PEP四年级英语上册第五单元A let's learn说课稿

Unit 5 Part A Let’s learn说课稿我说课的内容是PEP Book Ⅲ Unit 5 Part A Lets learn的内容, 该局部的教学目标主要有让同学把握6个新授词：rice , fish , beef , soup , noodles , vegetable 。

通过活动，同学能听懂"Can I have some , please /Sure, here you are..'的对话，并让同学能在实际生活中运用，进而培育同学乐于并擅长表达自己的情感，培育同学对英语的学习爱好，培育他们的合作意识。

教学重点与难点是六个新授单词的娴熟把握、vegetable的正确发音。

设计理念:通过对教材的选择、教学方法的设计以及教学过程的细心支配,运用活泼多彩,符合少儿心理的活动来培育同学对英语学习的爱好,挂念同学学会简洁的对话，培育同学乐于表达自己情感的力量。

一、学情分析："PEP Primary English'强调语言运用，留意力量培育，突出爱好激发，重视双向沟通，重视机敏扩展。

本课学习的对象是四班级同学，他们已具备肯定的英语听说根底，良好的英语学习习惯，肯定的自学力量，较强的接受力量，而且食物与同学的生活实践联系紧密，是同学感爱好的话题，他们在BookⅢUnit5中接触过用"I like．．．句型来表达自己宠爱某些食物以及请别人吃东西时的句型，因此在这个根底上我结合同学实际状况，接受了这样的教学模式：热身、复习、导入、操练、稳固、拓展。

二、教法基于以上我对教材的理解与分析，在教学中我主要运用了小组合作学习法、多媒体帮助法等教学方法坚持以单词为主线，以话题为核心，以任务型活动支配本课教学。

利用多种形式的联系来到达同学把握词汇的目的，从而激发课堂爱好。

通过制作相应的图片，以及多种形式的猜和CHANT等活动，在课件生动形象的画面中让同学自主学习体验学习语言的乐趣。

PEP四年级上英语Unit 5第2课时Part A Let’s learn 优质课说课稿一. 教材分析PEP四年级上英语Unit 5第2课时Part A Let’s learn 这一节课的主要内容是学习关于动物的词汇，包括cat, dog, panda, tiger等。

通过这些词汇的学习，让学生能够运用所学知识进行简单的日常交流。

本节课的主要目标是让学生能够听懂、会说、会读这些动物的词汇，并能够运用它们进行简单的句子构建。

二. 学情分析面对四年级的学生，他们在之前的学习中已经掌握了一些基本的英语词汇和句子结构，对于本节课的内容，他们应该能够很快地接受和理解。

然而，由于学生的英语水平参差不齐，教学过程中需要关注那些英语基础相对薄弱的学生，确保他们能够跟上教学进度。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读关于动物的词汇，如cat, dog,panda, tiger等。

2.能力目标：学生能够运用所学知识进行简单的日常交流。

3.情感目标：通过学习，学生能够增强对英语学习的兴趣，培养热爱动物的情感。

四. 说教学重难点1.重点：学生能够听懂、会说、会读关于动物的词汇。

2.难点：学生能够运用所学知识进行简单的日常交流，特别是在实际情景中正确使用这些词汇。

五. 说教学方法与手段为了提高学生的学习兴趣和参与度，本节课将采用情境教学法、任务型教学法和互动式教学法。

通过使用多媒体课件、图片、卡片等教学辅助手段，让学生在真实的情境中学习，提高他们的学习效果。

六. 说教学过程1.导入：通过展示一些动物的图片，引导学生说出这些动物的名称，为新课的学习做好铺垫。

2.新课展示：通过多媒体课件，展示本节课的主要内容，让学生听懂、会说、会读关于动物的词汇。

3.课堂练习：通过小组活动，让学生在实际情景中运用所学知识进行交流，巩固所学内容。

4.课堂总结：对本节课的内容进行总结，让学生对所学知识有一个清晰的认识。

七. 说板书设计板书设计将简洁明了，主要包括本节课的主要词汇，如cat, dog, panda, tiger 等，以及一些关键的句子结构。

PEP四年级上英语Unit 5第2课时Part A Let’s learn 优质课教学设计一. 教材分析PEP四年级上英语Unit 5第2课时Part A Let’s learn 主要讲述了一些关于动物的词汇，如dog, cat, panda等。

