四年级下册unit5B
人教版(PEP)小学四年级英语下册Unit 5《My clothes》课件
What colour is it? It’s pink.
外衣;大衣
a pink coat
What is this?
What colour is it? It’s pink, too.
(尤指男士)衬衫 复数:shirts
a pink shirt
What is this?
What colour is it? It’s red.
jacket
shorts
sweater socks
What’s missing? shirt coat
shorts
socks
jacket sweater
What’s missing? shirt coat
shorts
socks
jacket sweater
What’s missing? shirt
Let's talk
Read by yourself and answer the questions:
• What time is it now? It's four o'clock.
• Is this John’s hat? No, it isn’t. It’s Mike’s.
•Are these Amy’s? No, they aren't. They are Chen Jie's.
They’re blue.
blue shorts
What are these?
短袜 短语:a pair of socks
What colour are they?
They’re white.
white socks
Tips小贴士
shirt, coat, jacket, sweater 都是单数名词
四年级下册英语优质教案-Unit 4 At the farm-5Part B Let’s talk
Unit Four At the farmLesson 2Teaching aim:1.Grasp the sentences: What’ his name? His name is…He has…And try to usethem in the practice sense.2.Know something about : When a friend gives you a present ,open it and say“Thank you”.Difficulties and importance:1.Grasp the sentences: What’ his name? His name is…He has…He’s…too.2.Culture.Preparation:1.Some pictures of famous people.2.Recorder and tape.Steps:(1) Warm-up.a.Everyday exercise.b.Game: Guess the name “What’s his/her name? Who’s she/he?”(2) Presentation.a.Ask a student: What’s your name? My name is…Ask the class: What’s his name? His name? Who’s he?Use this form, let pupils learn the sentence: What’s her name?b.Try to practice the dialogue.What’ his name? His name is…What’ her name? Her name is…c.Show the picture of ZhangPeng:Look at the photo. Look at the picture.What’ his name? He’s tall.He’s strong,too.(3) Listen and read.a. Listen to the tape and catch the main idea.c.Read the passage after tape or after me.d.Game:Let’s guess(4) Culture.When a friend gives you a present ,open it and say “Thank you”年级课时教学设计。
沪教版四年级下册英语Unit5 Sport讲义
Unit 5 Sport 一、基本知识点（一）词汇sport [spɔːt] n. 体育运动football ['fʊtbɔːl] n. 足球club [klʌb] n. 俱乐部join [dʒɒɪn] v. 参加；加入tell [tel] v. 告诉about [ə'baʊt] prep. 关于basketball ['bɑːskɪtbɔːl]n. 篮球volleyball ['vɒlɪbɔːl]n. 排球us [əs; ʌs] pron. 我们（二）短语table tennis 乒乓球运动play football 踢足球play basketball 打篮球play volleyball 打排球a new football club 一个新的足球俱乐部would like to do = want to do想要做...（三）句型1. I like playing football.2. —Does she like playing football?—Yes, she does./ No, she doesn’t.3.—What does she like doing?—She likes playing table tennis.4.Let’s join the club.（四）重难点、易错点1. play + 球类运动表示“打...; 踢... ”, 注意积累球类运动的词汇2. 学习动词的用法：like to do/ doing sth 喜欢做某事want to do sth 想要做某事let sb do sth 让某人做某事tell sb about sth 告诉某人关于某事3.含有实义动词的肯定句变一般疑问句和特殊疑问句二、典型例题1. ________ Alice like playing football?A.DoB. DoesC. Is2.I like ________ basketball.A.playsB. playC. playing3.Let’s ________ the music club.A.joiningB. joinsC. join4. — Does he like playing the volleyball club?— Yes, ________.A.he likeB. he likesC. he does三、变式习题基础题（一）词汇运动football打篮球关于tellus打排球（二）对话匹配( ) 1. Does Peter like playing table tennis? A. She likes walking.( ) 2. Would you like to come with me? B. Yes, he does.( ) 3. What lessons do we have today? C. Sure.( ) 4. What does she like doing ? D. We have Art, English and Maths. ( ) 5. What subjects do you like? E. I like Maths.