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人教PEP四年级上册英语复习单元教案
Revision Let's Volunteer
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Revision Let's Volunteer Type （课型） Review Lesson
Text analysis （语篇研读） What: This lesson integrates four pages of the review unit centered around "Let's Volunteer". It reviews vocabulary from previous units related to community, such as community helpers (police officer, doctor), places (library, hospital), and activities (clean the park, help the elderly). It also revisits sentence patterns like "What does he/she do ", "Where do we volunteer ", and "We can... to help". How: Through a series of interactive and collaborative activities, students review and reinforce the learned vocabulary and sentence structures. They engage in role - playing, group discussions, and a final "Volunteer Project" presentation to integrate and apply the knowledge in a practical context. Why: This review aims to consolidate students' understanding of key language points from relevant units, enhance their communication skills in the context of volunteering, and foster a sense of social responsibility by connecting language learning to real - world volunteer scenarios.
Learning objectives （学习目标） 1. Recall and use vocabulary related to community helpers, places, and volunteer activities accurately (e.g., "firefighter", "plant trees", "shelter"). 2. Apply sentence patterns "What does... do ", "Where do we... ", and "We can... to help" in conversations about volunteering.
Key and difficult points （教学重难点） Key point： Integrate and apply vocabulary and sentence patterns from previous units in the context of volunteer - related discussions and projects. Difficult point：Coordinating group work for the volunteer project presentation, including organizing ideas, dividing tasks, and presenting fluently.
Teaching aids （教学准备） 1. Review flashcards with pictures and words of community helpers, places, and volunteer activities. 2. A large - sized "Volunteer Project Plan" chart paper for each group, with columns for "Volunteer Place", "Activities", "Needed Tools", and "Benefits".
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Today, we are going to be 'super volunteers'! We'll review all the great words and sentences we've learned before to plan some cool volunteer projects. First, let's think about what it means to be a volunteer. Raise your hands if you know!" Briefly discuss the concept of volunteering with students, asking if they or their family members have ever volunteered. Share a short example of a volunteer activity if needed.
Presentation （呈现） Vocabulary Review "Vocabulary Bingo" Prepare bingo cards with words from relevant units like "teacher", "nurse", "library", "clean the streets", "help the poor". Call out definitions or descriptions (e.g., "This person takes care of sick people" for "nurse"), and students mark the matching words on their bingo cards. The first student to get a line shouts "Volunteer Vocab Bingo!" and reads out the words for verification.
Practice （操练） Divide students into groups of 4 - 5. Hand out a "Volunteer Project Plan" chart paper and some markers to each group. Provide examples of simple volunteer project plans (handouts). For instance, "Volunteer at the local park: Activities - Pick up trash, plant flowers; Needed Tools - Gloves, trash bags, flower seeds; Benefits - Make the park more beautiful, attract more birds."
Consolidation （巩固） Each group presents their volunteer project plan to the class. One member reads out the information from the chart while others can hold up relevant pictures or use simple gestures to illustrate. After each presentation, the class gives feedback. They can ask questions like "Why do you need these tools " or give compliments such as "I like your idea of helping the elderly read books!"
Homework（作业） Level 1 (Basic) Draw and label three review words. Level 2 (Intermediate) Write two sentences about a volunteer activity you would like to join. Level 3 (Advanced) Write a short paragraph about your ideal volunteer project, including where, what to do, and why it's important.
Blackboard design （板书设计）
Reflection （教后反思） Students were actively involved in the bingo game and sentence chain relay, showing a good grasp of the vocabulary and sentence patterns. However, during group work, some groups had trouble coordinating tasks and expressing their ideas clearly in English. The presentation part was engaging, but a few groups needed more time to prepare. In future review lessons, more time could be allocated for group - work guidance, and specific speaking - practice activities for project - presentation could be added. Overall, the lesson effectively reviewed key language points and inspired students' thinking about volunteering.人教PEP四年级上册英语教学设计
Unit 1 Helping at home Part A Let’s talk
Subject （科目） English Grade （年级） four Teacher （教师） Miss.Li Period （课时） 1
Topic （课题） Unit 1 Helping at home Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson revolves around the theme of helping at home, focusing on dialogues where children talk about their ability to do chores. Key sentences include "What can you do " and responses like "I can clean my room/sweep the floor/wash the dishes," with vocabulary related to daily household tasks. How: The teaching adopts a step-by-step approach: first, play the "Let's talk" dialogue to let students perceive the context; then, explain key sentences and demonstrate with actions; finally, through pair practice and games to consolidate the learning content. Why: It aims to develop students' ability to communicate in English about household chores, help them understand the importance of being helpful at home, and lay a foundation for using English in real-life scenarios.
Learning objectives （学习目标） 1. Understand and correctly use the key sentences "What can you do " and "I can..." to talk about household chores. 2. Master verbs related to chores such as clean, sweep, wash and use them in sentences. 3. Cultivate the awareness of helping family members at home and be willing to communicate in English.
Key and difficult points （教学重难点） Key point：Learn and use the key sentences to ask and answer about household chores. Difficult point：Flexibly use different verbs in "I can..." to express various chores.
Teaching aids （教学准备） 1. Pictures of children doing different chores (cleaning the room, sweeping the floor, etc.) 2. Audio recording of the "Let's talk" dialogue and a multimedia player
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Sing a song about jobs together.(The melody is like the children's song “The Sun Shines Brightly”) After singing, ask: “Boys and girls, what did you hear in the song Yes, ‘teacher’ and ‘doctor’. This song is about jobs. Now, let’s talk. Is your father a doctor What’s your mother’s job Let's start our topic about family jobs.”
Presentation （呈现） First, ask: “Do you have a family photo ” Let students take out photos. Point to a photo and ask: “Is this your father/mother ” Guide students to answer with “Yes, it is/No, it isn't.” Write and read the sentence: A:Is this your ... B:Yes，it is/No，it isn't. Then, introduce: “After knowing the person, talk about the job.” Write and read:What's your father's job (Explain the possessive “father's”) Teach “He's a teacher.” Use gestures to teach more job words like “PE teacher, doctor”. Pair work: A: What's your ...'s job B: He's/She’s a... 3.Teacher: “Chen Jie has a big family too. Let's watch the video and try to find： Who are they talking about What's the job ” Q1:Who is Chen Jie talking about Q2:What's her father’s job？ Q3:What about her mother’s job 4.Role play： Teacher: “Let's act out the dialogue! I'll be Chen Jie. Who wants to be her friend
Practice （操练） Guess the job Do actions of different jobs and let students guess. Draw and say Have students take out “Draw and say” cards. Make new dialogues. eg: A: What's your mother's job B: She's a teacher.”
Consolidation （巩固） Teacher: Today, we learned how to talk about our parents' jobs! Let's read the key sentences on the blackboard together.” Remember, every job in our family is special. Let's respect our parents and their jobs. After class, ask your parents about their jobs and share with us next time!
Homework（作业） Level 1 (Basic) Listen to the "Let's talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Have a short talk with your parents about what you can do at home in English. Level 3 (Advanced) Write 3 sentences about the chores you can do to help your family.
Blackboard design （板书设计）
Reflection （教后反思） Most students were enthusiastic about the topic of helping at home, as it is closely related to their daily life. They could follow the teacher's guidance to listen to the dialogue and practice in pairs actively. However, some students still struggled to use a variety of verbs in "I can..." sentences, often repeating the same ones like "clean" and "sweep". In addition, a few students had difficulty pronouncing some verbs correctly, such as "wash" and "cook". In the next lesson, I will design more targeted practice activities to help students master different verbs and improve their pronunciation. I will also prepare more visual aids to make the verbs more concrete and understandable.
Unit 1 Helping at home
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 1 Helping at home Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson centers on vocabulary for family members' occupations, including farmer, nurse, doctor, office worker, and factory worker. It focuses on the sentence pattern "What's your father's job " and responses like "He's a factory worker" to describe people's jobs in English. How: The lesson uses flashcards with pictures to introduce job words, audio recordings for pronunciation practice, and pair conversations to apply the vocabulary. Matching games and role-plays are used to reinforce understanding and usage of both words and sentences. Why: It aims to help students accurately describe family members' jobs in English, understand the diversity of occupations, and lay the foundation for discussing family and society in daily communication.
Learning objectives （学习目标） 1. Master job-related words: farmer, nurse, doctor, office worker, factory worker. 2. Use "What's your...'s job " to ask about occupations and respond with "He/She's a...". 3. Be willing to share information about family members' jobs in English.
Key and difficult points （教学重难点） Key point：Learn job vocabulary and use the target sentence pattern correctly. Difficult point：Distinguish between "He's" and "She's" when talking about different genders.
Teaching aids （教学准备） 1. Flashcards with job pictures and words (e.g., farmer, nurse) 2. Audio clips of job words and sample dialogues.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We learned to talk about helping at home last time. Today, let's find out what our family members do for work." Show a picture of a doctor treating a patient and ask, "What does this person do " Let students guess, then introduce the topic: "We'll learn these jobs in English today."
Presentation （呈现） Show the "farmer" flashcard, say the word slowly, and explain, "A farmer works on a farm, growing crops and raising animals." Do the same for other jobs: "A nurse works in a hospital, taking care of sick people"; "A doctor helps people get well"; "An office worker works in an office, using computers"; "A factory worker makes things in a factory." Play the audio of each word, pausing to let students repeat. Then write "What's your father's job " and "He's a factory worker" on the board. Explain that we use "He's" for males and "She's" for females. Demonstrate with examples: "My mother is a teacher. What's your mother's job " Invite students to answer, correcting pronunciation and sentence structure as needed.
Practice （操练） Pair work: Students work in pairs. One asks, "What's your father's job " or "What's your mother's job " The other responds with "He's a..." or "She's a...", using the job words. Walk around to assist, reminding students to use the correct pronoun (He/She) based on gender.
Consolidation （巩固） Play "Job Charades and Guess": Prepare a set of job cards (farmer, nurse, etc.) and divide the class into two teams. One student from a team picks a card, goes to the front, and acts out the job—for example, miming planting crops for "farmer" or taking a patient's temperature for "nurse." The team has 30 seconds to guess the job. If they guess correctly, they say the full sentence: "He/She's a...". If not, the other team gets a chance. Keep score to make it competitive, and encourage all students to shout out their guesses. This activity not only reinforces job words but also practices using the target sentences in a fun way.
Homework（作业） Level 1 (Basic) Read the job words aloud 5 times and copy them twice. Level 2 (Intermediate) Ask 2 family members about their jobs and report in English. Level 3 (Advanced) Write 2 sentences about your parents' jobs, e.g., "My dad is a doctor."
Blackboard design （板书设计）
Reflection （教后反思） Most students were engaged with the job-themed activities, especially the charades game, which made learning interactive. They could recognize and say the job words correctly, but some struggled with longer terms like "office worker" and "factory worker," often mixing up the two. There was also confusion between "He's" and "She's" when responding quickly, showing that gender-specific pronoun practice needs more emphasis. In the next lesson, I'll design drills focusing on pronoun usage and break down longer words into syllables to aid memory. Adding more real-life photos of people at work might also help students connect words to actual jobs better.
Unit 1 Helping at home
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 1 Helping at home Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the pronunciation rule of the letter "ea" in words related to household chores, such as "clean", "sweep", and "read". It teaches students to recognize and spell words with "ea" that make the long /i / sound through listening, repetition, and spelling practice. How: Using audio clips of word pronunciations, letter cards, and spelling games, students first listen to the sound of "ea", then practice blending letters to form words, and finally apply the rule in spelling tasks. Chanting and dictation activities reinforce the learning. Why: Mastering the "ea" pronunciation rule helps students spell and read related words more accurately, improving their phonics skills and laying a foundation for independent word recognition in future English learning.
Learning objectives （学习目标） 1. Recognize the "ea" letter combination and its long /i / sound in words like "clean" and "sweep". 2. Spell words with "ea" correctly by applying the pronunciation rule. 3. Participate actively in phonics games and chanting activities.
Key and difficult points （教学重难点） Key point：Master the "ea" pronunciation rule and spell related words. Difficult point：Distinguish "ea" from other letter combinations with similar sounds.
Teaching aids （教学准备） 1. Letter cards for "e", "a" and word cards with "ea" (clean, sweep, etc.) 2. Audio recordings of word pronunciations and a phonics chant
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned words about chores. Today, let's find a special sound in some of them." Write "clean" and "sweep" on the board, underline "ea", and ask, "What's the same here " Guide them to notice the letter combination, then introduce: "We'll learn how 'ea' sounds and how to spell such words."
Presentation （呈现） Play the audio of "clean", "sweep", and "read" pronunciation. Ask students to listen carefully and repeat, focusing on the /i / sound. Hold up "e" and "a" cards, combine them to form "ea", and explain: "When 'e' and 'a' stand together, they often make the long /i / sound." Write the words on the board, underline "ea", and practice blending: "c-l-e-a-n, clean". Play the phonics chant, which repeats words with "ea" to a rhythm, and let students chant along. Then, show a picture of sweeping, ask "What's this " and guide them to spell "sweep" by sounding out each letter.
Practice （操练） Pair work: One student says a word with "ea" (e.g., "read"), the other spells it aloud. Then switch roles. Use word cards as hints if needed. Walk around to check, correcting spelling mistakes and reminding students of the "ea" sound.
Consolidation （巩固） Organize a "Spell and Race" game: Divide the class into teams. Call out a word with "ea" (e.g., "clean"), and teams race to write it on the board. The first team with the correct spelling gets a point. After several rounds, add a challenge: say a sentence like "I can sweep the floor" and ask teams to circle the word with "ea". This mixes spelling practice with word recognition in context.
Homework（作业） Level 1 (Basic) Read the "ea" words 5 times and copy them 3 times. Level 2 (Intermediate) Listen to the phonics chant and chant along twice. Level 3 (Advanced) Write 3 sentences using "ea" words (clean, sweep, read).
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics games, which made the lesson lively. Most could recognize the "ea" sound and spell basic words like "clean". However, some confused "ea" with "ee" (e.g., writing "sweep" as "sweep" correctly but "meet" as "meat" by mistake). The chant helped with pronunciation, but a few struggled to keep up with the rhythm. In the next lesson, I'll compare "ea" and "ee" with more examples and slow down the chant for practice. Adding picture-based spelling tasks might also reinforce the connection between words and meanings.
Unit 1 Helping at home
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 1 Helping at home Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates "Let's talk" and "Let's learn" from Part B, focusing on new chore vocabulary (water the plants, cook the meals, wash the clothes) and the sentence pattern "Can you... " with responses "Yes, I can./No, I can't." It helps students discuss their ability to do more household tasks. How: Through dialogue listening, vocabulary picture cards, pair practice, and role-plays, students first learn new words, then master the "Can you... " structure, and finally combine both in conversations. Interactive games reinforce usage. Why: It aims to expand students' chore-related vocabulary, enable them to ask and answer about their abilities in English, and encourage them to take more responsibility at home through communication practice.
Learning objectives （学习目标） 1. Master new chore words: water the plants, cook the meals, wash the clothes. 2. Use "Can you... " to ask about others' abilities and respond appropriately. 3. Combine new words and sentences in short conversations about household tasks.
Key and difficult points （教学重难点） Key point：Learn new chore vocabulary and use "Can you... " sentence pattern. Difficult point：Respond with "Yes, I can./No, I can't." correctly in context.
Teaching aids （教学准备） 1. Picture cards of new chores (watering plants, cooking meals, etc.) 2. Audio of the "Let's talk" dialogue and vocabulary pronunciations.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've learned to talk about what we can do at home. Today, let's learn more chores and how to ask others if they can do them." Show a picture of someone watering plants, ask "What is he doing " Let students guess, then introduce: "We'll learn these new words and a useful question today."
Presentation （呈现） First, introduce new vocabulary: Show the "water the plants" card, say the phrase, mimic watering, and explain. Do the same for "cook the meals" (pretend stirring a pot) and "wash the clothes" (mimic washing). Play the audio, let students repeat, and practice saying the phrases together. Then play the "Let's talk" dialogue, which uses "Can you wash the clothes " and responses. Ask students to listen and answer: "What does Amy ask Tom " Write "Can you... " and "Yes, I can./No, I can't." on the board. Explain the question is for asking abilities, then demonstrate with "Can you cook the meals " Invite students to respond, correcting intonation.
Practice （操练） Pair work: Students take turns asking each other with new chores, e.g., "Can you water the plants " The other responds with "Yes, I can." or "No, I can't." Then add follow-up: "What can you do " to connect with previous learning. Walk around to assist, ensuring they use new phrases correctly.
Consolidation （巩固） Organize "Helpful Team" activity: Divide into groups. Give each group a list of chores (including new ones). One student asks "Can you... "; others raise hands if they can, saying "Yes, I can." The group counts how many can do each chore and reports: "Three students can cook the meals." This combines practice with teamwork and reinforces both words and sentences.
Homework（作业） Level 1 (Basic) Read the new chore phrases 4 times and copy them twice. Level 2 (Intermediate) Ask a family member "Can you... " with 2 new chores. Level 3 (Advanced) Write 3 sentences: "I can...", "I can't...", and "Can you... "
Blackboard design （板书设计）
Reflection （教后反思） Students were active in learning new chore words, especially enjoying the action miming. Most could use "Can you... " to ask questions, but some hesitated when responding with "No, I can't.," often mixing up the structure. The group activity effectively reinforced the phrases, but a few struggled to remember longer terms like "water the plants." In the next lesson, I'll add more individual response practice and use mnemonics to help memorize new vocabulary. Linking chores to students' real-life abilities might also make the language more meaningful.
Unit 1 Helping at home
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 1 Helping at home Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, featuring a short passage about children talking about their household chores. It includes key sentences like "Linda can clean her room" and "Tom can't cook" and requires students to read for details and write similar sentences. How: Students first read the passage to grasp main ideas and details through guided questions. Then, they practice writing sentences about their own chores using the model, with teacher feedback on grammar and spelling. Why: It aims to improve students' reading comprehension of chore-related texts and enhance their ability to express personal abilities in writing, bridging speaking and written communication.
Learning objectives （学习目标） 1. Understand the main content of the "Read and Write" passage and answer detail questions. 2. Write sentences about personal chores using "can" and "can't" correctly. 3. Develop confidence in reading short passages and writing simple English sentences.
Key and difficult points （教学重难点） Key point：Read the passage for details and write "can/can't" sentences about chores. Difficult point：Use correct verb forms after "can" and "can't" in writing.
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage for students 2. Sample sentences written on the board (e.g., "I can sweep the floor.")
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've talked and practiced a lot about chores. Today, let's read a story about what Linda, Tom, and Lucy can do at home, then write about ourselves." Show pictures of the three children from the passage, ask "What do you think they can do " to arouse interest in reading.
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain new words (e.g., "tidy" means "clean and neat"). Ask students to follow along. After reading, ask simple questions: "Can Linda clean her room " "Can Tom cook " to check understanding. Then, underline sentences like "Linda can clean her room" and "Tom can't cook" on the board. Explain that we use "can" for abilities and "can't" for inability, with verbs in base form. Show sample sentences about your own chores, e.g., "I can wash dishes. I can't water plants."
Practice （操练） Students read the passage again silently and answer 3 detail questions: "What can Lucy do " "Who can't cook " "What is Linda good at " Then, pair up to check answers. Next, guide them to write 2 sentences about themselves: one with "can", one with "can't". Walk around to help with spelling and sentence structure, e.g., reminding them to use "sweep" not "sweeps" after "can".
Consolidation （巩固） Organize a "Share and Check" activity: Invite 4-5 students to read their sentences aloud. The class listens and gives a thumbs-up if correct, or gently points out mistakes (e.g., "Can you say 'I can clean' instead of 'I can cleans' "). Then, have students exchange papers with a partner to check each other's writing, focusing on "can/can't" and verb forms.
Homework（作业） Level 1 (Basic) Read the passage again and copy the underlined sentences. Level 2 (Intermediate) Write 3 sentences about family members' chores (e.g., "Mom can cook."). Level 3 (Advanced) Write a short paragraph: "My Chores" with 4-5 sentences using "can" and "can't".
Blackboard design （板书设计）
Reflection （教后反思） Students showed good focus during reading, and most could answer detail questions correctly. Writing practice went smoothly for basic sentences, but some made mistakes with verb forms, like "I can cleans my room" instead of "clean". A few struggled to think of varied chores, repeating "clean" and "sweep". The peer-check activity helped them notice errors, but shy students needed encouragement to share. In the next lesson, I'll provide more verb lists for writing and offer sentence frames (e.g., "I can ____. It's fun!") to enrich their output.
Unit 1 Helping at home
PartC Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 1 Helping at home PartC Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates C Part's Project and Reading Time around the theme "Helping at Home". Reading Time includes a short passage about children in different families sharing housework, with words like "cooperate" and "share". The Project requires groups to create a "Family Chore Plan" labeling each person's tasks in English. How: Students first read the passage to understand the importance of family division of labor, then discuss and design plans in groups. It combines role-plays (simulating chore allocation) and vocabulary games (reinforcing chore-related expressions), with final presentations of results and design ideas. Why: It aims to consolidate unit language knowledge through integrated reading, speaking, and doing activities, develop teamwork, and help students realize the significance of sharing chores, connecting language learning with life practice.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasp key information (different kids' chore divisions), and master words like "cooperate" and "share". 2. Collaborate in groups to complete a "Family Chore Plan", correctly writing at least 5 chores and responsible persons in English. 3. Actively participate in presentations, introducing the plan in simple English.
Key and difficult points （教学重难点） Key point：Understand the passage and collaborate to finish a chore plan with English expressions. Difficult point：Accurately describe task allocation in the plan using English.
Teaching aids （教学准备） 1. Printed copies of the Reading Time passage, chore vocabulary cards (including new expressions like "take out the trash") 2. Blank plan templates, colored pens, markers
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, “We’ve learned many chores and how to talk about them. Today, we’ll read a story about kids doing chores together, then make a plan for our own families!” Show a picture of the story’s characters working together, ask “What are they doing ” Let students share ideas, then add, “Let’s find out how they cooperate!”
Presentation （呈现） First, distribute the Reading Time passage. Read it aloud, pausing to explain new words: “cooperate” means “work together”; “share” means “give each other part of something”. Ask comprehension questions: “How many kids are in the story ” “What does Lily do ” After reading, summarize: “They share chores and help each other.” Then introduce the Project: “Your group will make a ‘Family Chore Plan’—write chores and who does them, using English!” Show a sample plan with “Dad: take out the trash; Mom: cook meals” to demonstrate.
Practice （操练） Divide students into groups of 4. Give each group a blank plan, vocabulary cards, and colored pens. Guide them to: 1) Discuss 5-6 chores for a family (use cards for ideas); 2) Decide who does each (e.g., “Grandpa: water plants”); 3) Write them in English on the plan. Walk around to help with spelling (e.g., “set the table” not “set table”) and encourage using varied chores.
