4a unit5（范文）

第一篇：4a unit5（范文）

4AUnit5 4A Unit 5 Review and check 教材简析：

本单元是复习单元，侧重归纳了本册书第一至第四单元中的主要语言项目。通过看图编号，涂色，完成句子，说话等练习，帮助学生归纳整理所学的词汇，日常交际用语和句型等。教师应针对学生的掌握情况，采用多种有效的教学手段，有重点地复习，把所学的知识有机地结合起来，力图使学生的听、说、读、写水平在原有基础上有所提高，使学生学得扎实，用得灵活，进一步激发学生学习英语的兴趣。

本单元的Look and talk 呈现了第一至第四单元的主要单词。教师在组织复习时，要加以归纳，使学生能牢固掌握所学的单词。

第一至第四单元的日常交际用语及句型主要涉及“识别事物”、“寻找物主”、“询问物品的位置”、“表达自己的喜好”、“了解别人的爱好”等项目。教师应把对语言材料的复习放入一定的情景中，利用模拟情景进行操练，引导学生大胆地运用语言材料，使所学的语言知识转化为语言能力。教学目的：

1．通过复习，要求学生能比较熟练地听、说、读、写已学过的单词和句型。2．通过本单元的复习操练，要求学生综合运用所学的日常交际用语。教学重点、难点：

能熟练地听、说、读、写已学过的单词和句型。教具准备：

录音机、磁带、图片和相关实物、挂图。

第一课时

教学内容：

牛津小学英语》4A第三单元，第一教时（Look ,read and write）教学目标：

1． 能根据图片上所提供的情景，选择相应的日常交际用语，并在气泡中写上序号。

2． 提高学生的观察能力，阅读能力以及情景中口头交际能力。教学过程： Step1.Warm up 1.Greetings.2.Sing a song 《Perhaps》.3.Free talk(师生之间交谈复习巩固1~4单元所学句型。)4.On duty.值日生可以走下去，与学生进行交谈，这样可以在交谈中复习旧知。Step2.Review 投影出示句型: May I have …? This …is for …What’s this /that? It’s a ……Where’s my ……Perhaps it’s in /on …… What’s this /that in English? It’s a … Do you like……? Yes, I do /No, I don’t.(教师板书句型,让学生小组编对话)(让学生根据教师所提供的物品进行练习，可以让学生尽可能多地用到这些句型，进行比赛，看谁在一段话中用的句型最多。)Step3.Presentation and practice 1.Read the sentences.指导学生读A部分左边的句子。并想想它们的答语。2．出示挂图

让学生看图，根据具体语境选择对话。3．师生共同核对。(让学生先独立完成练习,再交流)4．学生分角色朗读，先个别朗读，再小组之间分角色对话，比一比哪一组最好。孩子不喜欢呆板的朗读，他们的好胜心强，竞赛更能激活他们。Step4.Do exercises.１．Is that a pen ?

２.What’s that over there?

No, it isn’t.It’s a ball pen? It’s a purse.Oh, I see.Step5.Homework 读1-4单元句型2遍。板书设计： U nit 5 A Look, read and write

图一 b k 图二 c g 图三 a i 图四 e l 图五 d h 图六 f j

第二课时

教学内容：B Read ,write and colour.教学目标：通过复习使学生熟练地掌握1-4单元的单词，提高学生的学习兴趣。教学过程： Step1 Warm up 1.Greetings.2.Sing songs 《Perhaps 》.《Happy bees 》《 colour songs 》(为下文的颜色作伏笔)3.Free talk.4.On duty.Step2.Review.1.复习颜色类单词: brown, blue ,red ,orange ,yellow.(教师说出某一物体，学生立即说出该物体的颜色，完成一个英语句子，说对的同学为本组赢得一分。如：This book ___ This book is blue.这样，既训练了学生的反应能力，又复习了颜色类的单词。拼写出该单词)2.复习１－４单元的单词。

a.出示１—４单词的单词，学生认读。

b.游戏Hangman.学生分两组，教师心里想一单词，在黑板上用“————”画下表示字母数，学生猜字母，猜对的，师在黑板写下该字母，不对的先记下“Ｏ”，直到错到第七个便被吊起。该组便先输。Step3.Presentation.1.卡片出示句型 a Here’s a brown fan.b.Here’s a red umbrella.c.Here’s a yellow water bottle.d.Here’s a blue purse.e.Here’s an orange balloon.f.Here’s a green kite.2.学生阅读卡片内容，找准相应的图片。