提高题（一）单项选择( ) 1. Alice is my friend. I like volleyball. She ________ volleyball, too.A. likeB. likesC. liking( ) 2. They like _______ football in the playground.A. playsB. playC. playing( ) 3. My favorite subject is Art. What ________ you, Kitty!A.forB. toC. about( ) 4. San and I want ________ the club.A. to joinB. joinC.joining( ) 5. —What’s your favorite subject?—My favorite subject is PE because I can ________ in PE class.A. draw a pictureB. play the violinC. play table tennis（二）连词成句1.that’s, idea, a, good (!)_______________________________________________________________2.she, playing, does, like, football(?)_______________________________________________________________3.join, let’s, club, the (.)_______________________________________________________________4.you, want, go, do, with, to, us (?)_______________________________________________________________强化题（一）用所给词的适当形式填空。
陕旅版四年级下册小学英语Unit5单元全套课件
Test
给下列图片选择正确的单词。
A.bus shop B.bookstore
C.hospital
D.park
D ( )
B ( )
A ( )
C ( )
Sum-up
本课所学的重点单词： park cinema shop
bookstore
Unit 5 Where Are You Going？
陕旅版(三年级起点)四年级下册
Is she/he going to...? Yes,she/he is./No,she/he isn't.
Do >y>oPruackticneow
What’s the date?
Do >y>oPruackticneow
Children’s Day
Presentation
date (名词)日期
买故事书
【例句】 I go to the bookstore to buy a story book. 我去书店买了一本故事书。 【拓展】 read a story book看故事书
buy
(动词)买
【短语】 buy sth for sb=buy sb sth 给某人买某物
【例句】 My father buys me a toy car. 我 爸爸给我买了一个玩具小汽车。
Where is Li Shan going? Is she going home, too?
No, she isn’t. She is going to the shop.
Let'>s>Ptraeslekntation
Listen, then ask and answer Q 3:Where are they going?
人教PEP英语四年级下册第五单元Unit 5 Part A 和Part B配套练习题(附答案)
Unit 5 My clothesPart A第一课时一、将下列句子改成一般疑问句，并做肯定和否定回答。
1.This is my jacket.______________________________________2. These are my shoes.______________________________________3. This is a hat.______________________________________4. Those are John’s shoes.______________________________________二、用所给词语的恰当形式填空。
1.—Are these_______(your)? —Yes, they are.2.—Is this John’s? —No, it’s_______(Mike).3. My______(shoe) are white.4. They’re______(Chen Jie).三、选择合适的句子补全对话。
A: What time is it?A: Peter, is this yours?B: 2.__________ My hat is red. It’s Amy’s.A: 3.__________C: Yes, it is.A: Here you are.C: 4._________答案：一、1. Is this your jacket? Yes, it is./No, it isn’t.1.Are these your shoes? Yes, they are./No, they aren’t.2.Is this a hat? Yes, it is./No, it isn’t.3.Are those John’s shoes? Yes, they are./No, they aren’t.二、1. yours 2. Mike’s 3. shoes 4. Chen Jie’s三、1.C 2.A 3.B 4.DUnit 5 My clothesPart A第二课时一、将单词与对应的图片连线。
人教版小学四年级英语下册 Unit 5 B Let's talk 教案
全对话； 5. Let’find out. 看图，说一说图上有什么衣服？
操练对话
用所学句型说说他们的主人分别是谁。 做游戏
通过各种形式 的听说和朗读 对话。培养学生 的语感和积极 运用语言的意 识。
6. 失物招领游戏
课堂小结 What have you learned today?
板书
Unit5 My clothes B Let’s talk Whose coat is this? Whose pants are these? father’s.
对话练习
Whose socks /shorts …are those?
掌握。
They are …’s/mine.
7.句型讲解：
Whose... is this?
总结
It’s...
Whose... are those?
They are...
8.Pair work
归纳
9.回顾文本，梳理知识。
T: So we know the coat is mother’s, the pants
are father’s.
What does Sam do?
S: He wears mother’s coat and father’s pants.
T: Yes, he is funny. Do you like to wear your
father’s or mother’s clothes?