Consolidation （巩固） Hold a “Plan Show”: Each group sends a representative to present their plan. They say, “In our plan, Dad can… Mom can… We think it’s good to share chores!” The class claps and asks simple questions like “Why does Grandma water plants ” Groups respond briefly. Award “Best Cooperation” to the group with clear English and creative ideas.
Homework（作业） Level 1 (Basic) Copy 3 sentences with “can” from the passage. Level 2 (Intermediate) Discuss family chore division with family, write 2 items in English. Level 3 (Advanced) Improve the class plan by adding frequency for each chore (e.g., “daily”, “weekly”).
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in the group project, showing good teamwork when discussing chores. Most could write basic English phrases on the plan, but some struggled with longer terms like “take out the trash”. The presentation let students speak up, though some expressions were not fluent, needing more short-sentence practice. Words like “cooperate” in the passage were well-understood but rarely used; next time, design sentence-making activities. Overall, students consolidated knowledge through practice and realized the meaning of sharing chores, achieving teaching goals.人教PEP四年级上册英语教学设计
Unit 2 My friends
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 2 My friends Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about describing friends' appearances and personalities. Key sentences include "What's he like " and responses like "He's tall and friendly." It introduces adjectives such as tall, short, friendly, and funny. How: Students learn through listening to dialogues, analyzing sentence structures, and practicing in pairs. Visual aids like pictures of different-looking kids and role-play activities help them understand and use the target language in context. Why: It aims to enable students to talk about their friends' characteristics in English, enhance their descriptive skills, and foster positive communication about others, laying a foundation for social interactions in language learning.
Learning objectives （学习目标） 1. Understand and use key sentences "What's he/she like " and "He's/She's..." with adjectives to describe friends. 2. Master adjectives: tall, short, friendly, funny and use them in simple descriptions. 3. Be willing to share information about friends in English conversations.
Key and difficult points （教学重难点） Key point：Learn to use the sentence pattern "What's he/she like " and descriptive adjectives. Difficult point：Correctly match adjectives with genders (He's/She's).
Teaching aids （教学准备） 1. Pictures of children with different appearances and personalities (tall boy, friendly girl, etc.) 2. Audio recording of the "Let's Talk" dialogue
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We all have friends. Today, let's learn to talk about what our friends are like in English." Show a picture of two kids laughing together, ask "Do you have friends like them What are your friends like " Let students share simple ideas, then add, "Let's find out how to describe friends properly."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea; second, ask them to focus on how friends are described. Write key sentences "What's he like " and "He's tall and friendly." on the board. Underline adjectives and explain their meanings: "tall" means "having more than average height"; "friendly" means "nice to others". Show a picture of a short, funny girl, ask "What's she like " and guide students to answer "She's short and funny." Demonstrate pronunciation of each word, then invite students to repeat, correcting stress on "friendly" and "funny".
Practice （操练） Pair work: Students take turns asking each other about their friends. One says, "I have a good friend. What's he like " The other responds with "He's..." using the adjectives. For example, "He's funny and tall." Walk around to assist, reminding them to use "He's" for boys and "She's" for girls, and encouraging varied adjectives.
Consolidation （巩固） Organize a "Guess My Friend" game: Invite a student to the front, describe one of their friends without naming them (e.g., "She's short and friendly. She likes smiling."). The class guesses who it is. If correct, the guesser gets a chance to describe their friend. This activity makes practice lively and reinforces the use of target sentences and adjectives.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Describe one friend to a family member using "He's/She's...". Level 3 (Advanced) Write 2 sentences about a friend's appearance or personality.
Blackboard design （板书设计）
Reflection （教后反思） Students were enthusiastic about talking about their friends, which made the lesson engaging. Most could use basic adjectives and the "What's he/she like " sentence pattern, but some mixed up "tall" and "short" when describing. A few struggled to remember "friendly" and often replaced it with simpler words. The "Guess My Friend" game effectively motivated participation, but some descriptions were too vague. In the next lesson, I'll add more picture-based practice to clarify adjective meanings and provide sentence frames to help students describe more specifically.
Unit 2 My friends
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 2 My friends Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing vocabulary to describe friends' appearances and traits, such as strong, thin, clever, helpful, and quiet. It also teaches using these adjectives in sentences like "My friend is strong." How: The lesson uses picture cards, audio recordings, and interactive games to present new words. Students practice pronunciation through repetition, then apply the vocabulary in pair discussions and sentence-making activities. Why: It aims to expand students' vocabulary for describing others, enabling them to talk about friends in more detail. This enhances their descriptive skills and helps build positive communication about peers in English.
Learning objectives （学习目标） 1. Master adjectives: strong, thin, clever, helpful, quiet. 2. Use the adjectives to make sentences describing friends, e.g., "Lily is helpful." 3. Participate actively in vocabulary games and discussions about friends.
Key and difficult points （教学重难点） Key point：Learn and use the new adjectives to describe friends. Difficult point：Distinguish between similar adjectives (e.g., quiet vs. shy).
Teaching aids （教学准备） 1. Picture cards with adjectives (e.g., a strong boy, a quiet girl) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned to ask about friends' traits. Today, we'll learn more words to describe how friends look and act." Show a picture of a clever boy solving a puzzle, ask "What word can we use to describe him " Let students guess, then introduce: "We'll learn these new words and use them to talk about friends."
Presentation （呈现） Show the "strong" picture card: a boy lifting a heavy book. Say the word slowly, explain "Strong means having a lot of power," and mimic lifting something heavy. Do the same for other words: "thin" (a girl with a slim build, "thin means not fat"); "clever" (a kid answering a question quickly, "clever means smart"); "helpful" (a student helping a classmate, "helpful means liking to help others"); "quiet" (a girl reading silently, "quiet means not talking much"). Play the audio of each word, pausing to let students repeat, focusing on stress (e.g., "HELPful" not "helpFUL"). Then, write sentences on the board: "Tom is strong." "Anna is quiet." Explain the structure (Name + is + adjective), and demonstrate with a new example: point to a picture of a helpful girl and say "Lisa is helpful." Invite students to make their own sentences using the cards, correcting pronunciation and word choice as needed.
Practice （操练） Pair work: Students take turns showing each other the picture cards and saying, "This is my friend. He's/She's..." The partner responds with another adjective, e.g., "He's strong and clever." Walk around to assist, encouraging them to use all five adjectives.
Consolidation （巩固） Play "Adjective Bingo": Prepare bingo cards with the five adjectives. Call out a word (e.g., "quiet") and show the corresponding picture. Students mark the word on their cards if they have it. The first to mark three in a row shouts "Bingo!" and describes a friend using those three words. This reinforces vocabulary recognition and application.
Homework（作业） Level 1 (Basic) Read the adjectives aloud 5 times and copy them twice. Level 2 (Intermediate) Describe 2 friends using the new adjectives to a classmate. Level 3 (Advanced) Write 3 sentences about a friend, using at least 2 new adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged with the picture cards, which helped them connect words to meanings. Most could pronounce the adjectives correctly and use them in simple sentences. However, some confused "quiet" with "shy" and "clever" with "funny," showing a need for more contrast examples. The "Adjective Bingo" game was popular but needed more rounds to ensure all students practiced. In the next lesson, I'll compare similar adjectives with pictures and add sentence-making drills to strengthen usage.
Unit 2 My friends
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 2 My friends Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson centers on the “Let’s Spell” part in Unit 2, focusing on the letter combination “sh”. It helps students grasp the / / sound in words like “shell”, “share”, “shoo”, etc. Through listening to the story dialogue, doing “Read, listen and number”, and “Look, listen and write” activities, students will recognize, pronounce, and spell words with “sh” correctly. How: First, use the story - based audio “Listen and repeat. Then read the story aloud.” to let students perceive the / / sound in context. Then, with “Read, listen and number”, reinforce word recognition. Finally, “Look, listen and write” helps apply spelling. Chanting the story and interactive spelling tasks (like matching pictures and words with “sh”) will deepen learning. Why: Mastering the “sh” pronunciation rule enables independent reading and spelling of related words. This builds a foundation for expanding vocabulary, improving reading fluency, and better understanding word - building in future English learning.
Learning objectives （学习目标） 1. Recognize the “sh” letter combination and its / / sound in words like “shell”, “share”, “shoo”. 2. Spell words with “sh” accurately by applying the pronunciation rule, finishing tasks like “Look, listen and write” correctly. 3. Actively take part in phonics games (e.g., “Spell and Match” with “sh” words) and story chanting to practice the target sound, enhancing phonics awareness.
Key and difficult points （教学重难点） Key point：Master the “sh” pronunciation rule (/ / sound) and spell related words (e.g., “shell”, “share”, “fish”, “ship”) accurately. Difficult point：Distinguish “sh” from other letter combinations with similar sounds (e.g., “ch”) in quick listening and spelling.
Teaching aids （教学准备） Letter cards for “s”, “h” and word cards with “sh” (shell, share, shoo, fish, ship, shop, English); picture cards matching these words (e.g., a shell picture for “shell”).
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students warmly: “Good morning/afternoon, kids! We’ve learned adjectives to describe friends before. Today, we’ll meet some sea creatures and find a special sound in their words. ” Write “shell” and “share” on the board, underline “sh”. Ask: “What’s the same in these two words ” Guide them to notice the “sh” combination. Then say, “We’ll learn how ‘sh’ sounds and how to spell such words. Let’s start our phonics journey! ”
Presentation （呈现） 1. Play the audio of “Listen and repeat. Then read the story aloud.” Let students listen first, focusing on the / / sound. Play it again, and ask them to repeat the words: “shell”, “share”, “shoo”. Hold up “s” and “h” cards, combine them to show “sh”, and explain: “When ‘s’ and ‘h’ stand together, they make the / / sound, like in ‘shell’. ” 2. Write the story words on the board: “shell”, “share”, “shoo”, “fish”. Underline “sh” in each. Practice blending: “s - h → sh; sh - ell → shell...”. Play a self - made phonics chant about “sh” (e.g., “Sh, sh, listen to me. Shell, share, shoo, fish. / /, / /, that’s the sound. Sh makes words all around.”), and have students chant along to a rhythm. Show a picture of a “loud boy” saying “Shoo! ”, ask: “What’s he saying Spell ‘shoo’ by sounding out each letter. ” Guide them to spell “shoo” step by step.
Practice （操练） “Read, listen and number” activity: Play the audio, have students listen and number the words (English, fish, share, she, ship, shop) in the right order. After finishing, check as a class. Ask volunteers to read the words, emphasizing the / / sound.
Consolidation （巩固） “Look, listen and write” task: Play the audio for “True friends______. Tall or______, strong or not, they help each other. ”. Have students write the missing “sh” - containing words (e.g., “share”; “short” – though “short” has “sh” too, fitting the context). Then check answers together, and have students read the complete sentence, stressing the / / sounds.
Homework（作业） Level 1 (Basic) Read the “sh” words and copy them. Level 2 (Intermediate) Listen to the phonics chant and chant along, recording themselves. Level 3 (Advanced) Write 3 sentences using “sh” words to describe the sea creatures in the story or your own friends.
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics story and games, making the lesson interactive. Most could recognize the / / sound in “sh” words and spell simple ones like “shell”. However, some confused “sh” with similar - sounding combinations (e.g., mixing up “sh” and “ch” in quick spelling) and struggled with longer words like “English”. The blending practice helped, but a few needed more time to break down words into syllables. In the next lesson, I’ll compare “sh” with “ch” using clear examples and add more picture - based spelling tasks to reinforce the connection between sounds and letters.
Unit 2 My friends
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 2 My friends Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on new adjectives for friend descriptions (kind, brave, creative, polite) and the sentence pattern "What's your friend like He/She is...". It connects conversations and vocabulary to discuss friends in depth. How: Through dialogue listening, vocabulary picture cards, role-plays, and pair discussions, students first learn new adjectives, then master the question-answer structure, and finally combine both in real-life conversations. Interactive games reinforce usage. Why: It aims to expand descriptive vocabulary, enable students to talk about friends' traits in detail, and enhance their ability to communicate positively about peers in English.
Learning objectives （学习目标） 1. Master new adjectives: kind, brave, creative, polite. 2. Use "What's your friend like " and "He/She is..." to discuss friends' traits. 3. Combine new words and sentences in meaningful conversations about friends.
Key and difficult points （教学重难点） Key point： Learn new adjectives and use the target sentence pattern fluently. Difficult point：Choosing appropriate adjectives to match friends' actual traits.
Teaching aids （教学准备） 1. Picture cards of traits (a kind girl helping others, a brave boy) 2. Audio of the "Let's Talk" dialogue and vocabulary pronunciations
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned to spell 'ou' words. Today, let's learn more words to describe how friends act—like being kind or brave!" Show a picture of a polite boy greeting a teacher, ask "How would you describe him " Let students guess, then introduce: "We'll learn these words and talk about friends."
Presentation （呈现） First, introduce new adjectives with picture cards: Hold up "kind" and explain, "A kind person is nice and helps others—like sharing toys." Do the same for "brave" (not afraid of challenges), "creative" (good at making new things), and "polite" (says "please" and "thank you"). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "PO-lite" not "po-LITE"). Then play the "Let's Talk" dialogue, which uses "What's your friend like She's creative." Ask, "What adjective describes the friend " Write the sentence pattern on the board, underline key parts, and demonstrate with a "brave" picture: "My friend Tom is brave. What's your friend like " Invite students to respond, correcting pronunciation and word choice.
Practice （操练） Pair work: Students take turns asking "What's your best friend like " and answering with 2-3 new adjectives, e.g., "She's kind and creative." Then they add a reason: "She shares her books and draws nice pictures." Walk around to assist, suggesting adjectives if students struggle and praising specific descriptions.
Consolidation （巩固） Organize a "Friend Trait Bingo": Create bingo cards with the new adjectives. Read a scenario (e.g., "This friend says 'thank you' to the teacher"), and students mark the matching adjective ("polite"). The first to get a line shouts "Bingo!" and describes a friend with that trait. This connects words to real behaviors and reinforces understanding.
Homework（作业） Level 1 (Basic) Read the new adjectives 4 times and copy them twice. Level 2 (Intermediate) Describe a friend's trait to a family member using one adjective. Level 3 (Advanced) Write 3 sentences about a friend, using 2 new adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students showed interest in the trait adjectives, especially connecting them to friends' real behaviors. Most could pronounce the words correctly and use the sentence pattern, but some mixed up "creative" and "brave" in descriptions. The pair work was active, but a few needed help choosing adjectives, so more example sentences would help. The bingo game effectively reinforced word meanings, but next time I'll add a drawing activity—students draw a friend and label traits—to make learning more engaging. Overall, the lesson achieved vocabulary and communication goals.
Unit 2 My friends
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 2 My friends Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, featuring a short passage about a student introducing their best friend, Lily. It includes key sentences like "Lily is kind and helpful" and "She likes drawing" and requires students to read for details and write a similar introduction. How: Students first read the passage to identify main ideas and descriptive details through guided questions. Then, they practice writing about their own friends using the passage as a model, with teacher feedback on grammar, spelling, and adjective usage. Why: It aims to improve students' reading comprehension of friend-related texts and enhance their ability to express personal descriptions in writing, strengthening the connection between oral and written communication.
Learning objectives （学习目标） 1. Understand the main content of the "Read and Write" passage and answer detail questions about Lily. 2. Write a short paragraph introducing a friend using adjectives and simple facts. 3. Develop confidence in reading short descriptive texts and writing about personal experiences.
Key and difficult points （教学重难点） Key point：Read the passage for details and write a friend introduction with adjectives. Difficult point：Organizing ideas logically in writing (e.g., traits first, then hobbies).
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage for students 2. Sample writing template: "My friend is ____. He/She likes ____."
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned many words to describe friends. Today, we’ll read about a girl named Lily and how her friend describes her, then write about your own best friend!" Show a picture of Lily from the passage, ask "What do you think Lily is like " to arouse interest in reading.
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain new phrases (e.g., "gets along well" means "is friendly together"). Ask students to follow along with their fingers. After reading, ask comprehension questions: "What adjectives describe Lily " "What does Lily like doing " Write key sentences on the board: "Lily is kind. She likes drawing." Explain that good descriptions include traits and hobbies. Show the sample template, fill it in with Lily’s details, and highlight adjectives and verbs. Then, model writing about your own friend: "My friend Amy is clever. She likes reading books."
Practice （操练） Students read the passage again silently and complete 3 short answer questions: "Is Lily helpful " "What does Lily like " "Who is Lily’s friend " Then, pair up to check answers. Next, guide them to fill in the sample template with their own friend’s name, 1-2 adjectives, and a hobby. Walk around to help with spelling (e.g., "likes" not "like" for third person) and adjective choice.
Consolidation （巩固） Organize a "Friend Share" activity: Invite 4-5 students to read their writing aloud. The class listens and gives one compliment, e.g., "I like your adjective 'creative'!" Then, have students exchange papers with a partner to check for capital letters and periods, marking " " for good sentences.
Homework（作业） Level 1 (Basic) Copy 3 sentences from the passage that describe Lily. Level 2 (Intermediate) Write 2 sentences about a friend’s trait and 1 about their hobby. Level 3 (Advanced) Expand your writing to 4 sentences, adding how you play with your friend.
Blackboard design （板书设计）
Reflection （教后反思） Students focused well during the reading activity, and most could answer detail questions correctly. Writing practice went smoothly, with most using adjectives from previous lessons, but some repeated the same words (e.g., "kind" used by many). A few struggled with third-person verbs, writing "She like" instead of "She likes". The "Friend Share" activity boosted confidence, but some students needed prompts to speak loudly. In the next lesson, I’ll provide a list of varied adjectives and add a grammar drill on "likes" vs. "like" to improve accuracy. Overall, students made progress in connecting reading to writing about personal experiences.
Unit 2 My friends
Part C Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 2 My friends Part C Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates C Part's Project and Reading Time around "My Friends". Reading Time includes a passage about different students introducing their friends' traits and hobbies, with words like "trust" and "support". The Project requires groups to create a "Friend Book" with drawings and English descriptions of each member’s friend. How: Students first read the passage to learn how to structure friend introductions, then work in groups to design their books. It combines reading comprehension activities, vocabulary reviews, and creative writing/drawing, ending with group presentations of their books. Why: It aims to consolidate descriptive vocabulary and writing skills, foster teamwork through collaborative creation, and help students appreciate friendship by sharing and celebrating their friends in English.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasp how to introduce friends' traits and hobbies. 2. Collaborate to create a "Friend Book" with 4-5 entries, each with an English description. 3. Present the book to the class, using simple English to introduce one entry.
Key and difficult points （教学重难点） Key point：Understand the passage and create a friend book with English descriptions. Difficult point：Writing clear, correct descriptions for the book entries.
Teaching aids （教学准备） 1. Reading Time passage printouts, review cards of adjectives (kind, brave, etc.) 2. Blank "Friend Book" templates, colored pencils, markers
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned to describe friends in many ways. Today, we’ll read about how kids introduce their friends, then make a special book to show our own friends!" Show a sample "Friend Book" page with a drawing and description, ask "What do you see " Let students share, then add, "Let’s learn how to make ours!"
Presentation （呈现） First, distribute the Reading Time passage. Read it aloud, pausing to explain new words: "trust" means "believe in each other"; "support" means "help when needed". Ask comprehension questions: "What is Mia’s friend good at " "How does Leo describe his friend " After discussion, summarize: "Good friend descriptions tell traits and hobbies." Then introduce the Project: "Your group will make a 'Friend Book'—each member draws their friend and writes 'Name: ... He/She is ... He/She likes ...'". Show the template and fill in an example: "Name: Tom. He is brave. He likes playing football."
Practice （操练） Divide students into groups of 4-5. Give each group a book template and review cards. Guide them to: 1) Discuss how to structure each entry using the passage as a model; 2) Take turns drawing their friend and writing descriptions with help from group members; 3) Decorate the book cover with "Our Friend Book". Walk around to assist with spelling (e.g., "likes" for hobbies) and suggest adjectives from the review cards.
Consolidation （巩固） Hold a "Friend Book Gallery": Each group places their book on a desk. Students rotate to look at other books, then return to their seats. Invite one member from each group to present: "This is Lily’s friend. She is creative. She likes drawing." The class claps and asks simple questions like "Is she kind too " Groups respond briefly. Award "Most Creative Book" to the group with clear descriptions and nice drawings.
Homework（作业） Level 1 (Basic) Copy 2 favorite friend descriptions from the class books. Level 2 (Intermediate) Add one more entry to your group’s book at home, with a drawing. Level 3 (Advanced) Write a short paragraph about why your friend is special, using 2 adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating the "Friend Book", showing creativity in drawings and teamwork in helping each other write descriptions. Most used adjectives correctly, but some struggled to include hobbies, focusing only on traits. The gallery presentation was lively, but a few groups needed prompts to speak clearly. The passage helped structure their writing, but next time I’ll provide sentence frames to ensure all entries include both traits and hobbies. Overall, the lesson successfully combined reading, writing, and creativity to celebrate friendship.人教PEP四年级上册英语教学设计
Unit 3 Places we live in
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 3 Places we live in Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about describing places in a community. Key sentences include "What can you see in the community " and responses like "There is a park." It introduces vocabulary such as park, playground, hospital, and shop. How: Students learn through listening to dialogues about community places, analyzing sentence structures with "There is...", and practicing in pairs. Visual aids like pictures of community facilities and role-play activities help them understand and use the target language in real-life contexts. Why: It aims to enable students to talk about places in their community in English, expand their vocabulary related to community facilities, and foster communication about their living environment, laying a foundation for discussing community life in language learning.
Learning objectives （学习目标） 1. Understand and use key sentences "What can you see in the community " and "There is a..." to talk about community places. 2. Master place vocabulary: park, playground, hospital, shop. 3. Communicate simply about community facilities with peers in English.
Key and difficult points （教学重难点） Key point：Use "What can you see in the community " and "There is a..." to discuss community places. Difficult point：Correctly using "There is..." with singular nouns and pronouncing longer words like "playground".
Teaching aids （教学准备） 1. Pictures of community places (a park with trees, a playground with slides, a hospital, a shop) 2. Audio recording of the "Let's Talk" dialogue.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We all live in a community with many places—where we play, buy things, or see a doctor. Today, let's learn to talk about these places in English!" Show a collage of community places, ask "Do you know these places Which one do you often go to " Let students share simple ideas, then introduce: "Today, we'll learn to ask and answer about what's in our community."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students listen to get the main idea of the conversation about community places; second, ask them to focus on the key question and answer. Write key sentences on the board: "What can you see in the community " and "There is a park." Point to each word and explain their meanings, especially that "There is..." is used to talk about something existing in a place. Show pictures one by one: hold up a park picture, say "This is a park. There is a park in our community." Repeat with "playground" (a place with swings and slides), "hospital" (a place to see doctors), and "shop" (a place to buy things). Play the audio again, pausing to let students repeat the sentences, paying attention to pronunciation of "playground" (breaking it into "play-ground" for easier learning) and the structure of "There is...".
