新人教版四上U4-6

1、Unit 4 My home第一课时教学目标：掌握句型：Wheres she? Is she in the?并能做出肯定和否定回答。教学重点：1.句型：Wheres she? Is she in the? Yes, she is. No, she isnt.2.词汇：isnt教学难点：发音：it is 连读，isnt。教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程：（一）Warm-up Review the three new words. 游戏：教师把图片study, living room, kitchen三张图片贴在黑板上，老师做出在该

2、房间可发生的动作，让同学来猜一猜是哪张图片。（二）Presentation1.教师对一个学生说：I have a new eraser. Do you have it? Where is it? 让学生回答以上问题。教师继续对其他学生说：I have. Do you have it? Where is it? 让学生回答：Its in/on/under2.教师分别指着书、本、铅笔、尺子、橡皮等实物凭借记忆再次询问以上学生：Is it on your desk? Is it in your pencil-box? Is it in your desk? Is it under your book

3、? 在学生回答出Yes和No的基础上，引导他们用Yes, it is. No, it isnt 来回答。3.听录音，跟读课文对话。4.让学生分组做对话表演。 5.做猜一猜的游戏。老师出示客厅、餐厅、厨房里的物品单词，由学生使用句型Is it in the?来猜，另一组学生看着图用Yes, it is. No, it isnt 来回答。（三）Practice做Lets play部分的游戏。1.猜物藏物 教师把一样学习用品藏在讲桌周围，让学生猜，可以问：“Is it inonunder your desk?”让一名同学站在将桌前看着物品给予肯定或否定回答。2.失物招领运用所学语言来寻找失物。 练习

4、语言：Wheres my ? Is it inonunder the ?板书设计：Unit 4  My homeWheres she?       Is she in the? Yes, she is./No, she isnt.家庭作业：1. Act the Lets talk in pairs.2.Veview the three new words: living room、 study、kitchen.课后反思：第二课时教学目标：听、说、认读单词：study, bathroom, living room, bedroom, k

5、itchen。熟练运用Wheres Amy?Is she in the study? Yes,she is.进行交流。学习表示指令的词组。教学重点：study, bathroom, living room, bedroom, kitchen。学习指令语，会发指令做动作。教学难点：单词bathroom, bedroom的发音教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程：一、Warm-up 复习句子：Where is the doll? It is in the box.Where is the doll? It is on the box.W

6、here is the doll? It is under the box.Where is the box? It is on the table.二、Presentation 1. 教读单词 study,教师做动作，帮助学生理解词义：We read the books in the study. 2. 教读单词living room, 并板书，让学生认读。3. 教师出示bedroom的图片，问学生：Whats in it? 当学生回答出bed时，教师说：Yes, there is a bed in it. We sleep in a bedroom. (做动作帮助学生理解)This is

7、a bedroom.教读bedroom, 并板书，让学生认读。4. 教师出示bathroom的图片，问学生：Is this a study? Is this a living room? Is this a bedroom? 学生会回答：No. 教师告诉学生：This is a bathroom. We take a shower in a bathroom.(用动作帮助学生理解)教读单词bathroom，并板书，让学生认读。5. 教师出示kitchen的图片，问学生：Is this a bathroom? 教师可让学生用中文说出这是哪儿。然后教读单词kitchen, 并板书，学生认读单词。教

8、师可请学生看图片说句子：This is a kitchen. 6. 教师提问：Can you see a bedroom, a living room, a study, bathroom and kitchen? 学生回答：Yes. 教师：Oh, you can see a bedroom, a living room 7. 让学生听录音，跟读课文。 8.教师出示单词卡，让学生认读单词。9. 教师用动作和语言表达句子，让学生说出相应的房间。教师：We watch TV in the_.      We read a book in the _

9、.      We have a snack in the _.      We take a shower in the _.      We have a sleep in the _.10. Lets do: 1)     教师播放录音，学生跟唱。 2)    教师说前一部分的指令，让学生说后一部分的指令并做出相应的动作。3） 学生小组表演Lets d