S: I like to wear my father’s /mother’s
教学设计
课题 B let’s talk
单元 Unit5 My clothes
学科 English 年级 四
四年级下册英语第五单元课文
四年级下册英语第五单元课文Unit 5 My clothes 我的衣服Whose are these? 这些是谁的？They're John's. 乔恩的。
Whose cap is this? 这是谁的帽子？It's my brother's. Thanks. 我弟弟的。
谢谢。
Where are you, Zip? 你在哪，吉普？Is this yours? 这是你的吗？Yes. Thank you. 是的，谢谢。
A Let's talk 一起说吧OK. It's four o'clock. It's time to go home. 好。
四点了。
该回家了。
Amy, are these yours? 艾米，这些是你的吗？No, they aren't. My shoes are green. They're Chen Jie's. 不，不是。
我的鞋是绿色的。
它们是陈洁的。
What about this hat? Is this John's? 这顶帽子呢？是乔恩的吗？No, it isn't. It's Mikes. 不，不是。
是迈克的。
A Let's learn 一起学吧I like that green skirt. 我喜欢那条绿色的裙子。
Me too. And I like those pants. 我也是。
我还喜欢那条裤子。
clothes 衣服hat 帽子skirt 裙子pants 裤子dress 连衣裙A Let's do 一起做吧Put on your skirt. 穿上你的裙子。
Hang up your dress. 挂上连衣裙。
Take off your hat. 脱掉帽子。
Wash your skirt. 洗裙子。
Put away your pants. 把裤子拿走。
人教版四年级下册英语unit,five教材b部分课文翻译
【 - 小学作文】篇一:《人教版四年级下册英语unit4B部分翻译》人教版四年级下册英语unit4教材B部分课文翻译 1Let's talk部分翻译Mike：Wow! You have a lot of animals!What are those?迈克：哇！你有许多动物！那些是什么？Man：They're horses.男人：它们是马。
Mike：Cool!How many horses do you have?迈克：太酷了！你有多少匹马？Man：Mmm... Seventeen.男人：嗯……十七匹。
Sarah：What about those? Are they hens?萨拉：那些呢？它们是母鸡吗？Man：No，they aren't. They're ducks.男人：不，它们不是。
它们是鸭子。
2Let's play部分翻译cat:meow猫：喵喵叫duck:quack鸭子：嘎嘎叫dog:woof狗：汪汪叫hen:cluck母鸡：咯咯叫cow:moo奶牛：哞哞叫horse:neigh马：嘶嘶叫What are those?{人教版四年级下册英语unit,five教材b部分课文翻译}. 那些是什么？Are they horses?它们是马吗？Yes，they are.是的，它们是。
3Let's learn部分翻译4Draw and say部分翻译Chen Jie：This is my farm.陈杰：这是我的农场。
Amy：lt's big.Are these...?埃米：它很大。
这些是……吗？Chen Jie：Yes,they are.陈杰：是的，它们是。
5read and write部分翻译Read and tick(√)．读一读并打钩。
Hi! This is Mr MacDonald's farms.Let's have a look!嗨！这是麦克唐纳先生的农场。
四年级下册英语教案-Unit 5《What will you do this weekend》(Le
四年级下册英语教案－Unit 5《What will you do this weekend》（Lesson 28）｜人教（精通）教学目标1.能够听懂并会说本课对话内容2.能够使用英语表述自己的周末安排3.能够根据图片和句子判断周末活动教学重点1.能够听懂并会说本节课对话内容2.能够使用英语表述自己的周末安排教学难点1.能够根据图片和句子判断周末活动2.能够结合实际情况进行表达教学准备1.课件2.朗读MP33.图片及相关词汇4.游戏道具教学课程安排1.自我介绍（5分钟）教师自我介绍并要求学生用英语介绍自己的名字、年龄、爱好等。
2.学习新知识（20分钟）（1）学习重点词汇展示相关图片，让学生看图说词，并简单听读练习，如 skateboarding, painting, swimming, hiking。
（2）教授新知识1.师生对话（1）T：What will you do this weekend, Amy?S：I will go swimming.T：Great! Will you go with your friends?S：Yes, I will.运用听力MP3让学生模仿26遍以上，并自由组合训练。
2.师生对话（2）T：What will Sam do this weekend, Amy?S：He will go to the movies.T：Will he go alone?S：No, he won’t. He will go with his family.抓住重点的会话内容，积极训练口语能力。
（3）活动安排（1）小组活动以学生安排周末活动为切入点，让学生自由组成小组，展开问答并模仿。
（2）游戏形式利用卡片、关键词等游戏道具，进行互动和角色扮演，提高口语交际能力。
3.教师扩展及作业布置（10分钟）（1）扩展活动请学生描述他们新研究的活动，并结合时间、地点等因素进行讨论，以提高他们的口语表达能力。
四年级下册英语第五单元b部分
