最新pep小学英语四年级上册教案.doc

最新pep小学英语四年级上册教案导语：最新版的PEP小学生四年级英语教材有几个单元，每个单元教案分别怎么写？以下是小编整理的最新pep小学英语四年级上册教案，欢迎阅读参考！最新pep小学英语四年级上册教案Unit 2 My school bag Part A Let's learn & Let's do 教学设计 一、教学内容 本课时是针对义务教育课程标准实验教科书英语PEP四年级上册Unit 2 My schoolbag Part A Let's learn & Let's do部分。通过本节课的学习，学生能够掌握对话A和English book, math book, Chinese book, story-book, notebook, schoolbag这几个单词，并巧用Let's sing 和Good to know部分激发学生学习兴趣和扩大学生的知识面。 二、学情分析 本单元教学设计的学习者是小学四年级的学生。他们都是农村小学的学生，从三年级开始学习英语，有着一定的英语基础，有着良好的学习英语的兴趣。他们勤思考，乐表现，尤其喜欢表演英语对话和英语歌曲，养成了良好的小组合作的习惯。 三、教学目标 1、知识目标 (1)能够听、说、认读本课时的主要单词：English book，math book，Chinese book，story-book，notebook，schoolbag。 (2)能听懂指示用语，并按照指令做出相应的动作，如：Put your pencil in your desk . (3)会表演唱歌曲“Books and pencils”。 2、能力目标 (1)学生能给各种书贴标签。 (2)学生能简单介绍自己书包里的书。如：This is my schoolbag, it's big and nice. I have 6 books in my bag, an English book, a Chinese book . I like my schoolbag. 3、情感、策略、文化目标 (1)情感态度：在学习教科书名称时让学生了解课本的重要性，教育他们爱护课本，爱护书籍。 (2)学习策略：在各种任务型活动中注重小组协作学习，培养学生小组合作学习的能力。 (3)文化目标：了解中国古代的四大发明，即造纸术、火药、指南针和印刷术。了解我国是历史悠久的文明古国，激发学生的爱国热情和民族自豪感。 四、教学重点难点 1、能听、说、认读English book，math book，Chinese book，story-book，notebook，schoolbag。 2、听懂指示用语，并按照指令做出相应的动作。 五、教学理论 任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。因此，国家基础教育英语课程标准建议教师在课堂教学中采用实践性强、具有明确任务的“任务型”学习方式，使学生带着明确的任务目标，通过实践、思考、调查、讨论、交流和合作等方式积极主动地进行学习英语。课程标准(实验稿)指出基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略。所以，我在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。 六、教学教法 本节课通过引导学生完成“认识小木偶的各种教科书” “帮老师找书” “听指令出示各种书” “给书贴标签” “向外国朋友售书”等一连串的小任务，渗透本节课的主要单词和句型，让学生在任务的驱动下感知新知，练习新知，巩固新知和运用新知，循序渐进地培养学生的语言运用能力。 七、课前准备 1、教师准备Zoom，Zip头饰和大书包及相关书本：English book, math book, Chinese book, story-book, notebook。 2、教师准备相关课件及录音材料。 3、学生准备与本课时相关的书本和单词卡标签。 八、教学过程 Step 1 课前热身 1. Warm-up, Free talk, Listen and do T: I have a new schoolbag. Do you have a schoolbag / pencil-case / pencil / ruler .? Where is it? Now listen and do: show me your schoolbag / pencil-case / pencil / ruler . (谈论复习学生的学习用品，与学生的生活相联系，亲切自然，为下面的学习做铺垫，承上启下。) 2. 目标导学 让学生明了本节课的教学目标并做到心中有数。 Step 2 主题任务型活动 Task 1: Enjoy the song: "Books and pencils". T: We have so many stationeries and books. Now let's enjoy the song "How many books do you have?" 学生一边唱歌一边做动作。唱歌激趣，导入主题。 Task 2: 教师用Zoom头饰介绍书包里的各种书，并利用课件教学新单词并巧妙运用指令复习巩固新词新句。 1. T (Pretend to be Zoom): Hello, boys and girls. I am Zoom. Look, I have a nice schoolbag. I have 6 books: an English book, a math book, a Chinese book, a notebook and two story-books. 教师用头饰扮演Zoom介绍各种书，激发了学生的兴趣，并要求学生记住Zoom一共有多少种书。整体呈现本节课的新单词和新句型，让学生集中注意力，整体感知新知。 2. Use the CAI to teach the new words，并将每个新词与Let's do中的句子结合起来运用。用Put you English book / math book / Chinese book / notebook / story-book in / on / under / near your . 