人教版PEP四年级上册英语Unit4Myhome第一课时教案.doc

1、 3 Unit 4 My homeUnit 4 My home 教材分析 本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居 生活来展开。 教学重点是能够听、 说、 认读核心句型 “Where is she? She s in the kitchen.” “Open the door, please.” “Look! Theyre in the door.” “Is she in the? Yes, she is./No, she isnt.” “Where are the?” “Are they in? Yes, they are./No, they arent.

2、” ；能够听、说、认读单词和短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge” 。 教学目标 知识与能力目标: 句型 能够听、 说、 认读句型 “Where is she? Shes in the kitchen.”“Open the door, please.” “Look! Theyre in the door.” 能够在情景中运用句型 “Is she in the? Yes, she is./No, she isnt.” “Where are the?” “Are they

3、 in? Yes, they are./ No, they arent.”询问物品或人物 的位置并作出相应判断 能够在情景中运用句子“Open the door, please.”提出行动建议 能够按意群朗读描述起居室（living room）的小文段 词汇 能够听、 说、 认读单词或短语 “bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge” 能够在有意义的语境中抄写单元话题词汇 能够正确使用上述词汇描述家里的居室及物品设施 语音 能够掌握 u-e 的发音规则,即 u-e 在单词中发长

4、音/ju:/ 能够读出符合 u-e 发音规则的单词，并能够根据发音拼写出符合 u-e 发音规则的单词 情感态度、文化意识、学习策略目标： 能够在生活中主动询问别人或对别人的询问能够热情应答 能够感受到家的温馨,从而激发学生爱家、爱家人的情感 能够主动收拾物品并摆放整齐,养成良好的生活习惯 能够逐步做到见到符合 u-e 发音规则的单词能够拼读,听到符合 u-e 发音规则的单词能够拼写 课时安排 第一课时： Part A Lets talk & Lets play 第二课时： Part A Lets learn & Lets do 第三课时： Part A Lets spell 第四课时： Par

5、t B Lets talk & Ask, answer and write 第五课时： Part B Lets learn & Lets play 第六课时： Part B Read and write & Lets check & Lets sing The first period(第一课时) Part A Lets talk & Lets play 教学内容与目标 课时教学内容 课时教学目标 Lets talk 能够通过观察、谈论 Lets talk 板块的图片，在图片、PPT 和老师的帮助下理解对话大 意 能够用正确的语音、语调朗读对话 能够在情景中运用句型“Is she in the

6、?Yes, she is./No, she isnt.”询问 物品或人物的位置,同时作出判断 能够在情景中恰当运用句型“Where is she? Shes in the kitchen.” 能够在语境中理解新词汇“living room, study, kitchen”的意思,并能够正确发音 Lets play 能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“Is it in?Yes, it is./ No, it isnt.” 教学重点 1. 能够听懂、会说句型“Where is she?She is in the kitchen.”“Is she in the?Yes, she

7、 is./ No, she isnt.”。 2. 能够听懂并使用词汇“living room, study, kitchen”。 3. 能够听懂、会读对话，并能分角色表演。 教学难点 能够在情景中正确使用句型“Where is she/ it? She/ It is”来询问和描述人物或物品的位置； 使用句型“Is she/ it in? Yes, she/ it is./ No, she/ it isnt.”来询问人物或物品的位置，同 时作出判断。 教学准备 1.预习状元大课堂 创优作业 100 分 状元作业本中本课时的相关内容。 2. PPT 课件、课文录音、视频等。 教学过程 Step 1

8、: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing a songShort vowel song.（课件出示：三下教材 P69 歌曲的 视频） 3. Free talk. Review the sentence structures “Wheres? Its in / on / under”（课件出示：球在课桌不同方位的图片） T: Wheres the ball? Ss: Its in/ on/ under the desk. Ask and answer with other things. T: Wheres the book/ pe

9、n/ pencil? Ss: Its in/ on/ under Teaching purpose 通过歌曲激发学生的学 习兴趣，帮助学生在歌声中 复习询问位置的句型“ Where is? Its” 。 Teaching purpose 再通过互动问答的方 式，引导学生进一步操练， 为本课时的学习奠定基础。 5 Step 2: Presentation 1. Learn the new vocabulary. （1）Present the picture of Amys home in the main scene.（课 件出示：Unit 4 主情景图中 Amy 家的图片） T: Look,

10、this is Amys home. Lets go and have a look. This is the bedroom/ study/ living room/ kitchen/ bathroom. So in Unit 4 well talk about “home”. Write down the topic “Unit 4 My home” on the blackboard. T:（Point to the bedroom.）Look! What can you see in this room? Ss: A bed. T: Great! We can see a bed in

11、 the room, bed + room=bedroom. Write down the word “bedroom” on the blackboard and teach it. T: Follow me: bed, bed, room, room, bedroom. Practice the word “bedroom” in groups or one by one. T:（Point to the study.）Is this a bedroom? Ss: No, it isnt. T: Its a study. We can see a computer on the desk.