四年级下册英语第五单元b部分Unit 5 of the fourth grade English textbook covers a variety of topics that are essential for students to learn and practice. In this unit, students will focus on the "b" part, which includes learning about the days of the week, telling time, and talking about daily routines.Firstly, students will learn the names of the days of the week in English. It is important for students to memorize the days of the week as they are commonly used in daily conversations. Teachers can use flashcards, songs, and games to help students remember the names of the days of the week. Students can also practice spelling and pronouncing the days of the week to reinforce their learning.Secondly, students will learn how to tell time in English. They will learn how to read the hour and minute hands on a clock, as well as how to say the time in English. Teachers can use visual aids such as clock worksheets, interactive games, and real clocks to help students practice telling time. Students can also practice asking and answering questions about the time to improve their speaking and listening skills.Lastly, students will learn how to talk about their daily routines in English. They will learn common phrases and vocabulary related to daily activities such as waking up, brushing teeth, eating breakfast, going to school, and doing homework. Teachers can help students create a daily routine chart to practice using the vocabulary and phrases they have learned. Students can also work in pairs or groups to role-play different daily routines to improve their communication skills.Overall, the "b" part of Unit 5 in the fourth grade English textbook is a valuable resource for students to learn and practice essential English skills. By focusing on the days of the week, telling time, and daily routines, students will be able to improve their vocabulary, grammar, and communication skills. Teachers can use a variety of teaching strategies and activities to engage students and help them master the content of this unit. With practice and reinforcement, students will be able to confidently use English to talk about their daily lives and routines.。
人教PEP版-英语-四年级下册--4B Unit 5 (B)文本素材 The Lion and the Mouse
The Lion and the Mouse狮子和老鼠A lion was awakened from sleep by a mouse. He was very angry, caught the mouse and wanted to kill him, when the mouse cried, “If you set me free, I would be able to help you one day.”The lion laughed and said, “I don′t need your help.”But he let him go.Shortly after this some hunters caught the lion. They bundled the lion by strong ropes to the ground. The mouse came up, and gnawed the rope with his teeth, and set him free. The mouse said, “You thought I would not help you, but now you know that it is possible for even a mouse to help a lion.”一只老鼠把一只狮子吵醒了。
狮子非常生气，捉住老鼠，要弄死它。
老鼠哀求说：“只要你肯饶恕我这条小生命，我将来会帮助你的。
”狮子笑着说：“我不需要你的帮助。
”但是狮子还是放了它。
后来狮子被几个猎人捉住，用粗绳捆绑后放在地上。
老鼠走来用牙齿咬断绳索，释放了它，老鼠说：“你当时觉得我不能帮你的忙，但是你现在知道了，就算是小老鼠，也能为狮子效劳的。
”人教PEP版-英语-打印版。
人教PEP版英语四年级下册-Unit 5 My clothes B Let’s learn教案
Unit 5 My clothes
Part B Let’s learn
一、教学目标
1. 能够听、说、读、写有关衣服的词汇：coat, shirt, jacket, sweater, shorts, socks
2. 能够运用句型“Where are …? What colour are they? White./...”谈论衣服的位置、颜色。
3. 学会自己整理外出活动时需要携带的衣物，锻炼自己的生活自理能力。
二、教学重难点
重点：
1. 能够听、说、读、写有关衣服的词汇：coat, shirt, jacket, sweater, shorts, socks
2. 能够熟练地运用目标词汇和句型谈论衣服的位置、颜色等。
难点：
能够熟练地运用目标词汇和句型谈论衣服的位置、颜色等。
三、教学准备
教学课件，听力录音
四、教学过程
五、板书设计
Unit 5 My clothes
Part B Let’s learn
Words:
coat, shirt, jacket, sweater, shorts, socks
Sentences:
Where are …?