本课时通过图片和句子展示这些动物，让学生进一步学习和掌握这些词汇。

教材内容贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并简单运用一些日常用语。

但部分学生对动物词汇的掌握还不够熟练，需要在课堂上进行针对性的操练。

此外，学生对英语学习的兴趣程度不同，需要在教学过程中注重激发学生的学习兴趣。

三. 教学目标1.知识目标：让学生掌握单词dog, cat, panda等，并能够正确拼写和运用。

2.能力目标：培养学生听、说、读、写的能力，提高学生的英语综合素质。

3.情感目标：培养学生热爱动物，关爱自然的情感。

四. 教学重难点1.重点：单词dog, cat, panda等的认读和运用。

2.难点：对动物词汇的准确理解和在实际场景中的运用。

五. 教学方法1.情境教学法：通过图片、实物等创设情境，让学生在实际环境中学习和运用英语。

2.游戏教学法：运用趣味游戏，激发学生的学习兴趣，提高学生的参与度。

3.小组合作学习：鼓励学生分组讨论，培养学生的团队协作能力和沟通能力。

六. 教学准备1.教学课件：制作包含图片、动画、游戏的课件，辅助教学。

2.实物道具：准备一些动物玩偶或图片，用于直观展示。

3.练习题：设计一些练习题，巩固所学知识。

七. 教学过程1.导入（5分钟）利用歌曲或动画引入话题，激发学生的学习兴趣。

教师提问：“大家喜欢动物吗？为什么？”引导学生谈论自己喜欢的动物。

2.呈现（10分钟）展示教材中的图片，引导学生说出动物的名称。

如：“This is a dog. This is a cat. This is a panda.”教师指着图片，询问学生：“What’s this? What’s that?”学生回答：“It’s a dog./It’s a cat./It’s a panda.”3.操练（10分钟）教师学生进行小组游戏，如“动物接力赛”。

What would you like?Good morning, everyone. It’s my great honor to present my lesson here. My topic is “what would you like?”.To make my presentation clearer, I’d like to introduce my thoughts from the following 6 aspects: analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I’d like to present them one by one.The topic is from part A of Unit 5, Book 3 for primary school, PEP. This part introduces to students new words about food and drinks like beef, bread, milk and sentence patterns, such as “Can I have…? Sure, here you are. What would you like, I’d like…” Based on the new curriculum standard, the teaching objectives including the following 3 aspects. The knowledge objectives are to remember words about food and drinks and to grasp sentence patterns to make polite requirements. The skills objectives are to enlarge students’ vocabulary size and to enhance their oral English through practicing the new phrases and sentence patterns. The emotional objectives are to arouse students’ interests for English learning and to build up their confidence to express their ideas. In view of students’ current knowledge and learning ability, the teaching key points are to remember new words and sentence patterns. The difficult points are to master the use of sentence patterns.In order to achieve the teaching objectives and to teach in accordance of students’ current level, now I’d like to analyze students’ current knowledge and their co gnitive ability. Students of Grade 4 have learned English for at least * year and they’ve mastered certain skills in English. They are good at image thinking and show great interests and curiosity for English learning. However, their ability to think abstractly is not mature enough. They still need tools like pictures or videos to facilitate their understanding.Considering students’ characteristics, I’ll adopt the communicative approach and task-based language teaching approach to provide them more chances communicate with others and to involve them in the language learning process.Students are encouraged to participate in activities like role-play and group work and to complete each task cooperatively. They will use language in a comfortable way.Referring to the above analysis, the teaching procedures include the following aspects.Warming upTo warm up, I’ll hold a bottle of juice and share with my students. Then ask them to express it in English. The purpose of sharing the juice is to arouse students’ interests and draw their attention to the new words in this lesson.Presentation and practicesIn the section of presentation and practices, I will show the students 10 pictures of food and drinks one by one: rice, fish, noodles, beef, vegetable, soup, bread, milk, egg and water. Students will be guided to pronounce, read each word and match them with each picture. The students will take turns to say the word when I show them each picture of food or drinks.After the students get familiar with these new words, they are divided into two teams to play agame. All the pictures will be stick on the blackboard and each team send a member to the front of the classroom and point the right picture once they hear me say the word. The student who points the right word faster than the other will win a star for his team.In order to introduce the sentence patterns for this lesson, I will show the students the menu of my restaurant and explain to them I am the waitress of the restaurant. and I will take their order for d inner , I’d write sentences on the blackboard “what would you like?” “I’d like…” “ok, here you are.” “thank you!” I will give the students an example by acting as the waitress and the customer at the same time to practice the sentence patterns. Based on my presentation, I’ll choose one student to be the customer and help him to complete the dialogue with me together. Students are supposed to imitate the dialogue through pair-word with one act as the waiter and the other the customer.Summary and HomeworkT o summarize the lesson, I’ll help students to review the key points and difficult points by reading them again. The last step is homework and each student is asked to do a survey to at least 10 of their classmates to find out what would he or she like for dinner. The survey is supposed to use the new words and sentence patterns learned today in order to have a review of the key points and difficult points.。

