四年級英語上冊Unit4Myhome第一課時教案人教PEP

Page3Unit4Myhome教材分析本單元學(xué)習(xí)的主題是家里的居室及相關(guān)設(shè)施。教學(xué)內(nèi)容主要是圍圍著家人和摯友間的家居生活來綻開。教學(xué)重點(diǎn)是能夠聽、說、認(rèn)讀核心句型“—Whereisshe?—She’sinthekitchen.”“Openthedoor,please.”“Look!They’reinthedoor.”“—Issheinthe…?—Yes,sheis./No,sheisn’t.”“Wherearethe…?”“—Aretheyin…?—Yes,theyare./No,theyaren’t.”；能夠聽、說、認(rèn)讀單詞和短語“bedroom,livingroom,study,kitchen,bathroom,bed,phone,table,sofa,fridge”。教學(xué)目標(biāo)學(xué)問與實(shí)力目標(biāo):句型·能夠聽、說、認(rèn)讀句型“—Whereisshe?—She’sinthekitchen.”“Openthedoor,please.”“Look!They’reinthedoor.”·能夠在情景中運(yùn)用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”“Wherearethe…?”“—Aretheyin…?—Yes,theyare./No,theyaren’t.”詢問物品或人物的位置并作出相應(yīng)推斷·能夠在情景中運(yùn)用句子“Openthedoor,please.”提出行動建議·能夠按意群朗讀描述起居室（livingroom）的小文段詞匯·能夠聽、說、認(rèn)讀單詞或短語“bedroom,livingroom,study,kitchen,bathroom,bed,phone,table,sofa,fridge”·能夠在有意義的語境中抄寫單元話題詞匯·能夠正確運(yùn)用上述詞匯描述家里的居室及物品設(shè)施語音·能夠駕馭u-e的發(fā)音規(guī)則,即u-e在單詞中發(fā)長音/ju:/·能夠讀出符合u-e發(fā)音規(guī)則的單詞，并能夠依據(jù)發(fā)音拼法出符合u-e發(fā)音規(guī)則的單詞情感看法、文化意識、學(xué)習(xí)策略目標(biāo)：·能夠在生活中主動詢問別人或?qū)e人的詢問能夠熱忱應(yīng)答·能夠感受到家的溫馨,從而激發(fā)學(xué)生愛家、愛家人的情感·能夠主動整理物品并擺放整齊,養(yǎng)成良好的生活習(xí)慣·能夠逐步做到見到符合u-e發(fā)音規(guī)則的單詞能夠拼讀,聽到符合u-e發(fā)音規(guī)則的單詞能夠拼法課時支配第一課時：PartALet’stalk&Let’splay其次課時：PartALet’slearn&Let’sdo第三課時：PartALet’sspell第四課時：PartBLet’stalk&Ask,answerandwrite第五課時：PartBLet’slearn&Let’splay第六課時：PartBReadandwrite&Let’scheck&Let’ssing

Thefirstperiod(第一課時)PartALet’stalk&Let’splay?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’stalk·能夠通過視察、談?wù)揕et’stalk板塊的圖片，在圖片、PPT和老師的幫助下理解對話大意·能夠用正確的語音、語調(diào)朗讀對話·能夠在情景中運(yùn)用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”詢問物品或人物的位置,同時作出推斷·能夠在情景中恰當(dāng)運(yùn)用句型“—Whereisshe?—She’sinthekitchen.”·能夠在語境中理解新詞匯“l(fā)ivingroom,study,kitchen”的意思,并能夠正確發(fā)音Let’splay·能夠通過本板塊供應(yīng)的教學(xué)活動，操練并鞏固本課時的重要句型“—Isitin…?—Yes,itis./No,itisn’t.”?教學(xué)重點(diǎn)1.能夠聽懂、會說句型“—Whereisshe?—Sheisinthekitchen.”“—Issheinthe…?—Yes,sheis./No,sheisn’t.”。2.能夠聽懂并運(yùn)用詞匯“l(fā)ivingroom,study,kitchen”。3.能夠聽懂、會讀對話，并能分角色表演。?教學(xué)難點(diǎn)能夠在情景中正確運(yùn)用句型“—Whereisshe/it?—She/Itis…”來詢問和描述人物或物品的位置；運(yùn)用句型“—Isshe/itin…?—Yes,she/itis./No,she/itisn’t.”來詢問人物或物品的位置，同時作出推斷。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。Teachingpurpose通過歌曲激發(fā)學(xué)生的學(xué)習(xí)愛好，幫助學(xué)生在歌聲中復(fù)習(xí)詢問位置的句型“—Teachingpurpose通過歌曲激發(fā)學(xué)生的學(xué)習(xí)愛好，幫助學(xué)生在歌聲中復(fù)習(xí)詢問位置的句型“—Whereis…?