—What colour are they? —White./...。
人教PEP版四年级英语下册Unit 5 Part B 第一课时 教学课件完整版
04
幻灯片设计技巧
• 1-简洁美观幻灯片样式 2-恰当使用图表和数据展示 • 3-注重版式和排版规范 4-保持一致性和连贯性
05
演讲技巧与配合
1-自信流畅演讲风格 2-掌握好时间节奏和进度安排 3-与观众互动，提高参与度 4-准备好备用方案和应对措施
help me, please? OK.
2. Act it out in groups and find the best group.
Whose coat is this?
It’s mine.
And those? Whose pants are those?
Oh, no, Sam!
They’re your father’s.
Shirt, shirt, the shirt is clean. I like the shirt, the shirt is clean.
Skirt, skirt, the skirt is clean. I like the skirt, the skirt is clean.
Shoes, shoes, the shoes are clean. I like the shoes, the shoes are clean.
06
检查、修改及反馈收集
1-仔细检查每一页内容准确性 2-邀请他人审查并提供意见反馈 3-根据反馈进行必要调整优化4-不断完善，追求卓越品质
感谢您的观看
THANKS
Can Sarah help mum? Yes, she can.
点击画面 播放视频
Watch again and answer these questions.
小学英语全英说课稿Book4Unit5B_人教四年级下Unit6Lesson6教学设计
小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6Lesson 6教学设计教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
今天小编给大家带来小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6 Lesson 6教学设计，希望可以帮助到大家。
The Lecture Notes of 《 PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, as king the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lessonstandard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely T otal Situational Action and Task-based Language T eaching.The former is a “scene —activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning Engl ish.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide theteaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size… .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and de monstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s d rills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shalldivide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.全英教案人教版小学英语四年级下Unit 6 Lesson 6教学设计1. Teaching aims Let the students to master : family, parents, uncle, aunt, baby, come, who, basketball player, people, member, only, puppy, gee, look, young brother, sister, father, mother, driver, doctor, farmer, nurse2. Teaching aids A projector ,a tape recorde, some pictures and photos3. Teaching steps 1)Greetings Say “Hello” to everybody, talk something about the weather and the date.Then sing a song named “ An apple a day makes a doctor away”. 