五下Unit4_分课时教学建议

Unit 4 When is the art show?Part A 第一课时 (1)Part A 第二课时 (3)Part A 第三课时 (6)Part A 第一课时Let’s try & Let’s talk教学目标1.能询问及回答节日所在月份及日期。

2.能理解Let’s talk 的大意，能用正确的语音语调朗读对话。

3.能在语境中运用When is the art show?It’s on May 1st.类似句型来交流相关节日月份及日期。

4.能够在情景中运用句型There are some other special days in April.表达某月有多少特殊的日子。

5.能够在语境中理解单词special的意思，并能正确发音。

教学重点能够用正确的语音、语调、意群朗读对话，并能分角色朗读。

教学难点能够在情景中运用句型When is the art show?It’s on May 1st. When is the reading festival? It’s on May 5th.询问并回答节日的日期。

教学准备教学光盘，节日的图片。

教学过程Step 1:Warm-up1.Greetings 师生互相问候。

2.教师播放第三单元歌曲，学生齐唱。

3.师生对话：T: When is English tes t? /math test…Ss: It’s on…4.学生展示unit 3准备的对话或课本剧。

Step 2:Presentation1.Let’s try.（1）出示Let’s try板块的图片，描述图片。

（2）教师提问：Where is Zhang Peng? What is he doing? 学生回答后，教师说：Zhang Peng is practicing running. Mr Jones is talking to him. Which month are they talking about? Listen and tick, please.（3）学生听录音，完成听音选月份的练习。

（湘少版）五年级英语下册 Unit4第二课时教案设计一、教学目标1.能听、说、读、写本课时生词和短语：table, try, oranges, pears, milk；2.能听懂并正确使用句型“Can you try some oranges?” “Sure, here you are.”；3.能学会礼貌地对别人提出请求，并能礼貌地回答请求。

二、教学内容1.生词和短语：table, try, oranges, pears, milk；2.句型：“Can you try some oranges?” “Sure, here you are.”三、教学重难点1.本课时的生词和短语；2.掌握礼貌用语，能称呼他人，并学会礼貌地请求和回答请求。

四、教学过程与时间安排第一步：热身（5分钟）1.童谣唱唱：“If you’re happy and you know it..”2.手舞脚蹦：“Simon says touch your head/knee/nose..”第二步：导入新知（10分钟）1.引导学生观察课堂里的桌子，认识单词“table”。

2.了解单词的释义和正确发音，并画出单词的图像。

3.引导学生用新词“table”造句。

第三步：新词学习（15分钟）1.介绍新单词“try”、“oranges”、“pears”、“milk”。

2.帮助学生记住单词以及正确发音和含义。

3.引导学生使用新单词造句，并与同学分享。

第四步：句型学习（20分钟）1.利用教具或图片，让学生听懂并掌握句型：“Can you try some oranges?” “Sure, here you are.”2.翻译并解释句子中的单词和句型的含义，带领学生用这句话进行练习并造句。

