四年级英语上册The first period(第一课时) (5)
牛津译林版-英语-四年级上册-4A Unit6 At the snack bar教案(共4课时)
The first period 教学内容：Story time 教学目标：1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
教学重点:1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
教学难点：1、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见教学过程Step1 Greeting & Warm up1、学生表演对话，要求用已经学过的语言编演。
教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）T: Hello, xx. Would you like a pie?S: No, thank you.T: What about a hot dog?S: Yes, please. Thank you.T: You are welcome.2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a sandwich, some noodles”3. Read the words: ” a hamburger,a sandwich, some noodles”Practice in pairs. Act the dialogue.Step2 Presentation1. T: Oh dear. I’m very hungry. Are you hungry?S: Yes.T: Well, let’s go to a snack bar. 导入课题: ”At the snack bar”.S: Read the topic together.T: Would you like some noodles?S: No, thanks.T: What would you like?S: I’d like some rice.T: What about you, xx?S: I’d like a glass of milk.询问两、三个学生后，教师板书：What would you like? What about you?Teach: ”rice, a glass of milk” Read one by one.Teach: “What would you like? What about you?” Read one by one.2. 出示图片引导学生问答。
小学英语PEP四年级上册Unit 3 第一课时
The first periodPart A Let’s talk & Let’s play内容分析本课是PEP小学英语四年级上册Unit 3第一课时。
本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。
教学内容主要是通过展示学生们介绍好友的情景来展开的。
教学重点是能够听、说、认读核心句型“—What’s his name? —His name is Zhang Peng.”“He’s tall and strong.”“Who’s he?”“He has glasses and his shoes are blue.”；能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses”。
本课时重点围绕Part A. Let’s talk中的对话故事展开，在帮助学生理解对话大意的基础上，分角色扮演对话中的角色，练习对话中的出现的“—What’s his/ her name? —His/ Her name is…”句型询问他人名称并回答以及“He’s/She’s…”“He/ She has…”描述人物的性格和外貌特征的句型。
随后利用Let’s play板块设置的游戏活动，巩固强化学生对句型的认识。
课时目标知识与能力1.能够在图片、PPT和老师的帮助下理解对话大意。
2.能够用正确的语音、语调朗读对话，并能够在小组中进行角色扮演。
3.能够在情景中运用句型“—What’s his/ her name? —His/ Her name is…”询问他人姓名并能够回答；能够在情景中运用句型“He’s/She’s…”“He/ She has…”描述人物的性格和外貌特征。
4.能够进一步巩固对核心句型“He’s/She’s…”“—What’s his/her name? —His/ Her name is…”的理解与运用。
过程与方法通过层层递进的对话，逐渐把主动权交给学生，不仅能对已学句型“My name’s…”进行巩固，同时可以导入“his”，稍加点拨，加以强化操练。
四年级上册英语教案-Unit1Nicetomeetyou!Period1湘少版(三起)
四年级上册英语教案Unit 1 Nice to meet you! Period 1 湘少版（三起）教学内容本课为湘少版（三起）四年级上册英语教材Unit 1 "Nice tomeet you!"的第一课时。
教学内容围绕基本的问候语和自我介绍展开，包括新词汇如"hello", "goode", "nice to meet you", 以及简单的个人基本信息交流。
还涉及基础的英语发音和书写规则。
教学目标1. 知识与技能：学生能够听懂、会说、会读、会写基本的问候语和自我介绍用语。
2. 过程与方法：通过角色扮演、小组讨论等互动活动，提高学生的英语听说能力。
3. 情感态度与价值观：培养学生友好交流的意识和跨文化交际的兴趣。
教学难点1. 正确发音和拼写新词汇。
2. 自我介绍时的语法正确性，如使用"I am"结构。
教具学具准备1. 教材和练习册。
2. 多媒体设备（用于播放教学视频和音频）。
3. 词卡和图片（用于词汇教学）。
4. 自制角色扮演头饰。
教学过程1. 导入：通过播放英文歌曲或视频，营造英语学习氛围。
2. 新授：介绍新词汇和句型，结合图片和实物进行教学。
3. 实践：通过角色扮演和小组活动，让学生练习新学的问候语和自我介绍。
4. 巩固：通过游戏和练习册活动，巩固所学知识。
板书设计1. 新词汇和句型写在黑板上，配以相应的图片。
2. 重要语法点用不同颜色的粉笔突出。
3. 课堂活动流程图，清晰展示教学步骤。
作业设计1. 书面作业：完成练习册相关页面。
2. 口头作业：向家人用英语进行自我介绍。
3. 拓展作业：收集更多关于问候和介绍的表达方式。
课后反思1. 教学内容是否适合学生的认知水平。
2. 教学方法是否有效，学生参与度如何。
3. 教学难点是否得到有效突破。
4. 教学目标是否达成，学生的反馈如何。
5. 对教学过程和方法的改进建议。
人教版四年级上册英语第一课
Unit 1 My classroom（我的教室）Lesson 1核心词汇:•classroom 教室•window 窗户•blackboard 黑板•light 电灯•picture 图画•door 门•teacher’s desk 讲台•computer 电脑•fan 风扇•wall 墙壁•floor 地板•really 真的•near 距离近•TV 电视•clean 打扫•help 帮助关键句型:•We have a new classroom. 我们有一个新教室。