2)Revision Do the exercise on page 76. Ask them to do it in groups and make some coments. Do the exercise “Let’s check” listening to the tape. Then check them in pairs. Do the exercise “Let’s find out” to see how many words can they find in the letters. Tell the main idea of the story in English and ask the students to read it by themselves. Ask them to circle the difficult words and expressions. Choose one or 2 students to come to the front to tell others the meaning of the story. Then the teacher correct him/her. Read the exercise “Good to know” and say sth about it. 3)Sing a song Learn a new song named “My fathe r is a doctor”by listening to the tape.4. Homework Let them to remember the new words in this unit and recite the texts in this unit.5. Teaching notes。
四年级下册英语说课稿-Unit 5《What will you do this weekend》(L
四年级下册英语说课稿－Unit 5《What will you do this weekend》（Lesson 26）｜人教（精通）一、教学目标1. 语言知识目标1.能听懂、会读、会说、会写以下单词：weekend, plan, play, computer, game, send, email。
2.掌握以下句型：–What will you do this weekend?–I will …3.能用英语简单地描述周末计划。
2. 情感态度价值观目标1.激发学生的学英语兴趣。
2.倡导健康、积极、阳光的生活态度。
二、教学重难点1. 教学重点1.掌握以下单词和句型：–weekend, plan, play, computer, game, send, email, What will you do this weekend?, I will …2.能用英语简单地描述周末计划。
2. 教学难点1.能流畅、准确地运用所学知识进行交流。
三、教学内容及安排1. 教学内容本节课是《What will you do this weekend？》。
一、学生聆听听力内容，了解What will you do this weekend?的句型和周末计划。
二、学生识记单词：weekend, plan, play, computer, game, send, email。
三、学生听音，运用所学知识进行交流。
2. 教学安排Step 1. 自我介绍 (约 3 min)老师利用PPT展示自己的照片，介绍自己的名字、工作、爱好等，为引入本节课的主题做准备。
Step 2. 导入新课 (约 2 min)1.在黑板上写下本节课的标题：What will you do this weekend？2.向学生提问：“大家周末通常会做什么？”鼓励学生使用英语回答。
3.引入本节课的新单词：weekend, plan, play, computer, game, send, email等。
四下Unit5_B_Let’s_talk教案
Unit5 B Let’s talk教案概述：本次课例为PEP小学英语四年级下册Unit 5 My clothes，本单元以衣物为主题，通过孩子们有关衣物的对话场景呈现来学习本单元的一些核心句型。
而这节课为Part B部分的对话，课文通过Sarah和弟弟Sam帮妈妈整理衣物的情景，使学生感知语义和语用情景。
所以，整节课不论是活动还是情景的设计都应该做到真实化、生活化，同时还要把握人物特点挖掘一些有趣的小插曲，那样才会让学生真正快乐的融入课堂，去自然习得语言。
教学目标：1. 知识目标A. 熟练听、说、认读本课时的主要句型：Whose coat is this?It’s mine.Whose pants are those?They are your father’s.B. 用主要句型询问衣物主人时，有单复数表达区别的意识，尽量正确地表达。
2. 能力目标A. 能够在不同情景中恰当运用核心句型就某物的主人展开问答，培养语言灵活运用的能力。
B. 能都根据对话人物的简单分析，生成出高于课文对话的表演及语言，挖掘学生表演潜能。
3. 情感目标A. 通过对话中人物分析表演，体会Mom的辛苦，乐于做妈妈的小帮手。
B. 通过模仿Sam，体会人物童真的一面，并且鼓励学生大胆表演，秀出自己。
C. 通过欣赏民族服装的拓展环节，倡导孩子们对中国民族文化的关注。
学情分析：四年级孩子课堂上的英语接受能力还不错，擅长模仿，而且喜欢表演，特别是对于贴近生活的人物表演更是能变现的趣味横生，但他们所积累的英语语言储备有限，在语言的丰富性上还是有一些局限的，所以本节课我从剖析Mom和Sam的潜台词，尽量打开学生表演的思路，为学生提供出尽可能更多展示的平台。
教学重难点：1. 本课主要核心句型：Whose coat is this?It’s mine.Whose pants are those?They are your father’s.2. 在实际情境运用中，能区分出单复数表达的不同。
四年级下册Unit5__B__Let’s__learn教学设计
《Unit5 My clothes B Let’s learn》教学设计一、教材内容分析本单元学习的主题是衣服。
衣服话题与学生日常生活息息相关，是学生非常感兴趣的一个话题。
学生通过该单元的学习能对不同的衣服进行简单描述，并能询问和确认衣服的主人。