第五步：活动与练习（20分钟）1.将学生分组，让每组代表一个水果摊位。

2.一个水果摊的学生站在桌前摆放水果，另一个摊位的学生就对他提出某些水果的口头要求。

3.学生根据学过的句型“Can you try some oranges?” “Sure, here you are.”，进行请求并回答。

小学英语《Unit4Whatcanyoudo》教案教学改进建议Improving Teaching of English Unit 4: What Can You Do?As English education expands in China, many primary schools are adopting textbooks from international publishers and exploring new approaches to teaching and learning. One popular book for grade 2 or 3 students is the Pearson English Active Readers series, which includes Unit 4: What Can You Do? This unit aims to help students develop their communication skills by practicing different abilities and interests, suchas talking about hobbies, sports, music, and food. However, how can we make the most of this unit and enhance its effectiveness for diverse learners? In this article, I will suggest some ideas for improving the design, delivery, and assessment of lessons based on Unit 4.DesignThe first step in improving teaching of Unit 4 is to review its design and identify any limitations or strengths. According to the official guide for teachers, each lesson in the unit follows a similar pattern: introduction, vocabulary and structures, language focus, pronunciation, listening and speaking, and evaluation. However, some teachers may findthis sequence too rigid or repetitive, especially if they have different teaching styles or resources. Therefore, a possible modification is to vary the order or content of the lesson to cater to different students' needs. For instance,if the class has many visual learners, the teacher can use more pictures, videos, or real objects in the introduction or vocabulary sections; if the class has many kinesthetic learners, the teacher can add more games, role-playing, or gestures in the language focus or speaking sections.Another issue with the design of Unit 4 is the choice and relevance of the topics and tasks. Although the unit offers a range of options, such as making a poster, writing a paragraph, or performing a dialogue, some of them may not be suitable for some of the students, either because they lack interest in the topic or they have different cultural backgrounds. Therefore, a possible improvement is to customize or expand the topics and tasks to include morelocal or personal content. For example, instead of asking the students to fill in the blanks with names of American sports, the teacher can ask the students to introduce their favorite Chinese games or festivals and compare them with others' preferences. This approach not only makes the class moreengaging and meaningful but also develops students'intercultural competence.DeliveryThe second step in improving teaching of Unit 4 is to revise the delivery of the lesson and enhance its interaction and participation. A common challenge in teaching language skills is to ensure that students have enough opportunitiesto practice and apply what they have learned. Therefore, a possible solution is to increase the number and types of interactions among students and between students and teachers. For example, the teacher can assign group work, pair work, or class discussions in which each student has a specific roleor task to perform. This approach not only provides students with more chances to speak, listen, and collaborate but also fosters their social and emotional skills.Another strategy for improving delivery is to use more formative feedback and feedforward in the lesson. Formative feedback refers to the guidance or correction given duringthe learning process, whereas feedforward refers to the anticipation of future learning or performance. Both arecritical for students to develop their metacognitive skills, that is, the ability to monitor, evaluate, and regulate theirown learning. Therefore, a possible implementation is to use more explicit and constructive feedback techniques such as praise, clarification, correction, and scaffolding. For instance, the teacher can praise the students' efforts or achievements, clarify the meaning or use of a word or phrase, correct the mistakes or errors in pronunciation or grammar, or scaffold the students' responses by providing hints, examples, or models. This approach not only helps students improve their language proficiency but also enhances their self-efficacy and motivation.AssessmentThe third step in improving teaching of Unit 4 is to revise the assessment of the lesson and align it with the learning objectives and criteria. Assessment is an integral part of the teaching and learning cycle, which servesmultiple purposes, such as evaluating student progress, diagnosing learning needs, providing feedback, and improving teaching. Therefore, a possible suggestion is to use more varied and authentic assessment methods that cater to different types of learning and styles. For example, the teacher can use self-assessment, peer-assessment, or co-assessment, in which the students themselves, theirclassmates, or the teacher jointly evaluate their performance based on clear criteria or rubrics. This approach not only helps students become more responsible and reflective learners but also reduces the pressure or bias of traditional tests or exams.Another way to improve assessment is to use more qualitative or descriptive feedback that emphasizes the process and quality of learning rather than the quantity or accuracy of answers. Quantitative or summative feedback, such as scores or grades, may not reflect the full complexity or diversity of students' abilities and growth. Therefore, a possible alternative is to use more qualitative ordescriptive feedback that focuses on the strengths, weaknesses, challenges, and solutions of students' performance. For instance, the teacher can provide written or oral feedback that describes the specific areas of improvement, the reasons behind the problems or difficulties, and the recommendations or resources to overcome them. This approach not only helps students understand their own learning more deeply but also promotes a growth mindset and a culture of continuous learning.ConclusionIn conclusion, the teaching of English Unit 4: What Can You Do? can be improved by applying some principles and practices of effective language teaching. These include designing the lesson to suit the needs and interests of diverse learners, delivering the lesson with more interaction and feedback, and assessing the lesson with more varied and authentic methods and criteria. By doing so, teachers can help their students become more confident, competent, and autonomous speakers of English, which is a crucial skill for their future academic and personal success.。

Unit 4 When is the art show第四课时教学内容Unit 4 Part B Let’s try & Let’s talk教学目标1.能在情景中运用句型When is your birthday?My birthday is on...询问并且回答生日日期。

2.能运用核心句型完成角色扮演活动。

教学重难点1.教学重点:能在情景中运用句型When is your birthday?My birthday is on...询问并且回答生日日期。

2.教学难点:能运用核心句型完成角色扮演活动。

教学准备课件、课文动画、单词卡片、图片等。

教学过程1.热身(Warm up)(1)教师播放本单元歌曲“When is your birthday?”学生跟唱。

(2)击鼓传花教师播放音乐,学生传彩球,教师停止音乐时彩球传到哪位学生的手里,哪位学生就站起来与教师进行对话,如:T:When is my birthday?Guess!S1:Is it in January?/...2.新课展示(Presentation)(1)Let’s try①教师出示Let’s t ry板块的图片,提问:Who’s this baby?并引导学生猜测。

