Unit 4 In the park (Let’s enjoy: Rhyme)（集锦5篇）由网友“八重手”投稿提供，以下是小编给大家整理的Unit 4 In the park (Let’s enjoy: Rhyme)，欢迎大家前来参阅。
篇1：Unit 4 In the park (Let’s enjoy: Rhyme)
teaching aims:
1.using verbs to describe movements .
2.using prepositional phrases to describe locations.
key points and difficult points:
using modeled phrases to communicate with othet learners.
materials:
cassette、cassette player、pictures
teaching process :
step 1 : free talk
1.review the words .
t : i can_____.what can you do ?
s : i can _____.
（学生边说边动作，板写动作单词，除本单元外，还可以是以前学过的，多多益善。）
2.show pictures of cat 、dog、fish and monkey.
t : i like ____. students try to say : i like _____.
(由此通过对这个句型的操练来强化like这个单词的音。)
step 2 : presentation
1.movements learning.
(1)point to the verbs and say : dog can walk/run/swim…(为动物找动作配对)
then stick the picture near the word “run” ,say : run like a dog .(write on the blackboard)
(2)t: dog can run .and it runs very quickly. and cat can (walk/climb).
to elicit “walk like a cat.”
(3)do the same with “swim like a fish” and “swing like a monkey”.
2.locations learning .
(1)draw a room.point at door、window and room, and say : this is (door).(window).(room).then stick the picture of the cat, t: where is the cat ?
to elicit :on the floor. (teach “floor”, 通过door这个单词进行教授)
make phrases ,e.g. the teacher’s desk is ___________.
our desks are ____________.
（在现实生活中运用这个词组来提高对词组的掌握）
(2)stick dog picture ,t: where is the dog ?
to elicit :out of the door
teach and use （如把学生的学习用品放到门外，老师站在门外等以此类进行运用）
(3)read four sentences.
(4)t: fish can swim.swim on the floor? swim out of the door ?
draw a sea, to elicit : in the sea .(learn “sea”)
read: swim like a fish ,in the sea.
(5)show a picture of monkey ,t: monkey in the sea ?on the floor? out of the door?
draw a tree. to elicit “in the tree”
read :swing like a monkey ,in the tree.
3.listen to the tape and follow.
step 3: consolidation:read again and again .
unit 4 in the park (let’s enjoy: rhyme) 来自本网。
篇2：2b unit 1 Sixth period Let’s enjoy
sixth period let’s enjoy一、主要新授内容 let’s enjoy---storya) 学习目标1． 能用正确的语音语调朗读本单元的故事，理解含义。2． 通过故事的朗读和阅读，使学生能够表述出自己所有的动物（玩具）及其特点。b) 教学建议1、任务前期准备阶段（pre-task preparation section） activity 1 （ song ）1、教学辅助(aids)录音2、活动过程（process）stepscontentsmethodspurpose1．song 跟着录音边做动作，边唱歌。在活跃课堂气氛的同时，复习了各种动物的叫声。 activity 2 （ introduction ）1、 教学辅助(aids) 2、活动过程（process）stepscontentsmethodspurpose1． i have got a …it is…学生展示各自的动物（玩具），用学过的句型介绍大小或颜色。复习学过的句型，为故事的学习做铺垫。 2、任务中期实施阶段（while-task procedure section）activity 1 ( repeat ) 1、 教学辅助(aids) 动物玩具2、活动过程（process）stepscontentsmethodspurpose1．it goes ‘…’教师出示一个小牛的玩具,look, i’ve got a cow. it goes ‘moo,moo.’然后变换动物玩具，反复再现句型it goes ‘…’在学生学习新句型前可以通过听让他们感受。2．it goes ‘…’学生跟着教师用不同的音量和音调朗读句子。根据动物特点变换音量和音调，使操练变得有趣。activity 2 ( quick response )1、教学辅助(aids) 2、活动过程（process）stepscontentsmethodspurpose1.quick response教师说i’ve got a…学生快速反应it goes ‘…’,并做出相应的动作。快节奏的练习能使学生思想更为集中，达到同样的效果。2.quick response个别生说i’ve got a…学生快速反应it goes ‘…’,并做出相应的动作。 activity 3 ( game )1、教学辅助(aids) .2、活动过程（process）stepscontentsmethodspurpose1.game教师抽取一张动物图片，但让学生看到，然后教师用几句话描述这个动物，例：it is small. it is yellow. it goes ‘chick chick’。让学生用it is a … 猜出谜底。通过游戏的形式让学生学会积累学过的句型。2.game教师请个别学生上讲台抽取一张动物图片，继续游戏。 任务后期完成阶段（post-task activity section）activity 1 （ story ）教学辅助(aids)课本录音活动过程（process）stepscontentsmethodspurpose1．story教师播放录音，学生跟读。通过读熟悉故事。2．story全班朗读故事。3．story分小组朗读故事。4．story请四位学生分别扮演故事中的人物，表演故事。表演能更好激发学生的学习兴趣。 activity 2 （ group work ）教学辅助(aids)动物玩具或者学生画的动物活动过程（process）stepscontentsmethodspurpose1．i’ve got a…it is…it goes ‘…’教师将学生分成四人一组，相互交流自己的玩具或画的动物。将学过的句型综合在一起练习，锻炼学生说一段话的能力。2.he has got a…it is…it goes ‘…’学生变换人称介绍同学的动物玩具。