10、o部分的内容。三、（Practice）1. 抢读单词 2. 看看谁的反应最快。Review the orders.板书设计： Unit 4  My home  study, bathroom, living room, bedroom, kitchen。家庭作业：课后反思：第三课时教学目标： 1. 学会字母U在单词中的两种发音。 2. 会拼写四线三格中的单词duck、cute、up etc.教学重点：找出字母U的发音规律。教学难点：通过字母的发音规律记单词教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程：教学过程：（一）Wa

11、rm-up1复习Lets talk/A部分的对话。2做Lets play的游戏。（二）Presentation1.呈现三个单词：use、cute、excuse. Listen to the tape and guide reading。 2引导学生找出这几个单词的发音及拼写规律。3.Test by yourself.4.Guide writing.5.听录音写单词。6. Spell the words in Competition（3） Practice1做游戏“Whats missing?” 将四个单词贴在黑板上，一次拿掉一张，让学生猜猜是那个单词迅速拼出来。2抢拼单词 老师说出单词的开头字

12、母，学生拼单词。3.Play the tape of Lets sing.（四）Homework Copy the four words 5 times.板书设计：家庭作业：课后反思：第四课时教学目标：听说认读句型Where are ?  Are they? Yes, they are. /No ,they arent并在实际中运用。.教学重点：听说认读句型Where are ?  Are they? Yes, they are. /No ,they arent并在实际中运用。.教学难点：句型Where are ?  Are they? Yes, they are

13、. / No, they arent教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程：教学过程：（一） Warm-up 1、  Lets do: 第二课时中的lets do部分的练习。教师发出口令，学生表演。 2、 Spelling competition.（二） Presentation1、教 师拿出一个书包，说There are many books in this schoolbag. What are they? Are they notebooks? 引导学生用Are they? 来猜

14、一猜, 猜出正确答案:They are storybooks.2、  先让学生试着自己读Lets talk. 3.Guide reading.4、Role play in groups.5.Pair work.6.Replacing practice. Use the words of the four pictures.（三） Practice游戏1： 对话表演比赛 教师让学生根据本课及前面所学内容自编对话，然后让学生到教室前表演他们自己所编的对话。板书设计： Unit4    My home    &

15、#160;       Where are ?  Are they? Yes, they are. / No, they arent家庭作业：1. 小组合作问答练习。2. 熟读并表演对话。课后反思：第五课时教学目标：1.掌握句型：Where are the keys? Theyre on the fridge.2.听、说、认读词汇：phone  fridge  sofa  bed  table教学重点：1. 句型：Where are the keys? Theyre on the fridge.

16、 2. 词汇：phone   fridge  sofa  bed  table教学难点：会熟练应用本课的交际用语。教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程：（一）  Warm-up1、复习句型：Where is ? Its on/in/ 游戏：Guess: “Where is ?”2、用学过的句型描述。学生出示自己设计的房子的图画，用学过的语言进行描述。如：This is my house.Its big. I have a living room.  I

17、have a study.先在小组里做这个活动，然后请个别同学展示自己的图画，给大家介绍。（二）  Presentation1、提问“What can you see in the picture?”2、学生会说到TV. table. chair desk甚至bed 等词。如果学生说出本课的生词，教师要特别鼓励，并反复的读几遍，加深学生的印象。如果学生指着table说成了desk, 教师可通过图片对比两个单词的不同。 教师图片出示phone等图 ，注意phone的尾音。 3、游戏：将本课时的单词上下左右贴在黑板上，播放录音，学生听一听，指一指。再次打乱图片顺序，学生根据录音

18、指图片。教师还可请能力强的学生说单词，其他学生指图片。4、让学生听录音，跟读Lets learn中生词。然后教师随意说词，学生快速的指出。（三） Practice游戏1：Lets do (Unit 4/A/lets do)（1)   学生听录音，边听边做。（2)   教师边发出口令，边示范动作。示范后，教师发出口令，学生做动作。（3) 比比谁最快，教师快速出示图卡或者说指令，学生迅速反应，做出动作。板书设计： Unit4   My Homephone   fridge  so

19、fa  bed  table家庭作业：课后反思：第六课时教学目标： 1. 能读懂并理解Read and write短文。2. 能用本单元学的单词看图完成Look、choose and write.并正确书写四线三格中的句子。3能听懂Lets check的录音完成听力测试。能理解Story time 的故事大意。教学重点：会正确书写四线三格中的句子。教学难点：句子的规范书写教学方法：Teaching TPR Game教学准备：Card tape recorder教学过程： 教学过程： 一、（Warm-up） 1、  Sing the song:My home.2、R