3.给图片编号，再根据句子所要求的颜色给图片着色。4．校对后学生结合画面练说句子（Practice in pairs）5.补充listen ,number and colour 的练习（卡片出示）。

a.Here’s an orange key.b.Here’s a brown bike.c.Here’s a yellow car.d.Here’s a black cat.Step4.Do exercises

1.May I have a pencil case? No.May I have a brush? Ok.(要求学生拼写出所填写的单词)2.I’d like a purse, please.Here you are.Thank you.Step5.Homework 抄写４会单词 ２遍。

第三课时

教学内容：Ｃ部分Look ,read and complete.教学目标：能熟练地掌握本单元的四会句型Is that a …? What’s that? May I have a …? This is…? 教学过程： Step1 Warm up.1.Greetings.2.Sing a song 《We are happy bees 》.3.Free talk.主要交谈部分将要出现的句型。T: Is this a pencil box? S: Yes, it is.T: May I have…? S: Sure, Here you are.T: Look at my … S: It’s nice /lovely … ４．On duty.Step2.Review.复习1-4单元所学的单词，及物主代词my ,your ,his ,her.Step3.Presentation.1.请一位学生结合图片进行示范操练。

2.指定两位基础较好的学生根据图片模仿示范练习。3.学生独立完成书中的填空，教师巡视指导。

4.教师板书填空，纠正错误，重点讲清第二组，my ,your ,his ,her.5.生分角色对话，可以师生，生生之间，小组之间等多种对话形式。

参考答案：

图一 图二

a pen ,ball pen a bear

b umbrella b lion , rabbit c pencil case brush c koala d purse d doll , panda Step4.Do exercises.(结合图片，学生写对话)This is my toy.Can I have a look? Sure, here you are.Step5.Homework.1.读A，C 部分两遍。2.抄写C部分两遍。板书设计： Unit 5 C Look, read and complete.１.Is that a _____? 2.What’s that_____? Yes, it is.It’s a ______

第四课时

教学内容：D部分Look and talk.教学目标：能听懂、会说、会读句型Where’s …? It’s on /in …并能此句型进行说话。

教学过程： Step1 Warm up 1.Greetings.2.Sing two songs :《Perhaps 》《We are happy bees 》 3.Free talk.在交谈中巩固1-4单元所学的句型。4.On duty.（学生自由问答）Step2.Review.归类复习以前所学单词。（把学生分成三组，分别完成动物类、玩具类、学习用品类单词的归纳，看哪一组又快又准且知道得多。）Step3.Presentation.1.指导学生观察图片。

a.指导学生由近及远，由上及下地观察画面。以“What can you see in the picture ?”学生说“I can see …” 来看读说单词。

b.结合单词复习Where’s …? It’s on/in 与What’s this/ that in English ? It’s a … Do you like …? 2.Play a game.a.先复习介词in /on的用法。b.让学生把自己的玩具或卡片，放在不同的位置，以Where’s …? It's on/in …以及What’s this/that in English? It’s a … Do you like …? 进行自己操练。3.Look and talk.a.小组比赛。每组的同桌流利地表达出几种物品。Where’s …? It’s on /in? 且不许重复。为本组赢得一分，既激发了学生的兴趣，又要仔细听别人，且又培养了学生的集体主义荣誉感。Step4.Do exercises.Look, this is his toy ______.It's lovely.Do you like her ______? No, I don’t.I like her ___________.Step5.Homework.抄写1-4单元的四会单词4遍。