四年级上Unit5PartALetslearn说课稿各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢四年级上册Unit5PartALet’slearn 说课稿今天我说课的内容是人教版PEP小学英语四年级上册Unit5PartALet’slearn 的第一课时。

根据教学内容，我将按以下步骤进行说课。

一．说新课程标准新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

新课程标准还指出教学要以人为本，遵循“为用而学，在用中学，学了就用”的原则。

基于以上认识，我在教学过程中创设语言运用情境，让学生在轻松，开放的氛围中学习，通过观察，学习，思考，总结，在活学活用的过程中培养学生的综合语言运用能力。

二、说教材本课的教学重点是掌握五个食物的单词，难点是培养学生在实际情景中运用所学单词和句型进行对话的能力。

基于以上要求，特设置以下目标：1．教学目标：能听，说，读，写本课时的五个单词，并能运用所学的五个单词以及句型”whatwouldyou like?I’dlikesome….”进行口语交际。

2.能力目标：能在实际情景中灵活运用所学句子。

3.情感目标：让学生在学习中体验参与，并享受合作学习的乐趣；培养学生热爱生活的美好情感。

三．说教法和学法1.听说法：通过多媒体及音频资料，帮助学生感知单词和句子的发音及正确的语音语调。

2.游戏法：通过游戏，激发学生的学习兴趣，增强学生学习的主动性。

让学生更好的理解和掌握所学内容。

四．说教学过程1.创设情景，综合复习。

首先用Enjoyasong“whatwouldyoulike?”给学生营造一个比较轻松的学习氛围。

接着通过对三年级上册所学食物单词的复习及相关句型的练习，为本课的学习做铺垫。

【设计意图】通过歌谣给学生创设一个轻松的学习氛围，用复习食物单词来引入新课，以加强新旧知识的前后联系。

PEP四年级上英语Unit5PartALet’slearn课教案知识目标1.重点词汇：ball, book, doll, car, crayon, toy2.知识点：询问及回答“ What’s this? It’sa/an…”；学习描述玩具的形状和颜色。

能力目标1.培养学生观察、听、说、绘画等方面的综合能力，能用英语简单描述玩具的形状和颜色。

2.学生能正确地询问和回答有关玩具的问题，进行简单的交流。

情感目标1.通过游戏和互动，引导学生热爱学习英语，并在游戏和交流中培养学生的逐步自信。

2.启发学生对玩具的兴趣，让他们能够欣赏玩具的美丽和可爱，增加学生对英语学习的兴趣。

教学重点和难点1.教学重点：学生能听懂、理解并会动口说出“ What’s this? It’s a/an…”；掌握描述玩具形状和颜色的词语。

2.教学难点：引导学生说出形状和颜色的单词，有效训练他们的口语表达能力。

教学准备1.教师准备PPT、玩具（球、书、娃娃、车、彩色蜡笔、玩具等）。

教学过程1.Warm-up（10minutes） -（1）Greetings: Greet students and get them to come to the front of the classroom and sing a song. -（2）Revision: Revise Unit 4. ⑴ Review the colors. ⑵ Review the shapes. -（3）Introduce the new topic: “Today, we aregoing to learn about toys. What’s this? It’s aball!”2.Presentation and Practice（30 minutes） -（1）Show the toys in turn and introduce them. What’s this? It’s a/an…? -（2）Board work: Write the names of the toys on the blackboard. -（3）Drill: Practice asking and answering questions. Invite some students to ask the teacher, and the teacheror other students will answer. -（4）Play a game: Pass the toy. Divide the class into two groups.Call out a toy name, then the students pass the toy back and forth to each other until the teacher says stop. -（5）Group work: Let students work in groups of three to describe one toy, using the following sentence model.。

