人教精通版四下Unit 1 Welcome to my new home!-Lesson 3-ppt课件-(含教案+音频)-公开课-(编号：112f6).zip

Lets chant.Lets chant 3.mp4 Review 看图说单词 快速抢答 Lead-in Where did Kate visit? Whats in it? Li Yans new home bedroom living room Presentation Is this a bedroom / living room? Presentation kitchen My mother often cooks in the kitchen. Whats in the kitchen? Presentation Li Yans kitchen Presentation fridge There is a new fridge in the kitchen. Presentation table There is a new table in the kitchen. Presentation Read and write （单击图片可播放动画） Presentation 录音录音课文句子课文句子 L: Look at the kitchen, Kate. L: Look! Heres a new table. K: Wow! There is a new fridge. K: And there are four new chairs. Lets read Presentation Look at the kitchen, Kate. Wow! There is a new fridge. Look! Heres a new table. And there are four new chairs. Listen and number 1 3 2 4 Can you catch ? 抢读句子，看谁读得又对又快。Read the sentences to see who reads them right and fast Look ! Here s a new table . There is a new fridge . And there are four new chair . Wow ! There is a new fridge . And there are four new chairs . Look at kitchen ,Kate . Wow ! There is a new fridge . Look ! Heres a new new table . Look at the kitchen ,Kate . Look ! Heres a new table . Lets PK. 快速读课文，看谁读得又对又快。 Read the text quickly to see who reads it right and fast Lets PK. Lets PK. Lets PK. Lets PK. Lets PK. Liste en and imitate e the e dialo ogue e 听音模仿对话。听音模仿对话。 Just talk. Practice Role-play Play the text dialogue in part. 分角色表演课 文课课 。 Practice Lets play Look! There is a/ There are . Lets go into the kitchen! Consolidation Tell me about your kitchen! 介课 一下你家的厨房吧！ Summary Whats in the kitchen? There is / are Dubbing exercise 配音练习 Elegant show 风采展示 听音，完成配音练习。Listen and do the dubbing exercises Who is winner? Classroom Learning Assessment Homework Introduce others in your bedroom, living room, kitchen, etc. in English. 主动用英语向他人介绍家中卧室、客 厅、厨房里的摆设。 Imitate a recording; say a dialogue. 模仿录音说对话。 一、教学内容分析 指导指导 思想与思想与 理论基础理论基础 （课标阐述）（课标阐述） 英语课程标准中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学 生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发 展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能， 形成一定的综合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出发，倡 导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言 运用能力，使语言学习的过程为学生形成积极的情感态度、主动思维和大胆实践、提高跨 文化意识和形成自主学习能力的过程。在本节课的设计上，我以对话教学作为这堂课的主 线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采 用了适时适度的评价方式，激发了学生的学习兴趣。 新课标要求：在三四年级，要培养孩子学习英语的兴趣；能根据听到的词语识别图片 或实物；能根据录音模仿说英语，能根据图文简单说出英语和短句；能用英语做游戏，并 在游戏中用英语进行简单的交际；能在指认物体前提下认读所学词语；能正确书写字母和 单词。 教学内容教学内容 本部分延续前两个课时的情景，通过 Li Yan 继续带着好朋友 Kate 在厨房参观的真实 情景引导学生学会用英语表达某处有某物的功能句：There is ./ There are .我运用 听音、图片展示、情景模仿以及角色表演等方法激励学生感知、模仿、学习和体验，最终 引导学生能够在生活中熟练运用这些功能语句进行交际，同时培养学生熟练待客的好品质。 在教学过程中，围绕让学生学会用英语表达某处有某物这一课题，我设计了以下五个 部分的学习内容：前两课知识的复习；功能句：There is ./ There are .的用法 归纳；对话教学；扩展训练。通过练习，完成相应的会话内容，并进行相关的配音演 练；结合生活实际，用英语表达某处有某物的功能句：There is ./ There are .的 用法。在对话教学中，注重对学生听音能力的培养，并对学法进行了指导，加深了学生对 对话的理解和运用。此外，在评价方法的选择上，我采用了小组评价和个人评价相结合的 评价方法，极大的调动了学生的学习热情。 new words: kitchen, table, fridge、bed 教学项目教学项目 basic sentences:There is . / There are . 教学方法教学方法多媒体教学、任务型教学法 教学手段及信教学手段及信 息技术运用分息技术运用分 析析 根据本节课的教学内容、学生实际情况以及学校实际情况我选择多媒体教室环境，在 教学时我借助图片、多媒体教学课件发挥交互式网络教学的优势，将图文、声像并茂，充 分展示知识形成的过程，改变学生以往的学习方式，激发学生学习兴趣，使学生主动思维、 探索知识，很好的完成教学目标。 