Pep小学四年级英语下册Unit1-教案(共29页)

1、Unit1 My school课题Unit1 My school课型对话课内容Part A Lets talk & Look, ask and answer主备人复备教师一、课程标准1. 能根据录音模仿说话。2. 能做简单的角色表演。二、教材解析本课时讲授的核心句型是：Where is the.? Its on the first/second floor. Is this the.? Yes, it is./ No, it isnt. The . is next to . 教材通过Mike寻找教师办公室的情景，让学生感知上述句型的语义及语用情景。且通过根据图片询问教室或场馆位置并做出回答的活

2、动，进一步巩固上述核心句型的具体运用。三、目标预设1. 能理解对话大意，用正确的语音、语调朗读对话。 2. 能在情景中进行角色表演，运用句型Where is the .? Its on the first/second floor. Is this the.? Yes, it is. / No, it isnt. The . is next to .询问并回答学校设施的位置。 四、 重难点预设1. 重点：正确理解并能按意群、有感情地朗读文本，且能准确读出核心词汇teachers office, second floor, next to, library, homework。2. 难点：灵活掌

3、握核心句型“Where is the .? Its on the first/second floor. Is this the .? Yes, it is./No, it isnt. The . is next to .”，并能根据实际情况进行问答。五、评价设计1. 通过听录音读、跟教师读、齐读、分角色朗读和Group work(Role play)活动检测目标1的达成情况；2. 通过Look, ask and answer问答活动及Make a survey调查活动检测目标2的达成情况。六、教学设计第1课时教学环节教学预设热身/复习（Warm-up/Revision）Warm-up1. 多

4、媒体课件播放本单元歌曲Our school。学生初步感知本单元的学习内容。2. Free talk学生们回忆师生间的打招呼用语，比比谁说的最多。Lead in通过呈现Linda到一所新学校寻找教师办公室的情景导入本课时重点句型及词汇teachers office, second floor, next to, library。通过这一环节可使学生对本课时重点内容有初步了解，教师也可根据学生对新知的接受情况做到心中有数，并引入新课。呈现新课（Presentation）Guess and say看图片，感悟新的表达法。Mike is also looking for the teachers of

5、fice. 尝试回答Where is it? Is it on the first floor? No, it isnt. Its on the second floor. Is this the teachers office? No, it isnt. Its next to the library. Watch and answer看视频，回答问题What does Mike give to Miss White? His homework. Listen and imitate听音，仿读1. Listen to the radio and read after it.2. Read a

6、fter the teacher.3. Read together.4. Read in roles. 角色扮演趣味操练（Practice）Practice-Role playGroup Work: Act out the dialogue in groups.Show timeThree levels: Good, Great, Wonderful。(此项活动和Listen and imitate部分共同检测目标1的达成情况)Practice-Look, ask and answerAsk and answer the position of the teachers office and

7、that of the library with your partners.学生结对，询问教师的办公室、图书馆等设施的位置。Activity-Make a survey(此项活动和Look, ask and answer部分共同检测目标2的达成情况) 六人一组，一名同学扮演记者，运用本课时核心句型和其他同学交流学校建筑的方位。可适当扩充对话使其完整流畅！Where is the.?Its on the first/second floor. Is this the.?Yes, it is. / No, it isnt. The . is next to .小结（Summary）引领学生通过板

8、书回顾总结怎样询问并回答学校设施的位置。 Where is the.?Its on the first/second floor. Is this the.?Yes, it is. / No, it isnt. The . is next to .作业设计（Homework）Listen to the radio and read the dialogue correctly and dramatically. 听录音，有感情地跟读文本。Act the dialogue out. 把该对话表演出来。Make a new dialogue using the main sentence patt

9、erns with your partners. 运用本课时核心句型和同伴创编新对话。七、板书设计： Unit 1 My schoolA Lets talk & Look, ask and answerWhere is the.?Its on the first/second floor.Is this the.?Yes, it is. / No, it isnt.The . is next to .八、课前预习作业1. 听Unit1 A Lets talk录音，跟读对话3遍，画出不会读的词，在书上圈出不理解的地方。2. 回顾师生间的打招呼用语，并写下来.Unit 1 My school课题U

10、nit 1 My school课型词汇课内容Part A Lets learn & Lets do主备人复备教师一、 课程标准1. 能看图识词。2. 能根据指令做事情，如指图片、涂颜色、画图、做动作等。二、教材解析本课时在第一课时的情境下，继续学习重点单词：library, first floor, second floor, teachers office关于校园场所的词汇。教材通过陈杰和Amy观看学校模型，讨论相关位置的场景，呈现了单词的词形和意义，对核心句型Where is .? Its on .进行巩固。为了使词汇学习具有趣味性，课时中增加了Lets do环节，通过TPR活动，巩固所学

11、词汇。序数词first, second作为了解，不做特别语法讲解。三、目标预设1. 能听、说、认读单词及词组library, first floor, second floor, teachers office。 2. 能在语境中熟练运用句型Where is .? Its on .询问、描述学校教室和场馆的位置。五、 重难点预设1. 重点：掌握本课时核心词汇。2. 难点：能运用核心句型Where is .? Its on .对学校建筑物所在的位置进行询问并回答。五、评价设计1. 通过听录音读、跟读以及两个游戏活动检测目标1的达成情况。2. 通过Pair work活动检测目标2的达成情况。六、教