人教版四年级英语上册unit5说课稿XXX说课稿各位老师大家好，我今天的说课内容是人教版四年级英语上册第五单元A部分的let’s learn和let’s play的内容。

我主要从以下几个方面来展开我的说课。

一．说教材1.教学内容本节课的教学内容是PEP小学英语四年级上册第五单元A部分的let’s learn和let’s play.2.教学对象分析根据四年级学生的好奇心及求知欲强的心理特点，我设计了不同的游戏和操练方法研究本课单词，以及本课重点句型。

3.教学环境分析本节课我以图片、视频、音频等形式，为学生创设真实语境进行教学，适合在音响设备齐全的多媒体教室上课。

二.教学目标（一）知识与技能：1.能听、说、认读单词: rice, noodles, fish, beef, soup,XXX.2.能在实际情境中运用本课句型---Can I have some...?---Sure. Here you are.(二)过程与方法：引导学生在探究中相互交流，培养学生的合作研究的本领，以及1自主分析和解决问题的能力。

（三）情感态度与价值观：激起学生研究英语的兴趣，培养学生研究英语的积极态度，使学生乐于合作参与，勇于举行实践交际，了解中西方饮食文化的差异。

三.教学重难点重点： 1.能听、说、认读单词：rice,noodles,fish,beef,soup,XXX。

2.能够运用句型：Can I have some...?Sure. Here you are.难点：单词vegetable的发音。

四．教学方法为了更好地实现教学目标，有效的突出重点，突破难点，我在教学中灵活地运用了情景法，直观法和多媒体辅助法等多种方法，充分调动学生研究的积极性。

五．教学流程1、热身导入良好的导入不仅可以把学生的注意力快速的转移到课堂上，而且还起到了承前启后的作用。

因此在热身部分，我采用多媒体播放音乐动画，复三年级上册所学过的食物。

利用多媒体导入，比录音机播放歌曲更具直观性和趣味性。

PEP 四年级上册第五单元PartA Let’ talkGood morning dear teachers. It’s my pleasure to be here sharing my lesson with you. The content of my lesson is PEP primary English book3 U5what would you like? partA Let’s learn. I’ll begin this lesson from 3parts: analysis of the teaching material, the teaching and learning methods and the learning procedure. First, let me talk about the teaching material. This unit is about food. Such topic is related to daily life. So it is helpful to raise learning interests of students. In another way, the 4th grade students have a certain degree of listening, speaking and reading ability.By studying this unit, Ss will be able to know different people have different taste. If they can learn this unit well, they can respect others’ taste and eat more health. As we all know, let’s learn belongs to the input which plays an important role in language learning.After studying the teaching material, I think the teaching aims are as follows. It includes 3 parts: knowledge objects、ability objects、emotion objects.1.knowledge objects1)the Ss can hear read and use the main sentences:Can I have some noodles, please?Sure. Here you are.2)the Ss can hear read and use these words: rice, noodles, fish,beef, soup, vegetable.2.Ability objects1)The SS can develop the ability of listening, speaking.2)The teacher can train the Ss’ ability of working in pairs.3.Emotion objects1)Ss can know different people have different taste and respectother’s taste.2)Ss can keep good habits of eating.Difficult point:Ss can read the word “vegetable” correctly.Part 2teaching and learning methodAccording to the analysis of teaching material I will use the teaching method such as communicative approach, whole language teaching and TPR. The Ss learn in a relaxed atmosphere. So Ss can understand the knowledge in certain degree through the mental process of seeing, hearing, speaking, observing and thinking etc.Part 3 teaching procedureStep I lead-inT: Are you ready for our class?Oh, everything is ready. Let’s begin our class.(Purpose to design: review the content of U2 and educe the sentence: everything is ready in this lesson. )Step II warm-up⑴Game: sharp eyes.（2）Enjoy a chant about some food.(Purpose: It is important to form a better English learning surrounding for the Ss by chanting and games. It provides situations to review learned knowledge for the next step. Also it motivates the students to learn more，to know more. )(3) Presented the learning aims of these lessons. (Purpose: Ss can know what they will learn in this class) Step III presentation1.I will use many different ways to teach the words.For example: use the word “nice” to learn rice.Draw a fish to learn fish.(Purpose: In this way, students can learn the words in different ways. It can not only draw the student’s interests but also let the students remember the words easily.)2. Practice the sentences in groups: Can I have some…., please? Sure here you are. Enjoy a chant and let the students to make a chant by themselves.)(Purpose: practice in presentation is a good way to reduce the degree of difficulty. Anymore it is necessary to learn words in sentences. )3. I will let the students to learn other words in groups. (Autonomous Learning is a good way to develop the students learning ability. They can also develop the spirit of team work by learning in groups)4.Listen to the tape on page 58 to practicing listening andspeaking the new words correctly.StepⅣpractice1.sharp eyes(Purpose of design is to review the words can raise the interests of the students)2.Let’s play in groups. Practice the words in sentences: Can Ihave some ….please? Sure here you are.(By practice in groups they can not only learn the words in sentences but also learn from each others. They can use the words in proper situation.)3.Do the activity book on page36.(In this part students can practice their hearing ability and they can know their learning situation.)Step V summaryWe should eat more vegetable and fish.(It reflects the emotion objects just as I said previously.) Step VI homeworkThat’s all. Thank you for your attention.。