Practice （操练） Pair work: Students take turns asking "What can you see in your community " and answering with "There is a..." using the new vocabulary. Encourage them to point to the corresponding picture if needed. For example, one says "What can you see in your community " and the other responds "There is a hospital. What can you see " Walk around to observe, correct pronunciation (e.g., stress on "HOS-pi-tal"), and help with sentence structure, reminding them to use "a" before singular nouns.
Consolidation （巩固） Organize a "Community Scavenger Hunt" activity: Prepare picture cards of the community places. Divide students into teams. Describe a place (e.g., "People go there to play on swings"), and teams race to find the correct picture card and say "There is a playground in the community." The first team to find the card gets a point. After several rounds, ask teams to share one place from their own community using "There is a...", and the class claps for clear answers.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Draw a picture of your community and label one place in English (e.g., "park"). Level 3 (Advanced) Write 2 sentences about places in your community (e.g., "There is a shop. People buy food there.").
Blackboard design （板书设计）
Reflection （教后反思） Most students showed great interest in the topic of community places, as it is closely related to their daily life. They could quickly grasp the key sentences and use them in pair practice. However, some students struggled with the word "playground"—mixing up the order of letters, and a few forgot to use "a" in sentences (saying "There is park" instead of "There is a park"). In the next lesson, I will add more pronunciation drills for tricky words and prepare sentence frames to reinforce the "There is..." structure. Overall, the students actively participated and made good progress in talking about their community places.
Unit 3 Places we live in
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 3 Places we live in Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing vocabulary for more community places such as bus stop, toilet, library, and garden. It teaches using these words in sentences with "There is..." to describe what exists in a community, like "There is a bus stop near my home." How: The lesson uses picture cards, audio recordings, and interactive games to present new words. Students practice pronunciation through repetition, then apply the vocabulary in pair discussions and sentence-making activities, connecting words to real-life community experiences. Why: It aims to expand students' vocabulary for community places, enabling them to describe their living environment in more detail. This enhances their ability to communicate about daily surroundings and lays a foundation for discussing community life in depth.
Learning objectives （学习目标） 1. Master community place words: bus stop, toilet, library, garden. 2. Use "There is a..." to make sentences describing these places, e.g., "There is a library in our community." 3. Participate actively in vocabulary games and discussions about community facilities.
Key and difficult points （教学重难点） Key point：Learn new community place vocabulary and use "There is a..." to describe them. Difficult point：Distinguishing between similar community places (e.g., garden vs. park) and using correct prepositions (near, in) with place words.
Teaching aids （教学准备） 1. Picture cards with community places (bus stop, toilet, library, garden) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned some places in the community. Today, we'll discover more places we see every day—like where we wait for buses or read books!" Show a picture of a library with many books, ask "What is this place What do people do here " Let students guess, then introduce: "We'll learn these new words and use them to talk about our community."
Presentation （呈现） Show the "bus stop" picture card, say the phrase clearly, and explain: "A bus stop is a place where people wait for buses—you might see a sign with bus numbers there." Do the same for "toilet" (a place for washing hands and using the restroom), "library" (a place with many books where people read quietly), and "garden" (a place with flowers, grass, and trees for people to relax). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "LI-bra-ry" with emphasis on the first syllable). Write each word on the board and practice blending: "b-u-s s-t-o-p, bus stop". Then, demonstrate sentence structure with each word: "There is a bus stop near the school. There is a garden behind my house." Invite students to repeat, then show a picture of a toilet and ask "What is this " to guide them to say "There is a toilet in the park."
Practice （操练） Pair work: Students take turns pointing to a picture card and saying the place name, then the other student makes a sentence with "There is a...". For example, one points to "library" and says "library", the other responds "There is a library in our community." Use picture cards as hints if needed. Walk around to check, correcting pronunciation (e.g., "toilet" with clear "oi" sound) and reminding students to use "a" after "There is".
Consolidation （巩固） Organize a "Community Map" activity: Divide the class into groups of 3-4. Give each group a large piece of paper and picture cards. Ask them to draw a simple map of a community, placing the cards (bus stop, library, etc.) on the map. Then, each group member takes turns describing the map: "There is a bus stop next to the library. There is a garden near the toilet." The class listens and gives a thumbs-up for correct descriptions. Award "Best Map" to the group with clear sentences and a logical layout.
Homework（作业） Level 1 (Basic) Read the new place words aloud 5 times and copy them twice. Level 2 (Intermediate) Walk around your community, find 2 new places from the lesson, and say their names in English. Level 3 (Advanced) Write 3 sentences about places in your community using "There is a...", e.g., "There is a garden. I often play there."
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged with the community place theme, especially connecting words to their real-life experiences (e.g., pointing out the bus stop near their school). Most could pronounce the new words correctly, but some struggled with "library"—breaking it into syllables helped. In sentence practice, a few mixed up "garden" and "park", so more contrast examples are needed. The "Community Map" activity effectively reinforced vocabulary, but some groups needed help with map layout. Overall, students made progress in describing community places, and the lesson laid a good foundation for further discussions on community life.
Unit 3 Places we live in
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 3 Places we live in Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Spell" section of Part A, centering on the pronunciation rule of the letter combination "ck" in words related to community places, such as "park", "clock", "duck", and "sock". It helps students recognize, pronounce, and spell words with "ck" that make the /k/ sound. How: Through audio clips of word pronunciations, letter cards, and interactive spelling games, students first listen to distinguish the /k/ sound in "ck" words, then practice blending letters to form words, and finally apply the rule in dictation and spelling tasks. Chanting and word-building activities reinforce the learning. Why: Mastering the "ck" pronunciation rule enhances students' phonics skills, enabling them to read and spell related words independently. This lays a solid foundation for expanding vocabulary about community places and improving reading fluency in future English learning.
Learning objectives （学习目标） 1. Recognize the "ck" letter combination and its /k/ sound in words like "park" and "clock". 2. Spell words with "ck" correctly by applying the pronunciation rule. 3. Participate actively in phonics games and chanting to practice the target sounds.
Key and difficult points （教学重难点） Key point：Master the "ck" pronunciation rule and spell related words accurately. Difficult point：Distinguishing "ck" from other letter combinations with the /k/ sound (e.g., "k", "c").
Teaching aids （教学准备） 1. Letter cards for "c", "k" and word cards with "ck" (park, clock, duck, sock) 2. Audio recordings of word pronunciations and a phonics chant.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've learned many places in the community. Today, let's find a special sound in some words about these places." Write "park" and "clock" on the board, underline "ck", and ask, "What's the same here " Guide them to notice the letter combination, then add, "We'll learn how 'ck' sounds and how to spell such words."
Presentation （呈现） Play the audio of "park", "clock", "duck", and "sock" three times: first, let students listen to the /k/ sound; second, ask them to repeat the words; third, focus on the "ck" part. Hold up "c" and "k" cards, combine them to form "ck", and explain: "When 'c' and 'k' stand together, they make the /k/ sound, like a quick 'k' at the end of words." Write the words on the board, underline "ck", and practice blending: "p-a-r-k, park; c-l-o-c-k, clock". Play the phonics chant, which repeats "ck" words to a rhythm (e.g., "Park, clock, ck says /k/! Duck, sock, ck says /k/!"), and let students chant along, clapping their hands to the beat. Then, show a picture of a sock, ask "What is this " and guide them to spell "sock" by sounding out each letter, emphasizing the "ck" at the end.
Practice （操练） Pair work: One student picks a word card with "ck" (e.g., "duck"), says the word aloud, and the other student spells it by tapping the desk for each letter, then underlines "ck" with a finger. Then switch roles. Use word cards as hints if students get stuck. Walk around to check, correcting spelling mistakes (e.g., "park" not "parck") and reminding them to stress the /k/ sound in "ck".
Consolidation （巩固） Organize a "Spell and Match" game: Divide the class into teams. Prepare pictures (a park with trees, a clock on the wall) and word cards with missing letters (e.g., "par_", "cloc_"). Teams race to fill in "ck" and match the words to pictures. The first team to finish correctly gets a point. Afterward, ask teams to make sentences with the words, e.g., "There is a clock in the park." This connects the spelling rule to the community place vocabulary learned earlier.
Homework（作业） Level 1 (Basic) Read the "ck" words 5 times and copy them 3 times, underlining "ck". Level 2 (Intermediate) Listen to the phonics chant and chant along, recording themselves. Level 3 (Advanced) Write 3 sentences using "ck" words to describe the community (e.g., "There is a clock in the park.").
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics chant and spelling games, which made the lesson interactive and engaging. Most could recognize the /k/ sound in "ck" words and spell simple ones like "sock" and "duck". However, some confused "ck" with "k" (e.g., writing "park" as "park" correctly but "clock" as "clok") and struggled with longer words like "clock". The blending practice helped, but a few needed more time to break down words into syllables. In the next lesson, I'll compare "ck" with "k" and "c" using more examples and add a "word hunt" activity where students find "ck" words in community place lists. Overall, the students made good progress in mastering the "ck" rule and connecting it to their existing vocabulary.
Unit 3 Places we live in
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 3 Places we live in Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on vocabulary for community activities (go shopping, take a walk, do sports, see a doctor) and sentences like "What do people do in the park " with responses "They take a walk." It connects places and actions to discuss community life in depth. How: Using dialogues, picture cards of activities, and role-plays, students first learn action phrases, then practice linking them to places with "In the... people...", and finally combine both in conversations about their community. Interactive games reinforce the connection between places and actions. Why: It aims to expand students' ability to describe community life by connecting places with activities, enabling them to talk about what people do in different community spots and enhancing their communication about daily surroundings.
Learning objectives （学习目标） 1. Master activity phrases: go shopping, take a walk, do sports, see a doctor. 2. Use "What do people do in... " and "They..." to discuss activities in community places. 3. Combine place vocabulary and action phrases in conversations about community life.
Key and difficult points （教学重难点） Key point：Learn activity phrases and link them to community places in sentences. Difficult point：Correctly using plural verbs with "people" (e.g., "They take" not "They takes").
Teaching aids （教学准备） 1. Picture cards of activities (people shopping, walking in a park, etc.) 2. Audio of the "Let's Talk" dialogue and activity phrase pronunciations
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've learned many community places. Today, let's talk about what people do there—like shopping in a shop or playing in a park!" Show a picture of people doing sports in a playground, ask "What are they doing Where are they " Let students share ideas, then introduce: "We'll learn these actions and talk about what people do in different places."
Presentation （呈现） First, introduce activity phrases with picture cards: Hold up "go shopping" and explain, "People go shopping in a shop—they buy food or toys there." Act out the action (pretending to carry a shopping bag). Do the same for "take a walk" (miming walking slowly), "do sports" (pretending to run or jump), and "see a doctor" (miming checking a thermometer). Play the audio of each phrase, pausing for students to repeat, focusing on stress (e.g., "GO shop-ping" not "go SHOP-ping"). Then play the "Let's Talk" dialogue, which uses "What do people do in the park They take a walk." Ask, "What activity do people do in the park " Write the sentence pattern on the board, underline key parts, and link to places: "In the shop, people go shopping. In the hospital, people see a doctor." Demonstrate with gestures, then invite students to repeat, connecting actions to places.
Practice （操练） Pair work: Students take turns picking a place card (e.g., park) and asking "What do people do in the park " The other answers with the activity phrase: "They take a walk." Then switch roles, using different places (shop, hospital, playground). Encourage them to mimic the actions while speaking. Walk around to assist, correcting verb forms (reminding "people" takes plural verbs: "They do" not "They does") and linking phrases to the right places.
Consolidation （巩固） Organize a "Place-Action Match" game: Divide the class into teams. Prepare place cards (park, shop) and activity cards (take a walk, go shopping). One student from a team picks a place card, and the other team races to find the matching activity card, saying "In the park, people take a walk." If correct, they get a point. After rounds, ask teams to create one sentence about their own community, e.g., "In our playground, people do sports." The class votes for the most interesting sentence.
Homework（作业） Level 1 (Basic) Read the activity phrases 4 times and copy them twice, pairing each with a place. Level 2 (Intermediate) Ask a family member "What do we do in the park " and report the answer in English. Level 3 (Advanced) Write 3 sentences about activities in your community, e.g., "In the shop, people go shopping."
Blackboard design （板书设计）
Reflection （教后反思） Students were active in learning activity phrases, especially enjoying the action miming. Most could link phrases to places, but some mixed up "do sports" and "take a walk" when describing park activities. A few struggled with plural verbs, saying "They takes" instead of "They take." The "Place-Action Match" game effectively reinforced connections, but some teams needed help recalling phrases. In the next lesson, I'll add more picture-based practice for verb forms and create a "community activity chart" to visualize place-action links. Overall, the lesson successfully combined places and actions to enrich discussions about community life.
Unit 3 Places we live in
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 3 Places we live in Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, which is a short passage about a student's favorite place in the community—the museum. It includes descriptions of what can be found there (old things, photos, a shop) and activities people do (reading stories about old things, buying gifts), using sentence patterns like "There is..." and "There are...". How: Students first read the passage to identify key information (e.g., what’s in the museum, why the writer likes it) through guided questions. Then, they practice writing about their own favorite community places by imitating the passage’s structure, with a focus on using "There is..." and "There are..." correctly. Why: It aims to improve students’ ability to understand descriptive texts about community places, extract key details, and apply learned vocabulary and sentence patterns in writing. This strengthens their connection between language learning and real-life experiences of their living environment.
Learning objectives （学习目标） 1. Understand the main content of the passage and answer detail questions about the museum (e.g., what’s inside, people’s activities there). 2. Use "There is..." and "There are..." to write about a favorite community place, e.g., "There is a big tree in the park. There are many children playing there." 3. Develop confidence in reading short descriptive texts and expressing personal preferences for community places in writing.
Key and difficult points （教学重难点） Key point：Read the passage for key information and write about a favorite community place using "There is..." and "There are...". Difficult point：Correctly using "There is..." (for singular) and "There are..." (for plural) in writing.
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage for students. 2. Picture cards of community places (park, library, etc.) and sample sentences (e.g., "There are many books in the library.").
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve talked about what people do in community places. Today, we’ll read about a boy’s favorite place—the museum. Then you’ll write about yours!" Show a picture of a museum, ask "Have you been to a museum What do you see there " Let students share ideas, then add, "Let’s find out what’s special about this museum."
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain new phrases (e.g., "old things" means objects from long ago; "buy gifts" means getting presents for others). Ask students to follow along with their fingers. After reading, ask comprehension questions: "What is the writer’s favorite place " "What are in the museum " "Where is the museum " Write key sentences on the board: "There are many old things. There is a nice shop." Explain: "We use ‘There is...’ for one thing, and ‘There are...’ for many things." Show picture cards to practice: hold up a park with one tree and say "There is a tree." Hold up a park with many flowers and say "There are many flowers." Then, model writing about a park: "My favorite place is the park. There is a big tree. There are many children. They play games."
Practice （操练） Students read the passage again silently and complete 3 fill-in-the-blank questions: "The museum has many ____ and ____." "There is a ____ in the museum." "People often ____ in the park near the museum." Then, pair up to check answers. Next, guide them to fill in the writing template with their favorite community place. Walk around to help with word choice (e.g., "playground" instead of "a place to play") and correct "is/are" mistakes (e.g., "There are a shop" → "There is a shop").
Consolidation （巩固） Organize a "Favorite Place Share" activity: Invite 4-5 students to read their writing aloud. The class listens and gives one compliment, e.g., "I like how you wrote ‘There are birds in the garden’!" Then, have students exchange papers with a partner to check for "is/are" errors and circle good sentences with a star.
Homework（作业） Level 1 (Basic) Copy 3 sentences from the passage that use "There is/are". Level 2 (Intermediate) Draw your favorite community place and write 2 sentences about it with "There is/are". Level 3 (Advanced) Expand your writing to 4 sentences, adding what you do there (e.g., "I often play football there.").
Blackboard design （板书设计）
Reflection （教后反思） Students showed good focus during reading, and most could answer detail questions correctly. They enjoyed writing about their favorite places, but some struggled with choosing between "is" and "are"—for example, writing "There is many books" instead of "There are many books". A few also repeated simple words like "nice" instead of using more varied adjectives. The "Favorite Place Share" activity boosted confidence, but shy students needed encouragement to speak. In the next lesson, I’ll add more picture-based drills for "is/are" and provide a list of adjectives (e.g., "quiet", "colorful") to enrich their writing. Overall, students made progress in connecting reading to personal writing about community life.
Unit 3 Places we live in
PartC Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 3 Places we live in PartC Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part C's Project and Reading Time around the theme "Places We Live In". Reading Time includes a passage about Peter's experience in a new community in Chengdu, describing people (friendly neighbors) and places (parks, shops) and activities (playing, making friends). The Project requires groups to create a "Dream Community Model" with key places and descriptions of what people do there in English. How: Students first read the passage to understand how a community is made up of people, places, and activities. Then, they work in groups to discuss, design, and build their dream community models, labeling places and writing short descriptions of activities. Finally, they present their models, connecting ideas from the passage to their own creations. Why: It aims to consolidate students' knowledge of community places and activities, develop teamwork through collaborative creation, and help them realize the importance of people and places in a community. This connects language learning to creative thinking about their ideal living environment.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasping key information about Peter's community (people, places, activities). 2. Collaborate in groups to create a "Dream Community Model" with at least 5 key places, using English to label them and describe activities (e.g., "Park: People take a walk here"). 3. Present the model to the class, using simple English to introduce places and activities in their dream community.
Key and difficult points （教学重难点） Key point：Understand the passage and create a model with labeled places and activity descriptions in English. Difficult point：Clearly expressing the connection between places and activities in the model presentation (e.g., "There is a playground. Children play games there").
Teaching aids （教学准备） 1. Printed copies of the Reading Time passage, pictures of community places (park, school, etc.) 2. Materials for model-making: cardboard, colored paper, markers, labels.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about many community places and what people do there. Today, we’ll read about a boy named Peter who moves to a new community, then build our own dream community!" Show a picture of Peter playing with friends in a park from the passage, ask "What do you think Peter likes about his new community " Let students guess, then add, "Let’s read to find out, then make our own perfect community."
Presentation （呈现） First, distribute the Reading Time passage and read it aloud, pausing to explain key parts: "friendly neighbors" means kind people living nearby; "great places" refers to nice parks, shops, etc. Ask comprehension questions: "Where does Peter move to " "What does he do with his new friend Xiao Lin " "Why does Peter love Chengdu " After discussion, summarize: "A good community has nice places and friendly people who do fun things together." Then introduce the Project: "Your group will make a ‘Dream Community Model’. Choose places like a park or school, label them in English, and write what people do there." Show the sample model, pointing to a "Library" label and description: "People read books here."
Practice （操练） Divide students into groups of 4-5. Give each group materials and a list of suggested places. Guide them to: 1) Discuss and choose 5 places for their dream community. 2) Assign roles: some draw/label places, others write activity descriptions using "People..." ; 3) Assemble the model, sticking labels and descriptions.
Consolidation （巩固） Hold a "Dream Community Fair": Each group places their model on a desk. Students rotate to look at other models, then return to their seats. Invite one member from each group to present: "This is our dream community. There is a park. People take a walk here. There is a school. Students learn here."
Homework（作业） Level 1 (Basic) Draw one place from the class models and copy its English label and description. Level 2 (Intermediate) Add one more place to your group’s model at home, with a label and activity description. Level 3 (Advanced) Write a short paragraph about why your dream community is great, mentioning 2 places and activities.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating their dream community models, showing creativity in choosing unique places (e.g., a "pet park" for animals) and working well in groups. Most could label places correctly, but some struggled with activity descriptions, repeating "People play here" for multiple places. The presentation环节 was lively, but a few groups needed prompts to connect places and activities clearly. The Reading Time passage helped students understand community elements, but next time I’ll provide sentence frames (e.g., "____: People ____ here") to ensure more varied descriptions. Overall, the lesson successfully combined reading, creativity, and teamwork to deepen understanding of community life.人教PEP四年级上册英语教学设计
Unit 4 Helping in the community
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 4 Helping in the community Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about community helpers and their jobs. Key sentences include "What does your neighbour do " and responses like "He's a firefighter. He helps people." It introduces vocabulary such as firefighter, bus driver, and police officer. How: Students learn through listening to dialogues about community workers, analyzing how their jobs help others, and practicing in pairs. Visual aids like pictures of workers in action and role-play activities help them understand and use the target language in context. Why: It aims to enable students to talk about community helpers and their roles in English, enhance their awareness of people who contribute to the community, and lay a foundation for discussing how to help in the community.
Learning objectives （学习目标） 1. Understand and use key sentences "What does... do " and "He/She is a... He/She helps people." to talk about community helpers. 2. Master job vocabulary: firefighter, bus driver, police officer. 3. Communicate simply about community helpers and their work with peers in English.
Key and difficult points （教学重难点） Key point： Learn to use the sentence pattern "What does... do " and job vocabulary to talk about community helpers. Difficult point：Correctly using third-person singular verbs (e.g., "He helps" not "He help").
Teaching aids （教学准备） 1. Pictures of community helpers (a firefighter putting out a fire, a bus driver driving, a police officer directing traffic) 2. Audio recording of the "Let's Talk" dialogue.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "In our community, many people help us every day—like those who drive buses or keep us safe. Today, let's learn to talk about them in English!" Show a collage of community helpers, ask "Do you know these people What do they do " Let students share simple ideas, then add, "Let's find out how to describe their jobs properly."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea about talking about community helpers; second, ask them to focus on how jobs are described. Write key sentences on the board: "What does he do " and "He's a firefighter. He helps people." Point to each word and explain their meanings. Show pictures one by one: hold up the firefighter picture and say "This is a firefighter. He puts out fires and helps people." Do the same for "bus driver" (drives buses to take people places) and "police officer" (keeps people safe and directs traffic). Play the audio again, pausing to let students repeat the sentences, paying attention to pronunciation (e.g., "fire-fight-er" broken into syllables) and the third-person singular verb "helps".
Practice （操练） Pair work: Students take turns holding up a picture of a community helper and asking "What does he/she do " The other answers "He/She is a... He/She helps people." Encourage them to mimic the helper's action while speaking.
Consolidation （巩固） Organize a "Community Helper Guess" activity: Invite a student to the front, give them a picture card, and ask them to act out the helper's job (e.g., miming driving a bus). The class guesses "Is he a bus driver " If correct, the guesser gets to act next. After the game, ask a few students to share.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Draw a community helper and write his/her job in English (e.g., "bus driver"). Level 3 (Advanced) Write 2 sentences about a community helper, e.g., "She is a police officer. She helps people."
Blackboard design （板书设计）
Reflection （教后反思） Students showed great interest in talking about community helpers, as the topic is closely related to their daily life. Most could use the key sentences and job vocabulary correctly, but some struggled with the third-person singular verb "helps"—saying "He help people" instead of "He helps people". A few also mixed up similar job names, like confusing "firefighter" with "police officer". The "Community Helper Guess" game effectively reinforced learning, but some students needed more time to think of actions. In the next lesson, I'll add more verb drills for third-person singular and use对比 pictures to clarify different jobs. Overall, students actively participated and made good progress in talking about community helpers.
