PEP人教版小学英语四年级上册Unit2单元教案

PEP人教版小学英语四年级上册Unit2单
元教案
学生回答：I have two pencils.
教师再举例：I have three books.
教师提问：How many books do you have?
学生回答：I have three books.
教师让学生自己举例子，用句型How many… do you have。

I have…回答。

2．教学本课主要词汇
教师出示图片，教学Chinese book。

English book。

math book。

notebook。

story-book。

schoolbag，并教学单词的发音
和意思。

3．学生模仿教师说句型How many… do you have。

I have…并练使用本课主要词汇。

三）巩固练（Practice）
1．听录音，跟读句型How many… do you have。

I have…
以及本课主要词汇。

2．小组练：学生分组，互相问答How many… do you have。

I have…并使用本课主要词汇。

3．课堂展示：学生展示自己的书包，并用句型How many… do yo u have。

I have…介绍书包里有哪些物品。

四）拓展延伸（n）
1．听歌曲Let's sing，学生跟着歌曲唱，并做相应的动作。

2．学生自己制作一个书包模型，并用句型How many…
do you have。

I have…介绍书包里有哪些物品。

3．小组活动：学生分组，用英语介绍自己的书包，并用
句型How many… do you have。

I have…进行问答练。

I have four books: an English book。

a Chinese book。

a math book。

and a XXX.
Activity 10: Several groups of students will present their work and communicate with each other。

The XXX.
Fun Practice:
Game 1: Listen and Do
XXX or a student will give commands。

and other students will complete the n after understanding it。

The person who does it correctly and quickly wins。

The ns are:
Put your XXX.
Put your pencil in your desk.
Put your pencil-case on your chair.
Put your eraser near your pencil-case.
Put your English book on your head.
Game 2: Who can grab it faster?
XXX will say in English: "Show me your English book。

Show me your Chinese book。

" After hearing it。

students will quickly find and hold up the corresponding item to see who can do it the fastest.
Game 3: Listen and Draw
XXX will give each student a piece of paper with five rectangles printed on it。

Each rectangle represents a book。

For example。

if the teacher says "English book," the student will write a few English letters on the first rectangle。

"Math book" can be XXX or number。

etc。

The main goal is to test whether students can XXX.
XXX Activities:
XXX:
How many Chinese books do you have?
How many English books do you have?
How many math books do you have?
How many notebooks do you have?
How many storybooks do you have?
Blackboard Design:
Homework:
1.XXX.
2.Sing the song.
Summary:
The students' practice feedback was better than the us lesson.
Lesson 2:
Teaching Content: A Let's talk。

Let's play。

C Good to know XXX:
1.Can XXX.
Group Activity: In this activity。

one student acts as a traffic signal and the others ask "What colour is it?" at different times to determine the traffic signal's colour。

Based on the response。

the students make XXX。

slowing down。

or continuing walking。

For example。

if a student asks "What colour is it?" and the traffic
signal responds "It's green"。

the students can XXX。

if the signal responds "It's red"。

the students must。

If a student makes a mistake。

they switch places with the traffic signal and continue
the game.
Homework Assignment: Using the vocabulary from Unit
1.students will ask each other "What colour is it?" to identify the colours of items in the classroom such as walls。

doors。

windows。

blackboards。

and fans。

This will allow them to apply and rce
their knowledge in a real-life XXX.
Lesson 3: A Read and Write
XXX:
1.Students will be able to recognize and write the XXX Jj。

Kk。

Ll。

Mm。

Nn。

They will also be able to understand and use the words "jigsaw puzzle"。

"jacket"。

"nurse"。

and "noodles".
2.Students XXX "bag"。

"pencil"。

and "pen".
3.Students will XXX.
XXX:
1.Learning how to write the uppercase and lowercase letters Jj。

Kk。

Ll。

Mm。

Nn in four-line grids.
2.Learning the words "jigsaw puzzle"。

"jacket"。

"nurse"。

and "noodles".
3.Learning how to spell the words "bag"。

"pencil"。

and "pen".
XXX:
Warm-up/Review:
1.n: The teacher will give each student a piece of four-line
grid paper and read out letters Aa-Ii randomly。