教学目标教学目标 语言知识语言知识 学生在真实的语境中学习三会词 kitchen, table, fridge 和四会 单词 bed, table。 能能 力力 学生能够在真实语境中运用功能句 There is .和 There are .描述厨房陈设。 教学重点教学重点 学生能够在真实语境中运用功能句 There is .和 There are .描述厨房陈设。 教学难点教学难点 学生能够在真实语境中，初步感知、理解、操练和运用功能句 There is .和 There are .进行交际。 教具准备教具准备主题图片、厨房的情境图、人物头饰、多媒体课件、评价物品 二、学习者分析 四年级的学生具备了一定的听、说、读、写的能力。本课的内容是他们比较喜欢的话题。孩子们活泼 好玩，有探究知识的强烈欲望。但是他们的注意力持久性往往不是很长。在教学中我设计了多媒体课件， 使用了教学视频以及各种各样的活动来激发学生的学习积极性，并利用他们的无意注意来进行教学。 四年级学生，通过上两节课的学习，他们已经掌握了一些简单关于卧室、客厅的词汇如: bedroom，living room, desk 等,能够用所学的知识对居住环境内的事物进行简单描述，为新课学习奠定 了基础,并且他们学习英语兴趣浓厚，模仿力强，好奇心强，善于表现自己,因而我注重以学生为主体，激 发学生的学习兴趣，引导学生积极参与，注重学生的感知能力培养。 问题框架问题框架 如何使学生掌握对话交流的技巧？ 如何运用对话教学进行听力语音训练？ 如何在有限时间里对全体学生进行评价？ 三、Flow Chart of Teaching 教学简案 Step 1: Warm-up (Assigning tasks and classroom Presuppositions) 1) Free talk. 2) Setting situational tasks. 3) Lets chant. Step 2: Presentation ( Teach the new words and new dialogue) 1)Teachers with PPT presents Li Yan home screen, Kate Li Yan also told the students home! 2)Teach the new word and the show the key sentence. 3) Learning dialogue. 4) Read and write. 5) Lets read. 6)Listen and number. 7)Can you catch? 8)Lets play a game. 9)9.Lets PK. 10)Listen and imitate the dialogue. 11)Play the text dialogue in part. Step 3: Practice ( Use the sentence to ask and answer. ) 1)1.Role play. 2)Play the text dialogue in part. 3.)Lets play. 4)Listen and do. )Role play the conversation. 6)Ability promotion. Step 4: Consolidation ( Summary the activities in the class. ) Tell me about your kitchen! （PPT shows the students personal photos and comes with family kitchen pictures. The student pointed to his kitchen.） Step 5: Summary 1.Whats in the kitchen? ( Look at the subject pictures and consolidate what you learned in this lesson.) 2.Elegant show 1)Summary the class with the students. Step 6: Classroom Learning Assessm Count the Bolulus that they have got. Then, give the winner award. 四、四、TeachingTeaching processprocess 教学过程教学过程 TeachersTeachers ActivityActivity 教师活动教师活动 StudentsStudents ActivityActivity 预设学生活动预设学生活动 PurposePurpose ofof DesignDesign 设计意图设计意图 StepStep 1:1: Warm-up:Warm-up: 1) 1.Freek talk . Good morning ,boys and girls . How are you ? Nice to meet you ! How many days are there in a week ? 2）The teacher will be three different backs on the mascot cards in the hand, let each group leader to choose a group Listen to the person first and answer the teachers question. Good morning ,Miss Wang. . Fine, thank you . Nice to meet you, too ! Seven. The leader guides the front and chooses his own group mark. 激发学生学习英语的兴趣，引领 学生快速进入英语学习状态，为 新课的学习作好铺垫。 利用海绵宝宝、喜羊羊、海宝作 为新课的切入点。既向学生渗透 了学习竞争的意识，又能充分调 动起学生学习的积极性。 as the group name. Look ! There are three cards in my hands .They are SpongeBobSpongeBob , , pleasantpleasant goatgoat and HaibaoHaibao . .Goup leaders ,choose one ,and it will be your group name .Ready ? Go ! The teacher showed a small picture of BoluluBolulu to the students and told them that if they took an active part in the study, pronounce it correctly and performed it, they would get a reward T: Dear children ,look at the Bolulu cards.They are so cute .Would you like to have one ? If you do a good job in class, you can get one . Ready ? Go. 3)The teacher and student say CHANT in Lesson 2, activate the classroom atmosphere and pave the way for the development of the new course . 