20、eview the words in Lets learn.二、（Presentation）1、  Show the short passage and guide the students to skim it.带任务略读。2、  Play the tape and guide reading.指导朗读。3、  Guide to finish theWriting Task. 指导书写完成填空.4、  Guide to write.三、 （Practice）1.Finish the Lets check.(a) Listen and tick or c

21、ross.(b) Look and tick.2.Show the story by the tape.     板书设计：家庭作业：1. Copy the sentences.2. Read the passage fluently.课后反思：Unit 5 Dinners ready第一课时教学目标：1能听懂、会说What would you like? Id like some , please. What would you like for dinner? Id like some , please. Dinners ready. 2能

22、在实际情景中灵活运用句型What would you like for dinner? Id like some . 进行调查，养成用英语交流的良好习惯。 3能通过调查巩固词汇，同时培养语感。教学重点：在对话、调查等活动中运用所学的单词及句型What would you like for dinner? Id like some . 教学难点：一些常用的就餐用语，如：What would you like? Id like some , please. Dinners ready.教学方法：Teaching TPR Game教学准备：磁带、录音机、课件、食物图片、简笔画（餐桌和钟）、句型卡片、

23、学生调查表。教学过程： 一Warm-up1 播放Lets sing歌曲：“What Would You Like?”。（学生欣赏Lets sing歌曲：“What Would You Like?”。）2复习食物单词，并教学句型：T: Guess! Whats for dinner?（呈现该句型，出示各种食物图片的背面） 根据学生的猜测教师说：Yes. Wait and see. Beef / is ready. 并把图片逐张贴在黑板上。二新授部分 1教学句型What would you like? Id like some. 教师在图片基础上画好简笔画餐桌：Everythings ready.

24、 Its 5: 30 p.m.（画钟）Its time for dinner. Id like some fish and vegetables. What would you like?（呈现句型：Id like .） 呈现句型：What would you like? 引导学生间提问：What would you like? 引导四人小组内做连锁问答：What would you like? Id like .Lets chant:Whats for dinner?Whats for dinner?What would you like for dinner?Soup and bread,

25、 Soup and bread.Id like some soup and bread. （学生活动：1学习句型What would you like? Id like some . 个别学生答：Id like some.被提问到的个别几位学生再向班中的同学提问。四人小组内做连锁问答。跟读Chant。） 2教学Lets talk。 教师通过幻灯图片导入课文：T: Look at these pictures. Who are in the pictures? What do they say?播放动画前，让学生思考问题：Q1: What would Mike like for dinner?Q

26、2: What would Mikes mother like for dinner?让学生看课文听录音。教师解释dinners ready.的意思。 听录音跟读课文。观看课件，给人物配音。三人一组进行课文对话表演。让学生到前面表演对话，进行评比三巩固复习Lets survey完成课本P48调查表四总结：四人小组交流课前收集的中西方饮食差异的资料。板书设计：家庭作业：1. 听录音，模仿并跟读Lets talk。2. 将Lets talk表演给家长和朋友看。课后反思：第二课时教学目标：1能听、说、认读单词：rice, fish, bread, juice, soup, vegetables。2会

27、说：What would you like? Id like some并能在实际情景中运用。如：在想吃什么东西时能有礼貌地用该句型进行询问， 能听懂、会说Id like some . 3了解中西方饮食的差异性。教学重点：6个食物单词的教学。教学难点：6个食物单词的熟练掌握与单词vegetable的正确发音。教学方法：Teaching TPR Game教学准备：磁带、录音机、课件、简笔画（一个时钟，餐桌及问号）、米饭、面条、牛肉、汤、鱼和蔬菜图片。教学过程：一 Warm-up1Free talk:T: Do you like sports? What do you like for picnic

28、?2Lets do（教师用PEP Book 1 Unit 5 Part A / B Lets do部分的内容发指令）：T: Pour the water .3Lets go to Zips restaurant.（出示PPT Zip餐厅菜单）T: I am hungry now. I want to eat and drink something. Lets go to Zips restaurant. If you like the food and drink, you can ask Zip: Can I have some ., please? （教师扮演Zip的声音回答）二 New