教师告知学生:He is Mike’s new cousin.When is the baby’s birthday?Listen and tick.②教师播放教学录音,学生根据录音内容勾出正确答案。

③教师再次播放教学录音,师生一起核对答案。

(2)Let’s talk①教师播放三年级上册Unit 6 Story time板块的动画视频,学生观看并唱歌曲“Happy birthday”。

教师告知学生:Zoom’s birthday is on March 3rd.并询问几名学生:When is your birthday?引导学生运用句型My birthday is on...回答。

五下4单元教学说课教案一、教学目标。

1. 知识目标。

通过本节课的学习，学生能够掌握本单元所学的词汇和语法知识，包括动词的进行时态、形容词的比较级和最高级等。

2. 能力目标。

学生能够在日常生活中正确运用所学的语言知识，进行简单的交流和表达。

3. 情感目标。

通过本节课的学习，激发学生学习英语的兴趣，培养他们的语言表达能力和沟通能力。

二、教学重点和难点。

1. 重点。

本节课的重点是动词的进行时态和形容词的比较级和最高级的用法。

2. 难点。

学生可能会在动词的进行时态和形容词的比较级和最高级的运用上出现一些困难，需要教师耐心指导和讲解。

三、教学过程。

1. Warm-up。

教师可以通过播放一段视频或者唱一首英文歌曲来热身，让学生进入英语学习的状态。

2. Presentation。

教师可以通过图片、实物或者故事来呈现本节课的语言知识，让学生直观地感受到所学知识的应用场景。

3. Practice。

教师可以设计一些口语练习和语法练习，让学生在实际运用中掌握所学的知识。

4. Production。

教师可以设计一些情景对话或者小组讨论的活动，让学生在实际情境中运用所学的知识，提高他们的语言表达能力。

5. Consolidation。

教师可以通过复习和总结，巩固学生所学的知识，让他们在课后能够记忆和运用所学的语言知识。

6. Homework。

布置适量的家庭作业，让学生在课后能够巩固所学的知识，提高他们的学习效果。

四、教学手段。

1. 多媒体教学。

教师可以通过多媒体设备来呈现图片、视频等教学资源，让学生更直观地感受到所学知识的应用场景。

2. 板书。

教师可以通过板书来呈现重点知识点和例句，让学生在课堂上更清晰地掌握所学的知识。

3. 情景教学。

教师可以设计一些情景对话或者角色扮演的活动，让学生在实际情境中运用所学的知识，提高他们的语言表达能力。

五、教学反思。

本节课的教学目标是比较明确的，学生在课堂上也表现出了较好的学习状态。

但是在教学过程中，我发现一些学生在动词的进行时态和形容词的比较级和最高级的运用上仍存在一些困难，需要我在以后的教学中加强对这些知识点的讲解和指导。

Unit4He Lives in a Village第3课时教学设计【内容来源】陕旅教育出版社五年级下册Unit4【主题】Warming-up: Circle the animals you love, Let’s learn more, Read and complete【课时】第3课时一、教学目标1. 能用Leleand his parents live in ... They ... In ... ,they ... They live happily together year by year, …详细地描述他人的居住地环境。