—It’s…”。?教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.Teachingpurpose再通過互動問答的方式，引導(dǎo)學(xué)生進(jìn)一步操練，為本課時的學(xué)習(xí)奠定基礎(chǔ)。2.Singasong—ShortvowelsongTeachingpurpose再通過互動問答的方式，引導(dǎo)學(xué)生進(jìn)一步操練，為本課時的學(xué)習(xí)奠定基礎(chǔ)。3.Freetalk.Reviewthesentencestructures“—Where’s…?—It’sin/on/under…”（課件出示：球在課桌不同方位的圖片）T:Where’stheball?Ss:It’sin/on/underthedesk.Askandanswerwithotherthings.T:Where’sthebook/pen/pencil…?Ss:It’sin/on/under…Step2:Presentation1.Learnthenewvocabulary.Teachingpurpose通過設(shè)置情景，讓學(xué)生在情景中熟識新詞匯和感知新句型。通過揣測的方式讓學(xué)生練習(xí)一般疑問句及其答語。（Teachingpurpose通過設(shè)置情景，讓學(xué)生在情景中熟識新詞匯和感知新句型。通過揣測的方式讓學(xué)生練習(xí)一般疑問句及其答語。T:Look,thisisAmy’shome.Let’sgoandhavealook.Thisisthebedroom/study/livingroom/kitchen/bathroom.SoinUnit4we’lltalkabout“home”.Writedownthetopic“Unit4Myhome”ontheblackboard.T:（Pointtothebedroom.）Look!Whatcanyouseeinthisroom?Ss:Abed.T:Great!Wecanseeabedintheroom,bed+room=bedroom.Writedowntheword“bedroom”ontheblackboardandteachit.T:Followme:bed,bed,room,room,bedroom.Practicetheword“bedroom”ingroupsoronebyone.T:（Pointtothestudy.）Isthisabedroom?Ss:No,itisn’t.T:It’sastudy.Wecanseeacomputeronthedesk.Wecanseemanybooksinthebookcase.Westudyhardinthestudy.Writedowntheword“study”ontheblackboardandteachit.T:Pleasereadafterme.IfIreaditinalowvoice,youreaditloudly.IfIreaditloudly,youreaditinalowvoice.Teachthenewvocabulary“l(fā)ivingroom,kitchen,bathroom”inthesamewayasabove.T:Amy’shomeisverynice.（2）Presentthepicturesofahomeandadog.（課件出示：家庭居室圖和小狗在廚房的圖）Talkwithstudents.T:Look!Ihaveadog.She’scute.Ilovemydog.ButIcan’tfindhernow.Oh!Where’sthedog?Issheinthelivingroom/bedroom/study/bathroom?(Helpstudentsanswerthequestions.)Ss:No,sheisn’t.T:Issheinthekitchen?Ss:Yes,sheis.2.Let’stalk.Teachingpurpose通過問題引導(dǎo)學(xué)生視察并探討圖片，借助問題和圖片預(yù)料文本內(nèi)容，使學(xué)生帶有目的性地去聽錄音。（1）Presentthepicturesof“Let’stalk”andleadstudentstopredictthemainideaofthedialogue.Teachingpurpose通過問題引導(dǎo)學(xué)生視察并探討圖片，借助問題和圖片預(yù)料文本內(nèi)容，使學(xué)生帶有目的性地去聽錄音。T:Look,thisisAmy’shome.Whatroomscanyouseeinthepictures?Ss:Icanseeabedroom,alivingroom,astudyandakitchen.(2)Presentthequestionsabout“Let’stalk”onthePPT.Playtherecording.(出示課件)Askstudentstoanswerthequestionsandunderlinethekeywordsoftheanswersintheirbooks.T:WhatareAmyandSarahdoing?Ss:Theyarelookingforthecat.Showthefourpicturesof“Let’stalk”inturnonthePPT.