29、Presentation1My dinnerT: Youve got so much food and drink. Now its 5:30 p.m. My dinner is ready. Guess, whats for my dinner?（教师边说边画简笔画：一个时钟，餐桌及问号）2教学rice。T: Wow, how nice! （呈现米饭图片）带读rice。根据PPT上米饭和老鼠图片教Chant: Rice, rice, rice is nice.Mice, mice, mice like rice.3教学noodles。T: Id like a kind of food. Th

30、ey are long.（教师作吃面条的样）What are they? Guess.（呈现面条图）带读noodles。引导学生说：Can I have some noodles? T: Sure. Here you are. 请个别学生当小老师，其他学生提问。4教学beef。T: Id like noodles. I also want some beef, too. They are yummy.带读beef。 T: B, B, B, /b/ /b/ /b/ beef, beef, beef, cut the beef.5教学soup, chicken。T: They taste good

31、! But I feel thirsty now. I want to have some soup.（动作演示，呈现汤图）带读soup。教师与个别学生示范：T: Id like soup. Can I have some soup?S1: Sure. Here you are.组内以开火车的形式进行操练。请学生先猜测：What can you see in the soup? 然后揭示答案：Chicken and vegetables are in it.带读fish.6教学vegetable。承上领读（呈现蔬菜图）：Vegetable, vegetable, vegetables.分音节练

32、读该单词并请学生看幻灯图，教师举例哪些是蔬菜。T: We know an apple a day keeps the doctor away. So we should have fruits and vegetables every day.三 Practice1播放Lets learn 部分录音。让学生完成练习。反馈练习的答案，并进行分析。2 T: Id like some rice, noodles, beef and vegetables for my dinner. What would you like? 呈现并引导个别学生说：Id like some .及时给学生纠正。四 Con

33、solidation1Play and act. T: Look! Everythings ready. Now I am the waitress.You are in the restaurant.教师请两位学生当顾客，上台一起表演对话：T: Hello, welcome!. 两人小组模仿进行对话表演。鼓励学生在全班同学面前表演。对学生的课堂表现进行评价。2轻松一刻欣赏歌曲：“What Would You Like?”。板书设计：家庭作业：1收集中西方饮食差异的资料。课后反思：第三课时教学目标：1、 了解音标/i:/在单词中的音和形，并能读出相关chant.2、 能完成Listen, ci

34、rcle and write部分练习教学重点：学生能正确读出元音/i:/在单词中的发音。教学难点：学生能正确书写四线三格的单词。教学方法：Teaching TPR Game教学准备：教师准备录音机以及Let's spell部分的录音带教学过程：一 Warm-up(1) 学生听录音一齐拍手唱歌曲“An Apple a Day”.(2) 学生听录音表演说唱学生用书三年级歌谣“ABCDEFG”Preview(1) 教师法指令：Show me the rice ,please. Pass /Give me a，please.学生用词卡做出相应动作。(2) 师生问答：What would you

35、 for.?I'd like.然后同桌开火车操练，连锁问答。(3) 学生听Let's learn 和Let's talk部分的录音跟读、齐读。二 New Presentation（1） 教师让学生听录音，再试读例词，让生找出字母e在例词中的相同发音。顺势教元音/i:/（2） 播放chant 录音，让生跟读，男生女生分小组竞赛。He and she , she and he . Let's play together ,he,she and me. We'll play together, one, two , three.(3) Read, listen

36、 and tick学生先试着选，然后教师公布正确答案。（4） Listen,circle and write学生听完录音先试着写出单词，然后教师公布正确答案。三 Practice同桌两人一组进行对话及发音练习。四 Consolidation1. Story time 学生听录音、看投影、录像或DVD，教师帮助学生理解故事内容。2.抄写四线三格单词。板书设计：家庭作业：课后反思：第四课时教学目标：1能听懂、会说、会读本课句型I can use the chopsticks. / / Help yourself. 2能运用本课句型模拟表演就餐情景。3能熟练表演Lets play。教学重点：掌握就餐