人教版四年级英语上册第五单元第一课时说课稿枣市中心小学陈志慧各位老师大家好，我今天的说课内容是人教版四年级英语上册第五单元Let’s learn 和Let’s play 这两部分，我主要从以下几个方面来展开我的说课。

一、说教材1、教学内容这两部分的内容是本单元的第一课时，其内容包括5个食物单词和一个询问喜好食物的句型及回答。

这些内容与学生的实际生活息息相关，紧密相联，这体现了教学内容的实用性价值。

2、教学目标①、知识目标a.能听、说、认读单词beef. soup chicken noodle vegetableb.能运用句型What would you like ? I’d like some________.②、能力目标学生能就本课类似话题，创造性地自编对话。

③情感目标a.培养学生的合作意识和参与意识。

b.养成良好的饮食习惯。

3、教学重难点①．重点 a.能听、说、认读5个食物单词。

b.掌握句型:What would you like? I’d like some_________.②.难点 a. vegetable的正确发音b.句型在实际情境中的运用。

二、说教法与学法1、教法：直观演示法、交际教学法、情境教学法。

2、学法：小组活动学习法。

三、教学步骤与活动设计Step1 复习（5分钟）1.出示图片复习rice fish juice milk bread等已学食物单词。

2.Let’s chant。

rice, rice, I like rice.fish, fish, I like fish.…（设计目的：复习旧知，为新知做铺垫。

运用Let’s chant，调动学生的学习兴趣，吸引学生的注意力。

）Step2新课呈现及操练（20分钟）1. 师出示食物图片呈现新单词，板书并教读。

例如：教单词beefa.beef, beef, I like beef. （齐读———个别读）b.T:What do you like? S:I like beef.T: What would you like ? S: I’d like beef. （引导学生回答）让学生猜这个句型的意思，然后板书并教读。

四年级英语上册Unit 5 《Dinner’s ready》PartA Let’s learn说课稿新开中心小学马红英今天我说课的课题是PEP小学英语四年级上册第五单元Dinner’s ready Part A Let’s learn和Let’s play 两部分,我主要从说教材、说学情、说设计理念、说教法学法、说教学过程和板书设计六个方面来谈一谈我对这节课的理解和设计。

一、说教材1、教材分析本节内容是PEP小学英语四年级上册第五单元Dinner’s ready Part A Let’s learn和Let’s play两部分的内容，属于词汇和对话的整合教学。

本单元主要围绕食物、餐具名称以及就餐用语这类话题进行学习、讨论以及交际训练。

本节课是此单元的第一课时，让学生了解如何表达自己想吃的食物。

本课时主要学习单词beef , chicken, soup, vegetable, noodles以及点餐问答句What would you like? I’d like some ...食物深受学生喜爱，而点餐问答句学生在三年级时接触过。