(課件依次出示：教材P38Let’stalk板塊的四幅圖片)T:AmyandSarahareinthebedroom.Isthecatinthebedroom?S1:No,sheisn’t.T:Nowtheyareinthelivingroom.Isthecatinthelivingroom?S2:No,sheisn’t.T:Nowtheyareinthestudy.Isthecatinthestudy?S3:No,sheisn’t.T:Thecatisn’tinthebedroom,thelivingroomorthestudy.Whereisshe?Teachingpurpose通過三個活動，使學(xué)生能夠充分理解對話內(nèi)容，并且能夠正確地朗讀對話。不同形式的朗讀活動使學(xué)生逐步理解并駕馭本課時的重點(diǎn)句型，為其嫻熟表達(dá)奠定基礎(chǔ)。Teachingpurpose通過三個活動，使學(xué)生能夠充分理解對話內(nèi)容，并且能夠正確地朗讀對話。不同形式的朗讀活動使學(xué)生逐步理解并駕馭本課時的重點(diǎn)句型，為其嫻熟表達(dá)奠定基礎(chǔ)。T:Verygood!(3)Readaftertherecording.T:Boysandgirls,let’sreadthedialogueaftertherecording.Pleaselistenandreadcarefully.(4)Readthedialogueindifferentroles.(5)Actitout.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Step3:Practice1.Recognizethepictures.Presentthepicturesquickly.（課件出示：客廳、廚房和書房的圖片）T:Saythewordsorthephrasequickly.2.Let’splayhide-and-seek.Teachingpurpose通過hide-and-seek嬉戲進(jìn)一步鞏固和練習(xí)新詞匯及句型Teachingpurpose通過hide-and-seek嬉戲進(jìn)一步鞏固和練習(xí)新詞匯及句型“—Isitinthe…?—Yes,itis./No,itisn’t.”。Letthestudenthideapenwhentheteachercloseshis/hereyes.Thenopentheeyesandguess.S1:Ihaveapen.It’snice.Where’smypen?T:Isitonyourdesk?S1:No,itisn’t.T:Isitinyourdesk?S1:No,itisn’t.T:Isitunderyourdesk?S1:No,itisn’t.T:Isitinyourhand?S1:Yes,itis.T:Now,playhide-and-seekwithyourpartner.Step4:Consolidation&Extension1.Let’schant.Makeupachantaccordingtothedialogueof“Let’stalk”.Teachingpurpose通過Teachingpurpose通過“找尋小五”的嬉戲，充分調(diào)動學(xué)生的主動性。讓學(xué)生在情境中合理運(yùn)用所學(xué)句型，可以激發(fā)學(xué)生的英語學(xué)習(xí)動力，并培育學(xué)生的競爭意識。2.Playagame—“LookforXiaowu.”（1）PresentthepictureofXiaowu.（課件出示：小五在客廳看電視的圖片）Askstudentstocompeteingroups.T:Whoishe?He’sXiaowu.HeiswatchingTVnow.Oh,he’smissing!Whereishe?Let’sgoandlookforhim.（課件出示：小五家的居室圖）(2)Readoutthenamesoftheroomsingroups.Practicethevocabulary“bedroom,livingroom,kitchen,bathroom,study”.(3)LookforXiaowu.ThegroupthatfindsXiaowufirstwillbethewinner.Practicethesentencestructures“—Isheinthe…?—Yes,heis./No,heisn’t.”“—Whereishe?—Heisin…”?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Practicethesentencestructures“—Issheinthe…?—Yes,sheis./No,sheisn’t.”withyourpartner.3.Dotheexercises.（見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè)）?教學(xué)反思1.由歌曲視頻引入，帶領(lǐng)學(xué)生邊唱邊復(fù)習(xí)句型“—Where’s…?—It’sin/on/under…”，再在自由談話中鞏固該句型，進(jìn)而激發(fā)學(xué)生的愛好，為新課做好鋪墊。2.創(chuàng)設(shè)與現(xiàn)實(shí)生活及教材內(nèi)容相近的語境，在特定語境中導(dǎo)入新詞匯和句型，再自然地開展教學(xué)內(nèi)容。環(huán)環(huán)相扣，層層深化，讓學(xué)生輕松地駕馭教學(xué)重點(diǎn)。