•Let’s go and see! 让我们去看看吧！•Where is it? 它在哪里？•It’s near the window. 就在窗户旁边。
•Let’s clean the classroom! 我们一起打扫教室吧！•Let me clean the teacher’s desk. 我来擦讲台。
•Let me help you. 我来帮助你。
对话示例:A: Hey, Zhang Peng. We have a new classroom.B: Really? Let’s go and see!A: Look! This is the new classroom. The door is orange.B: Where is the computer?A: It’s on the teacher’s desk. Let’s clean the classroom!B: OK. Let me clean the blackboard.在这一课中，学生们将学习如何描述教室中的物品和它们的位置，以及如何提出帮助和表达一起做事的意愿。
这是提高学生基本英语交际能力和日常生活应用能力的重要一步。
请注意，以上内容仅供参考，实际教材内容可能有所不同。
为了获得最准确的信息，请直接查阅相应版本的教科书或联系学校教师。
PEP四年级上英语Unit 1第1课时Part A Let’s talk优质课教案
Unit 1 My classroom教材分析本单元学习的主题是新学期开始打扫新更换的教室。
教学内容主要是通过学生们谈论、打扫教室的情景来呈现的。
教学重点是能够听、说、认读核心句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.”；能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”。
教学目标知识与能力目标:句型·能够听、说、认读句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.”·能够在情景中运用句型“—Where is…? —It’s in/on/under/near the…”询问并回答物品的位置·能够在情景中运用句型“Let’s…”“Let me…”提出行动建议·能够按意群朗读“—Where is the green book? —It is under the teacher’s desk.”等四组句子词汇·能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”·能够正确使用上述词汇描述教室里的物品及设施·能够在有意义的语境中正确书写上述词汇语音·能够掌握a-e的发音规则，即a-e在单词中发长音/eɪ/·能够读出符合a-e发音规则的单词，并能够根据发音拼写出符合a-e发音规则的单词情感态度､文化意识､学习策略目标:·学习礼貌言行，能够对请求、道歉等行为做出恰当反应·具有讲卫生、爱整洁的意识·能够根据a-e的发音规则拼读单词，并能够根据a与a-e的发音规则拼写单词课时安排第一课时: 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 & Let’s play第五课时: Part B Let’s learn & Colour and say第六课时: Part B Read and write & Let’s check & Let’s sing第 3 页共9 页第 4 页 共 9 页The 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·通过观察、谈论Let ’s talk 板块的图片，能够理解对话大意·能够按照正确的语音、语调及意群朗读对话，并能够在小组中进行角色扮演·能够在情景中运用句型“—Where is …? —It ’s in/on/under/near …”询问并回答物品的位置 ·能够在情景中恰当运用句型“What ’s in the classroom?”“Let ’s go and see!”谈论教室·能够在语境中借助图片等帮助理解新词“classroom, really, picture, near, window ”的意思，并能够正确发音Let’s play·通过本部分提供的教学活动，进一步巩固对方位介词的理解和运用及操练本课时的重要句型“—Where is …? —It ’s in/on/under/near …”▶1能够按照正确的语音、语调及意群朗读对话，并能够在小组中进行角色扮演。
人教PEP英语四年级下册 第三单元The first period(第一课)教案反思
Unit 3Weather教材分析本单元学习的主题是天气情况。
教学内容主要是围绕Mike向妈妈征求许可、天气预报员预报天气以及Mark和陈杰在电话中相互询问对方所在地天气情况的场景来展开的。
教学重点是能够听、说、认读核心句型“—Can I go outside now? —No, you can't.”“—Can I have some soup? —Yes, you can.”“—What's the weather like in New York? —It's rainy.”“—Is it cold? —No, it isn't.”；能够听、说、认读单词:cool, cold, hot, warm, rainy, snowy, cloudy, sunny, wind 等随风潜入夜，润物细无声。
出自杜甫的《春夜喜雨》◆东宫白庶子,南寺远禅师。
——白居易《远师》◆灵师不挂怀,冒涉道转延。
——韩愈《送灵师》◆教学目标知识与能力目标:·能够听、说、认读句型“—Can I go outside now? —No, you can't.”“—CanI have some soup? —Yes, you can.”“—What's the weather like in NewYork? —It's rainy.”“—Is it cold? —No, it isn't.”·能够在情景中运用句型“—Can I go outside now? —Yes, you can./No, you can't.”“—What's the weather like in…? —It's…”询问他人意见及天气情况并能进行回答·能够在情景中运用句型“It's…and…”“It's…in…”描述气候特征和天气情况·能够按照意群朗读短文、理解短文内容并完成句子仿写活动·能够听、说、认读单词：cool, cold, hot, warm, rainy, snowy, cloudy, sunny, windy·能够正确使用上述单词描述气候特征和天气情况·能够掌握字母组合ar/al的发音规则，即在单词中发/ɑː/和/ɔ:/·能够读出符合ar/al发音规则的单词；并能根据发音写出符合ar/al发音规则的单词情感态度､文意识､学习策略目标:·能够关心日常天气变化能够对气候特点和天气情况进行描述并能及时提醒家人、朋友根据天气情况更换衣服The first period(第一课时)Part A Let’s talk & Let's play ▶教学内容与标课时教学内容课时随风潜入夜，润物细无。
Review1第一课时课件
Chinese
English math Chinese writing activity
have lunch & take a rest
What subjects do you like? I like ____________.