The students will write the XXX。

they will hand the paper to the teacher.
2.XXX.
7.教师在讲台桌上放了30本图画书，然后问学生：“你们
能看到多少本图画书？”
8.教师在讲台桌上放了40本图画书，然后问学生：“你们
能看到多少本图画书？”如果学生数不清，教师可以提示他们说：“对不起，太多了。

”
9.教师带领学生一起数讲台桌上的图画书，数到40本。

教师教读单词“forty”，并出示单词卡让学生认读并贴到黑板上。

在认读单词时，教师让学生注意区分“fourteen”和“forty”这两个单词。

10.教师在讲台桌上放了30本和40本的故事书，然后问学生：“你们能看到多少本故事书？”
11.教师在讲台桌上放了50本故事书，然后问学生：“你们能看到多少本故事书？”如果学生能数到49，教师可以帮助他们说出50这个单词。

教师教读单词“fifty”，并把单词卡贴到黑板上让学生认读。

12.让学生听录音并跟读对话和单词。

可以使用相配套的教学录音带。

13.让学生看黑板上的新单词并认读：“XXX。

XXX。

XXX”
14.听录音学说“Let's chant”。

可以让学生更改句子中的单词，表演新的chant。

三）趣味操练（Practice）
游戏1：听指令拨数
教师准备几个计数器，每两个小组共同使用一个。

游戏规则是，两个小组各派一名学生参加比赛，参加比赛的学生要在
听到对方小组同学说出50以内的数字后，马上在计数器上拨出该数字。

答对的学生可以得到一分，答错的不得分。

然后再选派第2名学生继续比赛，直到每个学生都轮到一遍。

最后看哪个小组得分最多，哪个小组就获胜。

此游戏还可让被选的学生拨出数字，让对方小组的同学马上说出英文。

答对的得分，答错的不得分。

游戏2：记忆力比赛
books are there。

How many picture-books are there。

How many story-books are there?
2．教师出示书包、铅笔盒、蜡笔、卷笔刀、书等研究用具，问学生：XXX?
学生会回答：Pencils。

rulers。

pencil-cases。

and books.
3．教师出示Unit2.XXX的教学挂图，教授句型：20 story-books。

32 pencils。

8 rulers and 3 pencil-cases。

4．教师播放教材相配套的教学录音带，让学生跟读、模仿。

三）练（Practice）
1．教师出示表格，让两个学生一组，其中一个学生有30秒时间看表格，另一个学生问：How many… can you see?然后
背着不看表格回答问题。

两人交换继续游戏。

各小组之间可以互换表格，增加游戏时间。

2．教师让学生用英语描述自己的书包或者铅笔盒里有多
少物品，如：My schoolbag has 10 books。

6 pencils。

2 rulers。

and 1 pencil-case。

学生之间可以互相提问，练口语表达和听力理解。

四）拓展（n）
1．教师播放教材相配套的教学录音带，让学生跟读、模
仿歌曲：XXX?
2．教师让学生自己设计一个表格，写上物品名称和数量，然后和同学交换进行游戏。

五）作业布置（Homework）
1．听录音，跟读Unit2.XXX的内容。

2．描述自己的书包或者铅笔盒里有多少物品，并写在作
业本上。

3．预下一课的内容。

1.教师引导学生回答问题"XXX?"，提醒学生使用正确的
语法结构，如"Thirty English books。

forty picture-books。

and fifty story-books." 教师可以使用这个问题来巩固学生对于不同
类型书籍的理解。

2.教师让学生练问答，使用"XXX?"的问题。

让学生两人
一组进行练，以加深他们对单词的理解。

3.教师用一个书包来示范单词"heavy"，通过动作和表情帮助学生理解这个单词的含义。

教师可以让学生猜测单词的含义，并教授单词的发音。

4.教师展示两张书包图片，让学生猜测书包里面的物品。

教师可以使用学生的名字来让他们更容易地理解问题。

5.教师让学生观看教学课件，以帮助他们更好地理解本课
的内容。

6.教师让学生观看课件两遍，并填写一个表格，以检查他
们对于课程内容的理解。

7.教师核对答案，并让学生回答问题"XXX?"和"XXX?"。

教师可以让学生两人一组进行问答练。

8.教师让学生回答问题"XXX?"，并通过动作和表情来帮助学生理解问题。

教师可以启发学生回答"XXX."或"My schoolbag is heavy。

too."，并让更多的学生回答这个问题。

9.教师播放录音，让学生跟读模仿，以帮助他们更好地掌握单词和语法。

10.教师让三个学生进行对话表演，以巩固他们的语言技能。

11.教师让学生两人或三人一组进行问答练，使用"How many…do you have?"和"I have…"的句型。

教师可以提示学生使用形容词，如"long"、"short"和颜色等来增加问题的难度。

XXX held up a pencil case and asked the students。

"What's it in English?" and "What's in the pencil case?" to prompt them to say "pen" and "pencil".
XXX showed word cards to help the students recognize and read "pen"。