12、 We can see many books in the bookcase. We study hard in the study. Write down the word “study” on the blackboard and teach it. T: Please read after me. If I read it in a low voice, you read it loudly. If I read it loudly, you read it in a low voice. Teach the new vocabulary “living room, kitchen, b

13、athroom” in the same way as above. T: Amys home is very nice. （2）Present the pictures of a home and a dog.（课件出示：家庭 居室图和小狗在厨房的图）Talk with students. T: Look! I have a dog. Shes cute. I love my dog. But I cant find her now. Oh! Wheres the dog? Is she in the living room/ bedroom/ study/ bathroom? (Help

14、students answer the questions.) Ss: No, she isnt. T: Is she in the kitchen? Ss: Yes, she is. 2. Lets talk. （1）Present the pictures of “Lets talk” and lead students to predict the main idea of the dialogue.（课件出示：教材 P38 Lets talk 板块的图片） T: Look, this is Amys home. What rooms can you see in the picture

15、s? Ss: I can see a bedroom, a living room, a study and a kitchen. Teaching purpose 通过设置情景，让学生 在情景中熟悉新词汇和感知 新句型。通过猜测的方式让 学生练习一般疑问句及其答 语。 Teaching purpose 通过问题引导学生观察 并讨论图片，借助问题和图 片预测文本内容，使学生带 有目的性地去听录音。 (2) Present the questions about “Lets talk” on the PPT. Play the recording. (出示课件) Ask students to

16、answer the questions and underline the key words of the answers in their books. T: What are Amy and Sarah doing? Ss: They are looking for the cat. Show the four pictures of “Lets talk” in turn on the PPT. (课 件依次出示：教材 P38 Lets talk 板块的四幅图片) T: Amy and Sarah are in the bedroom. Is the cat in the bedro

17、om? S1: No, she isnt. T: Now they are in the living room. Is the cat in the living room? S2: No, she isnt. T: Now they are in the study. Is the cat in the study? S3: No, she isnt. T: The cat isnt in the bedroom, the living room or the study. Where is she? Ss: Shes in the kitchen. T: Very good! (3) R

18、ead after the recording. T: Boys and girls, lets read the dialogue after the recording. Please listen and read carefully. (4) Read the dialogue in different roles. (5) Act it out. T: Now well find the best actor or actress. Please come to the front and show the dialogue. Step 3: Practice 1. Recogniz

19、e the pictures. Present the pictures quickly. （课件出示：客厅、厨房和书房的图 片） T: Say the words or the phrase quickly. 2. Lets play hide-and-seek. Ask students to play the game in pairs. Make a model with a student. Let the student hide a pen when the teacher closes his/her eyes. Then open the eyes and guess. S1

20、: I have a pen. Its nice. Wheres my pen? T: Is it on your desk? S1: No, it isnt. T: Is it in your desk? S1: No, it isnt. T: Is it under your desk? S1: No, it isnt. T: Is it in your hand? S1: Yes, it is. T: Now, play hide-and-seek with your partner. Teaching purpose 通过三个活动，使学生 能够充分理解对话内容，并 且能够正确地朗读对话

21、。不 同形式的朗读活动使学生逐 步理解并掌握本课时的重点 句型，为其熟练表达奠定基 础。 Teaching purpose 通过 hide-and-seek 游戏 进一步巩固和练习新词汇及 句型“Is it in the? Yes, it is./ No, it isnt.” 。 7 Step 4: Consolidation & Extension 1. Lets chant. Make up a chant according to the dialogue of “Lets talk”. Change the words to adapt the chant. Then have a s

22、how. 2. Play a game“Look for Xiaowu.” （1）Present the picture of Xiaowu.（课件出示：小五在客厅看电视 的图片）Ask students to compete in groups. T: Who is he? Hes Xiaowu. He is watching TV now. Oh, hes missing! Where is he? Lets go and look for him.（课件出示：小五家的居室图） (2) Read out the names of the rooms in groups. Practice