Unit 4 Helping in the community
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 4 Helping in the community Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing more vocabulary for community helpers and their jobs, such as cleaner, delivery worker, and cook. It teaches using these words in sentences like "My neighbour is a cleaner. He cleans the community." How: Through picture cards of workers performing their duties, audio recordings, and interactive games, students learn the new vocabulary by connecting words to actions. They practice pronunciation through repetition, then apply the words in pair discussions and sentence-making activities, linking each job to its specific role in the community. Why: It aims to expand students' vocabulary for community helpers, enabling them to describe a wider range of jobs that support the community. This enhances their ability to talk about people who contribute to daily life and deepens their understanding of community cooperation.
Learning objectives （学习目标） 1. Master job vocabulary: cleaner, delivery worker, cook. 2. Use the vocabulary to make sentences describing community helpers, e.g., "The cook makes nice food for people." 3. Participate actively in vocabulary games and discussions about what community helpers do.
Key and difficult points （教学重难点） Key point： Learn and use the new job vocabulary to describe community helpers and their work. Difficult point：Distinguishing between similar job roles (e.g., cleaner vs. delivery worker) and using correct verbs for each job (e.g., "cooks" for a cook).
Teaching aids （教学准备） 1. Picture cards of helpers at work (a cleaner sweeping the street, a delivery worker carrying packages, a cook making food) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we talked about firefighters and bus drivers. Today, we'll meet more people who help in our community—like those who clean our streets or bring us packages!" Show a picture of a cook preparing meals, ask "What does this person do " Let students guess, then introduce: "We'll learn these jobs and what they do every day."
Presentation （呈现） Show the "cleaner" picture card: a person sweeping leaves in a park. Say the word slowly, explain "A cleaner keeps our community clean—sweeping streets, taking out trash," and mimic sweeping. Do the same for other words: "delivery worker" (brings packages and letters to people's homes, mimic carrying a box); "cook" (makes food in restaurants or schools, mimic stirring a pot). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "DE-LIV-e-ry" with emphasis on the first syllable). Then, write example sentences on the board: "The cleaner cleans the park. The cook cooks food." Read them aloud, pointing out how the verb form matches the job (e.g., "cleaner" → "cleans"). Invite students to repeat, then show the delivery worker picture and ask "What does he do " to guide them to say "He's a delivery worker. He delivers packages."
Practice （操练） Pair work: Students take turns picking a picture card and asking "What does he/she do " The other answers with the job name and a verb phrase, e.g., "She's a cook. She cooks yummy food." Encourage them to add details, like "in the school" or "every morning".
Consolidation （巩固） Organize a "Job Charades" game: Divide the class into teams. One student from a team picks a picture card and acts out the job (e.g., mimicking stirring a pot for a cook) without speaking. The team guesses the job name in English. If correct, they get a point. After rounds, ask each team to share one sentence: "A delivery worker delivers packages to our homes." This reinforces vocabulary and connects jobs to actions.
Homework（作业） Level 1 (Basic) Read the new job words aloud 5 times and copy them twice, with one verb for each (e.g., cleaner → cleans). Level 2 (Intermediate) Walk around your community, find one helper from today's lesson, and say in English what they're doing (e.g., "The cook is cooking lunch"). Level 3 (Advanced) Write 3 sentences about a community helper, e.g., "Mr. Wang is a cleaner. He cleans our street. He works hard every day."
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged with the picture cards and charades game, which helped them link words to actions. Most could pronounce the new words correctly and use simple verbs to describe the work. However, some confused "delivery worker" with "cook" and struggled with the length of "delivery". A few also forgot to use third-person singular verbs (e.g., "cook cook" instead of "cook cooks"). In the next lesson, I'll add a matching game (jobs to actions) and prepare word banks with verbs to reinforce correct usage. Overall, students expanded their vocabulary and gained a better understanding of community helpers' roles.
Unit 4 Helping in the community
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 4 Helping in the community Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Spell" section of Part A, centering on the pronunciation rule of the letter combination "ph" in words related to community helpers and activities, such as "photo", "phone", "Philip", and "elephant". It helps students recognize, pronounce, and spell words with "ph" that make the /f/ sound. How: Through audio clips of word pronunciations, letter cards, and interactive spelling games, students first listen to distinguish the /f/ sound in "ph" words, then practice blending letters to form words, and finally apply the rule in dictation and sentence-making tasks. Chanting and word-building activities reinforce the learning. Why: Mastering the "ph" pronunciation rule enhances students' phonics skills, enabling them to read and spell related words independently. This lays a solid foundation for expanding vocabulary about community life and improving reading fluency.
Learning objectives （学习目标） 1. Recognize the "ph" letter combination and its /f/ sound in words like "photo" and "phone". 2. Spell words with "ph" correctly by applying the pronunciation rule. 3. Participate actively in phonics games and chanting to practice the target sounds.
Key and difficult points （教学重难点） Key point：Master the "ph" pronunciation rule and spell related words accurately. Difficult point：Distinguishing "ph" from the letter "f" (both make /f/ sound but have different spellings).
Teaching aids （教学准备） 1. Letter cards for "p", "h" and word cards with "ph" (photo, phone, Philip, elephant) 2. Audio recordings of word pronunciations and a phonics chant
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about community helpers. Today, let's find a special letter pair in some new words—like those we use to take pictures or call friends." Write "photo" and "phone" on the board, underline "ph", and ask, "What's the same here " Guide them to notice the letter combination, then add, "We'll learn how 'ph' sounds and how to spell such words."
Presentation （呈现） Play the audio of "photo", "phone", "Philip", and "elephant" three times: first, let students listen to the /f/ sound; second, ask them to repeat the words; third, focus on the "ph" part. Hold up "p" and "h" cards, combine them to form "ph", and explain: "When 'p' and 'h' stand together, they make the /f/ sound—just like the letter 'f'!" Write the words on the board, underline "ph", and practice blending: "p-h-o-t-o, photo; p-h-o-n-e, phone". Play the phonics chant, which repeats "ph" words to a rhythm (e.g., "Photo, phone, ph says /f/! Philip’s elephant, ph says /f/!"), and let students chant along, clapping their hands to the beat. Then, show a picture of a phone, ask "What is this " and guide them to spell "phone" by sounding out each letter, emphasizing the "ph" at the beginning.
Practice （操练） Pair work: One student picks a word card with "ph" (e.g., "elephant"), says the word aloud, and the other student spells it by writing the letters in the air, then underlines "ph" with a finger. Then switch roles. Use word cards as hints if students get stuck. Walk around to check, correcting spelling mistakes (e.g., "phone" not "fone") and reminding them to stress the /f/ sound in "ph".
Consolidation （巩固） Organize a "Spell and Match" game: Divide the class into teams. Prepare pictures (a phone, a photo of an elephant) and word cards with missing letters (e.g., "pho_", "_lephant"). Teams race to fill in the missing letters (including "ph") and match the words to pictures. The first team to finish correctly gets a point. Afterward, ask teams to make simple sentences with the words, e.g., "I have a phone. It takes photos." This connects the spelling rule to daily life vocabulary.
Homework（作业） Level 1 (Basic) Read the "ph" words 5 times and copy them 3 times, underlining "ph". Level 2 (Intermediate) Listen to the phonics chant and chant along, recording themselves. Level 3 (Advanced) Write 3 sentences using "ph" words, e.g., "Philip has a phone. He takes photos."
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics chant and interactive games, which made the lesson engaging. Most could recognize the /f/ sound in "ph" words and spell simple ones like "phone" and "photo". However, some confused "ph" with "f" (e.g., writing "fotograph" instead of "photograph") and struggled with longer words like "elephant". The blending practice helped, but a few needed more time to break down multisyllabic words. In the next lesson, I’ll compare "ph" and "f" with more examples (e.g., "phone" vs. "fan") and add a "word hunt" activity where students find "ph" words in community-themed stories. Overall, the students made good progress in mastering the "ph" rule.
Unit 4 Helping in the community
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 4 Helping in the community Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on verbs and phrases for community help activities, such as "making the bed", "singing old songs", "telling funny stories", and "cleaning the room". It teaches using these in sentences to describe what young people do to help, like "They are cleaning the room in an old people's home." How: The lesson uses dialogue listening, action demonstrations, role-plays, and pair work. Students first learn the activity phrases through visuals and actions, then master the structure of describing ongoing actions, and finally combine both in conversations about helping in the community. Why: It aims to expand students' ability to talk about practical ways to help others in the community, fostering a sense of responsibility and enabling them to describe volunteer activities in English.
Learning objectives （学习目标） 1. Master activity phrases: making the bed, singing old songs, telling funny stories, cleaning the room. 2. Use "What are they doing " and "They are..." to discuss helping activities in the community. 3. Combine the phrases and sentence patterns to talk about how young people help others.
Key and difficult points （教学重难点） Key point： Learn the activity phrases and use them to describe ongoing helping actions. Difficult point：Correctly using the present continuous tense (e.g., "is making" not "make" for ongoing actions).
Teaching aids （教学准备） 1. Picture cards of helping activities (students making beds, singing to the elderly, etc.) 2. Audio of the "Let's Talk" dialogue and activity phrase pronunciations
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about community helpers’ jobs. Today, let's talk about what we can do to help—like cleaning rooms for the elderly or telling stories to kids!" Show a picture of students cleaning a room in an old people's home, ask "What are they doing How are they helping " Let students share ideas, then introduce: "We'll learn these actions and talk about how young people help in the community."
Presentation （呈现） First, introduce activity phrases with actions and pictures: Mime "making the bed" (straightening a blanket) and say, "Making the bed—we do this to help tidy up rooms." Do the same for "singing old songs" (pretending to sing softly), "telling funny stories" (gesturing like storytelling), and "cleaning the room" (miming wiping a table). Play the audio of each phrase, pausing for students to repeat, focusing on stress (e.g., "MA-king the bed" with emphasis on the first syllable). Then play the "Let's Talk" dialogue, which uses "What are they doing They are singing old songs." Ask, "What are the students doing to help " Write the sentence pattern on the board: "What are they doing They are..." and link to places (e.g., "in an old people's home").
Practice （操练） Pair work: Students take turns picking a picture card and asking "What are they doing " The other answers "They are..." using the activity phrases, adding where it happens (e.g., "They are making the bed in the old people's home"). Encourage them to mimic the actions while speaking. Walk around to assist, correcting tense errors (e.g., "They clean" → "They are cleaning") and helping with phrase pronunciation.
Consolidation （巩固） Organize a "Help Action Charades" game: Divide the class into teams. One student from a team acts out an activity (e.g., mimicking cleaning a room) without speaking. The team guesses the phrase in English, e.g., "cleaning the room". The first team to guess correctly gets a point. After the game, ask each team to make a sentence about their favorite activity: "We like telling funny stories to make the elderly happy."
Homework（作业） Level 1 (Basic) Read the activity phrases 4 times and copy them twice, with a simple drawing for each. Level 2 (Intermediate) Talk with a family member about one thing you can do to help at home, using an activity phrase. Level 3 (Advanced) Write 3 sentences about students helping in the community.
Blackboard design （板书设计）
Reflection （教后反思） Students were active in mimicking the helping actions, which made learning the phrases engaging. Most could use the present continuous tense correctly, but some struggled with "are" (e.g., "They is cleaning" instead of "They are cleaning"). A few mixed up similar phrases like "making the bed" and "cleaning the room". The charades game effectively reinforced phrase recognition, but some teams needed hints for longer phrases. In the next lesson, I’ll add more sentence drills for the present continuous tense and create a "helping chart" to link activities with places. Overall, the lesson successfully combined talking and learning to help students describe community volunteer work.
Unit 4 Helping in the community
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 4 Helping in the community Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, which is a short passage about students volunteering in the community. It describes activities like "singing songs with children" in a kindergarten and "making the bed" in an old people's home, using the present continuous tense ("is singing", "are telling stories"). The writing part asks students to match helpers to their actions and complete sentences about community help. How: Students first read the passage to identify key information (who is helping, where, and what they're doing) through guided questions. Then, they practice writing by matching helpers to actions and creating their own sentences, using the passage as a model for structure and tense. Why: It aims to improve students' ability to understand texts about community help activities, extract specific details, and apply the present continuous tense in writing. This strengthens their connection between language learning and real-life volunteer experiences, fostering a sense of community responsibility.
Learning objectives （学习目标） 1. Read the passage and identify details: who is helping, where they are, and what actions they're doing (e.g., "John is singing songs in the kindergarten"). 2. Use the present continuous tense to write about community help, e.g., "She is making the bed for the elderly." 3. Develop confidence in reading about volunteer activities and expressing how people help in writing.
Key and difficult points （教学重难点） Key point：Understand the passage and use the present continuous tense to write about community help actions. Difficult point：Correctly using subject-verb agreement in the present continuous tense (e.g., "He is" vs. "They are").
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage 2. Picture cards of helpers and actions (e.g., a girl making a bed, a boy telling stories) 3. Sentence frames: "____ is ____ in the ____."
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about actions that help in the community. Today, we’ll read about students volunteering—like singing for kids or helping the elderly. Then you’ll write about what they do!" Show a picture of students cleaning a room from the passage, ask "What are they doing Where are they " Let students guess, then introduce: "Let’s read to find out, then write about our own ideas."
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain phrases (e.g., "community volunteers" means people who help for free; "old people's home" is a place for elderly people). Ask students to follow along, underlining actions they recognize. After reading, ask comprehension questions: "Where are the volunteers helping " "What is Zhang Peng doing " "Who is drawing a picture " Write key sentences on the board: "John is singing songs. Chen Jie is making the bed." Explain: "We use ‘is/are + verb-ing’ to talk about actions happening now." Show picture cards to practice: hold up a boy telling a story and say "He is telling a story." Hold up two girls cleaning and say "They are cleaning the room." Then, model filling in a sentence frame: "Amy is drawing a picture in the old people's home."
Practice （操练） Students read the passage again and complete a matching activity: draw lines to connect helpers (e.g., "Chen Jie") to their actions (e.g., "making the bed"). Then, pair up to check answers. Next, guide them to use the sentence frames to write 3 sentences about the passage, e.g., "Zhang Peng is telling stories in the kindergarten." Walk around to help with verb forms.
Consolidation （巩固） Organize a "Volunteer Story Share": Invite 4-5 students to read their sentences aloud. The class listens and gives one compliment, e.g., "I like how you wrote ‘They are singing happily’!" Then, students exchange papers to check for subject-verb agreement (e.g., "She is" not "She are") and circle well-written sentences.
Homework（作业） Level 1 (Basic) Copy 3 sentences from the passage that use the present continuous tense. Level 2 (Intermediate) Draw a picture of a volunteer activity and write 1 sentence about it. Level 3 (Advanced) Write 3 sentences about a volunteer activity you want to do.
Blackboard design （板书设计）
Reflection （教后反思） Students focused well during the reading activity, and most could match helpers to their actions correctly. Writing with sentence frames went smoothly, but some struggled with "is/are" agreement—for example, writing "They is cleaning" instead of "They are cleaning". A few also forgot to add "-ing" to verbs (e.g., "sing" instead of "singing"). The "Volunteer Story Share" boosted confidence, but shy students needed encouragement to speak. In the next lesson, I’ll add more picture-based drills for subject-verb agreement and provide a list of action verbs with "-ing" forms. Overall, students made progress in connecting reading to writing about community help.
Unit 4 Helping in the community
Part C Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 4 Helping in the community Part C Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part C's Project and Reading Time around the theme "Helping in the Community". Reading Time includes a passage about community safety—like not swimming in lakes, obeying traffic lights, and helping the elderly—using simple warnings and advice. The Project requires students to create a "School Helpers Poster" featuring key school workers (cleaner, cook, driver, teacher) and descriptions of their jobs, e.g., "Mr. Zhang cleans the playground." How: Students first read the passage to understand community safety and helping behaviors, then work in groups to discuss school helpers, collect information about their jobs, and design posters. They present their posters, connecting ideas from the passage (helping others) to their school environment. Why: It aims to consolidate students' understanding of community help and safety, develop teamwork through collaborative poster-making, and enable them to describe helpers in their daily lives (school) using English, fostering a sense of gratitude and responsibility.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasping key safety tips and helping behaviors in the community (e.g., "Don’t swim in the lake", "Help old people cross the road"). 2. Collaborate in groups to create a "School Helpers Poster" with 4-5 helpers, labeling their jobs and writing short descriptions (e.g., "Mrs. Lu is a cook. She cooks nice lunch for us").
Key and difficult points （教学重难点） Key point：Understand the passage about community safety and create a poster describing school helpers. Difficult point：Clearly expressing the connection between helpers' jobs and how they help.
Teaching aids （教学准备） 1. Printed copies of the Reading Time passage, pictures of school helpers at work. 2. Poster templates, colored pencils, markers, sticky notes for writing descriptions.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned how to help in the community. Today, we’ll read about staying safe and helping others, then make a poster to celebrate the helpers in our school!" Show a picture from the passage (children helping an old lady cross the road), ask "What are they doing Why is this important " Let students share ideas, then add, "Let’s read to learn more, then honor our school helpers."
Presentation （呈现） First, distribute the Reading Time passage and read it aloud, pausing to explain key points: "Don’t swim in the lake" (for safety); "Help old people" (kind behavior). Ask comprehension questions: "What’s dangerous in the park " "What should we do when the light is red " After discussion, summarize: "A good community needs both safety and help." Then introduce the Project: "Your group will make a ‘School Helpers Poster’—draw 4 helpers, write their jobs, and say how they help us." Show the sample poster, pointing to a cleaner: "Mr. Wang is a cleaner. He cleans our classroom. He helps us have a tidy school."
Practice （操练） Divide students into groups of 4-5. Give each group a poster template and picture cards of school helpers. Guide them to: 1) Discuss and choose 4 key helpers (e.g., cleaner, cook, driver, teacher); 2) Assign roles: some draw, others write descriptions using "He/She is a... He/She..."; 3) Decorate the poster with a title like "Our School Helpers".
Consolidation （巩固） Hold a "Poster Gallery Walk": Each group hangs their poster on the wall. Students rotate to look at other posters, then vote for "Most Helpful Description" (clearest job details). Invite one member from each group to present: "This is our cook, Mrs. Li. She cooks yummy food. We thank her!" The class claps and asks simple questions, e.g., "What does the driver do " Groups respond briefly.
Homework（作业） Level 1 (Basic) Draw one school helper from the posters and copy their description. Level 2 (Intermediate) Add one more helper to your poster at home, with a drawing and sentence. Level 3 (Advanced) Write a short paragraph about why your favorite school helper is important.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating the posters, showing creativity in drawings and carefulness in writing descriptions. Most could correctly describe helpers' jobs, but some struggled to connect jobs to specific help (e.g., writing "He is a driver" without adding "He drives the school bus"). The gallery walk was lively, but a few presenters needed prompts to speak louder. The passage helped reinforce the "helping" theme, but next time I’ll provide sentence frames ("He/She helps us by...") to enrich descriptions. Overall, the lesson successfully combined reading and project work to help students appreciate school helpers.人教PEP四年级上册英语教学设计
Unit 5 The Weather and us
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 5 The Weather and us Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about describing the weather and temperature. Key sentences include "What's the weather like " and responses with adjectives (e.g., "It's sunny.") and temperature (e.g., "It's 21 degrees."). It introduces weather-related vocabulary such as sunny, rainy, cold, and hot. How: Students learn through listening to dialogues about weather conditions, analyzing sentence structures for asking and describing weather, and practicing in pairs. Visual aids like weather icons and temperature charts help them connect words to real-life weather experiences. Why: It aims to enable students to talk about the weather and temperature in English, expanding their ability to communicate about daily natural conditions and laying a foundation for discussing how weather affects daily activities.
Learning objectives （学习目标） 1. Understand and use key sentences "What's the weather like " and "It's..." (e.g., "It's sunny. It's 21 degrees.") to talk about weather and temperature. 2. Master weather vocabulary: sunny, rainy, cold, hot.
Key and difficult points （教学重难点） Key point： Use "What's the weather like " and weather adjectives to describe weather conditions and temperature. Difficult point：Correctly using temperature expressions.
Teaching aids （教学准备） 1. Weather icons (sunny, rainy) and temperature cards (21℃, 5℃) 2. Audio recording of the "Let's Talk" dialogue
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "The weather changes every day—sometimes sunny, sometimes rainy. Today, let's learn to talk about it in English!" Show a picture of a sunny day with children playing, ask "What's the weather like here How do you feel " Let students share simple ideas, then introduce: "We'll learn how to ask and answer about the weather and temperature."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea about talking about weather and temperature; second, ask them to focus on key questions and responses. Write key sentences on the board: "What's the weather like " and "It's sunny. It's 21 degrees." Point to each word and explain their meanings. Show weather icons one by one: hold up the sunny icon, say "This is sunny. The sun is shining." Do the same for "rainy" (rain is falling), "cold" (low temperature, mimic shivering), and "hot" (high temperature, mimic fanning). Introduce temperature with cards: "21 degrees" (mild), "5 degrees" (cold). Play the audio again, pausing to let students repeat the sentences, paying attention to pronunciation (e.g., "sun-ny" with a clear "ee" sound) and plural "degrees".
Practice （操练） Pair work: Students take turns holding up a weather icon or temperature card and asking "What's the weather like " The other answers "It's..." (e.g., "It's rainy. It's 15 degrees."). Encourage them to mimic the feeling of the weather (e.g., shivering for cold, smiling for sunny).
Consolidation （巩固） Organize a "Weather Report" activity: Invite students to pretend to be weather reporters. Give each a weather icon and temperature card, then ask them to say, "Good morning! It's sunny today. It's 25 degrees." The class listens and claps for clear reports. This activity reinforces the target sentences and encourages confident speaking.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Observe the weather after school, then say in English: "It's... It's... degrees." Level 3 (Advanced) Write 2 sentences about today's weather.
Blackboard design （板书设计）
Reflection （教后反思） Most students showed great interest in the topic of weather, as it is closely related to their daily life. They could quickly grasp the key sentences and use them in pair practice. However, some students struggled with plural "degrees", often saying "It's 21 degree" instead of "degrees". A few also mixed up "sunny" and "hot" (e.g., describing a warm sunny day as "hot"). In the next lesson, I will add more practice with temperature expressions and use pictures to contrast similar weather terms. Overall, the students actively participated and made good progress in talking about the weather.
Unit 5 The Weather and us
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 5 The Weather and us Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing expanded weather vocabulary and temperature-related terms, such as cool, warm, cloudy, windy, snowy. It teaches using these words in sentences to describe weather conditions, e.g., "It's cool and cloudy. It's 18 degrees." How: The lesson uses weather picture cards, temperature charts, and interactive games to present new words. Students practice pronunciation through repetition, then link words to temperature ranges (e.g., "warm" with 15-20℃) and apply them in pair discussions about weather conditions. Why: It aims to expand students' weather vocabulary, enabling them to describe a wider range of weather conditions in detail. This enhances their ability to communicate about daily weather and lays a foundation for discussing how weather affects activities.
