人教PEP版四年级上册Unit 4 My home-C-ppt课件-(含教案+视频)-市级优课-(编号：b0730).zip

1 1 PEP 小学英语四年级上册小学英语四年级上册 Unit 4 My home Unit4Unit4 MyMy homehome 主情景图教学设主情景图教学设 计计 一、学情分析 小学四年级学生的年龄在 10-11 岁左右，生性活泼好动，喜欢直观形象思 维，对游戏、竞赛、特别感兴趣。而且他们接触英语已经有一年时间，已具有 1 2 初步的听说能力，对英语的兴趣比较强烈，学起来积极性应该很高。 二、教材分析 My home 是 PEP 第三册教材中的第四单元，这一单元主要是围绕家里的各 类房间 living room，study，kitchen，bedroom and bathroom 及一些常见的生活 用品和家具 phone，fridge，sofa，table and bed 等展开的一系列话题这些东西 都是学生们非常熟悉，并且和生活息息相关的，所以教师教起来会比较顺手， 比较容易，学生也会乐于学习，并易于在生活中进行运用。本课时教学是依据 小学四年级英语（PEP）上册第四单元 My home 中的主情景图设计而成的。 三、教学设想 由于 PEP 教材中的主情景图在日常教学中是辅助教学的，例如导入新课或 者是复习巩固。根据教学进度，这个时间段教授这个内容，对孩子们来说应该 是一个复习巩固的过程。所以本节课的设计初衷就是将目标句型和单词融入一 个故事的情境，让孩子们在情境中和任务的驱动下操练目标句型和单词，有利 于学生对已经学习过的课文再次产生兴趣，并且发挥自己的想象力。只要精心 设计一些学生感兴趣的活动融入教学中，并对学生的表现进行及时的，恰到好 处的评价和激励，学生就能在学习的过程中体现到快乐，由被动学习变为主动 学习，真正的做到在快乐中乐于学习英语。根据孩子的年龄特点和接受能力最 后给出语言框架，并让学生能模仿范例编写对话。最后拓展一个有目标句型的 绘本作为对教学内容的一个补充，开阔学生的阅读视野，达到“学以致用”的 目的。 4、教学目标 知识目标： 能听、说、认读句型：Where is the cat? She is . the . Where are they? They are . 能力目标： 能够在情景中运用句型 Is she in the .? Yes, she is./No, she isnt. Are they in .? Yes, they are./ No, they arent.询问物品、人物的位置并作出相应判断。 情感态度目标： 1. 能够感受到家的温馨，从而激发学生爱家、爱家人的情感。 2. 能够喜爱英语阅读，激发读绘本的兴趣。 五、教学重点 能听、说、认读句型：Where is the cat? She is in the . Where are they? They are . 六、教学难点 能够在情景中运用句型 Is she in the .? Yes, she is./No, she isnt. Are they in .? Yes, they are./ No, they arent.询问物品、人物的位置并作出相应判断。 七、教学方法： 游戏教学法、情景教学法、任务型教学法 八、教学准备： 多媒体课件、卡片、头饰等。 九、教学过程： Step 1. Warm-up 1 . Greeting. 1 3 T: Hello, boys and girls , Im your new teacher today. Nice to see you. Im Miss Wang . You can call me Annie,OK? So whats your name,please ? Ss: My name is. T: Do you have a friend ? Who is he/she ? 2. Free talk: Talk about your friend . 3. Lead-in T: I have a friend. She is cute. She has two big eyes and a long tail. She likes eating fish. Whos she? Get Ss to guess. Display the picture. T: She is my friend. Her name is kitty . (设计意图：话题导入，让学生轻松的进入英语学习的状态，拉近师生之间的距 离。通过引入朋友这个话题，让学生有话可说，激发学生要表达的欲望。） Step 2. Presentation and practice 1. Display the house of the cat and the first part of the story . How is the house? Is it beautiful / big /nice ? Elicit : Yes , it is . （设计意图：图片直观形象，让学生从图片入手去感知接下来要学习的故事。 ） 2. Get Ss to guess which room it is . 1 T: Is it a living room? S :No , it isnt. 2 Ask Ss to ask and answer in pairs. （设计意图：根据孩子好奇心和求知欲的心性，用图片、多媒体课件来调动孩 子学习的积极性，同时视觉效果能让孩子积极去思考并加深记忆。） 3. Guess : Who are Kittys friends ? Get Ss to use: Are they ducks /pigs/ cats.? to ask the teacher questions. Display the third part of the story ,Get Ss to listen to the recording. 1 4 4. Display a picture .Get Ss to role play. - Kitty , your home is _ - Thank you . please come in. 5. T: Look! There is a big gift in kittys home. If you want it , you need finish five tasks. 6. Task 1 : Where are they ? Ask Ss to listen to some recordings .Guess where are kitty and her friends? They can use this dialouge (教师先示范） A: Where are they ? B : Are they in the study / bedroom ? A: Yes , they are . No, they arent. （设计意图：通过听的训练，在真实的语境中让孩子用目标语言进行对话，让 英语的语用功能得到体现。） 7. Task 2 : Lets chant . Get Ss to have a chant . Then make a new one. 8. Task 3 : Read the story T: We know kitty and her friends are in the study. What are they doing ? Lets look at the picture. Oh , they are reading a book : Where is Albert ? Do you want to read this book? Lets read. 1 T: Look at the picture. Who is Albert? Ss: Is it a bird? 2 T : Now where is Albert? Please read the story , then talk in pairs to have a guess. A : Is he _ the _? B: Yes , he is . No, he isnt . 1 5 3 Read and write Get Ss to write the answer on the paper . （设计意图：在故事的情节发展下，孩子们和主人公们一起阅读绘本 Where is Albert?让孩子们将目标语言的学习通过阅读内化，从而为下一步的输出做一个 更好的铺垫。同时也将激发孩子喜欢阅读英语绘本的兴趣。） Step 3 Production Task 4 : Make a dialogue. 1.Get Ss to make a dialogue according to the situation given. Pair work . Ask some pairs to role play . Task 5: Write 2. Write about Kittys living room. Ask Ss to write on the paper given according to the tips on the screen.Invite some students to share their writing . （设计意图：通过设置五个任务的任务型教学方法可以调动学生已有的语言资 源，在实践中感知、认识、应用目的语，达到在用中学的目的。） Step 4 . Consolidation 1. Give evaluations. T: You did a good job today .So you can get the nice gift . 2. A house may not be a home . We have families in the house ,we call it home , East or West , Home is the best . （设计意图：通过礼物 family 公益广告的呈现，渗透本课的情感目标，有爱就 1 6 有家，爱自己的家，爱自己的家人和朋友。） Step 5: Homework 1. Read the dialogues on P36-37. 2. Talk about your home with your friends. 十、板书设计 Unit 4 My home Is she/he .? Yes, she is. / No, she isnt . Yes, he is./No, she isnt. Are they .? Yes, they are / No, they arent.