Time 8:00am 8:50am 9:40am Monday Chinese music art Tuesday math science activity Wednesday computer Chinnglish activity Friday English Math writing
have lunch & take a rest English science activity Chinese P.E art Chinese writing activity math science P.E art computer activity
Time table of Class 4 Grade 4
Time table of Class 4 Grade 4
Time 8:00am 8:50am Monday Chinese music Tuesday math science Wednesday computer Chinese Thursday Friday Chinese English activity music math science P.E English Math
This is Amanda. She’s from the USA. She’s 10.
This is Lily. She’s from China. She’s 10.
No 1 Primary School
time table
四年级上册英语教案-Unit1period1广东开心英语
四年级上册英语教案 Unit1 period1 广东开心英语教学内容：本节课为广东开心英语四年级上册第一单元第一课时。
教学内容包括学习英语字母表、认识新单词和简单句子，并通过有趣的活动和游戏，让学生在轻松愉快的氛围中学习英语。
教学目标：1. 学生能够熟练朗读并书写26个英语字母。
2. 学生能够听懂、会说、会读本节课所学的单词和句子。
3. 学生能够运用所学知识进行简单的英语交流。
教学难点：1. 字母表的正确朗读和书写。
2. 新单词的发音和记忆。
3. 句子的结构和用法。
教具学具准备：1. 英语字母卡片。
2. 新单词卡片。
3. 图片和实物。
4. 录音机、磁带和音响设备。
5. 黑板和粉笔。
教学过程：1. 导入教师与学生用英语进行简单对话，引导学生进入英语学习氛围。
2. 新课内容展示a. 教师展示字母卡片，引导学生跟读并书写。
b. 教师展示新单词卡片，引导学生跟读并记忆。
c. 教师通过图片和实物，引导学生学习新句子。
3. 练习与活动a. 学生分组进行字母接龙游戏。
b. 学生进行新单词的记忆大赛。
c. 学生进行角色扮演，练习新句子。
a. 教师与学生一起回顾本节课所学内容。
b. 学生进行课堂小结，分享学习心得。
板书设计：1. 字母表2. 新单词3. 句子作业设计：1. 抄写字母表三遍。
2. 抄写新单词和新句子各五遍。
3. 家长签字，确认孩子完成作业。
课后反思：本节课通过丰富的教学活动和游戏，激发了学生学习英语的兴趣。
学生在愉快的氛围中掌握了字母表、新单词和句子。
但在教学过程中，部分学生对于新单词的记忆仍存在困难，需要在今后的教学中加强巩固。
教师应关注学生的个体差异，给予每个学生充分的参与和表达机会，提高课堂效果。
本节课达到了预期的教学目标，但仍有改进和提升的空间。
教师应不断反思和调整教学方法，以更好地适应学生的学习需求。
重点关注的细节：新单词的记忆和句子的结构及用法详细补充和说明：新单词的记忆是英语学习的基础，而句子的结构及用法则是英语学习的核心。
gogo版英语小学四年级第一学期上册全册教案
Teaching Plan（四年级上学期）Unit One Hi , Gogo[The first period (第一课时)]（Conversation、Vocabulary、Review）一、教学目标1, To review “Are you hungry ? Yes, I am. Etc.2.The sounds and words3.New words: hungry, thirsty, grandmother, grandfather, short, tall, ruler, stapler二、教学重点1、学习本单元出现的8个新单词, and the sounds of the third preson,singular ,present tense；2、人称代词单复数的区分；3、能正确记住D o you have …de的用法三、教学难点1、能准确书写所学的单词；2、The sounds of the third person, singular ,present tense；四、教学过程(1)1、GreetingsSay hello to the new students2、Presentation :To find a few students to play a role3、To over look the unfamiliar words ;4、Let the students practice a few minutes, then perform it.5、Try to recite Conversation together.(2)1,To teacher the new words in V ocabulary2、to present the new words ;To do the motions to help remember the words.3,listen to the tape for Review4、A few students to repeat after the tape, then the whole class.6、To write down the sentences ,and practise white the teacher,Ask and answer questions,7、the students’ work: practice with their partners8、 a few students demonstrate the questions(3)1、TO teach the students say the rhyme and help them to remember the newcontent.2、Go over all the knowledge and summarize.(4) Homework1．To copy the words2．To recite Conversation3．Make preparations for the dictation.教学后记：大部分学生能区分人称代词，掌握本课八个单词。
小学英语PEP四年级上册Unit 2 第一课时
The first periodPart A Let’s talk & Let’s play内容分析本课是PEP小学英语四年级上册Unit 2第一课时。
本单元学习的主题是描述书包的颜色并说出书包里的教材及其他物品名称。
教学内容主要通过展示学生们的新书包、教材及文具物品，以及通过张鹏在失物招领处寻找丢失的书包的情景，呈现本单元要学习的核心词汇和句型。
这一课时主要谈论Let’s talk板块的内容，理解对话大意，学习本单元生词，借助游戏学习重点句型。
课时目标知识与能力1.能够通过观察和谈论Let’s talk板块的图片理解对话大意。
2.能够用正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。
3.能够在语境中理解新词“schoolbag, English book, maths book, storybook”的意思，并能够正确发音4.在趣味游戏中运用语言，操练并巩固句型“—What’s in your…? —It’s a/an…”。
过程与方法在处理本课时新授对话时，采用从处理局部语言到呈现完整对话的方式。
先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍，通过跟读模仿、分角色表演对话和根据对话原文填空，让学生掌握对话的语言框架，为后面的运用拓展做好准备。
情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。
教学重难点教学重点1.能够理解和掌握重点词汇和核心句型。
2.能够在情景中运用句型“—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.”。
教学难点能够在语境中灵活运用核心句型。
教学准备教学课件、课文视频、书包及各种教材等。
教学媒体选择多媒体，录音。
教学活动1.角色扮演；2.游戏；3.观看动画。