"pencil"。

and "pencil-case".
XXX asked the students to say the first letter of each word。

which is "p".
XXX to help the students distinguish een uppercase and lowercase "Pp"。

and taught them the stroke order for writing both forms of the letter in the four-line three-grid paper。

The teacher also reminded students that the first stroke of "Pp" should start on the left side。

and that lowercase "p" takes up two spaces.
XXX the students how to write the letter "Qq" and the word "queue".
XXX put their index finger to their lips and made a "shh" sound to prompt the students to guess the word "quiet".
XXX showed a word card for "squirrel" and asked the students to read it and say its Chinese meaning。

The teacher then asked the students to XXX "q" in both "squirrel" and "quiet".
XXX introduced a new word that starts with "q" and had several students come to the front of the classroom and stand in a line to say "This is a queue." The teacher helped the students understand the meaning of the word and taught them how to pronounce it.
XXX to help the students recognize and write uppercase and lowercase "Qq" with correct stroke order in the four-line three-grid paper。

The teacher reminded students that the second stroke of uppercase "Q" should not go inside the circle。

and that lowercase "q" takes up two spaces.
XXX the students how to write the letter "Rr" and the word "rice"。

The teacher first prompted the students to guess the word "rabbit" with a riddle。

then showed word cards for "rabbit" and "ruler" to help the students read and XXX.
XXX asked the students to say the first letter of each word。

which is "r".
XXX the word "rice" and asked the students to say its first letter。

which is "r".
XXX to help the students recognize and write uppercase and lowercase "Rr" with correct stroke order in the four-line three-grid paper。

The XXX "r" XXX.
The XXX from "Oo" to "Rr" in their exercise books。

and the XXX.
The students XXX.
XXX students XXX "book"。

"ruler"。

and "pencil-case" by identifying the objects and saying their English names.
XXX asks: "Can you spell these words?" If a student can spell the word。

the teacher praises them and says。

"Let's see if you spelled it correctly," then shows the word card。

If no student can spell the word。

the teacher says。

"Learning words not only requires speaking but also writing。

Today we will learn how to
spell a few words and see who can learn them quickly," then shows the word card.
The students look at the word card and read the words.
XXX asks the students。

"How many letters are in this word?" After the students answer。

they are asked to spell the word.
XXX asks the students to write the letters b。

o。

k。

r。

l。

e。

p。

n。

c。

I。

and a in a four-line three-grid.
XXX the students how to write words in a four-line three-grid。

They explain that students need to write each letter correctly。

then write the XXX of the word。

They also note that the lowercase letters u and s have not been learned yet。

so students can just copy them from the board.
The students copy the word heads from the board and write each word on a separate line.
III) Fun Practice
Game 1: Bingo
XXX asks the students to randomly write the letters and some words they have learned on the game board。

The XXX or word。

The students quickly find the letter or word on the game board and circle it with a pencil。

When they complete a full row or column of letters or words。

they say "Bingo!" until all the letters and words are circled。

The students erase the circles and play the game again。

Since the teacher reads the letters or words in a different order each time。

the order of the circles is different each time。

After the game。

the whole class XXX.
Game 2: Pass the Drumstick
XXX puts the words that the students have learned and need to recognize into a small box and lets the students pass the drumstick while listening to music。

When the music s。

whoever
has the drumstick must draw a word card from the box and read the word on it。

If they say it correctly。

the game continues。

If they say it incorrectly。

they have two more chances to draw another card。

If they are wrong again。

they are disqualified from the game。

The other students continue to play.
IV) n Activities
XXX
Prepare the letter cards and word cards that the students have learned。

Give the cards to the students and tell them that each letter and its corresponding word form a family。

and see who can help the letter find its family。

The teacher gives ns。

and the students begin to search.
Board XXX:
Homework:
1.XXX.
2.Sing the song.。