37、时的常用会话。教学难点：句型Help yourself.教学方法：Teaching TPR Game教学准备：课件、学生用的食物和餐具卡片。教学过程：一 Warm-up1 Sing a song: What would you like?2 动画：What Would You Like?二 New Presentation 1Free talk （教师在日常会话中很自然地融入上一课时的单词和句型）T: Good morning. / How are you? / Where are you from? / See you. / Give me the spoon. / Can I have s

38、ome beef? / Good night. / （学生活动：学生与教师对话。 学生每人准备一套本单元所学的餐具及食物图片。S: Im fine. / Im from China. / See you. / OK! Its a spoon. / Sure. Here you are. / Good night. / （边回答边将相应的餐具、食物等图片递给教师。） 2Lets do T: Look at me. I do the actions and you guess, OK? （教师做Lets do中的动作）对学生的回答给予评价。T: I can wash the plate. Can

39、you? Who wants to have a try? （引导学生用Let me try.回答）You can say: Let me try.（出示句型卡片） Lets do together.（课件播放Lets do）（学生活动：Lets do 学生猜短语：Use the chopsticks. / Pass me the fork. / S: (Let me try.) I can wash the plate. / 学生边说边做Lets do中的指令。）3教学Let's play（手指刚PPT屏幕，点击PPT出示餐点）T: Here are today's spec

40、ials.Would you like some beef?T: Ten yuan, please.4 Lets talk T: You can use the chopsticks. You can use the fork and knife, too. What about John and Mike? Lets listen and think about a question: Can Mike use chopsticks?对学生的回答教师给予评价。播放Lets talk动画。Lets playWould you like some ?Yes, please!How much is

41、 it?Its yuan.三 PracticeLets talk 学生带着问题听课文录音并回答问题。学生跟读。四 ConsolidationAct out the dialogue in threes.鼓励学生在原有基础上进行创编。对学生的表演教师给予评价。板书设计：家庭作业：课后反思：第五课时教学目标：1能听懂、会说、会读餐具单词knife, fork, spoon, chopsticks，bowl。 2能听懂Lets do中的指令，并做出相应的动作。3会唱歌曲“What Would You Like?”教学重点：能听、说、认读单词knife, fork, bowl, spoon, chop

42、sticks及运用句型Would you like some. ? Yes, please. 教学难点：能运用Lets do中的句型Pass . / Use . / Wash . / Cut the . 发出指令并作出正确反应。教学方法：Teaching TPR Game教学准备：橡皮泥做的牛肉、实物餐具、食物卡片若干、餐具卡片、课件等。教学过程：一 Warm-up1Lets sing T: Look! So many foods. What are they?（显示静止动画画面）Lets sing. OK? 播放歌曲“What Would You Like?” 2Review the wor

43、ds. T: Mm . Its yummy. And here are many yummy foods, too. What would you like? （PPT出示食物图片：beef, noodles, soup, vegetable, fish, chicken, rice等）3Lets chant（PPT出示自编Chant） S1: Would you like, would you like, what would you like?S2: Some soup, some soup, Id like some soup.S3: Some beef, some beef, Id l

44、ike some beef.S4: Some noodles, some noodles, Id like some noodles。二 New Presentation1教学单词chopsticks。 T: Im hungry. Id like some noodles, too.（在黑板上中间贴出noodles图片）But how can I eat the noodles? Use the spoon? Fork? Knife or the chopsticks?（边说边把四种餐具贴在左侧，新单词的发音刻意放慢，并把chopsticks放最后）教师领读单词并做动作：Chopsticks,

45、 chopsticks, use the chopsticks.（把筷子的卡片贴在noodles卡片旁边）T: Look! I can use the chopsticks.（用准备好的实物筷子夹东西）Who can use the chopsticks?（出示句型卡片Use the . 引导学生边说边做）T: I can use the chopsticks. Can you use the chopsticks?（引导学生说Yes, I can. Let me show you.）T: How do you use it?（引导举手的学生说Let me try.）2教学单词knife, f

46、ork。T: The noodles are very tasty. And the beef is yummy, too. Id like some beef. How can I eat the beef? Spoon? Chopsticks? Fork or knife? （出示beef卡片）教师领读并做动作：Knife, fork, knife and fork, use the knife and fork, I can use the knife and fork.（领读后把knife, fork的卡片贴在beef旁边）T: I can use the knife and fork