教学过程Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Free talk.T: I have a new bag. What colour is it? Guess!S1: It’s red.S2: It’s white.…T: Yes, you are right. It’s black! Wow! You’re lucky. Here’s a sticker for you.3. Let’s review.Review the words about colours. Students look at the PPT and say out the words quickly. (课件出示:不同颜色的方块)4. Lead-in.The teacher shows a colourless pencil box on the PPT. (课件出示:一个无色的文具盒)Let some students guess what colour it is.Ss: …T: Really? (Click the pencil box.) Look! It’s blue and yellow.The teacher must emphasize how to express two or more colours.Show the other two kinds of colourless stationery pictures in turn on the PPT and let students guess the colours. (课件出示:依次显示一个无色的橡皮和一个无色的铅笔图片)Step 2: Presentation1. Learn the new vocabulary and sentence structures.(1)Learn the new vocabulary: schoolbag, English book, maths book, storybook.(课件出示:一个黄色小猫形状的魔术包)T: I have a magic bag.Help students ask: Really?T: Yes. It’s a cat. It’s yellow.Write down the sentence structure “I have a/an…” on the blackboard.Show several kinds of stationery pictures. （课件出示:一个黄蓝相间汽车形状的魔术文具盒）Practice the sentence structures “I have a/an… It’s a/an… It’s…” with students.T: Guess! What’s in the bag?Let one student click the mouse.Ss: Wow! It’s a pencil box! It’s a bus.T: Good. A bus pencil box. So nice! What colour is it?S1: It’s yellow and blue.T: What’s in the pencil box? Who wants to click the mouse? （S2 clicks the mouse.）Ss: Wow!T: It’s a schoolbag in it! So magic! It’s a magic pencil box!Write down the word “schoolbag” on the blackboard and teach the word “schoolbag” (school + bag=schoolbag).Ask some students to show their schoolbags and say “I have a schoolbag. It’s a/an… It’s…” one by one.In the same way, lead in the new vocabulary: English book, maths book, storybook.(2)Let students understand the sentence: It’s a fat panda!T: I have a new schoolbag!Ss: Really？Show a real schoolbag to students. There are many things in the schoolbag.T: Look! It’s a cat! It’s yellow and white. What’s in the schoolbag?Ss: A pencil box, an English book, a maths book…The teacher puts the things in the bag again.T: It’s a fat bag. It’s a fat cat! Cat, /k/-/æ/-/t/, /kæt/, fat, /f/-/æ/-/t/, /fæt/.Help students understand “fat” and “It’s a fat panda!”Learn the dialogue of “Let’s talk”.(1)Present the pictures of “Let’s talk” on the PPT.(出示课件)T: Amy has something new, too. What’s it? Guess! A. A toy panda. B. A panda schoolbag.Ask students to underline the key sentence about the question in their books.(2)Listen to the dialogue and answer the question. (课件出示:Let’s talk板块的音频)S1: A new schoolbag.S2: It’s a panda.S3: It’s a panda schoolbag.Check the answer.Answer: B(3)Listen to the dialogue again and answer the questions.T: What colour is the schoolbag? What’s in the schoolbag? Listen to the dialogue again and answer the questions. Underline the key sentences in your books about the questions.Check the answers.Answer 1: BAnswer 2: BStep 3: Practice1. Listen to the recording of “Let’s talk” and imitate.Play the recording again. Let students read the dialogue after the recording. Listen carefully and pay attention to the pronunciation and the intonation.2. Read and role play in groups.T: Now, who wants to be Chen Jie? Who wants to be Amy? Let’s read it in roles.3. Act out the dialogue in roles.T: Now let’s find the best actor or actress. Please come to the front of the classroom and show the dialogue.4. Fill in the blanks.Check the answers. (出示课件)5. Activity: What’s in the pencil box?（1）Ask and answer with the partner.(活动说明:两人一组，每个人准备一个文具盒，在文具盒里装一些文具，运用本课的核心句型进行对话。
人教版英语四年级上册 Recycle 2
Recycle 2
The first period （第一课时）
Revision Whose home is this?
It’s Amy’s home.
Where is Amy? Is she in the bathroom? Is she in
the bedroom?
No. She is in the study.
—Yes, please.
PEP英语四年级上册
Recycle 2
The second period
（第二课时）
Enjoy a song
We wish you a merry Christmas.
Lead-in
Mike is at John’s home today. It’s time for dinner.
study 说出各个房间
的英文名称
bathroom
kitchen
房间里都有什么呢？说出它们的名称。
sofa bed
phone table
fridge