第五课时

教学内容：复习1-4单元所学内容，做练习册。

教学目标：通过复习操练，让学生较熟练掌握运用1—4单元的句型进行对话。教学过程： Step1 Warm up

1.Sing two songs 《perhaps》《We are happy bees》.2.Say two rhymes 《a little book 》《Fly ,fly my kite 》 3.On duty.（多找几个学生自由问答，汇报）

4.Free talk.师生间利用学过的句型进行对话。（以１—４单元的句型为主）Step2.Review.1.利用“眼力冲浪” 进行单词复习。2.利用图片进行对话操练。Step3.Workbook

第二篇：剑桥少儿英语预备级Aunit 1全英文教案

Cambridge Young Learners English

Pre-Starters A Unit1 Greetings Ⅰ.Teaching Aims and Demands 1.knowledge objects（1）Key vocabulary: hello/ hi, good , morning, panda, monkey, dog, cat，.（2）Target language: Hello!/Hi!/Good morning!/Good noon!/Good afternoon!/ Good evening!/ Good night！/ How do you do!/ How are you!/ I`m fine/ I`m OK./ I`m not fine./What`s your name?/ My name is XXX./I am XXX./ Nice to meet you!Nice to meet you!, too./ Glad to meet you!/ Glad to meet you!, too.How are you?, I`m fine/ Ok, I`m not fine/ OK.2.Ability Objects Recognizing skill Speaking skills Ⅱ.Teaching Key Points The greeting expression.Ⅲ.Teaching Difficult Point How are you!What`s your name? / My name is XXX/ I am XXX.Nice to meet you!/ Glad to meet you, too.Ⅳ.Teaching Methods Task-based teaching method Recognizing method Listening method Ⅴ.Teaching Aids

Multi-media and blackboard Ⅵ.Teaching Procedures StepⅠ.Greeting and introduce myself.StepⅡ.Lead in

1).Ask all students` names and greeting them with “Hello!XXX / Hi, XXX”.And teach students answer: Hello/ Hi, Doris/Ms Fu.2)Ask students make new friends with What`s your name?.I`m XXX, My.name is XXX.And other students say Hello/Hi, XXX.(点同学到前面来介绍自己的姓名Hello, everyone, my name is XXX然后全班同学say : Hello!XXX)3)Ask all students say Hello / Hi with each other.Let everyone take part in this activity.Make sure everyone speak.And then pairwork.Step Ⅲ.Presentation and Practice.Present some pictures about monkey, panda, teddy bear, dog, cat and say hello/hi to them.More the expression of greeting , say Good morning, Good afternoon, Good evening, Good night(用图片展示早上，中午，下午，晚上，晚安).Step Ⅳ.Rhythm practice.Teach twice and sing with students, and then ask each student to sing once.Who sing the best in them will win a star.Have a break!Step V.Let` chant and sing

Hello!Hello!Hello!......(变成学生自己的名字)StepⅦ.Review Review the greeting expression what we have learnt last class.Good morning/ afternoon/ evening/ night!(通过图片展示时间)StepⅧ

Pairwork & Group work(Draw the sun)1.Draw the sun 2.Pairwork

Teacher presents some pictures about morning/noon/afternoon/evening/night and ask students to guess what`s time? And then say good morning/ afternoon/ evening/ night and then ask students to practice the greeting with good morning/noon/ afternoon/ evening/ night and then greet each other with their own names.Ask some pairs of students to present this conversation.(Everyone has a partner)3.Group work

My name is XXX, good morning ,everyone.Good morning, XXX.Everyone will come to the front of the classroom and speak loudly.Step Ⅸ New expression 1).Ask students to greeting again, use How do you do?/ How do you do? or Nice/Glad to meet you!/ Nice / Glad to meet you , too./ How are you?, I`m(not)fine/OK.2).Ask students practice these conversations.StepⅩ Summary

Review what we have learnt today.Check them if they master these sample conversations.