: Where are the keys? B: Are they … ? A: No, they aren’t. C: Are they … ? A: No, they aren’t. D: Are they … ? A: Yes, they are.
Let’s play.
( A ) 3. Is it on the table?
A. Yes, it is.
B. Yes, they are.
( B ) 4. Are they near the phone?
A. No, it isn’t.
B. No, they aren’t.
二、连词成句。 1. keys, are, where, the ( ? ) _____W__h_e_r_e _a_r_e _t_h_e _k_e_ys_?_______________ 2. near, are, the, they, phone ( ? ) _____A_r_e__th_e_y_n_e_a_r_t_h_e_p_h_o_n_e_?___________ 3. door, the, open, please ( , ) ( . ) _____O__pe_n__th_e__d_oo_r_,_p_le_a_s_e_. _____________ 4. table, on, they, the, are ( ? ) _____A__re__th_e_y__on__th_e__t_ab_l_e_?_____________
小学英语join in 四年级上册unit4 第一课时
Unit 4 SchoolPart1一、教学目标：1.知识技能目标：学生通过学习classroom（旧）,computer room, library等六个学校建筑单词，能正确读出gym, library, playground, canteen, computer room, classroom, 并理解单词的意思。
能结合所学的形容词如big, small等来描述建筑特点。
能在老师的指导下运用Is there…? Are there…? Is it big (small, clean)? 等句子进行简单的交际。
学生能基本掌握单词拼读规律。
能听懂听力材料，把握关键信息，并完成相关练习。
2.语用功能目标：学生能在语境中学习，能够用所学的知识来会话并创造性学习，完成“向导”的任务。
3.情感目标：学生能主动与同伴合作，能积极参与到英语学习活动中来，热爱学习，乐于分享。
进一步激发学生热爱学校的情感。
二、重点难点能正确读出gym, library, playground, canteen, computer room, classroom, 并理解单词的意思。
能在老师的指导下运用Is there…? Are there…? Is it big (small, clean)? 等句子进行简单的交际。
三、教学准备点读笔课件四、教学时间2课时五、教学流程Step 1 Warming up.1.Greetings.T: Hello, boys and girls. Nice to meet you.I’m Lucy. I’m new here.2.Free talk.T: This is my school. It’s small but clean.Do you like your school?Step 2 Presentation and practice.1.Lead in.T: We’re going to learn Unit 4 School.2.Look and say.T: Let’s have a look. What are there in a school?3.Present “classroom”T: This is a classroom.Listen and answer: Is the classroom big or small?T: It’s big and clean.Teach “clean”.T: Is our classroom clean or dirty?4.Present “computer”, “computer room”.T: Many computers! Where is it?5.Present “library”T: I don’t like playing computer. It’s bad for my eyes.I like reading books. At school I can go to the library.a. A chant.b. A game.6.Present “playground”Task: Can you introduce your school’s playground?Hint: That’s our … It’s …7.Present “gym”Situation: Let’s play. Oh! It’s raining.8.Present “canteen”Listen and learn.What do they have at school?Practice “have lunch”Introduce it. (Competition.)9.Listen to the dialogue.What can you hear?Talk about the dialogue.Step 3 Consolidation1.Look and listen again, and answer the questions.a. Is their school big?b. Are there many classrooms?…2.Check the answers. Underline the key sentences.3.Game: I can find. I can read.Step 4 Production1.Group work: Talk about your school.2.Show time.3. SummaryStep 5 Homework.1.Review the words: classroom, computer room…2.Practice the dialogue.3.Design your school and introduce it.六、板书设计七、课后反思在本节课中，让学生听懂会说始终是关键，学生的学不能停留在听得懂上，还要让学生会说、敢说，因此，如何设计让学生开口说就是很重要的问题了。
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Step 2Presentation
1.Ask students to open their books, and turn to the correct page. Play the cassette once, and ask students to find the answer as well as they listen to it. Then the teacher writes the answer under the question on the blackboard.
Step 3Task
1.Finish the exercises on page 14. Then check the answers in the class.
2.T: Chinese people invented paper. Sam invented this newspaper. What did you invent? Have you invented anything at your home? What can you invent in the future? Ask students to answer these questions.
课时计划年10月17日
课题
Unit 1 Chinese people invened paper
课时
课型
目标要求
Stusents can use the sentence pattern in this Unit fluently.
invent, paper, important, things, printing, bicycle, print,newspaper.
2.Show a piece of paper, and ask students “What’s this?” After they answer it, the teacher ask them another question, Who invented paper? And write the sentence on the blackboard. Remember to lead to read the new word “invent”.
2Sam printed this newspaper.
3is—was, are----were, print- printed, invent – invented.
教学方法
情景教学法
教学准备
pictures, word-cards
学情分析
看图描述句子对学生有困难
教学环节源自Step 1Warmer1.Sing the song “Children fromChinaare Chinese” together. At the same time, revise the nationalities.
5.Give students three minutes to practice the text by themselves. They are allowed to work in groups of two. Then choose some pairs of students to act the conversation in the class.
Chinese people invented paper.
Talking about the past inventions.
We should feel proud for our motherland, and love her.
重点难点
1.Chinese people invented paper and printing.
2.Play the cassette again, this time the teacher asks the other question, Who invented that paper? Ask the students to find the answer in the text.
3.Play the cassette again, this time pause after each sentence for the students to repeat after it.
Who invented telephone?
Who invented car/ bicycle/ ship?
巩固旧知为下文做铺垫
拓展能力，提高学生学习兴趣
教学
反思
This lesson is difficult for them .most of them can read the text very well. Next lesson I will pay attention to it .some to them can’t translate it well.
Homework
1.Copy the text once.
2.Invent one or more things with some useless materials.
3.Learn more inventions in the world. Such as: Who invented plane?