Learning objectives （学习目标） 1. Master weather vocabulary: cool, warm, cloudy, windy, snowy. 2. Use these words with temperature to describe weather, e.g., "It's warm and windy. It's 16 degrees." 3. Participate actively in weather-related games and discussions.
Key and difficult points （教学重难点） Key point：Learn new weather words and use them to describe conditions with temperature. Difficult point：Distinguishing between similar weather terms (e.g., "cloudy" vs. "windy") and matching them to appropriate temperature ranges.
Teaching aids （教学准备） 1. Picture cards of weather conditions (cloudy sky, windy trees, snowy ground) 2. Temperature charts linking weather words to degrees (e.g., "cool: 10-15℃")
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned about sunny, rainy, hot, and cold weather. Today, we'll discover more weather types—like days with clouds, wind, or snow!" Show a picture of a snowy day, ask "What's the weather like here How cold do you think it is " Let students guess, then introduce: "We'll learn these words and talk about their temperatures."
Presentation （呈现） Show the "cloudy" picture card: a sky full of clouds. Say the word clearly, explain "Cloudy means the sun is hidden by clouds—no rain, just lots of clouds," and point to the sky outside if applicable. Do the same for other words: "windy" (strong wind moving leaves/flags, mimic wind blowing); "snowy" (snow falling, mimic catching snowflakes); "cool" (mildly cold, mimic a light shiver); "warm" (mildly hot, mimic feeling cozy). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "WIN-dy" with emphasis on the first syllable). Then, link words to temperature with charts: "Warm is 15-20℃; cool is 10-15℃." Write example sentences: "It's windy and cool. It's 12 degrees." Read aloud, then show a snowy picture and ask "What's the weather like " to guide them to say "It's snowy and cold. It's -2 degrees."
Practice （操练） Pair work: Students take turns picking a weather picture card and asking "What's the weather like " The other answers with the word, a matching term (e.g., "windy" + "cool"), and temperature: "It's windy and cool. It's 13 degrees." Encourage them to check the temperature chart if unsure.
Consolidation （巩固） Organize a "Weather Matcher" game: Divide the class into teams. Prepare weather word cards, picture cards, and temperature cards. One student picks a weather word (e.g., "snowy"), and the team races to find the matching picture and temperature card, then says the sentence: "It's snowy and cold. It's -5 degrees." The first team to match correctly gets a point. After the game, ask teams to share their favorite weather: "We like warm and sunny days. It's 20 degrees."
Homework（作业） Level 1 (Basic) Read the new weather words 5 times and copy them twice. Level 2 (Intermediate) Look at a weather app or report, then write 2 weather words that describe today's condition. Level 3 (Advanced) Write 3 sentences about a snowy day.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged in learning the new weather words, especially connecting them to familiar experiences (e.g., "windy" days when leaves blow). Most could pronounce the words correctly, but some struggled with "snowy" (saying "snowy" as "snowy" but mixing up with "windy"). In sentence practice, a few had trouble matching weather to temperature (e.g., "warm and 5 degrees"). The "Weather Matcher" game effectively reinforced links between words, pictures, and temperature. In the next lesson, I'll add more contrast examples (e.g., "cloudy but not rainy") and provide a weather journal template for daily practice. Overall, students expanded their weather vocabulary and made progress in describing conditions.
Unit 5 The Weather and us
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 5 The Weather and us Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Spell" section of Part A, centering on the pronunciation rule of the letter combination "th" in words related to weather and daily life, such as "thin", "three", "them", "there", "they", "think". It helps students recognize that "th" can make two sounds: the voiceless /θ/ (e.g., "thin") and the voiced / / (e.g., "them"). How: Through audio clips, tongue twisters, and word-sorting activities, students first listen to distinguish the two "th" sounds, then practice pronouncing and spelling words with each sound, and finally apply the rule in simple sentences about weather (e.g., "They think it's cold."). Why: Mastering the "th" pronunciation rule enhances students' phonics skills, enabling them to read and spell weather-related and daily vocabulary independently, which strengthens their foundation for discussing the weather in English.
Learning objectives （学习目标） 1. Recognize the two sounds of "th" (/θ/ and / /) and identify words with each sound (e.g., "three" with /θ/, "they" with / /). 2. Spell words with "th" correctly by applying the pronunciation rule. 3. Participate actively in phonics games and chants to practice the target sounds.
Key and difficult points （教学重难点） Key point：Distinguish the two sounds of "th" and spell related words accurately. Difficult point：Correctly pronouncing the voiceless /θ/ (placing the tongue between teeth) and avoiding confusion with /f/ or /s/.
Teaching aids （教学准备） 1. Letter cards for "t" and "h", word cards with "th" (thin, three, them, they) 2. Audio recordings of word pronunciations and a "th" phonics chant 3. A sorting mat labeled "/θ/" and "/ /".
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve talked about the weather. Today, let's look at a special letter pair in words—like ‘they’ or ‘three’. It’s ‘th’, and it makes two different sounds!" Write "thin" and "them" on the board, underline "th", and ask, "Do these sound the same Let's listen and find out."
Presentation （呈现） Play the audio of "thin", "three", "them", and "they" three times: first, let students notice the two distinct sounds; second, ask them to repeat, focusing on tongue position (teeth lightly touching the tongue for /θ/; tongue between teeth with vibration for / /); third, group words by sound. Hold up "t" and "h" cards, combine them to form "th", and explain: "‘Th’ can sound like a soft ‘th’ (/θ/) in ‘thin’ or a vibrating ‘th’ (/ /) in ‘them’." Write the words on the board under two columns labeled "/θ/" and "/ /". Play the phonics chant, which repeats words with each sound to a rhythm (e.g., "Thin, three, /θ/ /θ/ /θ/! Them, they, / / / / / /!"), and let students chant along, touching their teeth with their tongue to practice. Then, show a picture of three thin boys, ask "What do you see " and guide them to say "Three thin boys" with correct /θ/ pronunciation.
Practice （操练） Pair work: One student picks a word card with "th" (e.g., "they"), says the word aloud, and the other student places it on the correct section of the sorting mat ("/θ/" or "/ /"). Then switch roles. Walk around to check, modeling the /θ/ sound for students who struggle and correcting misplacements (e.g., "them" belongs to / /).
Consolidation （巩固） Organize a "Thunder or Thistle" game: Divide the class into teams. Call out a word with "th" (e.g., "three"). If it has /θ/, teams shout "Thistle!" and touch their teeth; if it has / /, they shout "Thunder!" and shake their hands (like thunder). The first team to respond correctly gets a point. After the game, ask students to make simple sentences with the words, e.g., "They think it’s windy." to connect to the unit theme.
Homework（作业） Level 1 (Basic) Read the "th" words 5 times, copying 3 words for each sound. Level 2 (Intermediate) Listen to the phonics chant and record themselves chanting along. Level 3 (Advanced) Write 2 sentences about the weather using "th" words.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged in the "th" chant and sorting activity, which helped them distinguish the two sounds. Most could identify words with / / (e.g., "them", "they") more easily, but some struggled with the voiceless /θ/ in "thin" or "three", often replacing it with /f/ ("fin" instead of "thin"). The "Thunder or Thistle" game made practice fun, but a few students needed reminders to check tongue position. In the next lesson, I’ll add mirror drills to help with /θ/ pronunciation and include more weather-related "th" words (e.g., "thunder", "thick cloud"). Overall, students made progress in mastering the "th" rule.
Unit 5 The Weather and us
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 5 The Weather and us Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on activities people do in different weather, such as "play basketball", "fly a kite", "see a film", and "make a snowman". It teaches using these phrases in conversations about how weather affects daily activities, with key sentences like "It's raining. We can't play basketball. But we can see a film." How: Through dialogue listening, action demonstrations, and scenario-based practice, students learn to link weather conditions to appropriate activities. They practice using "can/can't" to express possible and impossible actions based on the weather, then apply this in role-plays about daily life. Why: It aims to help students connect weather vocabulary to real-life actions, enabling them to discuss how weather influences what they do, and enhancing their ability to communicate about daily plans and activities in English.
Learning objectives （学习目标） 1. Master activity phrases: play basketball, fly a kite, see a film, make a snowman. 2. Use "It's... We can... But we can't..." to talk about weather and activities (e.g., "It's snowy. We can make a snowman. But we can't fly a kite."). 3. Discuss how different weather affects daily activities with peers.
Key and difficult points （教学重难点） Key point： Learn activity phrases and use "can/can't" to link them to weather conditions. Difficult point：Correctly using "can" (for possible actions) and "can't" (for impossible actions) based on weather.
Teaching aids （教学准备） 1. Picture cards of weather conditions (rainy, snowy, sunny, windy) and activities (playing basketball, flying a kite) 2. Audio of the "Let's Talk" dialogue and activity phrase pronunciations.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned to describe the weather. Today, let's talk about what we can do in different weather—like playing outside when it's sunny or staying inside when it rains!" Show a picture of children flying a kite on a windy day, ask "What are they doing What's the weather like " Let students share ideas, then introduce: "We'll learn these activities and how the weather tells us what to do."
Presentation （呈现） First, introduce activity phrases with actions and pictures: Mime "play basketball" (dribbling a ball) and say, "We play basketball on sunny days." Do the same for "fly a kite" (pretending to hold a kite string), "see a film" (miming watching a screen), and "make a snowman" (pretending to stack snowballs). Play the audio of each phrase, pausing for students to repeat, focusing on stress (e.g., "FLY a kite" with emphasis on "fly"). Then play the "Let's Talk" dialogue, which uses "It's raining. We can't play basketball. But we can see a film." Ask, "Why can't they play basketball What can they do instead " Write the sentence pattern on the board: "It's... We can't... But we can...". Link to weather: "It's windy. We can fly a kite. But we can't play basketball (it's hard to catch the ball)."
Practice （操练） Pair work: Students take turns picking a weather picture card and saying "It's..." (e.g., "It's sunny"). The other student responds with activities: "We can play basketball. But we can't see a film." Encourage them to add reasons (e.g., "It's sunny, so we can play outside").
Consolidation （巩固） Organize a "Weather Activity Match" game: Divide the class into teams. Prepare weather cards and activity cards. One student picks a weather card (e.g., "windy"), and the team races to find 2 activity cards—one they "can" do and one they "can't" do—then says the sentence: "It's windy. We can fly a kite. But we can't make a snowman." The first team to finish correctly gets a point. After the game, ask each team to share their favorite weather and activity: "We like sunny days. We can play basketball."
Homework（作业） Level 1 (Basic) Read the activity phrases 4 times and copy them twice. Level 2 (Intermediate) Look at tomorrow's weather forecast, then say in English: "It's... I can... But I can't...". Level 3 (Advanced) Write 3 sentences about weekend plans based on the weather.
Blackboard design （板书设计）
Reflection （教后反思） Students were active in mimicking the activities, which made learning the phrases engaging. Most could link weather to "can/can't" activities, but some struggled with choosing appropriate actions (e.g., saying "We can fly a kite" on a rainy day). A few also mixed up "can" and "can't" in sentences. The matching game effectively reinforced correct pairs, but some teams needed hints for less obvious links (e.g., "sunny" and "play basketball"). In the next lesson, I’ll add a "weather activity chart" to visualize connections and provide sentence frames for more practice. Overall, the lesson successfully helped students discuss how weather affects their activities.
Unit 5 The Weather and us
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 5 The Weather and us Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, which includes a postcard from John's dad describing the weather and activities in Sydney (hot and sunny, playing basketball, swimming) and a writing task where students reply to the postcard. It uses weather vocabulary (hot, sunny, cold, windy) and activity phrases (play basketball, fly a kite) with "can" to talk about what people do in specific weather. How: Students first read the postcard to extract key information (weather in Sydney, activities people do there). Then, they practice writing a reply using the postcard’s structure, describing the weather in their location and related activities, with a focus on linking weather to actions. Why: It aims to improve students’ ability to understand personal texts about weather and activities, extract details like location, weather, and actions, and apply learned vocabulary and sentence patterns in writing a coherent reply. This strengthens their connection between language learning and real-life communication about daily weather.
Learning objectives （学习目标） 1. Read the postcard and answer questions about the weather in Sydney and the activities John's dad does there (e.g., "It's hot and sunny. He plays basketball."). 2. Write a reply to the postcard, describing the local weather and activities using sentences like "It's windy here. I can fly a kite."
Key and difficult points （教学重难点） Key point：Understand the postcard and write a reply describing weather and activities. Difficult point：Organizing ideas in the reply—first weather, then activities—with clear connections between them.
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" postcard. 2. A sample reply postcard showing structure: greeting → weather → activities → closing. 3. Word bank: weather words (windy, snowy) and activity phrases (make a snowman, read books).
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned to talk about weather and activities. Today, we’ll read a postcard from John's dad in Sydney—he writes about the weather there and what he does. Then you’ll write back to him!" Show a picture of Sydney with a hot, sunny beach, ask "What do you think the weather is like here What can people do " Let students guess, then introduce: "Let’s read to find out, then write your own reply."
Presentation （呈现） Distribute the postcard and read it aloud slowly, pausing to explain parts (e.g., "postcard" is a card you send to tell someone about your trip; "swim in the pool" means to move in water for fun). Ask students to follow along, underlining weather words and activities. After reading, ask comprehension questions: "Where is John's dad What's the weather like What does he do with his new friends " Write key sentences on the board: "It's hot and sunny. We play basketball together." Explain: "A postcard tells where you are, the weather, and what you do." Show the sample reply: "Hi, Dad! It's windy in Beijing. I can fly a kite. Miss you! John." Point out the structure: greeting → weather → activity → closing.
Practice （操练） Students read the postcard again and complete 2 short-answer questions: "What's the weather like in Sydney " "What do the children do in the pool " Then, pair up to check answers. Next, guide them to draft a reply using the sample structure. Provide the word bank to help with vocabulary.
Consolidation （巩固） Organize a "Postcard Share" activity: Invite 4-5 students to read their replies aloud. The class listens and identifies two things: the weather and one activity. For example, "He said it's rainy. He can read books." Then, students exchange postcards with a partner to give one suggestion (e.g., "Add what you do with friends!").
Homework（作业） Level 1 (Basic) Copy 3 sentences from the postcard that talk about weather or activities. Level 2 (Intermediate) Draw a picture of the weather in your reply, then write 1 sentence about it. Level 3 (Advanced) Expand your reply to 4 sentences, adding who you do the activity with .
Blackboard design （板书设计）
Reflection （教后反思） Students focused well on reading the postcard, and most could answer detail questions correctly. Writing the reply was engaging, but some struggled with the structure—forgetting the greeting or closing. A few also didn’t link weather to activities (e.g., writing "It's rainy. I play football."). The "Postcard Share" activity helped students notice these issues, but shy students needed encouragement to speak. In the next lesson, I’ll provide a fill-in-the-blank reply template to reinforce structure and add a "weather-activity matching" warm-up. Overall, students made progress in connecting reading to personal writing about weather.
Unit 5 The Weather and us
Part C Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 5 The Weather and us Part C Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part C's Project and Reading Time around the theme "The Weather and Us". Reading Time includes a story about how different weather (sunny, windy, snowy, rainy) affects children's activities, showing that people can have fun in all kinds of weather. The Project requires students to create a "Bad Weather Reminder" poster, which warns about dangerous activities in bad weather (e.g., "It's too hot. Don't play football outside.") and suggests safe indoor activities. How: Students first read the story to understand how weather influences activities and that fun can be had in any weather. Then, they work in groups to discuss bad weather types, dangerous outdoor activities, and safe indoor alternatives, before designing their reminder posters. Finally, they present their posters, connecting ideas from the story to practical safety tips. Why: It aims to consolidate students' understanding of weather vocabulary and activity phrases, develop teamwork through collaborative poster-making, and help them learn to stay safe in bad weather while maintaining a positive attitude toward different weather conditions.
Learning objectives （学习目标） 1. Understand the Reading Time story, grasping key information about activities in different weather (e.g., "On snowy days, children make snowmen; on rainy days, they can dance in the rain."). 2. Collaborate in groups to create a "Bad Weather Reminder" poster with at least 3 bad weather types, warning messages, and safe activity suggestions (e.g., "Heavy rain: Can't play outside. Can read books.").
Key and difficult points （教学重难点） Key point：Understand the story about weather and activities, and create a poster with clear bad weather reminders. Difficult point：Clearly expressing the connection between bad weather, dangerous activities, and safe alternatives.
Teaching aids （教学准备） 1. Printed copies of the Reading Time story, pictures of different weather (heavy rain, strong wind, extreme heat) 2. Poster templates, colored pencils, markers, sticky notes for writing reminders 3. A sample "Bad Weather Reminder" poster with examples.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about weather and what we can do in different conditions. Today, we’ll read a story about children having fun in all weather—sunny, windy, snowy, or rainy! Then we’ll make posters to remind everyone how to stay safe in bad weather." Show a picture from the story (children dancing in the rain), ask "What's the weather like Are they having fun " Let students share ideas, then add, "Let’s read to see more, then create our safety reminders."
Presentation （呈现） First, distribute the story and read it aloud, pausing to explain key parts: "Snowball fight" is a game throwing snow at each other; "dance in the rain" means moving happily in the rain with raincoats. Ask comprehension questions: "What do children do on snowy days What do they do on rainy days " After discussion, summarize: "We can have fun in any weather, but we need to stay safe in bad weather." Then introduce the Project: "Your group will make a ‘Bad Weather Reminder’ poster. Write 3 bad weather types, what we CAN’T do outside, and what we CAN do inside." Show the sample poster, pointing to "Extreme heat: Can’t play football. Can eat ice cream and read."
Practice （操练） Divide students into groups of 4-5. Give each group a poster template and weather pictures. Guide them to: 1) Discuss and choose 3 bad weather types (e.g., heavy rain, strong wind, extreme cold); 2) Assign roles: some draw weather icons, others write "Can’t..." and "Can..." statements; 3) Decorate the poster with a title like "Stay Safe in Bad Weather!".
Consolidation （巩固） Hold a "Safety Reminder Fair": Each group hangs their poster on the wall. Students rotate to look at other posters, then vote for "Best Reminder" (clearest and most useful). Invite one member from each group to present: "This is our reminder for heavy rain. We can’t play outside. But we can watch a film." The class asks simple questions, e.g., "What about strong wind " Groups respond with their suggestions.
Homework（作业） Level 1 (Basic) Draw one bad weather from the posters and copy its reminder. Level 2 (Intermediate) Add one more bad weather to your poster at home, with a reminder. Level 3 (Advanced) Write a short paragraph about a bad weather day.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating the posters, showing creativity in designing weather icons and thoughtful reminders. Most could clearly link bad weather to dangerous and safe activities, but some struggled with phrasing "Can’t..." vs. "Can..." (e.g., writing "Don’t play" instead of "Can’t play"). The fair was lively, but a few presenters needed prompts to explain their ideas fully. The story effectively reinforced a positive attitude toward weather, but next time I’ll provide sentence frames ("In ____ weather, we can’t ____, but we can ____") to ensure consistency. Overall, the lesson successfully combined reading and project work to help students learn about weather safety and fun.人教PEP四年级上册英语教学设计
Unit 6 Changing for the seasons
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 6 Changing for the seasons Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about identifying seasons and describing their characteristics. Key sentences include "What season is it " and responses with season names (e.g., "It's spring.") and features (e.g., "It's warm and rainy."). It introduces season vocabulary such as spring, summer, autumn, winter. How: Students learn through listening to dialogues about seasonal changes, analyzing sentence structures for asking and describing seasons, and practicing in pairs. Visual aids like seasonal pictures (blooming flowers for spring, snow for winter) help them connect words to real-life seasonal experiences. Why: It aims to enable students to talk about seasons and their characteristics in English, expanding their ability to communicate about natural seasonal changes and laying a foundation for discussing how seasons affect plants, animals, and daily life.
Learning objectives （学习目标） 1. Understand and use key sentences "What season is it " and "It's... It's..." (e.g., "It's autumn. It's cool and windy.") to talk about seasons and their features. 2. Master season vocabulary: spring, summer, autumn, winter. 3. Communicate simply about seasons with peers in English.
Key and difficult points （教学重难点） Key point： Use "What season is it " and season names to describe seasons and their characteristics. Difficult point：Correctly linking seasons to their typical weather features.
Teaching aids （教学准备） 1. Seasonal picture cards (spring: flowers blooming; summer: sunny beach; autumn: falling leaves; winter: snow) 2. Audio recording of the "Let's Talk" dialogue
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "The year has four seasons, each with different weather and scenes—flowers in one season, snow in another. Today, let's learn to talk about them in English!" Show a collage of seasonal pictures, ask "Do you know these seasons Which one is your favorite " Let students share simple ideas, then introduce: "We'll learn how to ask about seasons and describe what they're like."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea about talking about seasons; second, ask them to focus on the key question and responses. Write key sentences on the board: "What season is it " and "It's spring. It's warm and rainy." Point to each word and explain their meanings. Show seasonal picture cards one by one: hold up the spring card, say "This is spring. Flowers bloom. It's warm and rainy." Do the same for "summer" (hot and sunny, people swim), "autumn" (cool and windy, leaves fall), and "winter" (cold and snowy, people wear coats). Play the audio again, pausing to let students repeat the sentences, paying attention to pronunciation (e.g., "au-tumn" broken into syllables) and linking seasons to weather.
Practice （操练） Students take turns holding up a seasonal picture card and asking "What season is it " The other answers "It's... It's..." (e.g., "It's winter. It's cold and snowy."). Encourage them to add a simple activity, like "We can make snowmen." Walk around to assist, correcting season-weather links (e.g., "summer is hot" not "summer is cold") and pronunciation of season names.
Consolidation （巩固） Organize a "Seasonal Charades" activity: Invite students to act out a season (e.g., mimicking swimming for summer, shivering for winter). The class guesses the season and says a feature: "It's summer. It's hot." This activity reinforces the target vocabulary and sentence patterns in a fun way.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Draw your favorite season and label it in English with one weather feature. Level 3 (Advanced) Write 2 sentences about your favorite season .
Blackboard design （板书设计）
Reflection （教后反思） Most students showed great interest in the topic of seasons, as it is closely related to their daily observations of nature. They could quickly grasp the key sentences and use them in pair practice. However, some students struggled with pronouncing "autumn" correctly, often mixing up the syllables. A few also confused "autumn" and "winter" in terms of weather features (e.g., describing autumn as "cold" instead of "cool"). In the next lesson, I will add more picture-based practice to contrast seasons and their weather, and include syllable drills for "autumn". Overall, the students actively participated and made good progress in talking about seasons.