2.能听、说、熟读课文，语音语调准确自然。

词汇及句型结构对居住地环境进行描述，并能进行相应的替换练习，到达学以致用的目的。

4.通过对PartB Let’s learn more的学习，激发对家、对大自然的热爱之情。

二、教学准备教师准备：元的单间卡片和Let’slearn more局部的教学挂图。

2.本课时的课件。

3.Old MacDonald歌曲视频。

’slearn more局部的教学音频。

三、教学方法建议课程导入(Leading In)(1)课前热身1. 教师运用多媒休播放Old MacDonald视频，和学生一起打节奏表演歌曲，并复习动物单词。

2.Part A Warming-up: Circle the animals you love建议教师采用问答的形式引导学生观察图中动物，并圈出各自喜爱的动物，如：Do you love animals Look at these animals. What is the first /second / ... animal Is the ... lovely Do you love ...学生圈出各自喜爱的动物之后，可两人一组互相展示，如：I love ... It’s really beautiful / lovely / helpful.(2)新课导入T: Hello, boys and girls! I have a new friend. His name is Lele. He is a good boy, and he lives in a village with his parents. Let’s go to visit his village toda y.课程展示活动和过程的设计建议(presentation)(1)新课展示Part B Let’s learn more图，了解有关课文的倍息(1)让学生观察第一幅挂图，并根据图意进行师生问答：T: What can you see in the pictureSs: We can see some vegetables / some tomatoes / a river / a lake / a man and a woman /...T: Do you like vegetables / tomatoes / ...Ss: Yes, I do. / No, I don’t.对于否认答复的学生，教师可以继续提问：T: What do you likeSs: I like...(2)教师出示本局部第二幅图片，引导学中观察图片并进行师生问答：T: What can you see in this pictureSs. Rabbits, monkeys, birds and snakes.T: Where do they liveSs: In the trees，near the mountains.T: Do you like animalsSs:...2.听录音，理解课文(1) 教师播放课文第一段的录音并给出问题，要求学生听录音后答复：a. Where do Lele and his parents liveb. Do they have a big house(2)疑难讲解a. A river runs by.一条小河从旁边流过。

Unit 4 He Lives in a Village 第1课时教学设计【主题】Warming-up: Look and tick, Let’s learn, Listen and circle【课时】第1课时一、教学目标1. 能听、说、读、写单词：bird, snake, potato, tomato, village, lake, river。

2. 能在实际情景中熟练运用以上单词。

（重点）二、教学准备1. 教师准备：(1) Let’s learn部分的教学卡片以及本课时的课件。

(2) Old MacDonald歌曲视频。

(3) Let’s learn和Listen and circle部分的教学音频。

2. 学生准备：一张白纸和水彩笔。

三、教学方法建议课程导入(Leading In)(1)课前热身1. 教师播放歌曲视频Old MacDonald，要求学生认真听歌曲并回答问题：Does Old MacDonald have a farm? Are there many animals on his farm? What are they?2. 鼓励学生边听歌曲边根据歌曲中出现的小动物做相应的动作，活跃课堂气氛，激发学生学习新课的兴趣。

(2)新课导入1. Part A Warming-up: Look and tick教师让学生打开书翻到P25，并引出问题：T: Old MacDonald’s home is on the farm. Where is your home? Please tick the picture.2. 教师以课件出示一位老奶奶和一位老爷爷的照片，并向学生介绍：T: These are my grandpa and grandma. Where is their home? Can you guess?课程展示活动和过程的设计建议（presentation)(1)新课展示Part A Let’s learn1. 教授单词village教师承接上一部分，以课件出示村庄的图片，继续描述：T: Look! My grandpa and grandma live in a village. Look at the trees, the grass and the houses. This is a village.教师板书单词village，让学生随着教师的写进行拼读。

Unit4 what are you doing part A let’s learn 教学设计陈官小学蒋芙蓉【教学内容】本课时的教学内容是PEP小学英语5年级下4单元 A Let’s learn和Let’s chant 以及C Let’s sing等内容。

教学重点：1、听、说、读、写五个动词短语的ing形式： doing the dishes, cooking dinner, reading a book, drawing pictures, answering the phone。

2、能运用句子“What are you doing? I’m doing the dishes/…”询问别人正在做什么并作答。

3、初步了解现在进行时的结构。

教学难点：1、如何引导学生感知、理解现在进行时所表达的含义以及动词ing形式的读音，2、短语“answering the phone”中“answering”的读音。

【教学目标】一、能力目标：1、能够简单描述自己正在做什么，如：I’m doing the dishes.2、能够听懂、会唱歌曲“What Are You Doing?”二、知识目标：1、能够能够听、说、读、写动词短ing的形式： doing the dishes, cooking dinner, readinga book, drawing pictures, answering the phone2、理解Let’s chant的内容。

通过说唱Let's chant部分的歌谣，巩固复习Let's learn 部分的短语和句子三、情感目标：培养热爱生活的美好感情。

【教学准备】教师准备各种动词短语卡片、录音带、有关课件、锅(pot)、铲(shovel)、手机、碗(bowl)碟(plate)等小道具, 一本故事书，一本图画书,鼓励评介小贴图.【教学过程：】Step 1：Warm-up, TPR活动T: Before class. Let's warm up. Please follow me. Do as I do.1.复习动词：（边做动作边说）eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly2.复习词组：set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.3.Listen and sing : 《I can help》. 出示播放动画课件歌词师生一同演唱，并作相应的动作。