根据中文意思说出英文短语
在你的书桌/手里 in your desk/hand 吃点心 have a snack 洗淋浴 take a shower 打开门 open the door
➢ And his father and mother are in their bedroom, too.
Father Christmas will come and give gifts to children. He will put gifts in the socks.
Listen and number the rooms.
S1 (John): What would you like for dinner, Mike?
人教版四年级上册英语第一课
人教版四年级上册英语第一课Lesson 1: GreetingsIn the first lesson of the People's Education Edition English textbook for Grade Four, students learn about greetings. Greetings are an essential part of daily communication and show politeness and respect towards others. This lesson aims to help students understand and use various greetings appropriately in different contexts. Through engaging activities and exercises, students will develop their listening, speaking, and reading skills in English.The lesson begins with a warm-up activity where the teacher leads a discussion on different greetings students may already know and encourages them to share greetings from their own culture or language. This activity not only helps to activate prior knowledge but also promotes cultural exchange among students.Next, the teacher introduces common greetings in English, such as "Hello," "Good morning," "Good afternoon," and "Good evening." The teacher models each greeting, highlighting the appropriate time to use them and the corresponding responses. To ensure understanding, the teacher provides plenty of examples and encourages students to practice saying the greetings aloud in pairs or small groups.To reinforce learning, the textbook includes a listening comprehension activity. Students listen to short dialogues and match them with the appropriate greetings. This activity challenges students to focus on bothlistening and comprehension skills, helping them become more familiar with the pronunciation and intonation of greetings in English.Afterward, the lesson moves on to a speaking activity where students practice greetings in real-life situations. Using role-play cards, students take turns greeting each other and responding accordingly. This activity not only enhances their speaking skills but also encourages them to use appropriate body language and facial expressions when greeting others.To further consolidate their understanding, the textbook provides a reading passage with a variety of greetings. Students read the passage silently and identify familiar greetings. They then answer comprehension questions to demonstrate their understanding of the text. This activity enhances their reading fluency and comprehension skills while reinforcing their knowledge of greetings.Additionally, the lesson incorporates a writing activity where students are prompted to write a short paragraph about greetings. They are encouraged to use the greetings learned in class and share their personal thoughts or experiences related to greetings. This activity promotes their writing skills and encourages creativity in expressing themselves in English.To conclude the lesson, the teacher organizes a speaking session where students practice greetings in a larger group setting. The teacher randomly selects students and prompts them to greet the class, encouraging them to use appropriate greetings based on the time of day. This activity not only provides oral practice but also builds confidence in speaking English in front of an audience.In this first lesson, students have actively engaged in various activities to understand and practice greetings in English. By the end of the lesson, they have acquired the necessary vocabulary and skills to confidently greet others in a polite and respectful manner in English. Greetings are not only words but also a way to connect with people from different cultures and backgrounds, fostering understanding and harmony in our diverse world.。
新牛津译林版英语四年级上册第一单元第一课时 精品课件
LWeat’tschtatlhke cartoAorne they at the zoo?