Unit 6 Changing for the seasons
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 6 Changing for the seasons Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing expanded vocabulary related to seasonal changes and features, such as bloom, grow, fall, snow. It teaches using these verbs to describe what happens in each season, e.g., "Flowers bloom in spring. Leaves fall in autumn." How: The lesson uses seasonal picture cards, action demonstrations, and interactive games to present new words. Students practice pronunciation through repetition, then link verbs to seasons (e.g., "grow" with spring) and apply them in sentences describing seasonal phenomena. Why: It aims to expand students' vocabulary for talking about seasonal changes, enabling them to describe what happens in nature during each season in detail. This enhances their ability to communicate about natural seasonal processes and lays a foundation for discussing how seasons affect the environment.
Learning objectives （学习目标） 1. Master seasonal verbs: bloom, grow, fall, snow. 2. Use these verbs to describe seasonal changes, e.g., "Trees grow new leaves in spring. It snows in winter." 3. Participate actively in seasonal games and discussions about what happens in each season.
Key and difficult points （教学重难点） Key point：Learn new seasonal verbs and use them to describe what happens in each season. Difficult point： Correctly matching verbs to the appropriate seasons.
Teaching aids （教学准备） 1. Picture cards of seasonal changes (flowers blooming, trees growing leaves, leaves falling, snow falling) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned about the four seasons. Today, we'll discover what happens in each season—like flowers opening in spring or leaves dropping in autumn!" Show a picture of blooming flowers, ask "What are the flowers doing In which season does this happen " Let students guess, then introduce: "We'll learn these action words and link them to our seasons."
Presentation （呈现） Show the "bloom" picture card: a field of flowers opening. Say the word clearly, explain "Bloom means flowers open up—this happens when spring comes," and mimic a flower opening with hands. Do the same for other words: "grow" (plants get bigger, mimic a tree growing tall); "fall" (leaves drop from trees, mimic leaves floating down); "snow" (white flakes fall from the sky, mimic catching snowflakes). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "BLOOM" with a clear long "oo" sound). Then, write example sentences on the board, linking verbs to seasons: "Flowers bloom in spring. It snows in winter." Read them aloud, pointing to the season and action. Invite students to repeat, then show a picture of falling leaves and ask "What do leaves do in autumn " to guide them to say "Leaves fall in autumn."
Practice （操练） Pair work: Students take turns picking a seasonal verb card and asking "What happens in... " (e.g., "What happens in spring "). The other answers with the verb and season: "Flowers bloom in spring." Encourage them to add details, like "colorful flowers" or "big trees". Walk around to assist, suggesting verbs if students struggle and correcting season-verb matches (e.g., "grow" belongs to spring, not autumn).
Consolidation （巩固） Organize a "Seasonal Match" game: Divide the class into teams. Prepare season labels (spring, summer, etc.) and verb cards (bloom, grow, etc.). One student from a team picks a verb card, and the team races to place it under the correct season label, then says a sentence: "Grow goes to spring. Trees grow in spring." The first team to match correctly gets a point. After the game, ask teams to share their favorite seasonal change: "We like autumn. Leaves fall and look like colorful carpets."
Homework（作业） Level 1 (Basic) Read the seasonal verbs 5 times and copy them twice. Level 2 (Intermediate) Look at a picture of your favorite season, then say in English. Level 3 (Advanced) Write 3 sentences about seasonal changes.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged in learning the seasonal verbs, especially connecting them to familiar natural changes (e.g., "fall" for leaves in autumn). Most could pronounce the words correctly, but some struggled with "bloom" (saying "boom" instead of "bloom") and "grow" (mixing it with "go"). In sentence practice, a few mixed up "fall" and "snow" with seasons (e.g., "Snow falls in autumn"). The "Seasonal Match" game effectively reinforced correct season-verb links. In the next lesson, I’ll add more picture contrasts (e.g., blooming flowers vs. falling leaves) and use action chants to practice verbs. Overall, students expanded their seasonal vocabulary and made progress in describing natural changes.
Unit 6 Changing for the seasons
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 6 Changing for the seasons Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Spell" section of Part A, centering on the pronunciation rules of the letter combination "wh". It includes words like "what", "where", "when", "why", "who", "whose", which are frequently used in questions related to seasons, activities, and daily life. For example, "What season do you like " "Where do you go in summer " How: Through listening exercises, chanting, and hands - on activities, students will first be exposed to the different pronunciations of "wh" in words. They will practice differentiating between the /w/ sound (as in "what", "where", "when", "why") and the /h/ sound (as in "who", "whose") in "wh" words. Then, they will apply these rules in writing short sentences about seasons and related questions. Why: Mastering the "wh" pronunciation rules will improve students' phonics skills, enabling them to read and spell words with "wh" accurately. This will enhance their ability to form and answer questions, which is crucial for communicating about seasonal topics, such as asking about favorite seasons, activities in different seasons, and so on.
Learning objectives （学习目标） 1. Recognize the two different pronunciations of the "wh" letter combination: /w/ in "what", "where", "when", "why" and /h/ in "who", "whose". 2. Be able to spell and read words with "wh" correctly according to the pronunciation rules. 3. Use "wh" - words to form simple questions about seasons and answer them in English.
Key and difficult points （教学重难点） Key point：Distinguish between the two pronunciations of the "wh" letter combination and spell related words accurately. Difficult point：Correctly using the appropriate "wh" - word in questions based on the context.
Teaching aids （教学准备） 1. Word cards with "wh" words (what, where, when, why, who, whose, white, whale, wheel, whole) 2. Audio recordings of "wh" - word pronunciations and a "wh" phonics chant.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've been learning about the changing seasons. Today, we'll discover a special letter combination—'wh'! It makes two different sounds, like in 'what' and 'who'. These words will help us ask interesting questions about seasons, so let's get started!" Write "what" and "who" on the board, circle "wh", and ask, "What's the same here Let’s listen closely to find out how they sound different."
Presentation （呈现） Play the audio of "what", "where", "when", "why", "who", "whose" several times. First, let students just listen and try to feel the different initial sounds. Then, play it again and ask them to repeat after each word, emphasizing the pronunciation of "wh". Explain that when "wh" is pronounced as /w/, it's like the sound at the beginning of "water" (show the word "water" on the side for reference), as in "what", "where", "when", "why". And when "wh" is pronounced as /h/, it's like the sound in "hat", as in "who", "whose".Write the words on the board in two columns according to their pronunciations. Point to each word and blend the sounds slowly: "w - hat, what; h - o, who". Play the phonics chant: "What, where, when, why, 'wh' says /w/! Who, whose, 'wh' says /h/!" Let students chant along, clapping their hands to the rhythm.
Practice （操练） Pair work: One student picks a "wh" - word card and says the word aloud. The other student has to identify whether the "wh" is pronounced /w/ or /h/ and then spell the word.
Consolidation （巩固） Organize a "Question - Making Relay" game: Divide the class into two teams. Show a seasonal picture (e.g., kids swimming in a pool for summer). The first student from each team has to make a question starting with a "wh" - word related to the picture. For example, "What do we do in summer " or "Where do we swim in summer " If the question is correct in terms of grammar, "wh" - word usage, and pronunciation, the team gets a point.
Homework（作业） Level 1 (Basic) Read the "wh" - words 5 times and copy them 3 times Level 2 (Intermediate) Listen to the phonics chant and record themselves chanting along. Level 3 (Advanced) Write a short paragraph about the four seasons.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged in the chant and the relay game, which effectively helped them focus on the "wh" pronunciation rules. Most students could recognize the different sounds of "wh" in words like "what" and "who" and spell them correctly. However, some students had trouble differentiating between "who" and "whose" in sentence - making. They often used "who" when "whose" was the correct choice, such as "Who book is this " instead of "Whose book is this ". In the next lesson, I will add more examples and exercises specifically for "who" and "whose", like creating a fill - in - the - blank activity. Overall, students made good progress in mastering the "wh" pronunciation rules, and with more practice, they will be more proficient in using "wh" - words in communication.
Unit 6 Changing for the seasons
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 6 Changing for the seasons Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on activities people do in different seasons, such as "plant flowers", "go swimming", "pick apples", and "make a snowman". It teaches using these phrases in conversations about seasonal activities with key sentences like "What do you do in spring " and responses "I plant flowers with my family." How: Through dialogue listening, action demonstrations, and seasonal scenario practice, students learn to link seasons to typical activities. They practice using "What do you do in... " and "I..." to discuss seasonal routines, then apply this in role-plays about their favorite seasonal activities. Why: It aims to help students connect season vocabulary to real-life actions, enabling them to discuss how seasons influence what people do, and enhancing their ability to communicate about seasonal traditions and daily life in English.
Learning objectives （学习目标） 1. Master seasonal activity phrases: plant flowers, go swimming, pick apples, make a snowman. 2. Use "What do you do in... " and "I..." to talk about seasonal activities (e.g., "What do you do in summer I go swimming in the lake."). 3. Discuss favorite seasonal activities with peers using learned phrases and sentences.
Key and difficult points （教学重难点） Key point： Learn activity phrases and use them to talk about what people do in each season. Difficult point：Correctly matching activities to seasons.
Teaching aids （教学准备） 1. Picture cards of seasons (spring, summer, autumn, winter) and seasonal activities (planting flowers, swimming, etc.) 2. Audio of the "Let's Talk" dialogue and activity phrase pronunciations.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about seasons and their weather. Today, let's talk about what we love to do in each season—like planting flowers in spring or swimming in summer!" Show a picture of children picking apples in an autumn orchard, ask "What are they doing In which season do you think this happens " Let students share ideas, then introduce: "We'll learn these activities and talk about when we do them."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea about talking about seasonal activities; second, ask them to focus on how activities are linked to seasons. Write key sentences on the board: "What do you do in spring I plant flowers." Point to each part and explain. Introduce activity phrases with pictures and actions: Mime "plant flowers" (digging and placing a seed) and say "We plant flowers in spring—when the weather is warm." Do the same for "go swimming" (mimicking swimming strokes, linking to summer heat); "pick apples" (pretending to pick fruit from a tree, linking to autumn harvest); "make a snowman" (stacking imaginary snowballs, linking to winter snow). Play the audio of each phrase, pausing for students to repeat, focusing on stress (e.g., "PLANT flow-ers" with emphasis on "plant"). Then, link phrases to seasons with examples: "In autumn, I pick apples. They are sweet!"
Practice （操练） Pair work: Students take turns holding up a season picture card and asking "What do you do in... " The other answers with an activity phrase: "I pick apples in autumn. It's fun!" Encourage them to add who they do it with (e.g., "with my dad"). Walk around to assist, correcting season-activity matches and prepositions.
Consolidation （巩固） Organize a "Seasonal Activity Match" game: Divide the class into teams. Prepare season cards and activity cards. One student picks a season card (e.g., "summer"), and the team races to find the matching activity card, then says the sentence: "In summer, we go swimming." The first team to match correctly gets a point. After the game, ask each team to share their favorite seasonal activity: "Our favorite is planting flowers in spring. The flowers are beautiful!"
Homework（作业） Level 1 (Basic) Read the activity phrases 4 times and copy them twice. Level 2 (Intermediate) Ask a family member "What do you do in winter " and report the answer in English. Level 3 (Advanced) Write 3 sentences about your favorite season and activity.
Blackboard design （板书设计）
Reflection （教后反思） Students were enthusiastic about mimicking the seasonal activities, which made learning the phrases engaging. Most could correctly link activities to seasons, but some struggled with "pick apples" (confusing it with "plant flowers" in spring). A few also forgot to use "in" with seasons, saying "On summer, I swim" instead of "In summer". The matching game effectively reinforced correct pairs, but some teams needed hints for less obvious links (e.g., "plant flowers" in spring). In the next lesson, I’ll create a "season-activity chart" to visualize connections and add more preposition practice. Overall, the lesson successfully helped students discuss seasonal activities with confidence.
Unit 6 Changing for the seasons
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 6 Changing for the seasons Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, which includes a short passage about a girl’s favorite seasons and their activities (e.g., "In spring, I plant flowers with my mom; in winter, we make snowmen"). It also features a writing task where students complete a "My Favorite Seasons" chart and write 2-3 sentences about their choices. The passage uses seasonal vocabulary (spring, winter), activity phrases (plant flowers, make snowmen), and transition words like "and" to connect ideas. How: Students first read the passage to identify key information: favorite seasons, activities, and reasons. Then, they practice writing by completing a structured chart and expanding it into sentences, using the passage as a model for linking seasons to personal experiences. Why: It aims to improve students’ ability to understand texts about seasonal preferences, extract details about seasons and activities, and apply learned vocabulary and sentence patterns to express their own seasonal favorites in writing. This strengthens their connection between language learning and personal observations of seasons.
Learning objectives （学习目标） 1. Read the passage and answer questions about the girl’s favorite seasons and activities (e.g., "Her favorite seasons are spring and winter. She plants flowers in spring."). 2. Complete a "My Favorite Seasons" chart with seasons, activities, and reasons, then write sentences like "I like autumn. I pick apples with my dad."
Key and difficult points （教学重难点） Key point：Understand the passage about seasonal favorites and write sentences about personal favorite seasons and activities. Difficult point：Organizing writing with clear structure—first stating the season, then the activity, and adding a simple reason.
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage. 2. A sample "My Favorite Seasons" chart and completed writing example. 3. Word bank: season words (spring, summer, autumn, winter), activity phrases (plant flowers, go swimming), and linking words (because, and).
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned to talk about seasonal changes and activities. Today, we’ll read about a girl’s favorite seasons—she tells us what she does in spring and winter! Then you’ll write about your favorite seasons and why you like them." Show a picture from the passage (a girl planting flowers), ask "What season is this What is she doing " Let students guess, then introduce: "Let’s read to find out her story, then write your own."
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain phrases (e.g., "favorite seasons" means the seasons she likes most; "plant flowers" means putting seeds in the ground to grow). Ask students to follow along, underlining their favorite season and activity in the passage. After reading, ask comprehension questions: "What are the girl’s favorite seasons What does she do with her mom in spring Why does she like winter " Write key sentences on the board: "I like spring. I plant flowers with my mom. I like winter because we make snowmen." Explain: "Good writing tells us the season, the activity, and why you like it." Show the sample chart and writing: "Season: Autumn; Activity: Pick apples; Reason: They are sweet. → I like autumn. I pick apples with my dad. They are sweet."
Practice （操练） Students read the passage again and complete a "Find and Copy" activity: Copy 2 sentences from the passage that talk about seasons and activities. Then, pair up to check answers. Next, guide them to fill in their own "My Favorite Seasons" chart with 1-2 seasons, activities, and simple reasons (e.g., "fun", "yummy"). Walk around to assist with word choice (using the word bank) and sentence structure (e.g., "I like summer. I go swimming. It’s cool.").
Consolidation （巩固） Organize a "Season Share" activity: Invite 4-5 students to read their chart sentences aloud. The class listens and gives one compliment, e.g., "I like how you wrote about swimming in summer!" Then, students exchange charts to check for clear season-activity links and correct spelling of season words.
Homework（作业） Level 1 (Basic) Copy 3 sentences from the passage that describe seasons or activities. Level 2 (Intermediate) Finish the "My Favorite Seasons" chart at home, adding one more season and activity. Level 3 (Advanced) Write a short paragraph about your favorite season, including activity and reason.
Blackboard design （板书设计）
Reflection （教后反思） Students focused well on the passage, and most could answer comprehension questions correctly. Filling in the chart helped organize their ideas, but some struggled to add reasons for liking seasons (e.g., writing "I like winter" without "because we make snowmen"). A few also misspelled season words like "autumn" (writing "autum") or confused activity phrases (e.g., "plant snowmen" instead of "make snowmen"). The "Season Share" activity boosted confidence, but shy students needed encouragement to speak. In the next lesson, I’ll provide sentence frames ("I like ____ because I can ____.") and add a spelling drill for season words. Overall, students made progress in connecting reading to personal writing about seasons.
Unit 6 Changing for the seasons
Part C Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 6 Changing for the seasons Part C Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part C's Project and Reading Time around the theme "Changing for the Seasons". Reading Time includes a story about a year in a park, describing how plants, animals, and people change with seasons (e.g., "In spring, grass turns green; in winter, squirrels hide nuts"). The Project requires students to create a "Seasonal Changes Scrapbook" with drawings/writings of one park scene in each season, labeling key changes (e.g., "Summer: Flowers bloom. Children play under trees"). How: Students first read the story to understand seasonal cycles in a single location. Then, they work in groups to discuss a familiar place (park/school), plan its seasonal changes, and create a scrapbook with descriptions. Finally, they present their scrapbooks, connecting story ideas to their own observations. Why: It aims to consolidate students' understanding of seasonal changes, develop teamwork through collaborative creation, and help them recognize the beauty of cyclic seasonal changes in a familiar environment, linking language learning to natural observation.
Learning objectives （学习目标） 1. Understand the Reading Time story, grasping key seasonal changes in the park (e.g., "Birds come back in spring; leaves fall in autumn"). 2. Collaborate in groups to create a "Seasonal Changes Scrapbook" with 4 season pages, each showing 2-3 changes (e.g., "Winter: Snow covers the ground. Kids make snowmen.").
Key and difficult points （教学重难点） Key point：Understand the story’s seasonal changes and create a scrapbook with clear seasonal details. Difficult point：Clearly showing the progression of changes in the same place across seasons.
Teaching aids （教学准备） 1. Printed copies of the Reading Time story, pictures of a park in four seasons 2. Scrapbook materials: colored paper, markers, stickers, glue, seasonal vocabulary cards
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned about seasons, changes, and activities. Today, we’ll read a story about a park that changes all year—from green spring to snowy winter! Then you’ll make a scrapbook of your own favorite place through the seasons." Show a picture of the park from the story in spring and winter, ask "How does the park look different What changed " Let students share ideas, then add: "Let’s read to find out more, then create our own seasonal story."
Presentation （呈现） First, distribute the story and read it aloud, pausing to explain key changes: "Buds pop" means new leaves start to grow; "squirrels hide nuts" is how they prepare for winter. Ask comprehension questions: "What happens to the lake in winter What do kids do in the park in summer " After discussion, summarize: "A place looks different each season—plants, animals, and people all change with seasons." Then introduce the Project: "Your group will pick a place (park/school/garden) and make a scrapbook. Each page shows the place in one season, with 2-3 changes labeled in English." Show the sample scrapbook: Spring page has a tree with buds + "Buds grow. Birds sing."
Practice （操练） Divide students into groups of 4-5. Give each group materials and a "Place Planner" worksheet. Guide them to: 1) Choose a place (e.g., "our school garden"); 2) Assign one season to each member to design; 3) Draw the place in their season, label 2-3 changes (e.g., "Autumn: Leaves fall. Pumpkins grow."); 4) Assemble pages into a scrapbook with a title (e.g., "Our School Through the Seasons"). Walk around to assist with vocabulary (e.g., "blossom" for spring flowers) and linking changes to seasons (e.g., "frost" for winter, not autumn).
Consolidation （巩固） Hold a "Scrapbook Gallery Walk": Each group places their scrapbook on a desk. Students rotate to look, then vote for "Best Seasonal Details". Invite one member from each group to present: "This is our park in spring. Grass turns green, and ducks swim in the lake. In winter, the lake freezes, and we ice-skate!" The class asks questions like "What happens in your park in summer " Groups respond with their scrapbook details.
Homework（作业） Level 1 (Basic) Draw one season page from the scrapbook and copy its labels. Level 2 (Intermediate) Add one more change to your group’s scrapbook at home. Level 3 (Advanced) Write a short paragraph about your favorite season page.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating their scrapbooks, showing creativity in depicting seasonal details (e.g., "butterflies in spring" or "icicles in winter"). Most could clearly label changes, but some struggled to keep the same place consistent across seasons (e.g., drawing a tree in spring but a bush in autumn). The gallery walk was lively, but a few presenters needed prompts to explain "how" things changed (e.g., "The grass goes from green to brown"). The story effectively reinforced cyclic changes, but next time I’ll provide a "place outline" template to ensure consistency. Overall, the lesson successfully combined reading and project work to help students appreciate seasonal cycles.人教PEP四年级上册英语教学设计
Unit 1 Helping at home
Part A Let’s talk
Subject （科目） English Grade （年级） four Teacher （教师） Miss.Li Period （课时） 1
Topic （课题） Unit 1 Helping at home Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson revolves around the theme of helping at home, focusing on dialogues where children talk about their ability to do chores. Key sentences include "What can you do " and responses like "I can clean my room/sweep the floor/wash the dishes," with vocabulary related to daily household tasks. How: The teaching adopts a step-by-step approach: first, play the "Let's talk" dialogue to let students perceive the context; then, explain key sentences and demonstrate with actions; finally, through pair practice and games to consolidate the learning content. Why: It aims to develop students' ability to communicate in English about household chores, help them understand the importance of being helpful at home, and lay a foundation for using English in real-life scenarios.
Learning objectives （学习目标） 1. Understand and correctly use the key sentences "What can you do " and "I can..." to talk about household chores. 2. Master verbs related to chores such as clean, sweep, wash and use them in sentences. 3. Cultivate the awareness of helping family members at home and be willing to communicate in English.
Key and difficult points （教学重难点） Key point：Learn and use the key sentences to ask and answer about household chores. Difficult point：Flexibly use different verbs in "I can..." to express various chores.
Teaching aids （教学准备） 1. Pictures of children doing different chores (cleaning the room, sweeping the floor, etc.) 2. Audio recording of the "Let's talk" dialogue and a multimedia player
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Sing a song about jobs together.(The melody is like the children's song “The Sun Shines Brightly”) After singing, ask: “Boys and girls, what did you hear in the song Yes, ‘teacher’ and ‘doctor’. This song is about jobs. Now, let’s talk. Is your father a doctor What’s your mother’s job Let's start our topic about family jobs.”
Presentation （呈现） First, ask: “Do you have a family photo ” Let students take out photos. Point to a photo and ask: “Is this your father/mother ” Guide students to answer with “Yes, it is/No, it isn't.” Write and read the sentence: A:Is this your ... B:Yes，it is/No，it isn't. Then, introduce: “After knowing the person, talk about the job.” Write and read:What's your father's job (Explain the possessive “father's”) Teach “He's a teacher.” Use gestures to teach more job words like “PE teacher, doctor”. Pair work: A: What's your ...'s job B: He's/She’s a... 3.Teacher: “Chen Jie has a big family too. Let's watch the video and try to find： Who are they talking about What's the job ” Q1:Who is Chen Jie talking about Q2:What's her father’s job？ Q3:What about her mother’s job 4.Role play： Teacher: “Let's act out the dialogue! I'll be Chen Jie. Who wants to be her friend
Practice （操练） Guess the job Do actions of different jobs and let students guess. Draw and say Have students take out “Draw and say” cards. Make new dialogues. eg: A: What's your mother's job B: She's a teacher.”
Consolidation （巩固） Teacher: Today, we learned how to talk about our parents' jobs! Let's read the key sentences on the blackboard together.” Remember, every job in our family is special. Let's respect our parents and their jobs. After class, ask your parents about their jobs and share with us next time!