篇3：Unit4 In the park -----Let’s talk
unit4 in the park -----let’s talk
教学目标：1、review the words:walk 、skip、swing、climb…2、learn the word : slide.3、learn the sentences:what can you/spotty do?i/spotty can…重点、难点：what can sb. do?sb. can …教学过程：时间教师行为学生行为组织形式2pre-task preparationwarming up .(let’s chant and sing a song.)say and act.april pie.london bridge.集体朗诵。 4’while-task procedures1、revision.ask students：look and say the word. look and read the words.review the words:walk、skip、swing、climb、fly、ride. 个别带读，集体朗读。 6’2、learn the word :slidea、say after me: slide.b、what’s the chinese meaning of ‘slide’?c、i think you can read these words:like、bike、tie、five.d、encourage students to make sentences. a、read the word. b、滑动 c、read the words. d、make sentences:e.g i can slide in the park.集体朗读。 学生交流。 集体交流。个别交流。 20’3、learn the sentences:a、tell a story:sam 、tom、anny and may are good finends.they often go to the park on sunday.look! one day is a sunny day.the sun is shining.they went to the park ,too.ask the students:do you like to go to the park?how do you go to the park?b、now , listen again!what can they do in the park?(listen to the tape.)in the park ,i asked them:‘what can you do? ’sam answered :‘i can walk.’may answered:‘i can skip.’tom answered:‘i can swing.’ann answered:‘i can climb.’they all had a good time.c、ask the students:what can sam (may、tom、anny)do?what can you do in the park?d、open your book and turn to page 18. let’s listen and repeat the sentences. a、listen and answer the question. yes or no. i go to the park by bus(taxi、car、bike…) b、listen . c、answer the question.sam can walk.may can skip.tom can swing.anny can climb. d、read after the tape. 集体回答。个别交流。 个别交流。 集体朗读。 e、we’ll have a competition,with teams.it means ‘ask and answer’.now every group we have six pupils.i will join this group.we’ll use the sentences just like these.everybody must ask and answer ones,so the last one will be the first one.are you understand?ready start.f、look and answer:what do you see? g、listen and answer:what can spotty do?anyone elss? h、do an exercise.e、have a competition. f、i see spotty. g、spotty can run. h、listen and tick.小组竞赛。 个别回答。 集体回答。个别交流。 独立完成并校对.8’post-task activities.now in sixs,make up a short dialogue like this“——”。 give a performance. 小组表演，教师评价。2’consolidationfor today’s homework,please do it just like this. look at the screen. 板书设计： unit4 in the park what can you/spotty do? i can … spotty can … 教学特色：情景教学，师生互动，强化口语练习。设计意图：1、整堂课注意为学生营造良好的英语学习氛围，并根据二年级学生的年龄特点，多创设情景，激发学生学习的兴趣。2、课堂上注重学生的主体作用的发挥，让他们以小组的形式进行展示表演、实践，使他们学会学习，学会创造。3、课外的拓展内容有机渗透，让学生不觉得是一种负担，以开阔他们的视野。篇4：课文《Unit 4 Let’s learn》说课稿
本节教材主要是学习、表达职业fireman，milkman，policeman，driver，postman并能运用简单的词组描述。
1、教材的地位
在日常生活中，我们最熟悉的莫过于自己的和他人的职业，如何让学生学会用英语来表达自己的职业是本单元所要学习的教学内容。通过学生学会用英语来表达职业，发展他们的语言表达能力，同时进一步培养他们的语言综合运用能力。
2．说目标
（1）、教学目标
依据教材的内容和学生的年龄特征及认知水平确定以下目标：
知识目标：能听、说、认读fireman，milkman，policeman，driver，postman ；听懂、理解.；快速反应能力目标：培养学生听，做，说，读的能力，增强语言表达能力。
情感目标：让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成英语学习的积极态度。
（2）、教学重难点
本课的教学重点是让学生能听、说、认读词汇fireman，milkman，policeman，driver，postman。教学难点是学生能将单词运用到简单的英语词组中表达，突破重点和难点的关键是结合低年级学生喜欢跳跳、唱唱、画画，喜欢游戏的特点，通过快速反应，使单调的知识溶进生动的活动之中，让学生在听，做，动的过程中，掌握知识，并灵活地运用。
3．说教法
（1）、教法设计
为了顺利完成以上教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用了讲读、直观演示、愉快教学相结合的方法，层层递进，激发学生的学习兴趣，充分调动他们学习的积极性，保持他们强烈的好奇心和旺盛的求知欲，进而促使他们由兴趣发展到产生要学好它的志趣。
（2）、学法指导
鉴于本课词汇的特点及学生现有知识水平，我准备引导学生听、看、读、想、说来逐步引导学生学会表达自己的身体部位，发展学生的语言思维和运用能力。同时，多表扬、勤鼓励，使不同层次的学生都有学习积极性，在知识上均有所提高。
（3）、教学手段
教学不是简单的知识传授，为了不使学生感到枯燥无味，我采用多种教学手段，如电教化，比较形象、直观，使学生变苦学为乐学。在教学过程中启发、诱导学生思维，培养不同层次的学生大胆用英语交际的能力。
4．说过程