然后开展小组活动对词句进行操练。 利用课件教学新单词，形象直观，把let's do 中的指令结合起来做到词不离句，句不离词，为解决本课时的难点“听指令、做动作”作铺垫。 3. T: Boys and girls, how many books does Zoom have? What are they? 教师再次展示书本并一一巩固这些单词。引导学生模仿Zip和zoom进行对话表演。 Task 3: 请学生帮助老师找书。 教师事先把各种书放在教室的各个角落，邀请学生帮忙找出来。T: We know Zoom has 6 books: an English book, a math book, a Chinese book, a notebook and two story-books. I have 6 books, too. But where are they?要求学生每找出一种书都要把它说出来，如：This is a notebook.创设小情境，提供机会给学生在模拟情境中操练和运用新知。 Task 4: 学生听指令出示各种书，学习操练Let's do 部分。 教师发指令，学生根据指令迅速把书举起来。T: Well, boys and girls, listen and do. I say you do. Put your notebook under your bag. Put your English book on your head . 然后以小组为单位轮流由一名学生发指令，其他学生出示书本。T: Now let's play it in group of four. You say: Put your math book in the desk. The other three do. OK? 以小组为单位练习，扩大训练广度和密度，让每一位学生都能积极参与。 Task 5: 学生给各种书贴标签。 T: Now we have so many kinds of books. Let's label them and make them clear. 学生把提前准备的单词卡English book, math book, Chinese book, story-book, notebook, schoolbag 贴在相应的书上。学生经过听、说练习后，以“给各种书贴标签”的形式进行认读单词练习。 Task 6: 学生以小组为单位介绍自己书包里的书。 T: Boys and girls, some foreigners are coming to our school. They want to buy some books from us. But what books do you have? Can you tell us, Lily? Teacher gives the model firstly. E.g. This is my bag. It's big and nice. I have 6 books in my bag, an English book, a Chinese book . 学生练习介绍自己的书，做到学以致用，为布置书店作好准备，同时为下一个任务“售书”作好语言准备。 Task 7: 学生以小组为单位开书店，向“外国朋友”售书。 学生把贴好标签的书摆放整齐，布置成一个书店，一部分学生扮演外国朋友到书店买书。T: Group 1 and Group 2 act to be some foreigners. You come to the book shop to buy some books. Group 3 and Group 4 act to be the booksellers. 引导一个小组表演一次，给全班学生一个示范。然后全班铺开此活动。这是一个富有挑战性的活动，学生在此活动中要综合运用本节课甚至以前学过的旧知识才能完成此任务。在模拟情境中，学生的口语交际更真实更有趣味。 Task 8: 介绍中国四大发明之一“造纸”，利用 Good to know去进行情感教育。 了解我国是历史悠久的文明古国，激发学生的爱国热情和民族自豪感。 Step 3 课后小结 在此教学案例中，我设计了一系列与学生生活息息相关的小任务，并构成一个任务链。学生在教师的引导下，有目的有秩序地完成这些环环相扣的小任务后，不知不觉地学会了本节课要求掌握的语言知识。本节课通过创设模拟情境，提供大量机会给学生运用语言，能够很好地培养学生综合运用语言的能力。最新pep小学英语四年级上册教案Unit 3 Friends 教学设计 一、教学内容 本教学内容综合PEP教材第二册第六单元、第三册第三单元中描述人物外貌特征等的词汇和句型，以 PEP Book 3 Unit3 为蓝本而改编的。滚动复习：big, small, long, short, tall, etc. 教学单词、词组：friends, short hair, long hair, thin, strong. 本课重点句型：He She is . He She has . 二、设计思路 根据 PEP 教材第三册的有关人物描述性语言，综合各册的教学内容来上课。以“Describe your friends”为主线，逐步引导学生运用英语完成一个个有实际意义的语言任务。通过说唱，游戏，小故事，小组合作等形式来让学生对朋友这个话题有一个综合的认识，通过从词汇到句子到篇章由潜入深的学习及实践，从而能流畅地描述自己的朋友及其他朋友等。将教材延伸到实际生活，使英语课堂上朋友话题的学习有一个积极的有意义的引申，并让学生在真实的场景中自然、灵活地进行交际运用。本案特点滚动辅助拓展，使其有机结合，体现了小学生语言教学的反复性，从而提高语言教学的实效性。 三、教学目标 1. 知识技能目标 a. 能听、说、认读 friends, long/short hair, strong, thin 等单词和词组。 b. 能听懂、会说 I have a friend. He / She is . He / She has . 并能在实际情景中运用。 c. 学会用适当的形容词描述身边的同学、朋友等。 2. 情感文化目标 a. 帮助学生熟练学习自信心，养成良好的学习习惯。 b. 