Homework（作业） Level 1 (Basic) Listen to the "Let's talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Have a short talk with your parents about what you can do at home in English. Level 3 (Advanced) Write 3 sentences about the chores you can do to help your family.
Blackboard design （板书设计）
Reflection （教后反思） Most students were enthusiastic about the topic of helping at home, as it is closely related to their daily life. They could follow the teacher's guidance to listen to the dialogue and practice in pairs actively. However, some students still struggled to use a variety of verbs in "I can..." sentences, often repeating the same ones like "clean" and "sweep". In addition, a few students had difficulty pronouncing some verbs correctly, such as "wash" and "cook". In the next lesson, I will design more targeted practice activities to help students master different verbs and improve their pronunciation. I will also prepare more visual aids to make the verbs more concrete and understandable.
Unit 1 Helping at home
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 1 Helping at home Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson centers on vocabulary for family members' occupations, including farmer, nurse, doctor, office worker, and factory worker. It focuses on the sentence pattern "What's your father's job " and responses like "He's a factory worker" to describe people's jobs in English. How: The lesson uses flashcards with pictures to introduce job words, audio recordings for pronunciation practice, and pair conversations to apply the vocabulary. Matching games and role-plays are used to reinforce understanding and usage of both words and sentences. Why: It aims to help students accurately describe family members' jobs in English, understand the diversity of occupations, and lay the foundation for discussing family and society in daily communication.
Learning objectives （学习目标） 1. Master job-related words: farmer, nurse, doctor, office worker, factory worker. 2. Use "What's your...'s job " to ask about occupations and respond with "He/She's a...". 3. Be willing to share information about family members' jobs in English.
Key and difficult points （教学重难点） Key point：Learn job vocabulary and use the target sentence pattern correctly. Difficult point：Distinguish between "He's" and "She's" when talking about different genders.
Teaching aids （教学准备） 1. Flashcards with job pictures and words (e.g., farmer, nurse) 2. Audio clips of job words and sample dialogues.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We learned to talk about helping at home last time. Today, let's find out what our family members do for work." Show a picture of a doctor treating a patient and ask, "What does this person do " Let students guess, then introduce the topic: "We'll learn these jobs in English today."
Presentation （呈现） Show the "farmer" flashcard, say the word slowly, and explain, "A farmer works on a farm, growing crops and raising animals." Do the same for other jobs: "A nurse works in a hospital, taking care of sick people"; "A doctor helps people get well"; "An office worker works in an office, using computers"; "A factory worker makes things in a factory." Play the audio of each word, pausing to let students repeat. Then write "What's your father's job " and "He's a factory worker" on the board. Explain that we use "He's" for males and "She's" for females. Demonstrate with examples: "My mother is a teacher. What's your mother's job " Invite students to answer, correcting pronunciation and sentence structure as needed.
Practice （操练） Pair work: Students work in pairs. One asks, "What's your father's job " or "What's your mother's job " The other responds with "He's a..." or "She's a...", using the job words. Walk around to assist, reminding students to use the correct pronoun (He/She) based on gender.
Consolidation （巩固） Play "Job Charades and Guess": Prepare a set of job cards (farmer, nurse, etc.) and divide the class into two teams. One student from a team picks a card, goes to the front, and acts out the job—for example, miming planting crops for "farmer" or taking a patient's temperature for "nurse." The team has 30 seconds to guess the job. If they guess correctly, they say the full sentence: "He/She's a...". If not, the other team gets a chance. Keep score to make it competitive, and encourage all students to shout out their guesses. This activity not only reinforces job words but also practices using the target sentences in a fun way.
Homework（作业） Level 1 (Basic) Read the job words aloud 5 times and copy them twice. Level 2 (Intermediate) Ask 2 family members about their jobs and report in English. Level 3 (Advanced) Write 2 sentences about your parents' jobs, e.g., "My dad is a doctor."
Blackboard design （板书设计）
Reflection （教后反思） Most students were engaged with the job-themed activities, especially the charades game, which made learning interactive. They could recognize and say the job words correctly, but some struggled with longer terms like "office worker" and "factory worker," often mixing up the two. There was also confusion between "He's" and "She's" when responding quickly, showing that gender-specific pronoun practice needs more emphasis. In the next lesson, I'll design drills focusing on pronoun usage and break down longer words into syllables to aid memory. Adding more real-life photos of people at work might also help students connect words to actual jobs better.
Unit 1 Helping at home
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 1 Helping at home Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the pronunciation rule of the letter "ea" in words related to household chores, such as "clean", "sweep", and "read". It teaches students to recognize and spell words with "ea" that make the long /i / sound through listening, repetition, and spelling practice. How: Using audio clips of word pronunciations, letter cards, and spelling games, students first listen to the sound of "ea", then practice blending letters to form words, and finally apply the rule in spelling tasks. Chanting and dictation activities reinforce the learning. Why: Mastering the "ea" pronunciation rule helps students spell and read related words more accurately, improving their phonics skills and laying a foundation for independent word recognition in future English learning.
Learning objectives （学习目标） 1. Recognize the "ea" letter combination and its long /i / sound in words like "clean" and "sweep". 2. Spell words with "ea" correctly by applying the pronunciation rule. 3. Participate actively in phonics games and chanting activities.
Key and difficult points （教学重难点） Key point：Master the "ea" pronunciation rule and spell related words. Difficult point：Distinguish "ea" from other letter combinations with similar sounds.
Teaching aids （教学准备） 1. Letter cards for "e", "a" and word cards with "ea" (clean, sweep, etc.) 2. Audio recordings of word pronunciations and a phonics chant
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned words about chores. Today, let's find a special sound in some of them." Write "clean" and "sweep" on the board, underline "ea", and ask, "What's the same here " Guide them to notice the letter combination, then introduce: "We'll learn how 'ea' sounds and how to spell such words."
Presentation （呈现） Play the audio of "clean", "sweep", and "read" pronunciation. Ask students to listen carefully and repeat, focusing on the /i / sound. Hold up "e" and "a" cards, combine them to form "ea", and explain: "When 'e' and 'a' stand together, they often make the long /i / sound." Write the words on the board, underline "ea", and practice blending: "c-l-e-a-n, clean". Play the phonics chant, which repeats words with "ea" to a rhythm, and let students chant along. Then, show a picture of sweeping, ask "What's this " and guide them to spell "sweep" by sounding out each letter.
Practice （操练） Pair work: One student says a word with "ea" (e.g., "read"), the other spells it aloud. Then switch roles. Use word cards as hints if needed. Walk around to check, correcting spelling mistakes and reminding students of the "ea" sound.
Consolidation （巩固） Organize a "Spell and Race" game: Divide the class into teams. Call out a word with "ea" (e.g., "clean"), and teams race to write it on the board. The first team with the correct spelling gets a point. After several rounds, add a challenge: say a sentence like "I can sweep the floor" and ask teams to circle the word with "ea". This mixes spelling practice with word recognition in context.
Homework（作业） Level 1 (Basic) Read the "ea" words 5 times and copy them 3 times. Level 2 (Intermediate) Listen to the phonics chant and chant along twice. Level 3 (Advanced) Write 3 sentences using "ea" words (clean, sweep, read).
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics games, which made the lesson lively. Most could recognize the "ea" sound and spell basic words like "clean". However, some confused "ea" with "ee" (e.g., writing "sweep" as "sweep" correctly but "meet" as "meat" by mistake). The chant helped with pronunciation, but a few struggled to keep up with the rhythm. In the next lesson, I'll compare "ea" and "ee" with more examples and slow down the chant for practice. Adding picture-based spelling tasks might also reinforce the connection between words and meanings.
Unit 1 Helping at home
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 1 Helping at home Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates "Let's talk" and "Let's learn" from Part B, focusing on new chore vocabulary (water the plants, cook the meals, wash the clothes) and the sentence pattern "Can you... " with responses "Yes, I can./No, I can't." It helps students discuss their ability to do more household tasks. How: Through dialogue listening, vocabulary picture cards, pair practice, and role-plays, students first learn new words, then master the "Can you... " structure, and finally combine both in conversations. Interactive games reinforce usage. Why: It aims to expand students' chore-related vocabulary, enable them to ask and answer about their abilities in English, and encourage them to take more responsibility at home through communication practice.
Learning objectives （学习目标） 1. Master new chore words: water the plants, cook the meals, wash the clothes. 2. Use "Can you... " to ask about others' abilities and respond appropriately. 3. Combine new words and sentences in short conversations about household tasks.
Key and difficult points （教学重难点） Key point：Learn new chore vocabulary and use "Can you... " sentence pattern. Difficult point：Respond with "Yes, I can./No, I can't." correctly in context.
Teaching aids （教学准备） 1. Picture cards of new chores (watering plants, cooking meals, etc.) 2. Audio of the "Let's talk" dialogue and vocabulary pronunciations.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've learned to talk about what we can do at home. Today, let's learn more chores and how to ask others if they can do them." Show a picture of someone watering plants, ask "What is he doing " Let students guess, then introduce: "We'll learn these new words and a useful question today."
Presentation （呈现） First, introduce new vocabulary: Show the "water the plants" card, say the phrase, mimic watering, and explain. Do the same for "cook the meals" (pretend stirring a pot) and "wash the clothes" (mimic washing). Play the audio, let students repeat, and practice saying the phrases together. Then play the "Let's talk" dialogue, which uses "Can you wash the clothes " and responses. Ask students to listen and answer: "What does Amy ask Tom " Write "Can you... " and "Yes, I can./No, I can't." on the board. Explain the question is for asking abilities, then demonstrate with "Can you cook the meals " Invite students to respond, correcting intonation.
Practice （操练） Pair work: Students take turns asking each other with new chores, e.g., "Can you water the plants " The other responds with "Yes, I can." or "No, I can't." Then add follow-up: "What can you do " to connect with previous learning. Walk around to assist, ensuring they use new phrases correctly.
Consolidation （巩固） Organize "Helpful Team" activity: Divide into groups. Give each group a list of chores (including new ones). One student asks "Can you... "; others raise hands if they can, saying "Yes, I can." The group counts how many can do each chore and reports: "Three students can cook the meals." This combines practice with teamwork and reinforces both words and sentences.
Homework（作业） Level 1 (Basic) Read the new chore phrases 4 times and copy them twice. Level 2 (Intermediate) Ask a family member "Can you... " with 2 new chores. Level 3 (Advanced) Write 3 sentences: "I can...", "I can't...", and "Can you... "
Blackboard design （板书设计）
Reflection （教后反思） Students were active in learning new chore words, especially enjoying the action miming. Most could use "Can you... " to ask questions, but some hesitated when responding with "No, I can't.," often mixing up the structure. The group activity effectively reinforced the phrases, but a few struggled to remember longer terms like "water the plants." In the next lesson, I'll add more individual response practice and use mnemonics to help memorize new vocabulary. Linking chores to students' real-life abilities might also make the language more meaningful.
Unit 1 Helping at home
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 1 Helping at home Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, featuring a short passage about children talking about their household chores. It includes key sentences like "Linda can clean her room" and "Tom can't cook" and requires students to read for details and write similar sentences. How: Students first read the passage to grasp main ideas and details through guided questions. Then, they practice writing sentences about their own chores using the model, with teacher feedback on grammar and spelling. Why: It aims to improve students' reading comprehension of chore-related texts and enhance their ability to express personal abilities in writing, bridging speaking and written communication.
Learning objectives （学习目标） 1. Understand the main content of the "Read and Write" passage and answer detail questions. 2. Write sentences about personal chores using "can" and "can't" correctly. 3. Develop confidence in reading short passages and writing simple English sentences.
Key and difficult points （教学重难点） Key point：Read the passage for details and write "can/can't" sentences about chores. Difficult point：Use correct verb forms after "can" and "can't" in writing.
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage for students 2. Sample sentences written on the board (e.g., "I can sweep the floor.")
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We've talked and practiced a lot about chores. Today, let's read a story about what Linda, Tom, and Lucy can do at home, then write about ourselves." Show pictures of the three children from the passage, ask "What do you think they can do " to arouse interest in reading.
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain new words (e.g., "tidy" means "clean and neat"). Ask students to follow along. After reading, ask simple questions: "Can Linda clean her room " "Can Tom cook " to check understanding. Then, underline sentences like "Linda can clean her room" and "Tom can't cook" on the board. Explain that we use "can" for abilities and "can't" for inability, with verbs in base form. Show sample sentences about your own chores, e.g., "I can wash dishes. I can't water plants."
Practice （操练） Students read the passage again silently and answer 3 detail questions: "What can Lucy do " "Who can't cook " "What is Linda good at " Then, pair up to check answers. Next, guide them to write 2 sentences about themselves: one with "can", one with "can't". Walk around to help with spelling and sentence structure, e.g., reminding them to use "sweep" not "sweeps" after "can".
Consolidation （巩固） Organize a "Share and Check" activity: Invite 4-5 students to read their sentences aloud. The class listens and gives a thumbs-up if correct, or gently points out mistakes (e.g., "Can you say 'I can clean' instead of 'I can cleans' "). Then, have students exchange papers with a partner to check each other's writing, focusing on "can/can't" and verb forms.
Homework（作业） Level 1 (Basic) Read the passage again and copy the underlined sentences. Level 2 (Intermediate) Write 3 sentences about family members' chores (e.g., "Mom can cook."). Level 3 (Advanced) Write a short paragraph: "My Chores" with 4-5 sentences using "can" and "can't".
Blackboard design （板书设计）
Reflection （教后反思） Students showed good focus during reading, and most could answer detail questions correctly. Writing practice went smoothly for basic sentences, but some made mistakes with verb forms, like "I can cleans my room" instead of "clean". A few struggled to think of varied chores, repeating "clean" and "sweep". The peer-check activity helped them notice errors, but shy students needed encouragement to share. In the next lesson, I'll provide more verb lists for writing and offer sentence frames (e.g., "I can ____. It's fun!") to enrich their output.
Unit 1 Helping at home
PartC Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 1 Helping at home PartC Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates C Part's Project and Reading Time around the theme "Helping at Home". Reading Time includes a short passage about children in different families sharing housework, with words like "cooperate" and "share". The Project requires groups to create a "Family Chore Plan" labeling each person's tasks in English. How: Students first read the passage to understand the importance of family division of labor, then discuss and design plans in groups. It combines role-plays (simulating chore allocation) and vocabulary games (reinforcing chore-related expressions), with final presentations of results and design ideas. Why: It aims to consolidate unit language knowledge through integrated reading, speaking, and doing activities, develop teamwork, and help students realize the significance of sharing chores, connecting language learning with life practice.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasp key information (different kids' chore divisions), and master words like "cooperate" and "share". 2. Collaborate in groups to complete a "Family Chore Plan", correctly writing at least 5 chores and responsible persons in English. 3. Actively participate in presentations, introducing the plan in simple English.
Key and difficult points （教学重难点） Key point：Understand the passage and collaborate to finish a chore plan with English expressions. Difficult point：Accurately describe task allocation in the plan using English.
Teaching aids （教学准备） 1. Printed copies of the Reading Time passage, chore vocabulary cards (including new expressions like "take out the trash") 2. Blank plan templates, colored pens, markers
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, “We’ve learned many chores and how to talk about them. Today, we’ll read a story about kids doing chores together, then make a plan for our own families!” Show a picture of the story’s characters working together, ask “What are they doing ” Let students share ideas, then add, “Let’s find out how they cooperate!”
Presentation （呈现） First, distribute the Reading Time passage. Read it aloud, pausing to explain new words: “cooperate” means “work together”; “share” means “give each other part of something”. Ask comprehension questions: “How many kids are in the story ” “What does Lily do ” After reading, summarize: “They share chores and help each other.” Then introduce the Project: “Your group will make a ‘Family Chore Plan’—write chores and who does them, using English!” Show a sample plan with “Dad: take out the trash; Mom: cook meals” to demonstrate.
Practice （操练） Divide students into groups of 4. Give each group a blank plan, vocabulary cards, and colored pens. Guide them to: 1) Discuss 5-6 chores for a family (use cards for ideas); 2) Decide who does each (e.g., “Grandpa: water plants”); 3) Write them in English on the plan. Walk around to help with spelling (e.g., “set the table” not “set table”) and encourage using varied chores.
Consolidation （巩固） Hold a “Plan Show”: Each group sends a representative to present their plan. They say, “In our plan, Dad can… Mom can… We think it’s good to share chores!” The class claps and asks simple questions like “Why does Grandma water plants ” Groups respond briefly. Award “Best Cooperation” to the group with clear English and creative ideas.
Homework（作业） Level 1 (Basic) Copy 3 sentences with “can” from the passage. Level 2 (Intermediate) Discuss family chore division with family, write 2 items in English. Level 3 (Advanced) Improve the class plan by adding frequency for each chore (e.g., “daily”, “weekly”).
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in the group project, showing good teamwork when discussing chores. Most could write basic English phrases on the plan, but some struggled with longer terms like “take out the trash”. The presentation let students speak up, though some expressions were not fluent, needing more short-sentence practice. Words like “cooperate” in the passage were well-understood but rarely used; next time, design sentence-making activities. Overall, students consolidated knowledge through practice and realized the meaning of sharing chores, achieving teaching goals.
Unit 2 My friends
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 2 My friends Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about describing friends' appearances and personalities. Key sentences include "What's he like " and responses like "He's tall and friendly." It introduces adjectives such as tall, short, friendly, and funny. How: Students learn through listening to dialogues, analyzing sentence structures, and practicing in pairs. Visual aids like pictures of different-looking kids and role-play activities help them understand and use the target language in context. Why: It aims to enable students to talk about their friends' characteristics in English, enhance their descriptive skills, and foster positive communication about others, laying a foundation for social interactions in language learning.
Learning objectives （学习目标） 1. Understand and use key sentences "What's he/she like " and "He's/She's..." with adjectives to describe friends. 2. Master adjectives: tall, short, friendly, funny and use them in simple descriptions. 3. Be willing to share information about friends in English conversations.
Key and difficult points （教学重难点） Key point：Learn to use the sentence pattern "What's he/she like " and descriptive adjectives. Difficult point：Correctly match adjectives with genders (He's/She's).
Teaching aids （教学准备） 1. Pictures of children with different appearances and personalities (tall boy, friendly girl, etc.) 2. Audio recording of the "Let's Talk" dialogue
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We all have friends. Today, let's learn to talk about what our friends are like in English." Show a picture of two kids laughing together, ask "Do you have friends like them What are your friends like " Let students share simple ideas, then add, "Let's find out how to describe friends properly."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students get the main idea; second, ask them to focus on how friends are described. Write key sentences "What's he like " and "He's tall and friendly." on the board. Underline adjectives and explain their meanings: "tall" means "having more than average height"; "friendly" means "nice to others". Show a picture of a short, funny girl, ask "What's she like " and guide students to answer "She's short and funny." Demonstrate pronunciation of each word, then invite students to repeat, correcting stress on "friendly" and "funny".
Practice （操练） Pair work: Students take turns asking each other about their friends. One says, "I have a good friend. What's he like " The other responds with "He's..." using the adjectives. For example, "He's funny and tall." Walk around to assist, reminding them to use "He's" for boys and "She's" for girls, and encouraging varied adjectives.
Consolidation （巩固） Organize a "Guess My Friend" game: Invite a student to the front, describe one of their friends without naming them (e.g., "She's short and friendly. She likes smiling."). The class guesses who it is. If correct, the guesser gets a chance to describe their friend. This activity makes practice lively and reinforces the use of target sentences and adjectives.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Describe one friend to a family member using "He's/She's...". Level 3 (Advanced) Write 2 sentences about a friend's appearance or personality.
Blackboard design （板书设计）
Reflection （教后反思） Students were enthusiastic about talking about their friends, which made the lesson engaging. Most could use basic adjectives and the "What's he/she like " sentence pattern, but some mixed up "tall" and "short" when describing. A few struggled to remember "friendly" and often replaced it with simpler words. The "Guess My Friend" game effectively motivated participation, but some descriptions were too vague. In the next lesson, I'll add more picture-based practice to clarify adjective meanings and provide sentence frames to help students describe more specifically.
Unit 2 My friends
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 2 My friends Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing vocabulary to describe friends' appearances and traits, such as strong, thin, clever, helpful, and quiet. It also teaches using these adjectives in sentences like "My friend is strong." How: The lesson uses picture cards, audio recordings, and interactive games to present new words. Students practice pronunciation through repetition, then apply the vocabulary in pair discussions and sentence-making activities. Why: It aims to expand students' vocabulary for describing others, enabling them to talk about friends in more detail. This enhances their descriptive skills and helps build positive communication about peers in English.
Learning objectives （学习目标） 1. Master adjectives: strong, thin, clever, helpful, quiet. 2. Use the adjectives to make sentences describing friends, e.g., "Lily is helpful." 3. Participate actively in vocabulary games and discussions about friends.
Key and difficult points （教学重难点） Key point：Learn and use the new adjectives to describe friends. Difficult point：Distinguish between similar adjectives (e.g., quiet vs. shy).
Teaching aids （教学准备） 1. Picture cards with adjectives (e.g., a strong boy, a quiet girl) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned to ask about friends' traits. Today, we'll learn more words to describe how friends look and act." Show a picture of a clever boy solving a puzzle, ask "What word can we use to describe him " Let students guess, then introduce: "We'll learn these new words and use them to talk about friends."
Presentation （呈现） Show the "strong" picture card: a boy lifting a heavy book. Say the word slowly, explain "Strong means having a lot of power," and mimic lifting something heavy. Do the same for other words: "thin" (a girl with a slim build, "thin means not fat"); "clever" (a kid answering a question quickly, "clever means smart"); "helpful" (a student helping a classmate, "helpful means liking to help others"); "quiet" (a girl reading silently, "quiet means not talking much"). Play the audio of each word, pausing to let students repeat, focusing on stress (e.g., "HELPful" not "helpFUL"). Then, write sentences on the board: "Tom is strong." "Anna is quiet." Explain the structure (Name + is + adjective), and demonstrate with a new example: point to a picture of a helpful girl and say "Lisa is helpful." Invite students to make their own sentences using the cards, correcting pronunciation and word choice as needed.
Practice （操练） Pair work: Students take turns showing each other the picture cards and saying, "This is my friend. He's/She's..." The partner responds with another adjective, e.g., "He's strong and clever." Walk around to assist, encouraging them to use all five adjectives.
Consolidation （巩固） Play "Adjective Bingo": Prepare bingo cards with the five adjectives. Call out a word (e.g., "quiet") and show the corresponding picture. Students mark the word on their cards if they have it. The first to mark three in a row shouts "Bingo!" and describes a friend using those three words. This reinforces vocabulary recognition and application.