23、the vocabulary “bedroom, living room, kitchen, bathroom, study”. (3) Look for Xiaowu. The group that finds Xiaowu first will be the winner. Practice the sentence structures “Is he in the? Yes, he is. / No, he isnt.”“Where is he? He is in” 板书设计 Teaching purpose 通过“寻找小五”的游 戏， 充分调动学生的积极性。 让学生在情境中合理运用所

24、学句型，可以激发学生的英 语学习动力，并培养学生的 竞争意识。 作业设计 1. Practice the dialogue. 2. Practice the sentence structures “Is she in the? Yes, she is. / No, she isnt.” with your partner. 3. Do the exercises.（见“状元成才路”系列丛书创优作业 100 分或状元作业本对应课时作业） 教学反思 1. 由歌曲视频引入，带领学生边唱边复习句型“Wheres? Its in/ on/ under”，再在自由 谈话中巩固该句型，进而激发学生的兴趣，

25、为新课做好铺垫。 2. 创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。 环环相扣，层层深入，让学生轻松地掌握教学重点。 3. 设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学 生为本，以解决问题为导向，引导学生自主学习。 4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。 Teaching Contents & Teaching Aims Lets talk Be able to understand the main idea of the dialogue by observing and talkin

26、g about the pictures. Be able to read the dialogue with the correct pronunciation and intonation. Be able to use the key sentence structures “Is she in the? Yes, she is./ No, she isnt.” to ask and judge the location of objects or characters in situations. Be able to use the key sentence structures “

27、Where is she? Shes in the kitchen.” properly in situations. Be able to understand the new vocabulary in context and pronounce correctly. Lets play Be able to practice and consolidate the key sentence structures by the provided teaching activity. Teaching Priorities 9 Be able to understand and speak

28、the sentence structures “Where is she? She is in the kitchen.” “Is she in the? Yes, she is./ No, she isnt.” Be able to understand and use the key vocabulary “living room, study, kitchen”. Be able to understand, read and act the dialogue in different roles. Teaching Difficulties Be able to use the ke

29、y sentence structures correctly in situations to ask and describe the location of characters or objects and make a judgement at the same time. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Sing a songShort

30、 vowel song. 3. Free talk. Show some pictures. Ask some questions. 1. Greetings. 2. Sing a song. 3. Answer the questions. Cultivate students learning interest. Review and consolidate the sentence structures “Where is?Its in/ on/ under” Lay the foundation for this class. Presentation 1. Learn the new

31、 vocabulary. （1）Present the picture of Amys home. Teach the new vocabulary“bedroom, study, living room, bathroom, kitchen”. （2）Present the pictures of a home and a dog. Talk with students. Teach the new sentence structures. （1）Learn the new vocabulary. （2） Talk with the teacher. Learn the new senten

32、ce structures. Let students learn the new vocabulary and perceive the new sentence structures in the situation. Lead students to practice the general questions and the answers by guessing. 2. Lets talk. (1) Present the pictures. Ask students to predict the main idea of the dialogue and describe the

33、pictures simply. (2) Play the recording and ask the questions. (3) Play the recording again. (4) Ask students to read the dialogue in different roles. (5) Ask students to act it out. (1) Predict the main idea and describe the pictures simply. (2) Listen to the recording, then answer the questions. (

34、3) Read after the recording. (4) Read the dialogue in different roles. (5) Act it out. Help students understand the content of the dialogue and read the dialogue correctly. Lead them to master the key sentence structures of this lesson by different forms. Lay the foundation for their skillful expres

35、sion. Practice 1. Present the pictures. 2. Lets play hide-and-seek. Ask students to play the game 1. Say the new vocabulary quickly. 2. Play hide-and-seek with Further consolidate and practice the new vocabulary and sentence in pairs. Make a model with a student. the partner. structures by the game

36、hide-and-seek provided in this section. Consolidation & Extension 1. Lets chant. Make up a chant according to the dialogue of “Lets talk”. 2. Play a game“Look for Xiaowu.” Show the pictures. 1. Make up a chant and have a show. 2. Compete in groups. Look at the pictures. Read out the names of the roo

37、ms in groups. Look for Xiaowu by asking and answering with the key sentence structures. By making up a chant and play the game, arouse students enthusiasm of learning English. Lead students to practice the sentence structures actively. Cultivate their sense of competition and responsibility. Homework 1. Practice the dialogue. 2. Practice the sentence structures “Is she in the? Yes, she is. / No, she isnt.” with your partner. 3. Do the exercises.