WWhahtoaarereththeeyy?talkinWg ahberoeuat?re they? 他们将要谈论些什么呢？
Listen and tick
Listen to the tape and tick what they are talking about.
Unit 1 I like dogs (Period 1)
Learning tips
Let’s enjoy
a farm （农场）
Look at…
cute可爱的
a lion a cat an elephant a panda a dog a monkey a tiger a horse
Yes or No?
听录音，勾出他们谈论的动物
( )( ) ( )
()
( )( )
()
()
Read and find
Read the story, find out their favourite animals.
自读故事，找出各自喜欢的动物
I like cats. We like dogs. I like pandas.
Try to say
Look at these toy animals, boys and girls.
Wow!
Try to say
Try to pandas?
cute and fat
Let’s chant
Cute, cute, cute dogs! Do you like dogs? No, no, no ,I don’t. I don’t like dogs!
四年级英语上册第一课
四年级英语上册第一课一、课程概述四年级英语上册第一课是一堂旨在帮助学生巩固和拓展英语基础的课程。
本课程以生动有趣的方式，引导学生学习英语词汇、语法、句型和口语表达，为学生的英语学习奠定坚实基础。
二、核心知识点1.词汇本节课介绍了若干新词汇，如：动物、颜色、水果等。
通过学习这些词汇，学生可以丰富自己的英语词汇量，为英语沟通打下基础。
2.语法本节课重点学习了一般现在时态的用法。
一般现在时态用于描述经常发生或习惯性的动作，以及现在的状态。
例如：I am a student.（我是一名学生。
）3.句型本节课介绍了若干实用句型，如：What"s your name?（你叫什么名字？）、How old are you?（你多大了？）等。
通过学习这些句型，学生可以更好地进行日常英语交流。
4.口语表达本节课鼓励学生大胆开口说英语，练习新学的词汇、语法和句型。
此举有助于提高学生的英语口语表达能力，培养英语语感。
三、教学目标通过本节课的学习，学生能掌握以下目标：1.熟练运用所学词汇进行简单英语表达；2.掌握一般现在时态的用法；3.运用所学句型进行日常英语交流；4.提高英语口语表达能力。
四、学习建议1.做好笔记，记录重点词汇、语法和句型；2.多进行口语练习，提高英语实际运用能力；3.定期复习，巩固所学知识；4.积极参与课堂活动，勇于表达自己的想法。
五、练习题及答案1.根据课文内容，完成下列句子：What"s your name?My name is ...How old are you?I am ...years old.2.翻译下列句子：a.你叫什么名字？b.我是一名学生。
c.你多大了？d.我要一个苹果。
Lesson4Isheyourbrother？第12课时(课件)英语四年级上册
Let's sing
Homework
1.背诵单词，朗读并背诵课文：第16-17页。 2.课本第18页Let's learn：仿照上图中的内容，进行对话，
The first period 第一课时
Review
clock money cook cup
legs ð/
/mæp/
/'æpl/
/'mʌðə/
/glæd/
/'hæpɪ /
/'brʌðə/
Let's try
-a- /æ/
-er- /ə/
-th- /ð/
Words in lesson
panda happy
monkey family
sister brother father mother
uncle aunt grandfather grandmother
Let 's talk
Let 's talk
Let 's talk
重要句型： -Is she your mother? -Yes,she is. -This is my friend.