（1）、导入设计
上课一开始，我就让学生进行日常口语训练：教师先示范自我介绍Good morning!/Nice to meet you./Hello! I’m Mr…. 然后让学生进行自我介绍。
热身活动Listen and act，教师说：Open your pencil-case. Close your books. …让学生做出动作。
设计意图：提高对知识的.再现率，为学习新知识埋下伏笔。同时，通过课前的对话，热身活动，活跃了课堂气氛，调动了学生的学习兴趣，使课堂教学以轻松活泼的形式开始。
（2）、新课呈现
设计意图：让学生对本课学习的内容有个初步的印象。
教师依次出示fireman，milkman，policeman，driver，postman这几个职业头饰，结合身体语言，逐个呈现这几个新单词。然后分别采用升降调教师逐个带读这几个新单词，再指名让学生读一读。
让学生听录音，跟读 Let’s learn的词汇，全班分组齐读。再采用个别或两人等不同形式让学生读一读本节课我注重从小学生的身理和心理年龄特点出发，精心设计教法以突出重点，突破难点，使教学内容形象直观，易于学生接受。把英语课与活动课相融合，倡导体验参与，让学生在活动中快快乐乐学英语，通过听听、做做，说说、玩玩、演演等方式，将词汇教学融入到对话中，提高学生的语言综合运用能力，达到学以致用的目的。
篇5：三年级上册unit 4 A Let’s learn
三年级上册unit 4 A Let’s learn
一、Warm Up
T: OK. Class! Today I bring an old friend for you. Do you want to know who is he?
T: Now let’s look here.(Play the video 《Teddy bear》)
T: Let’s sing and do together.
T: What’s this?Ss: Teddy bear.
T: Yes, you are right. It is Teddy bear, and it is also an animal.T: Look here, class. I have many animal cards and animal toys.Do you want to have a look?
T: So, let’s begin our English Travel. Are you ready?
T: Class begin.
T: Good morning, class. Sit down, please.
二、Presentation
T: Look! There are many teachers in our classroom. How to greet to the teachers?
Ss: Good morning!Nice to meet you!How are you? Fine, thank you.
T: You are so amazing. You have mastered all the three units. Now you are divided six groups. OK? (六个小组)
T: I have one question for you. What animal do you like best?Ss:兔子。（rabbit）
T: Oh, it’s rabbit. Read after me: rabbit.
T: It is a coincidence. I have a rabbit’s card too.T: rabbit(升调) rabbit（降调）r-a-b-b-b-i-t rabbit
Show me your fingers.
Let ’s write it together.(板书) T: Who want to have another try?
Ss: I like cat.
T: Yes, cat is very lovely. Read after me: cat.T: You have your loved animal. But I also have my loved animal. Who want have a guess?
T: Sorry.
T: Yes. A nice guessT: Another chance. Who want to have a try?
T: You are so clever.
T: You really did a good job. Let’s play a game. This is a bag. You can have a touch and tell me what animal is it?
T: T last chance. Who want to hold it?
T: Let’s have a test. (A picture with English words only.T: A little difficulty.(A picture with Chinese words only。T: OK. Let’s have a challenge.(A mixed words cardsT: Perfect! Thumbs up for you. Let’s have a listening test, ok? (听力练习题)
T: Very good. Really a good job. I have a gift for your work. It is a big news. There is a “Forest concert” and these animals formed a band. They are on the way to the forest. Would you like to see their performance?
Ss: Yes.
T: Listen to video carefully and find who are they?
Ss: dog, cat, monkey, panda, rabbit, monkey, duck.
T: Very good. This time, follow the tape and correct your pronunciation.
T: You may have tired. Would you like seeing my performance?
Ss: Yes.
T: I will do some action and you will guess which animal is it? Ok?
T: This time you may say like this: Act like……T: Let’s have a exchange. I will give you the order, you will do some action
T: You can act like animals now. Let’s see whether chilly can do this?(视频)
T: I found some of the students are really good at act. So, who want to give us the performance?T: Great! Clap your hands for them.
三、Consolidation
T: I can see that all of us are very love animal. But nowadays some of them are play by the people.
What should we do?
T: Yes, we should love animal and we need action from now. Class, all of us are really good today! So, thank you for your cooperation.
T: That’s all for today. Class is over. Goodbye, class.
Ss: Goodbye, teacher.
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