2、教学目标根据英语课程标准对四年级学生的总体目标要求以及学生的年龄认知特点，我确定了以下教学目标：听、说、认、读5个三会单词beef , chicken, soup, vegetable, noodles 以及在情境中灵活使用点餐问答句What would you like? I’d like some…；3、教学重难点通过对教材的分析和学生现有的知识水平的了解：（1）重点：三会单词:beef , chicken, soup, vegetable, noodles；句型:What would you like? I’d like some…；（2）难点：vegetable，chicken的发音4、教具准备多媒体课件、单词卡片、食物图片，同时还为每一位学生准备一份食物图片。

pep小学英语四年级上unit 5 a let's learn教学案例一、教学内容：PEP小学英语四年级上Unit 5 A Let’s learn二、教学目标：1. 能听懂、会说、会读、会写单词：tired, thirsty, hungry, healthy, stomachache2. 能听懂、会说、会读句子：I’m tired.I’m thirsty.I’m hungry.I’m healthy.I have a stomachache.3. 能听懂、会说、会读、会唱歌曲：How Are You?三、教学重点：1. 能听懂、会说、会读、会写单词：tired, thirsty, hungry, healthy, stomachache 2. 能听懂、会说、会读句子：I’m tired.I’m thirsty.I’m hungry.I’m healthy.I have a stomachache.四、教学准备：1. 教学课件2. 小黑板和粉笔3. 教学录音带五、教学过程：Step 1 GreetingGreet the Ss as usual.Step 2 Revision1. Sing a song: How Are You?2. Ask and answer:T: How are you?Ss: I’m fine.T: How is he/she?Ss: He/She is fine.Step 3 Presentation1. Show some pictures:tired, thirsty, hungry, healthy, stomachache2. Read the words together.3. Read the sentences together.4. Read the sentences in pairs.Step 4 Practice1. Ask and answer:T: How are you?S1: I’m tired.T: How is he/she?S2: He/She is thirsty.2. Match the words and the pictures.3. Read the words in groups.Step 5 Consolidation1. Sing the song: How Are You?2. Make dialogues in pairs.Step 6 Homework1. Read the words and sentences.2. Make up dialogues.。

Unit 5 Dinner’s readyA.Let’s learn A. Let’s play说课稿尊敬的评委﹑老师;上午好！今天我说课的课题是pep小学英语四年级上册第五单元Part A A. Let’s learn and A.Let’s play ,我主要从教材、教法学法、教学过程、板书设计以及教学反思五个方面来谈一谈我对这节课的理解和设计。

一、说教材1、教材分析本节内容是pep小学英语四年级上册第五单元第一课时的内容，主要学习单词beef、chicken 、soup 、 vegetable、 noodles以及点餐问答句what would you like? I’d like some ...食物深受学生喜爱，而点餐问答句学生在三年级时接触过，因此学生较容易掌握本课时的教学内容。

2、教学目标根据英语课程标准对四年级学生的总体目标要求以及学生的年龄认知特点，我确定了以下教学目标:1）知识目标：听说认读5个三会单词beef 、chicken 、soup、 vegetable、 noodles及在情境中灵活使用点餐问答句“ what would you like? I’d like some...”2）能力目标：培养学生相互之间的交流与合作提高学生自身的能力。

3) 情感目标: 培养学生珍惜粮食，杜绝浪费的优秀品质。

3、重难点通过对教材的分析和学生现有的知识水平的了解:（1）重点：三会单词beef 、chicken 、 soup 、 vegetable 、noodles句型ｗhat would you like ? I’d like some...（2）难点：vegetable的发音和点餐问答句what would you like ? I’d like some...在情境中的灵活使用。

4、教具准备精美的多媒体课件、单词卡片、食物图片、同时还为每一位学生准备了一份食物图片。

二、说教学方法1、说学情：四年级的学生大多在9至10岁之间，他们在学了一年英语的基础上，依然对英语具有较强的好奇心强,他们好模仿，好表现,具有一定的逻辑思维能力，但在单词的学习过程中却教容易出现发音不到位和发音不准的语音错误。

说课稿我说课的内容是PEP Unit5 There is a big bed A Let’s learn。

根据本课时的教学内容，我将本节课定位为一节词汇课。

一、教学指导思想《英语课程标准》指出，小学生的英语学习应特别强调培养对英语的感知能力和良好的语言学习习惯。

其中，包括感知和模仿英语发音的特点；掌握有效记忆和使用英语词汇的方法等。

二、教学背景分析1、教材分析本课时内容包括Let’s learn 和Let’s play这两部分。

其中，重点内容在于Let’s learn 部分的五个与日常生活息息相关的家居物品类单词clock, plant, water bottle, photo, bike以及句型there is …本课内容与四年级上册Unit 4 My home有一定的相关性。