4)The teacher shows the pictures. The students look at the pictures and speak the words quickly. Listen carefully and define your tasks. Look and listen. The teachers and students together to say chant. Look and say the word fast. 教师出示 BoluluBolulu 图贴，具体介 绍其用途。即使学生感到新颖， 又为怎样获得它充满期待。 课件播出 chant，图形与声音配 合，给学生直观印象，又给学生 做出示范。 结合图片，复习学过的单词，加 深学生印象。 StepStep 2:2: Presentation:Presentation: 1. Teachers with PPT presents Li Yan home screen, Kate Li Yan also told the students home! T:This is Li Yan s new home. Li Yan showed Kate the bedroom and living room.Do you remember what things are in the rooms Let s say?. Love PPT presentation in order to lead the students to the bedroom and the living room, with There / There is. Are. And learn the furniture vocabulary to describe. After the 1. review, see the kitchen picture: Is this / bedroom a questions living room? Professor word kitchen, teacher pictures posted in the word next to guide students to read the words, teachers timely supplement. 2.Teach the new word “kitchen” by drawing a picture. Ask: Whats on the blackboard? Show the key sentence: There is . Look and answer. Listen to the teacher and say the sentences together. Listen to the question and answer to it. Elicit the answer: There is 利用人教版教材相关内容，既做 现代教育信息技术与教材的有效 整合。形式多样教学课件的播放， 再一次调动学生的学习兴趣，加 深对 There is .和 There are .句型应用的理解。 再一次强调 There is .和 There are .，既为学生练习 提供材料，又能强调 There is .和 There are .单复数形 式的用法。 提出问题，引发学生对自己观察 能力的思考。 出示示范，暗示学生 There is 后用名词用单数，让学生从 练习中领悟 can 的用法。 3. Learning dialogue (1) Teachers guide students to introduce the picture, describing the Li Yan kitchen look, look to cultivate students ability of expression (2) The students read the text animation video, complete the dialogue teaching. Q1:What s in the kitchen? Ss:There is a new fridge. (Learning, read fridge) Q2:What else is there in the kitchen? There is a new table , too . (Learning, spelling, writing table) 4.Read and write. Show a picture（CAI）.Teach the words“kitchen”“fridge”and the sentence “Look at my kitchen. There is a new fridge.” 5.Lets read. Read aloud to the students. Learn to read the other two new words. Students look and listen. Look at the PPT. Listen to the teacher. Then, answer their abilities. Look, listen and answer: 安排小组间合作练习。既体现了 小组间的合作，又使练习的安排 具有一定难度。 对每一组的实际完成情况给予不 同评价，增强了小组间的竞争意 识。 变换单词进行替换练习，感悟情 态动词 There is 的用法。 大屏幕播放 PPT 图片，增强了学 生的感官意识。同时，让学生结 合自己对家里厨房的摆设，按真 实情况回答问题。 对 There is 句式进行练习， 同时过渡到新对话教学中。 利用短片引出对话人物，设计简 单问题，使学生参与课堂活动。 通过形象的简笔画吸引学生的 注意力，降低新知传授的难度， 使学生自然的理解 There is 。 结合简笔画直观的向学生展示多 个名词并列的说法，并引导学生 运用身边的学习用具在真实的环 境中自然的操练本课新句型。 避免常规教学中繁锁的语言讲 解，提高教与学的效率，达到预 期教学目的。 考验学生的临机反应能力和对课 文的掌握熟练程度。 6.Listen and number. Teachers produce courseware, respectively, a delivery of voice, students listen and choose. 7.Can you catch? Read the sentences to see who reads them right and fast. 8.Lets play a game. Read the sentences to see who reads them right and fast. 9.Lets PK. Read the text quickly to see who reads it right and fast. 10.Listen and imitate the dialogue. 11.Play the text dialogue in part. StepStep 3:3: PracticePractice 1.Role play. 2.Play the text dialogue in part. 3.Lets play. Lets go into the kitchen! 