培养学生的合作能力，积极运用所学语言表达和交流，教育学生要团结友爱，与人融洽相处。 四、重点难点 1. 学习、掌握词汇、词组，并能熟练运用。 2. 借助图片、体态语等帮助学生理解词句。 五、板书设计 Friends He / She has a / two . long blackboard drawing He / She has hair. short He / She is strong hin. 此论文为四年级上三单元 Part A 和 B 的综合教学，利用自然的活动链将词汇和句型教学融合在一堂课内进行，充分利用了任务型活动和趣味活动来记忆和强化语言点。 此教案设计比较适合学生能力较强，教师控制能力较高的地区借鉴，并在此基础上自主创新发挥任务型语言教学的优势。 六、教学步骤和说明 课前 Sing a song. T: Do you want to be my friend? (在歌声中进入英语课堂学习，轻松愉快。) Step 1. Revision/Warm-up 1. Greetings! T: Hello, everyone! I'm your new teacher, Miss Yan. Let's be good friends, OK? Boys and girls, follow me. Friends, friends, good friends!(拍手并与学生击掌) (通过教师的自我介绍和 Greeting 与学生交朋友，拉近师生间的距离。带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。同时教学了 friends，明确了主题。) 2. (Blackboard drawing) T: Your new friend, Miss Yan likes drawing. What's this? Guess please.(eyes nose mouth) I have a big mouth. I have two big eyes. What about you? 3. T: Oh, you have a round face. Me too! I have a round face. I have two big eyes. Please chant with me. T: I have a round face. Ss: Round, round, round. T: I have two big eyes. Ss: Big, big, big. T: I have a small nose. Ss: Small, small, small. T: I have a big mouth. Ss: Big, big, big. Let's chant together. (教师一笔一笔地画，学生猜。设置有信息差的 Guessing game，鼓励学生发散思维，让学生根据已有语言知识自由发挥。在游戏中滚动复习了有关五官的单词。引出“I have .”句型，让学生简单讲讲自己的五官。再就老师为例合作完成 chant，换种形式复习已有语言知识，为下面的新授奠定基础，形式多样有实效。) Step 2. Presentation 1. Presentation of the new words (1) T: Oh, she / he has a / two . 板书：He / She has a wo . (2) (Point to a girl's hair.) She has long hair. (Point to a boy's hair.) He has short hair. Let the students repeat: long /short hair 板书：He/She has long/short hair. (看教师，看周围的同学，运用最简单、最直观的教学资源引出新授内容。) 2. Practice (1) T: Look at your classmates. What about his or her hair? He/She has . (2) My friend T: She has long hair. He has short hair. How about my friend? He has short hair. How about his face. A round face or a long face? Can you guess? (CAI) A round face, a long face, a small mouth, a big mouth, a long nose, a big nose, two big eyes, two small eyes, short hair, long hair . He has . (Ss guessHe has .) 最后拼成: A long face, a small mouth, a long nose, two big eyes and short hair. (引导学生自由发言，练习句型。通过反复说此类句子帮助学生明白 He / She 要用 has。CAI 呈现各种各样有特征的器官图，先请学生来形容这些有特征的器官。再请学生用“He has .”句型来描述。根据同学们说的把各个部位拼完整。通过拼图游戏，使操练不枯燥，培养了学生说的能力。既达到教学效果又刺激学生的学习兴趣。) 3. Presentation of the new words (1) T: Is he funny? He is my funny friend, Peter. He has long neck, long arms, long body and long legs. He is very thin. Teach: thin 板书：thin (2) Thin, thin, Peter is thin. Thin, thin, He is thin. Thin, thin, she is thin. Thin, thin, who is thin? (3) T: You are too thin. Please eat more and make yourself strong. Teach: strong 板书：strong Act: I'm strong. (CAI 逐一出现身体的部位，最后拼凑成一个完整的瘦瘦的男孩形象，教学新单词。