本课时是本单元的第四课时，要求学生在学习了衣服单词hat、skirt、dress、pants和句子Is this John’s？Are these yours？的基础上继续认识更多的衣服：coat、shirt、shorts、socks、jacket、socks，并能够在情景中恰当运用句型Where are my new socks？What colour are they？就衣物的位置和颜色等展开回答。
二、教学目标1.学生能够听、说、认读以下衣服单词：coat、shirt、shorts、socks、jacket、socks。
2.学生能够熟练运用句型Where are my new socks？What colour are they？就衣物的位置和颜色等展开回答。
3.学生能够养成及时整理个人衣物物品的好习惯。
三、重难点1.重点：能听、说、认读重点单词：coat、shirt、shorts、socks、jacket、socks。
2.难点：能够运用所学句型就衣物的位置和颜色等展开回答并能正确区分名词单复数。
四、学情分析四年级的学生已经有了一定的英语基础，抽象思维能力有所发展，自主意识亦逐渐增强。
他们积极活泼，乐于表现自己，对英语学习很感兴趣，并具备了简单的听、说、读写能力。
但学生对运用所学英语进行灵活交流的能力还较差。
因此，本节课我将带领学生继续学习，以旧带新，以培养学生的语言运用能力、发展学生的思维能力。
五、评价活动1.通过教师提问，学生自读，学生齐读，接龙读等方式检验学生第一个目标的达成度。
2.通过老师提问，学生回答；小组展示等活动方式来检验第二个目标的达成度。
人教版小学英语四年级下册Unit5Myclothes知识点练习
人教版小学英语四年级下册Unit5My clothes知识点练习第1题【单选题】你想询问对方这件连衣裙是不是她的，你可以问：A、Whose dress is this?B、Is this dress yours?【答案】：B【解析】：［分析］根据所设情景可知，要以f疑问句结构Is this来询问对方连衣裙是否熟也的。
故选B。
【点评】考查情景交际。
第2题【单选题】—Hurry It"s time to go to school.A、toB、upC、at【答案】：B【解析】：【分析】考查固定搭配。
Hurry up赶快。
因此B正确。
第3题【单选题】yourA、yoursB、my【答案】：B【解析】:【分析】your开箔词，你的。
yours属于名词性物主代词。
my形容词。
根据词性分析可知,yourffimy同类与your沐同。
故选B.［点评】笛词。
第4题【单选题】Is that?A、youB、yourC、yours【答案】：C【解析】：【分析】句意：那时..…?选项A你，人称代词主格，作主语，选项B你的，形容词性物主代词,后面接名词，选项C你的f名词性物主代词,应硒，蜒C.【点评】本题考查了代词,注意名词性物主代词可以独立使用。
第5题【单选题】—Are these yours?—.A、Yes,it is.B、Yes,they are.C、No,they are.【答案】：B【解析】：【分析】对Are these....?的回答用they are.或No,they aren't.根据选项,故答案为：B.【点评】这是测试一殷疑问句回答的题目.对A佗these....?的回答用Yfes,they are,或No,they aren't.第6题【单选题】你想知道那件夹克衫是谁的，应该问：A、My jacket is blue.B、Whose jacket is that?【答案】:B【解析】：【分析】A句意：我的夹克衫是蓝色的。
精通四年级下册英语unit5教案
备课时间：上课时间：审批时间：Unit 5 What will you do this weekend?Lesson 25Ⅰ.Teaching aims:Knowledge aims:1、本课通过设置Kate 向妈妈提出野餐建议，全家去野餐的场景引出教学目标，从对话的整体上让学生感知、模仿、学习和体验。
2、认读单词picnic,sausage ，能听，说，读，写，bread 和cake 并能在四线格上规范书写。
3、巩固What would you like ?I’d like ...语句，并融入到句子中进行学习，在对话交流过程中完成目标词汇学习。
Skill aims: 灵活运用本课单元所学单词以及相关句型。
Emotion aims:以手工制作作为基础开展对话，在做游戏的过程中，加深对本课内容的理解激发学生的学习兴趣。
Ⅱ.Key and diffcult points:教学重点：目标语言：What would you like ? I’d like some bread and sausage.教学难点：灵活运用本课单元所学单词以及相关句型。
Ⅲ.Teaching aids:1、准备板书，画出太阳、大树和草地，布置好野餐场景；准备好四线格，方便书写四会单词。
2、准备本课所需图片。
Ⅳ.Teaching methods: 情景教学法、引导法Ⅴ.Teaching steps:备课时间：上课时间：审批时间：Unit 5 What will you do this weekend?Lesson 26Ⅰ.Teaching aims:Knowledge aims:1、本课通过设置Li Yan 和妈妈去姥姥家吃午饭的场景引出教学目标，从对话的整体上让学生感知、模仿、学习和体验。
2、认读单词lunch,pork,beef,能听，说，读，写rice 和chicken 并能在四线格上规范书写。
3、巩固What would you like ?Skill aims: 灵活运用本课单元所学单词以及相关句型。