4.Listen and do. Read the sentences. Look at the picture of the dialogue. Listen to the teachers introduction. Answer the question. Listen to the pronunciation first, then imitate the pronunciation and intonation to read the text Listen to the pronunciation, then mark the front of each sentence with the serial number. Learn and practice the sentence. Feel free to answer. Listen and read. Wear a headdress and act out the dialogue, respectively. Read the text quickly. Students are skilled in using them 分角色扮演活动,使学生通过动 脑、动口，内化本课主要语言点, 从自己的经验中学习并构建自己 的新知以至于顺利完成任务。并 通过师生评价，培养学生的进取 心,使教学目标和教学重难点得 以顺利完成。 检验学生对课文的熟练程度以及 发音是否准确。 通过自己介绍家里的厨房够构造， 使学生感悟词义。分角色朗读， 检查学生阅读能力。 及时评价学生，激发学习兴趣。 对所学知识及时总结，总结句型 的同时，使用了新词汇，加深学 生对词汇的理解。 通过回答问题，总结“There is ”一词的英语表达法。 带问题听录音，训练学生听力。 传统教学手段很难再现这种生活 素材。利用 flash 增加学生视听 效果，起到帮助学生理解对话内 容的作用。符合小学生以形象思 维为主的身心发展特征；学生带 着问题在具体的情景中理解课文, 培养其注意问题不同方面和获取 信息的能力，顺利完成本课的目 标教学。 Listen and imitate the pronunciation and intonation. 5.Role play the conversation. 6.Ability promotion StepStep 4:4: ConsolidationConsolidation Tell me about your kitchen! PPT shows the students personal photos and comes with family kitchen pictures. The student pointed to his kitchen. stepstep 5:Summary5:Summary 1.Whats in the kitchen? Look at the subject pictures and consolidate what you learned in this lesson. 2.Elegant show. StepStep 6:6: ClassroomClassroom LearningLearning AssessmAssessm Count the Bolulu. Put them on the hand. Ask each group: How many Bolulus can you get? Then, give the winner the award. (Pleasant goat small photo stickers in the standard above the winning team.) HomeworkHomework 1.Imitate a recording; say a dialogue. 2.Introduce others in your bedroom, living room, kitchen, etc. in English. Look! There is a. / There Are.picture description. Look at the questions on the PPT. Read together first. Listen to the tape and catch the answers. Look at the questions and answers. Read together. Look at the PPT and listen. Some groups read in role. Listen to the teacher. Listen to the teacher. Take out the papers. Complete the following dubbing exercises. Give the Bolulus to the teacher. Count the Bolulus. Write the number under the pictues. Remember the homework. 新课标的总体目标是培养学生的 综合语言运用能力。综合语言运 用能力的形成建立在学生语言技 能、语言知识、情感态度、学习 策略和文化意识等素养整体发展 的基础上。而学生的学习策略的 培养与发展应通过教师在平时的 课堂教学中设计灵活多样的教学 活动来得以实现。 师生互动，总结本节课所学知识。 集体观看评价结果，表彰获胜组， 对其他组也是一个激励。 布置归纳作业，培养学生对所学 句型的熟练运用能力。 BlackboardBlackboard DesigningDesigning（板书）（板书） Unit One: Lesson 3 kitchen fridge bed There is . There are . table 评价方式评价方式 1语言评价： （1）教师激励性的话语贯穿整个教学过程，如：Great! Super! Excellent!done! Good job! Nice work! 等。对于表现欠佳的学生，我也会安慰和鼓励他们，如： Dont be shy. Never mind. It doesnt matter. . （2）学生之间的语言评价，如：Good! Very good! Excellent! 等，同时小组之间还进行互评，展开 竞赛，使学生有了竞争意识。 教师的语言评价充分地调动了学生学习的积极性，学生从中受到鼓舞，体验到成功的乐趣，增强了他们 学习英语的自信心。 2教学目标达成度： （1）通过观看教材配套动画回答问题评价学生教学语言知识目标的达成情况。 （2）通过找不同的游戏评价学生教学能力目标的达成情况。 （3）通过小组合作参观 Kate 新房和谈论自己最喜欢的房间评价学生教学目标 2 的达成情况。 五、教学设计说明 本课的教学设计力求发挥学生听、说、读、写的综合语言技能，运用传统教学手段，难以在短短一节 课里予以充分兼顾。所以，利用多媒体创设生活情景，通过设计游戏、布置任务等活动，鼓励学生在情景 中感知、学习和运用语言，为每个孩子的发展提供良好的空间，极大的激发了学生的兴趣；体现多媒体教 学课件发挥交互式网络教学的优越性，直接展示语言知识形成的过程，化解语言难点。采用形象、直观、 生动、有趣的教学方法激发学生的求知欲，改变以往课堂教学中学生被动接受知识的学习方式，使本课教 学目标和教学重难点得以顺利完成。