在学习了各个房间的基础上再来学习家居物品类单词，既体现了教材循序渐进、螺旋上升的编排意识，又体现了英语知识承前启后的紧密相关性，符合学生的认知规律。

其次，there be 结构对五年级的学生而言，是全新的知识。

本课内容直接关系到Part B部分将要学习的there be 结构的复数形式以及Unit 6 In a nature park将要出现的一般疑问句形式。

总而言之，本课在教材中起着承上启下的重要作用。

2、学情分析活泼好动，有着极强的求知欲和表现欲。

五年级学生已有两年的英语学习基础。

但是也存在一些问题：综合运用语言的能力较弱。

在听说读写四项能力中，说的能力最弱；部分同学由于基础薄弱，随着学习内容难度的不断加深，逐渐对自己失去了信心：存在着学习方法和学习策略不足等问题，缺乏自主探究，自主学习的能力，没有养成良好的学习习惯。

三、教学目标及重难点义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的。

Unit5 What would you like ? 第一课时说课稿教材内容：九年义务教育小学英语PEP教材四年级英语上册第五单元第一课时教材分析：本单元主要学习关于食物的单词，老师通过创设情景，学生在真实自然的情景中，通过参与各种内容丰富、形式多样的语言活动，来感知和体验语言，并逐渐学会运用语言进行简单交流，从而达到新课标提出的各种要求。

学情分析: 四年级开始已经要求学生拼读单词，为了能更好的激发学生的积极性，老师设计各种操练方法和游戏来帮助学生来记记忆四会单词，符合学生实际，教学内容能面向各层次的学生。

【教学目标】1、能够听、说、认读单词rice，noodles，soup，fish, beef, vegetable.2、能够熟练运用句型can I have some ..., please?Sure, here you are.【教学重点】能够听、说、认读rice，noodles，soup，fish, beef, vegetable 六个单词。

【教学难点】能够正确读单词vegetable。

【教具准备】1、事物，饮料的图片。

2、本课时六个生词卡片。

【教学过程】I、Warm-up1、T: Hello, boys and girl, I am apple .What's your name?S: I'm...T: Oh, nice to meet you!S: Nice to meet you, too!2、T: Boys and girls, do you like to play sports?S: Yes.T: Ok, stand up, please!学生跟磁带做活动.T: Good! Very good! Ok, sit down, please.Ⅱ、PreviewT: Boys and girls, what food can you say?S: Hamburger milk chicken…T: Let’s say together.（教师拿起已学过的事物图片，边说边展示，并贴在黑板上）T: Ok，look what’s on the blackboard now ？hamburger ,milk, chicken…Oh, so many nice food , I’m hungry. Let’s eat something .Do you like chicken?S: Yes, I do.\No, I don’t.T: What do you like?S: I like…T: Here you are.S: Thank youT: Do you like rice?S: Yes，I do.T: I’m hungry ,can I have some rice, please?(学生会意,将卡片递给老师)Sure, here you are.T: Thank you.(将图片贴在黑板上,带读.)T: Let’s read it one by one. This group, please.Great!T: Look at me ,please.(教师做吃面条的动作)Ok, do as me.(师生共做吃面条的动作师说noodles,并指向一名学生) can I have some noodles please ?S: Here you are.T: Thank you .Good.(将图片贴好,并带读)This group ,please.同样方法教soup.T: (指着图片)rice ,noodles ,soup ,学生认读.Now practice with your partner.学生之间操练T: Ok, if you are ready, clap your hands .Good!Who wants to try? Ok , this group ,please .学生上台展示,可借助黑板上的图片.T: Well down.(请三组,示意全班鼓掌)T: I have another food: fish, beef, vegetable. (出示图片,学生跟读,并将图片贴在黑板上) Let’s read it one by one .(注意vegetable的发音)T: Good .Boys and girls , do you like playing game?S: Yes.T: Ok , Let’s play a finding game. I need a student.(学生上台,请一名学生将其中一张图片藏起来,学生睁开眼去找.全班学生说.当学生走近时,全班同学声音加强;当远离时,声音减弱.找到图片后交给老师,需问: can I have some rice, please ?师: Sure, here you are.)(依次找完若干张) 学生认读单词,跟听力认读Ⅲ、Homework1、听本课时听力，操练句子，单词。