lamp/læmp/
-er- /ə/ ladder /'lædə/ matter /'mætə/ must /mʌstə/
panda /'pændə/
-th- /ð/
then /ðen/
them /ðem/
grandfather /'grænfɑ:ðə/
Unit10第一课时教案-开心学英语四年级上册
（广东版）开心英语教案四年级上册Unit 10 This is his bodyThe first periodTeaching Aims:Train the students' ability of listening( can hear and catch the meaning of the new words and sentences); speaking( can talk about body with somebody); reading( according to the picture to catch the meaning in Conversation); writing( can write the new words according to the picture and can write the sentences).The students can master and use the words and sentences of the text.1.Train the students' communication skills and encourage them to communicate with each other.Teaching Aids: Recorder, a doll, pictures …Teaching contents:New words:Body, eyes, nose, arms, hands,Ears, mouth, legs, feetNew sentences:This is his head( mouth …).These are his eyes( ears …). Teaching key point:1.New words:Body, eyes, nose, arms, hands, Ears, mouth, legs, feet2.New sentences:This is his head( mouth …).These are his eyes( ears …). Teaching difficult points:How to use these sentences:This is his head( mouth …).These are his eyes( ears …). 1．Teaching Procedure:Step ⅠOrganize teachingSing a “ What are they doing" song.Step ⅡReviewReview unit 9Words:Playing, eating, running …Sentences:What' s he doing?He' s sleeping( running …).Play a game:Guess “ What' s he doing". let the doll d o the motion, ask the students guess and answer the questions.E.g.:T : Look at the doll. Guess, what' s he doing?(let the doll sleeping)S : He' s sleeping.…Step ⅢPresentation 1Today, we will know something about our body, look at the doll( point to the doll), “ This is his body"( Write it down on the blackboard, and then ask the students read after the teacher). “ body" means “ body".1. Learn the new word “ eye".(1) Point to the doll' s “ eye" and say like this:T : This is his eye. Read after m e “ eye"( read for several times, make sure the student know the meaning of “ eye").(2) Ask the students point to their eyes and say after the teacher.(3) One by one say the word .Teach the students “ two eyes" should read “ eyes".(make sure the students understand).2 .The same way to teach the other words( nose …).Step ⅣReinforcement1. Open your books .Listen to the tape of the V ocabulary. Point and say.2. Play a words game:Give one group a word, when the teacher call the word whichbelongs to the group, this group must stand up and say the word and point to the correct place in his/her body, and raise their word card.Step ⅤPresentation 23.Read what the teacher point to the doll and then write down the sentences:4.This is his Eye( nose …).5.T hese are his eyes( ears …).Ask one or two students to say the sentences.1.Listen to the tape of conversation. listen,say and point.2.Pairs work.Ask one pairs or two come out and act.Do workbook 1.Step ⅥConclusionSum up what we learned in the class. Review the new words and sentences.Stress the key point and difficult point.Step ⅦHomeworkCopy the words.Read Conversation and V ocabulary for two times.。
人教版英语四年级上册第一课时-课件
Fish and vegetables. ③Who cooks dinner?
Mother.
连连看
1. soup and bread 2. fish and vegetables 3. Dinner is ready. 4. I’m hungry.
Unit 5 Dinner’s ready Period One
Let’s look at the following words
beef
I’d like some beef.
chicken
This isn’t beef. It’s chicken. I’d like chicken.
noodles
Homework
把你喜欢的食物写出来。
都二
能分
运浇
用灌
好，
“八
二分
八等
定待
律；
”二
，分
我管
们教
一，
起八
ቤተ መጻሕፍቲ ባይዱ，分
静放
待手
花；
开二
。分
成
➢Pure of heart， life is full of
绩 ， 八
分
sweet and joy!
方 法
。
愿
全
天
下
所
有
父
母
我们，还在路上……
A. 我饿了。 B. 面包和汤 C. 晚饭准备好了。 D. 鱼和蔬菜
回顾总结
Let’s chant! Beef, beef, beef, I’d like some beef. Chicken, chicken, chicken, I’d like some chicken. Noodles, noodles, noodles, I’d like some noodles!