47、. Can you use the knife and fork?（引导学生说Let me show you. Let me try.）T: Lets chant: Can you use the knife? Yes, I can. I can use the knife. Can you use the fork? Yes, I can. I can use the fork.T: Look! Heres the beef.（拿出橡皮泥做的beef）Id like to eat the beef. But where are the knife and fork?（做寻找状）Oh! The

48、yre there.（指着事先放在不远处的实物刀叉）Hello, S1. Pass me the fork. S2, give me the knife, please.（示意学生递给教师，并出示句型卡片：Pass . / Give me .领读） T: Mm . Everythings ready. The fork is on the left. The knife is on the right. Lets eat. OK? Cut, cut, cut, cut with the knife.（边切边说，并引导学生也一起用手势边说边做）3教学单词bowl。 T: After eating

49、, the Would you like some. ? Yes, please. is dirty.（拿起刚才放橡皮泥牛肉的盘子）Lets wash the plate. 领读：Plate, plate, wash the plate, I can wash the plate.4教学单词spoon。用Id like some soup. What can I use? 引出spoon并领读：Spoon, spoon, use the spoon, I can use the spoon.三 Practice1 播放Lets learn动画。2猜一猜。教师在黑板上画一个小圆，学生猜单词。教师

50、添加笔画继续画，学生再猜。（以同样的方式操练其他单词）3Lets chant（自编） （PPT出示）Chopsticks, chopsticks, use the chopsticks, I can use the chopsticks.Fork, knife, fork and knife, I can use the fork and knife.bowl, bowl, wash the bowl, I can wash the bowl.Spoon, spoon, use the spoon, I can use the spoon.4Lets do 请一个学生根据板书做动作，教师根据学

51、生的动作猜板书中的短语。 教师做动作，请学生猜短语。模仿Lets do动画，边说边做。（出示Lets do课件）四 Consolidation活动：共进晚餐 要求学生四人一组，运用所学的单词和句型进行简单的会话练习。板书设计：家庭作业：1. 在家里找一找今天所学的餐具，用英语介绍给家人听，并告诉他们吃西餐时应该怎样正确使用刀叉。2.课后反思：第六课时教学目标：1.能够听、说、读、写下列句型What would you like for dinner? I'd like some. 2.能够唱歌曲“What would you like ”教学重点：熟练掌握本单元的重点句型What wo

52、uld you like for dinner? I'd like some.教学难点：熟练掌握本单元的重点句型What would you like for dinner? I'd like some.教学方法：Teaching TPR Game教学准备：1.与本课时相关的教学挂图。2.录音机和本单元的教学录音带。3.教师准备作为奖励的小奖品。教学过程：Step 1:warm-up1. GreetingsT: Good morning boys and girls .Glad to see you again!S: Good morning teacher, Nice to

53、see you, too!T: Boys and girls, do you like English songs?S: Yes.教师呈现歌曲“What would you like ”中的图画和录音，教师带领学生唱自由对话之后，教师把课本“Lets start”上的图画呈现给学生，并让同学们自由用英语讨论。Step2: Presentation:1.学生听Read and write部分的录音并跟读并完成相应的练习。2.教师说单词，学生齐拼读。教师示范书写，学生写在四线三格里将句子补充完整。Step 3: Consolidation and extension1、Let's chec

54、k学生边听录音边勾出与内容相符的一项，然后检查。录音内容如下：1 What would you like for dinner? I'd like some soup and vegetables. 2 Would you like a knife and fork? No, thanks. I can use chopsticks.3 Can I have some noodles? Sure. Here you are.4 Can I have some fruits? Sure, help yourself.(3) Look and match,学生看图找单词，并将相应的序号写在

55、圆圈里。板书设计：家庭作业：课后反思：Unit 6 Meet my family第一课时教学目标：1. 听懂会说本课对话，并能在情境中应用。2. 听说认读句型. How many people are there in my family？并会做替换练习。3. 了解英语国家的一些称谓方式。教学重点：熟练掌握句型How many are there?的用法并能在实践中运用。教学难点：理解Lets talk中句子的含义，并能进行初步的运用。教学方法：Teaching TPR Game教学准备：配套生词的单词卡片，相配套的教学录音带，教师和学生的家庭照片。教学过程：（一）热身复习（Warm-up/Revis