小学四年级英语下册《Unit5Myclothes》教案优质（精选34篇）

　　三、教学内容

　　以义务教育课程标准实验教科书为基准。引导大家融入英语环境。了解西方国家风俗。

　　四、 教材重点难点

　　1、能按四会、三会的要求掌握所学单词。

　　2、能按四会要求掌握所学句型。

　　3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

　　4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

　　5、初步培养良好的书写习惯，能做到书写整洁、规范。

　　五、教学方法及措施

　　(一)词汇教学方法与技巧

　　1、课前学习方式的词汇教学。这是现在广泛使用的词汇教学方法，就是让学生在学习课文之前，先学习课文中的词汇，直接讲解分析词汇用法。

　　2、直观方式的词汇教学。直观的词汇教学能是儿童很容易地直接掌握词汇地词义。直观地方式包括：实物、图片、动作、手势、表情、幻灯投影、计算机动画等。

　　3、课文中第一印象方式地词汇教学。这方法不允许学生在学习课文前接触词汇，强调在课文教学中通过强有力地第一印象进行词汇教学。让学生在强烈地第一刺激下，获得正确的词汇词义、用法和读音。

　　(二)句型教学方法和技巧

　　1、语用导向的句型教学。这是针对传统的注重结构的句型教学的不足而实际的句型教学方法。语用导向的句型教学强调篇章下的句型教学。这种方法把一个篇章中需要操练的句型突出出来。在篇章中实际可以用于同一篇章中进行机械型操练，达到语用能力训练语句型操练有机结合。

　　2、结构导向的句型教学。这是传统的注重结构的句型操练，儿童根据句型设计，运用可替换词或词组，进行句型操练，以达到准确掌握，句型结构及其语法知识的目的。

　　六、教学目标

　　让学生学会重点单词及句型。加强听和说的训练。了解西方国家的风俗及习惯。培养他们热爱英语的热情。

　　七、注意问题

　　毕竟孩子的思维习惯是汉化的思维习惯，所以要想办法创设英语环境。让他们融入其中。

　　八、教学进度(略)

小学四年级英语下册《Unit5Myclothes》教案优质 篇10

　　Teaching content: Part A Let’s spell

　　Teaching content analysis：

　　Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is Part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.

　　Students’ learning analysis：

　　As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.

　　Teaching objectives：

　　By the end of the lesson, students should be able to:

　　l Master the pronunciation of words which have letter combination “or”: /?：/, /:：/.

　　l Perceive and conclude the pronunciation rules of the letter combination “or”.

　　l Read and write down the words that have letter combination “or” according to the pronunciation rule.

　　l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.

　　Important and difficult points of teaching：

　　Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.

　　Teaching process：

　　I Warm-up

　　1. Free talk.

　　T: Good morning, boys and girls.

　　Ss: Good morning, Miss Yang.

　　T: Today we’ll learn Unit 4 At the Farm PartA Let’s spell.

　　2. T: Before our class, let’s enjoy two chants.

　　(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)

　　3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.

　　4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.

　　[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /?：/, and “al”, which pronounces /:：/, to make connection with “or”.]

　　II Presentation

　　1 . Presentation “or”: /?：/

　　⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.

　　⑵Teacher asks students to discuss the pronunciation rule of “or”.

　　[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]

　　⑶Teacher presents the pronunciation rule 1 of “or”: or在w后通常发/?：/，与ir，ur同音.

　　⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.

　　[Design idea：make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]

　　2 . Presentation “or”: /:：/