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作品编号：97864512358745963001学校：趣鸟呜市文景镇欧阳家屯小学*教师：瑰丽艳*班级：恐龙队参班*Unit 5 Dinner’s ready教材分析本单元学习的主题是用餐。
教学内容主要是围绕着用餐的各种情景来展开的。
教学重点是能够听、说、认读核心句型“What’s for dinner?”“—What would you like (for…)? —I’d like some…,please.”“—Would you like…? —Yes, please./No, thanks. I can use…”；能够听、说、认读单词“beef,chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”。
The first period（第一课时）Part A Let’s talk & Let’s survey▶教学内容与目标课时教学内容课时教学目标Let’s talk·能够理解对话大意·能够用正确的语音、语调朗读对话·能够在情景中运用句型“—What would you like (for…)? —I’d like (I would like) some…,please.”征求并表达用餐意愿·能够在情景中恰当运用功能句“What’s for dinner?”·能够在语境中理解新词“dinner, soup, vegetable, ready”的意思,并能够正确发音Let’s survey·能够在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型,并进一步巩固和运用食物类词汇▶1.能够听懂、会说句型“—What would you like (for…)? —I’d like (I would like) some…, please.”“What’s for dinner?”。
2.能够听懂、会读单词“dinner, soup, vegetable, ready”。
3.能够听懂、会读对话，并能够分角色表演。
▶教学难点能够在情景中正确使用句型“—What would you like （for…）? —I’d like (I would like) some…, please.”来征求并表达用餐意愿。
▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。
▶教学过程Step 1: Warm-up & Revision1. Greetings.2. Sing a song—Let’s have a picnic today. (课件出示: PEP三上教材P54的歌曲动画)3. Revision.(1)Sharp eyes.Show the words about food and drinks one by one. (课件出示:egg,juice, bread, milk, water, fish, rice, cake依次快速出现，再消失)T: If you know the word, you can stand up and read it aloud.(2)Drive a train.Teaching purpose通过这两个活动，让学生在轻松愉快的氛围中复习已学过的食物及饮品单词。
同时，游戏活动引入用餐话题，自然地创设真实、有效的教学情景。
Show the words above and review the word “fish” with pictures. (课件出示:1. 已学的食物及饮品单词egg, juice, bread, milk, water, fish, rice, cake。
2. 出示三张图片，图片一:一盘鱼肉，教学fish；图片二:两条同一种类的鱼，教学fish；图片三:两条不同种类的鱼，教学fishes)Let students work in groups of six. Ask every student in the group to ask and answer questions in turn. Make a model:T: Oh, I’m hungry. I’d like some bread and milk. What would you like?S1: I ’d like some… What would you like?S2: I’d like some… What would you like?S3:…Step 2: Presentation1. Talk about dinner.(1)Show a picture on the PPT. (课件出示: 一幅图，画面显示太阳落山了，钟表显示18:00)T: Look! It’s 6:00 in the evening. It’s time for dinner. Guess what “dinner” means.Ss:晚餐。
T:Yes. I’m hungry. What’s for dinner? (Show the word card.) Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, //.Write down the sentence “What’s for dinner?” on the blackboard and teach it.(2)Show a picture on the PPT. (课件出示: 一张餐桌，学生每提问一次“What’s for dinner?”，餐桌上就出现一种食物，依次为fish, rice, egg, soup, vegetable)Ss: What’s for dinner?T: Some fish/rice/eggs.Ss: What’s for dinner?T: Some soup. (Show the word card.) Soup, soup, /s/-/u:/-/p/, /su:p/, some soup.Write down the word “soup” on the blackboard and teach it.Ss: What’s for dinner?T:Some vegetables. (Show the word card.) Vegetable, vegetable, /vedʒ/-/tə/-/bl/, //, some vegetables. Pay attention to the pronunciations of “v/v/” and “s/z/”.Write down the word “vegetable” on the blackbo ard and teach it.Show the picture of the table with the food mentioned above. (课件出示:摆放着上述食物的餐桌图片)T: Oh! Dinner’s ready! I can eat now. (Show the word card.) Ready, ready, /r/-/e/-/d/-/i/, //. Dinner’s ready! Teaching purpose设置情景，让学生在情景中学习新单词，感知新句型。
Write down the sentence “Dinner’s ready!” on t he blackboard and teach it.T: What would you like for dinner?Write down the sentence “What would you like for dinner?” on the blackboard and teach it.S1: I’d like some…Write down the sentence “I’d like some…” on the blackboard. Lead more students to an swer the question “What would you like for dinner?” by using this sentence structure.2. Let’s talk.(1)Talk about Picture 3 of “Let’s talk” and predict the main idea of the dialogue. (课件出示:教材P48 Let’s talk板块的图三)T:(Point to the picture.) Wow, a lot of delicious food! Dinner’s ready! What’s for dinner?Ss: Some soup, some bread, some fish and some vegetables.T:Look at the food. I’m hungry. I’d like some bread. Are you hungry? What would you like?S1: Yes. I’m hungry. I’d like some…S2:…T: Mike is hungry, too. What would he like?(2)Watch the video and answer the questions.Show Picture 1 of “Let’s talk”. (课件出示:教材P48 Let’s talk板块的图一)T: Where are Mike and his mother?Ss: They are in the kitchen.T: Mike is hungry. What would Mike like for dinner? Let’s watch the video. Underline the key sentence of the answer in your books.Play the video and let students get the key sentence. (课件出示:教材P48 Let’s talk部分的音频)T: What would Mike like?Ss:Some soup and bread. Mike says, “I’d like some soup and bread, please.”T: What would Mike’s dad like for dinner? Let’s watch the video again. Underline the key sentence of the answer in your books.Play the video again and let students get the key sentence. (出示课件)T: What would Mike’s dad like?Ss:Some fish and vegetables. Mike’s dad says, “Some fish and vegetables, please.”(3)Read after the video.T:Boys and girls, let’s read the dialogue after the video. Please listen to it and read carefully. Teaching purpose通过各项活动，使学生能够充分理解课文内容，并且能够正确朗读课文。