将单词与句型相结合，放到具体的语境中进行练习。通过动作表演学习单词，生动有效。) 4. We are strong now. But I am short. I want to make myself tall. Tall, tall, tall. Let's do together. Tall, tall, tall! Make yourself tall. Short, short, short! Make yourself short. Big, big, big! Make your eyes big. Small, small, small! Make your eyes small. Long, long, long! Make your arms long. Short, short, short! Make your arms short. Thin, thin, thin! Make yourself thin. Strong, strong, strong! Make yourself strong. (重组三年级时学的do,整合新学的单词，用TPR的形式边说边做。让学生在说说、做做中操练巩固新知。TPR活动备受学生欢迎，强烈地刺激着学生，激励着学生积极去说、去做。) Step 3. Practice 1. Friends show (1) T: OK, friends. Make ourselves strong and happy everyday. So does Peter. He is a boy. He is thin. He has short hair. He has a long face. He has two big eyes. He has a long nose. He has a small mouth. (教师做示范，用所学语言知识介绍 Peter。再带领学生一起来描述 Peter。由简单的句子过渡到一小段话，词不离句，句不离篇，由易及难，层层递近。) (2) T: This is my funny friend. I like him. Do you like him? Do you want a funny friend? OK, please come and make a funny face. Then tell us your funny friend. This is my friend. He / She is a girloy. He / She has_ hair. He / She has a _ face. He / She has two _ eyes. He / She has a _ nose. He / She has a _ mouth. (教师准备一些形态各异的脸、眼、鼻、嘴图片，请学生任意挑选拼成一张 funny face，再用所学的句型向全班进行介绍。拼一拼，说一说，趣味十足，牢牢吸引了学生的注意力，再次进行操练，更加强了学习的实用性。) Step 4. Consolidation & Extension 1. Animal friend T: Oh, you have some funny friends. And I have another funny friend. Who's he? Let's find out. He is strong and fat. He has two big eyes. He has a big tail. He likes eating. Hes very lazy(懒惰). Garfield. He'sGarfield. (CAI 呈现一段话和几只猫(机器猫、加菲猫、Kitty 猫、Tom 猫)，让学生通过阅读来找一找，培养了学生读的能力。再次巩固新知，同时设置小小的悬念活跃课堂气氛。) 2. Story time T: This is my animal friend, Garfield. But he is crying. What's wrong? He can't find his friend. Some animals are coming to help him. Let's watch. (揭开谜底，顺势引到讲故事板块。又一次吸引学生，激发他们学习的欲望，使课堂更具趣味性。) (CAI)Story show Mouse: Am I your friend? Garfield: Oh, sorry. He is big and strong. Panda: Im big and strong. Am I your friend? Garfield: Oh, sorry. He has small eyes. Rabbit: I have small eyes. Am I your friend? Garfield: Oh, sorry. He has big ears. Monkey: I have big ears. Am I your friend? Garfield: Oh, sorry. He has a short tail. Pig: I have a short tail. Am I your friend? Garfield: Oh, sorry. He has a long nose. Mouse, Panda, Rabbit, Monkey, Pig: Whos he? Elephant Watch the storyRead the story(follow the CAI) act with T(分角色)Group workAct it out (看故事，讲故事，演故事，让学生将新授的语言知识内化后，在拓展巩固中输出。鼓励学生大胆尝试，参与表演。同时关注学生的小组合作，遵循小组活动的层次分组原则，帮助每个学生找到适当的位置。) 3. Song “Friends” CAI T:Wow, lovely animals! Do you like them? We should love animals and make friends with them. Let's be good frie