Homework（作业） Level 1 (Basic) Read the adjectives aloud 5 times and copy them twice. Level 2 (Intermediate) Describe 2 friends using the new adjectives to a classmate. Level 3 (Advanced) Write 3 sentences about a friend, using at least 2 new adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged with the picture cards, which helped them connect words to meanings. Most could pronounce the adjectives correctly and use them in simple sentences. However, some confused "quiet" with "shy" and "clever" with "funny," showing a need for more contrast examples. The "Adjective Bingo" game was popular but needed more rounds to ensure all students practiced. In the next lesson, I'll compare similar adjectives with pictures and add sentence-making drills to strengthen usage.
Unit 2 My friends
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 2 My friends Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson centers on the “Let’s Spell” part in Unit 2, focusing on the letter combination “sh”. It helps students grasp the / / sound in words like “shell”, “share”, “shoo”, etc. Through listening to the story dialogue, doing “Read, listen and number”, and “Look, listen and write” activities, students will recognize, pronounce, and spell words with “sh” correctly. How: First, use the story - based audio “Listen and repeat. Then read the story aloud.” to let students perceive the / / sound in context. Then, with “Read, listen and number”, reinforce word recognition. Finally, “Look, listen and write” helps apply spelling. Chanting the story and interactive spelling tasks (like matching pictures and words with “sh”) will deepen learning. Why: Mastering the “sh” pronunciation rule enables independent reading and spelling of related words. This builds a foundation for expanding vocabulary, improving reading fluency, and better understanding word - building in future English learning.
Learning objectives （学习目标） 1. Recognize the “sh” letter combination and its / / sound in words like “shell”, “share”, “shoo”. 2. Spell words with “sh” accurately by applying the pronunciation rule, finishing tasks like “Look, listen and write” correctly. 3. Actively take part in phonics games (e.g., “Spell and Match” with “sh” words) and story chanting to practice the target sound, enhancing phonics awareness.
Key and difficult points （教学重难点） Key point：Master the “sh” pronunciation rule (/ / sound) and spell related words (e.g., “shell”, “share”, “fish”, “ship”) accurately. Difficult point：Distinguish “sh” from other letter combinations with similar sounds (e.g., “ch”) in quick listening and spelling.
Teaching aids （教学准备） Letter cards for “s”, “h” and word cards with “sh” (shell, share, shoo, fish, ship, shop, English); picture cards matching these words (e.g., a shell picture for “shell”).
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students warmly: “Good morning/afternoon, kids! We’ve learned adjectives to describe friends before. Today, we’ll meet some sea creatures and find a special sound in their words. ” Write “shell” and “share” on the board, underline “sh”. Ask: “What’s the same in these two words ” Guide them to notice the “sh” combination. Then say, “We’ll learn how ‘sh’ sounds and how to spell such words. Let’s start our phonics journey! ”
Presentation （呈现） 1. Play the audio of “Listen and repeat. Then read the story aloud.” Let students listen first, focusing on the / / sound. Play it again, and ask them to repeat the words: “shell”, “share”, “shoo”. Hold up “s” and “h” cards, combine them to show “sh”, and explain: “When ‘s’ and ‘h’ stand together, they make the / / sound, like in ‘shell’. ” 2. Write the story words on the board: “shell”, “share”, “shoo”, “fish”. Underline “sh” in each. Practice blending: “s - h → sh; sh - ell → shell...”. Play a self - made phonics chant about “sh” (e.g., “Sh, sh, listen to me. Shell, share, shoo, fish. / /, / /, that’s the sound. Sh makes words all around.”), and have students chant along to a rhythm. Show a picture of a “loud boy” saying “Shoo! ”, ask: “What’s he saying Spell ‘shoo’ by sounding out each letter. ” Guide them to spell “shoo” step by step.
Practice （操练） “Read, listen and number” activity: Play the audio, have students listen and number the words (English, fish, share, she, ship, shop) in the right order. After finishing, check as a class. Ask volunteers to read the words, emphasizing the / / sound.
Consolidation （巩固） “Look, listen and write” task: Play the audio for “True friends______. Tall or______, strong or not, they help each other. ”. Have students write the missing “sh” - containing words (e.g., “share”; “short” – though “short” has “sh” too, fitting the context). Then check answers together, and have students read the complete sentence, stressing the / / sounds.
Homework（作业） Level 1 (Basic) Read the “sh” words and copy them. Level 2 (Intermediate) Listen to the phonics chant and chant along, recording themselves. Level 3 (Advanced) Write 3 sentences using “sh” words to describe the sea creatures in the story or your own friends.
Blackboard design （板书设计）
Reflection （教后反思） Students were excited about the phonics story and games, making the lesson interactive. Most could recognize the / / sound in “sh” words and spell simple ones like “shell”. However, some confused “sh” with similar - sounding combinations (e.g., mixing up “sh” and “ch” in quick spelling) and struggled with longer words like “English”. The blending practice helped, but a few needed more time to break down words into syllables. In the next lesson, I’ll compare “sh” with “ch” using clear examples and add more picture - based spelling tasks to reinforce the connection between sounds and letters.
Unit 2 My friends
Part B Let’s talk&Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 4
Topic （课题） Unit 2 My friends Part B Let’s talk&Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates Part B's "Let's Talk" and "Let's Learn", focusing on new adjectives for friend descriptions (kind, brave, creative, polite) and the sentence pattern "What's your friend like He/She is...". It connects conversations and vocabulary to discuss friends in depth. How: Through dialogue listening, vocabulary picture cards, role-plays, and pair discussions, students first learn new adjectives, then master the question-answer structure, and finally combine both in real-life conversations. Interactive games reinforce usage. Why: It aims to expand descriptive vocabulary, enable students to talk about friends' traits in detail, and enhance their ability to communicate positively about peers in English.
Learning objectives （学习目标） 1. Master new adjectives: kind, brave, creative, polite. 2. Use "What's your friend like " and "He/She is..." to discuss friends' traits. 3. Combine new words and sentences in meaningful conversations about friends.
Key and difficult points （教学重难点） Key point： Learn new adjectives and use the target sentence pattern fluently. Difficult point：Choosing appropriate adjectives to match friends' actual traits.
Teaching aids （教学准备） 1. Picture cards of traits (a kind girl helping others, a brave boy) 2. Audio of the "Let's Talk" dialogue and vocabulary pronunciations
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned to spell 'ou' words. Today, let's learn more words to describe how friends act—like being kind or brave!" Show a picture of a polite boy greeting a teacher, ask "How would you describe him " Let students guess, then introduce: "We'll learn these words and talk about friends."
Presentation （呈现） First, introduce new adjectives with picture cards: Hold up "kind" and explain, "A kind person is nice and helps others—like sharing toys." Do the same for "brave" (not afraid of challenges), "creative" (good at making new things), and "polite" (says "please" and "thank you"). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "PO-lite" not "po-LITE"). Then play the "Let's Talk" dialogue, which uses "What's your friend like She's creative." Ask, "What adjective describes the friend " Write the sentence pattern on the board, underline key parts, and demonstrate with a "brave" picture: "My friend Tom is brave. What's your friend like " Invite students to respond, correcting pronunciation and word choice.
Practice （操练） Pair work: Students take turns asking "What's your best friend like " and answering with 2-3 new adjectives, e.g., "She's kind and creative." Then they add a reason: "She shares her books and draws nice pictures." Walk around to assist, suggesting adjectives if students struggle and praising specific descriptions.
Consolidation （巩固） Organize a "Friend Trait Bingo": Create bingo cards with the new adjectives. Read a scenario (e.g., "This friend says 'thank you' to the teacher"), and students mark the matching adjective ("polite"). The first to get a line shouts "Bingo!" and describes a friend with that trait. This connects words to real behaviors and reinforces understanding.
Homework（作业） Level 1 (Basic) Read the new adjectives 4 times and copy them twice. Level 2 (Intermediate) Describe a friend's trait to a family member using one adjective. Level 3 (Advanced) Write 3 sentences about a friend, using 2 new adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students showed interest in the trait adjectives, especially connecting them to friends' real behaviors. Most could pronounce the words correctly and use the sentence pattern, but some mixed up "creative" and "brave" in descriptions. The pair work was active, but a few needed help choosing adjectives, so more example sentences would help. The bingo game effectively reinforced word meanings, but next time I'll add a drawing activity—students draw a friend and label traits—to make learning more engaging. Overall, the lesson achieved vocabulary and communication goals.
Unit 2 My friends
Part B Read and write
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 5
Topic （课题） Unit 2 My friends Part B Read and write Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Read and Write" section of Part B, featuring a short passage about a student introducing their best friend, Lily. It includes key sentences like "Lily is kind and helpful" and "She likes drawing" and requires students to read for details and write a similar introduction. How: Students first read the passage to identify main ideas and descriptive details through guided questions. Then, they practice writing about their own friends using the passage as a model, with teacher feedback on grammar, spelling, and adjective usage. Why: It aims to improve students' reading comprehension of friend-related texts and enhance their ability to express personal descriptions in writing, strengthening the connection between oral and written communication.
Learning objectives （学习目标） 1. Understand the main content of the "Read and Write" passage and answer detail questions about Lily. 2. Write a short paragraph introducing a friend using adjectives and simple facts. 3. Develop confidence in reading short descriptive texts and writing about personal experiences.
Key and difficult points （教学重难点） Key point：Read the passage for details and write a friend introduction with adjectives. Difficult point：Organizing ideas logically in writing (e.g., traits first, then hobbies).
Teaching aids （教学准备） 1. Printed copies of the "Read and Write" passage for students 2. Sample writing template: "My friend is ____. He/She likes ____."
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned many words to describe friends. Today, we’ll read about a girl named Lily and how her friend describes her, then write about your own best friend!" Show a picture of Lily from the passage, ask "What do you think Lily is like " to arouse interest in reading.
Presentation （呈现） Distribute the passage and read it aloud slowly, pausing to explain new phrases (e.g., "gets along well" means "is friendly together"). Ask students to follow along with their fingers. After reading, ask comprehension questions: "What adjectives describe Lily " "What does Lily like doing " Write key sentences on the board: "Lily is kind. She likes drawing." Explain that good descriptions include traits and hobbies. Show the sample template, fill it in with Lily’s details, and highlight adjectives and verbs. Then, model writing about your own friend: "My friend Amy is clever. She likes reading books."
Practice （操练） Students read the passage again silently and complete 3 short answer questions: "Is Lily helpful " "What does Lily like " "Who is Lily’s friend " Then, pair up to check answers. Next, guide them to fill in the sample template with their own friend’s name, 1-2 adjectives, and a hobby. Walk around to help with spelling (e.g., "likes" not "like" for third person) and adjective choice.
Consolidation （巩固） Organize a "Friend Share" activity: Invite 4-5 students to read their writing aloud. The class listens and gives one compliment, e.g., "I like your adjective 'creative'!" Then, have students exchange papers with a partner to check for capital letters and periods, marking " " for good sentences.
Homework（作业） Level 1 (Basic) Copy 3 sentences from the passage that describe Lily. Level 2 (Intermediate) Write 2 sentences about a friend’s trait and 1 about their hobby. Level 3 (Advanced) Expand your writing to 4 sentences, adding how you play with your friend.
Blackboard design （板书设计）
Reflection （教后反思） Students focused well during the reading activity, and most could answer detail questions correctly. Writing practice went smoothly, with most using adjectives from previous lessons, but some repeated the same words (e.g., "kind" used by many). A few struggled with third-person verbs, writing "She like" instead of "She likes". The "Friend Share" activity boosted confidence, but some students needed prompts to speak loudly. In the next lesson, I’ll provide a list of varied adjectives and add a grammar drill on "likes" vs. "like" to improve accuracy. Overall, students made progress in connecting reading to writing about personal experiences.
Unit 2 My friends
Part C Project & Reading time
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 6
Topic （课题） Unit 2 My friends Part C Project & Reading time Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson integrates C Part's Project and Reading Time around "My Friends". Reading Time includes a passage about different students introducing their friends' traits and hobbies, with words like "trust" and "support". The Project requires groups to create a "Friend Book" with drawings and English descriptions of each member’s friend. How: Students first read the passage to learn how to structure friend introductions, then work in groups to design their books. It combines reading comprehension activities, vocabulary reviews, and creative writing/drawing, ending with group presentations of their books. Why: It aims to consolidate descriptive vocabulary and writing skills, foster teamwork through collaborative creation, and help students appreciate friendship by sharing and celebrating their friends in English.
Learning objectives （学习目标） 1. Understand the Reading Time passage, grasp how to introduce friends' traits and hobbies. 2. Collaborate to create a "Friend Book" with 4-5 entries, each with an English description. 3. Present the book to the class, using simple English to introduce one entry.
Key and difficult points （教学重难点） Key point：Understand the passage and create a friend book with English descriptions. Difficult point：Writing clear, correct descriptions for the book entries.
Teaching aids （教学准备） 1. Reading Time passage printouts, review cards of adjectives (kind, brave, etc.) 2. Blank "Friend Book" templates, colored pencils, markers
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We’ve learned to describe friends in many ways. Today, we’ll read about how kids introduce their friends, then make a special book to show our own friends!" Show a sample "Friend Book" page with a drawing and description, ask "What do you see " Let students share, then add, "Let’s learn how to make ours!"
Presentation （呈现） First, distribute the Reading Time passage. Read it aloud, pausing to explain new words: "trust" means "believe in each other"; "support" means "help when needed". Ask comprehension questions: "What is Mia’s friend good at " "How does Leo describe his friend " After discussion, summarize: "Good friend descriptions tell traits and hobbies." Then introduce the Project: "Your group will make a 'Friend Book'—each member draws their friend and writes 'Name: ... He/She is ... He/She likes ...'". Show the template and fill in an example: "Name: Tom. He is brave. He likes playing football."
Practice （操练） Divide students into groups of 4-5. Give each group a book template and review cards. Guide them to: 1) Discuss how to structure each entry using the passage as a model; 2) Take turns drawing their friend and writing descriptions with help from group members; 3) Decorate the book cover with "Our Friend Book". Walk around to assist with spelling (e.g., "likes" for hobbies) and suggest adjectives from the review cards.
Consolidation （巩固） Hold a "Friend Book Gallery": Each group places their book on a desk. Students rotate to look at other books, then return to their seats. Invite one member from each group to present: "This is Lily’s friend. She is creative. She likes drawing." The class claps and asks simple questions like "Is she kind too " Groups respond briefly. Award "Most Creative Book" to the group with clear descriptions and nice drawings.
Homework（作业） Level 1 (Basic) Copy 2 favorite friend descriptions from the class books. Level 2 (Intermediate) Add one more entry to your group’s book at home, with a drawing. Level 3 (Advanced) Write a short paragraph about why your friend is special, using 2 adjectives.
Blackboard design （板书设计）
Reflection （教后反思） Students were highly engaged in creating the "Friend Book", showing creativity in drawings and teamwork in helping each other write descriptions. Most used adjectives correctly, but some struggled to include hobbies, focusing only on traits. The gallery presentation was lively, but a few groups needed prompts to speak clearly. The passage helped structure their writing, but next time I’ll provide sentence frames to ensure all entries include both traits and hobbies. Overall, the lesson successfully combined reading, writing, and creativity to celebrate friendship.
Unit 3 Places we live in
Part A Let’s talk
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 1
Topic （课题） Unit 3 Places we live in Part A Let’s talk Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Talk" section of Part A, centering on conversations about describing places in a community. Key sentences include "What can you see in the community " and responses like "There is a park." It introduces vocabulary such as park, playground, hospital, and shop. How: Students learn through listening to dialogues about community places, analyzing sentence structures with "There is...", and practicing in pairs. Visual aids like pictures of community facilities and role-play activities help them understand and use the target language in real-life contexts. Why: It aims to enable students to talk about places in their community in English, expand their vocabulary related to community facilities, and foster communication about their living environment, laying a foundation for discussing community life in language learning.
Learning objectives （学习目标） 1. Understand and use key sentences "What can you see in the community " and "There is a..." to talk about community places. 2. Master place vocabulary: park, playground, hospital, shop. 3. Communicate simply about community facilities with peers in English.
Key and difficult points （教学重难点） Key point：Use "What can you see in the community " and "There is a..." to discuss community places. Difficult point：Correctly using "There is..." with singular nouns and pronouncing longer words like "playground".
Teaching aids （教学准备） 1. Pictures of community places (a park with trees, a playground with slides, a hospital, a shop) 2. Audio recording of the "Let's Talk" dialogue.
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "We all live in a community with many places—where we play, buy things, or see a doctor. Today, let's learn to talk about these places in English!" Show a collage of community places, ask "Do you know these places Which one do you often go to " Let students share simple ideas, then introduce: "Today, we'll learn to ask and answer about what's in our community."
Presentation （呈现） Play the "Let's Talk" dialogue audio twice: first, let students listen to get the main idea of the conversation about community places; second, ask them to focus on the key question and answer. Write key sentences on the board: "What can you see in the community " and "There is a park." Point to each word and explain their meanings, especially that "There is..." is used to talk about something existing in a place. Show pictures one by one: hold up a park picture, say "This is a park. There is a park in our community." Repeat with "playground" (a place with swings and slides), "hospital" (a place to see doctors), and "shop" (a place to buy things). Play the audio again, pausing to let students repeat the sentences, paying attention to pronunciation of "playground" (breaking it into "play-ground" for easier learning) and the structure of "There is...".
Practice （操练） Pair work: Students take turns asking "What can you see in your community " and answering with "There is a..." using the new vocabulary. Encourage them to point to the corresponding picture if needed. For example, one says "What can you see in your community " and the other responds "There is a hospital. What can you see " Walk around to observe, correct pronunciation (e.g., stress on "HOS-pi-tal"), and help with sentence structure, reminding them to use "a" before singular nouns.
Consolidation （巩固） Organize a "Community Scavenger Hunt" activity: Prepare picture cards of the community places. Divide students into teams. Describe a place (e.g., "People go there to play on swings"), and teams race to find the correct picture card and say "There is a playground in the community." The first team to find the card gets a point. After several rounds, ask teams to share one place from their own community using "There is a...", and the class claps for clear answers.
Homework（作业） Level 1 (Basic) Listen to the "Let's Talk" dialogue and repeat it 3 times. Level 2 (Intermediate) Draw a picture of your community and label one place in English (e.g., "park"). Level 3 (Advanced) Write 2 sentences about places in your community (e.g., "There is a shop. People buy food there.").
Blackboard design （板书设计）
Reflection （教后反思） Most students showed great interest in the topic of community places, as it is closely related to their daily life. They could quickly grasp the key sentences and use them in pair practice. However, some students struggled with the word "playground"—mixing up the order of letters, and a few forgot to use "a" in sentences (saying "There is park" instead of "There is a park"). In the next lesson, I will add more pronunciation drills for tricky words and prepare sentence frames to reinforce the "There is..." structure. Overall, the students actively participated and made good progress in talking about their community places.
Unit 3 Places we live in
Part A Let’s learn
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 2
Topic （课题） Unit 3 Places we live in Part A Let’s learn Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Learn" section of Part A, introducing vocabulary for more community places such as bus stop, toilet, library, and garden. It teaches using these words in sentences with "There is..." to describe what exists in a community, like "There is a bus stop near my home." How: The lesson uses picture cards, audio recordings, and interactive games to present new words. Students practice pronunciation through repetition, then apply the vocabulary in pair discussions and sentence-making activities, connecting words to real-life community experiences. Why: It aims to expand students' vocabulary for community places, enabling them to describe their living environment in more detail. This enhances their ability to communicate about daily surroundings and lays a foundation for discussing community life in depth.
Learning objectives （学习目标） 1. Master community place words: bus stop, toilet, library, garden. 2. Use "There is a..." to make sentences describing these places, e.g., "There is a library in our community." 3. Participate actively in vocabulary games and discussions about community facilities.
Key and difficult points （教学重难点） Key point：Learn new community place vocabulary and use "There is a..." to describe them. Difficult point：Distinguishing between similar community places (e.g., garden vs. park) and using correct prepositions (near, in) with place words.
Teaching aids （教学准备） 1. Picture cards with community places (bus stop, toilet, library, garden) 2. Audio recordings of the vocabulary words and example sentences
Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课）
Lead in （导入） Greet students and say, "Last class, we learned some places in the community. Today, we'll discover more places we see every day—like where we wait for buses or read books!" Show a picture of a library with many books, ask "What is this place What do people do here " Let students guess, then introduce: "We'll learn these new words and use them to talk about our community."
Presentation （呈现） Show the "bus stop" picture card, say the phrase clearly, and explain: "A bus stop is a place where people wait for buses—you might see a sign with bus numbers there." Do the same for "toilet" (a place for washing hands and using the restroom), "library" (a place with many books where people read quietly), and "garden" (a place with flowers, grass, and trees for people to relax). Play the audio of each word, pausing for students to repeat, focusing on stress (e.g., "LI-bra-ry" with emphasis on the first syllable). Write each word on the board and practice blending: "b-u-s s-t-o-p, bus stop". Then, demonstrate sentence structure with each word: "There is a bus stop near the school. There is a garden behind my house." Invite students to repeat, then show a picture of a toilet and ask "What is this " to guide them to say "There is a toilet in the park."
Practice （操练） Pair work: Students take turns pointing to a picture card and saying the place name, then the other student makes a sentence with "There is a...". For example, one points to "library" and says "library", the other responds "There is a library in our community." Use picture cards as hints if needed. Walk around to check, correcting pronunciation (e.g., "toilet" with clear "oi" sound) and reminding students to use "a" after "There is".
Consolidation （巩固） Organize a "Community Map" activity: Divide the class into groups of 3-4. Give each group a large piece of paper and picture cards. Ask them to draw a simple map of a community, placing the cards (bus stop, library, etc.) on the map. Then, each group member takes turns describing the map: "There is a bus stop next to the library. There is a garden near the toilet." The class listens and gives a thumbs-up for correct descriptions. Award "Best Map" to the group with clear sentences and a logical layout.
Homework（作业） Level 1 (Basic) Read the new place words aloud 5 times and copy them twice. Level 2 (Intermediate) Walk around your community, find 2 new places from the lesson, and say their names in English. Level 3 (Advanced) Write 3 sentences about places in your community using "There is a...", e.g., "There is a garden. I often play there."
Blackboard design （板书设计）
Reflection （教后反思） Students were engaged with the community place theme, especially connecting words to their real-life experiences (e.g., pointing out the bus stop near their school). Most could pronounce the new words correctly, but some struggled with "library"—breaking it into syllables helped. In sentence practice, a few mixed up "garden" and "park", so more contrast examples are needed. The "Community Map" activity effectively reinforced vocabulary, but some groups needed help with map layout. Overall, students made progress in describing community places, and the lesson laid a good foundation for further discussions on community life.
Unit 3 Places we live in
Part A Let’s spell
Subject （科目） English Grade （年级） 4 Teacher （教师） Ms.Li Period （课时） 3
Topic （课题） Unit 3 Places we live in Part A Let’s spell Type （课型） New Lesson
Text analysis （语篇研读） What: This lesson focuses on the "Let's Spell" section of Part A, centering on the pronunciation rule of the letter combination "ck" in words related to community places, such

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