3.設(shè)計(jì)的活動形式豐富、易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。在教學(xué)過程中，以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。4.板書設(shè)計(jì)清楚明白，重點(diǎn)突出，起到了很好的協(xié)助作用。?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.·Beabletoreadthedialoguewiththecorrectpronunciationandintonation.·Beabletousethekeysentencestructures“—Issheinthe…?—Yes,sheis./No,sheisn’t.”toaskandjudgethelocationofobjectsorcharactersinsituations.·Beabletousethekeysentencestructures“—Whereisshe?—She’sinthekitchen.”properlyinsituations.·Beabletounderstandthenewvocabularyincontextandpronouncecorrectly.Let’splay·Beabletopracticeandconsolidatethekeysentencestructuresbytheprovidedteachingactivity.?TeachingPriorities·Beabletounderstandandspeakthesentencestructures“—Whereisshe?—Sheisinthekitchen.”“Issheinthe…?—Yes,sheis./No,sheisn’t.”·Beabletounderstandandusethekeyvocabulary“l(fā)ivingroom,study,kitchen”.·Beabletounderstand,readandactthedialogueindifferentroles.?TeachingDifficulties·Beabletousethekeysentencestructurescorrectlyinsituationstoaskanddescribethelocationofcharactersorobjectsandmakeajudgementatthesametime.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Singasong—Shortvowelsong.3.Freetalk.Showsomepictures.Asksomequestions.1.Greetings.2.Singasong.3.Answerthequestions.Cultivatestudents’learninginterest.Reviewandconsolidatethesentencestructures“—Whereis…?—It’sin/on/under…”Laythefoundationforthisclass.Presentation1.Learnthenewvocabulary.（1）PresentthepictureofAmy’shome.Teachthenewvocabulary“bedroom,study,livingroom,bathroom,kitchen”.（2）Presentthepicturesofahomeandadog.Talkwithstudents.Teachthenewsentencestructures.（1）Learnthenewvocabulary.（2）Talkwiththeteacher.Learnthenewsentencestructures.Letstudentslearnthenewvocabularyandperceivethenewsentencestructuresinthesituation.Leadstudentstopracticethegeneralquestionsandtheanswersbyguessing.2.Let’stalk.(1)Presentthepictures.Askstudentstopredictthemainideaofthedialogueanddescribethepicturessimply.(2)Playtherecordingandaskthequestions.(3)Playtherecordingagain.(4)Askstudentstoreadthedialogueindifferentroles.(5)Askstudentstoactitout.(1)Predictthemainideaanddescribethepicturessimply.(2)Listentotherecording,thenanswerthequestions.(3)Readaftertherecording.(4)Readthedialogueindifferentroles.(5)Actitout.Helpstudentsunderstandthecontentofthedialogueandreadthedialoguecorrectly.Leadthemtomasterthekeysentence