12、学设计第2课时教学环节教学预设热身/复习（Warm-up/Revision）Warm-up1. 播放歌曲Our school，学生进一步整体认知本单元的核心话题。2. 回忆学校各建筑物的英文名称，比比在节奏欢快的乐曲中，半分钟内谁能说得最多。Lead inHere are nice school models.What are there in Sarah and Chen Jies school?Where are they?由此自然导入本课时的核心词汇。呈现新课（Presentation）Listen and imitate听音模仿1. Present the key words: lib

13、rary, teachers office, first floor, second floor. Meanwhile, present the spelling and the sentences.2. Practice the words. Listen to the radio and try to imitate.Pair workMake conversations in pairs to ask and answer school buildingspositions. 同桌两人运用本课时核心句型对图片所示学校建筑物的方位进行询问并回答。（此项活动用于检测目标2的达成情况）趣味操练

14、（Practice）Practice1. Lets do师生跟着视频边说边做动作。(TPR游戏及上述Listen and imitate听录音读、跟读活动共同检测目标1的达成情况)Game 1：Which is missing?多媒体课件呈现快速消失的图片，同学们迅速说出该单词，比比谁的反应最快！Game 2：Do actions挑选一名同学上前快速读出Lets do的一句话，下面同学快速做动作，反应慢的或做错的同学坐下，比比谁是最终胜利者。小结（Summary）引导学生通过板书或者PPT，对核心词汇library, teachers office, first floor, second f

15、loor和核心句型Where is.? Its on.进行小结。作业设计（Homework）Read words and sentences after the radio. 听录音，跟读单词和句子。Read and dictate the words. 跟读并能听写核心词汇。 Make a new dialogue with your partners using themain words and sentence patterns. 运用本课时核心词汇及句型，和同伴创编对话。 七、板书设计： Unit 1 My schoolA Lets learn & Lets dolibrary te

16、achers office first floor second floorWhere is.? Its on.八、课前预习作业1. 听Unit1 A Lets learn录音，跟读单词，圈出发音有困难的单词。2. 回顾并搜集学校建筑物的英文名称，并写下来。Unit 1 My school课题Unit 1 My school课型语音课内容Part A Lets spell主备人复备教师二、 课程标准1. 能正确书写字母和单词。2. 了解简单的拼读规则。二、教材解析本课时分为三个板块：Read, listen and chant; Read, underline and say; Look, l

17、isten and write。第一部分呈现了er在单词中发/音的规则；第二部分通过读单词、划出发音相同的字母组合、跟读例词的活动强化记忆er的发音规则，帮助学生根据er的发音规则读出新词，巩固学习er的音形对应关系；第三部分则通过看图、听音、写单词的活动帮助学生按照发音规则拼写单词，补全短语或句子。教师应在课前了解学生对元音字母和辅音字母的发音情况，在新授知识和学生知识积累之间建立联系。三、目标预设1. 能读出课本中符合er发音规则的单词，感知并归纳er在单词中的发音规则。 2. 能根据单词读音拼写出符合er发音规则的单词，补全短语或句子。 六、 重难点预设1. 重点：掌握er的发音规则。2

18、. 难点：能流利读出符合er发音规则的单词。五、评价设计1. 通过Look and say及总结er发音规则的活动检测目标1的达成情况；2. 通过Read aloud, Listen and chant, Read, underline and say及Look, listen and write的活动检测目标2的达成情况。六、教学设计第3课时教学环节教学预设热身/复习（Warm-up/Revision）Warm-up巩固复习字母e在单词中的发音规则。Lead in通过Read words and find regulations这一活动，让学生们从中找出相同的规律，进而导入新课。呈现新课（P

19、resentation）Look and say看一看，说一说1. Present the words: water, tiger, sister, dinner, computer.出示单词。2. Summarize the pronunciation regulations of the words.发现这些单词的发音规律。“water, tiger, sister, dinner, computer” with the letter “er”.(此项活动可检测目标1的达成情况)Read aloud读一读Read the pronunciation cartoon together.Lis

20、ten and chant听唱歌谣1. Listen to the radio and read after it.2. Chant together.趣味操练（Practice）Look, listen and write看一看，听一听，写一写Listen to the radio and try to write words down.(此项活动与Read aloud, Listen and chant, Read, underline and say部分共同检测目标2的达成情况)Read, underline and say1. sister ruler under number2. c

21、omputer eraser dinner winter3. under after water riverRead the words above, underline the same pronunciation rules and make sentences with them.Exercise一、画出每组单词中发音相同的部分。1. sister ruler under number2. computer eraser dinner winter3. under after water river二、将相应字母和图片连线，并试着读一读吧！小结（Summary）作业设计（Homework

22、）1. Read the words after the radio. 听录音跟读第一部分词汇。 2. Read all the words with “er” in this lesson. 读本课时含有字母组合er的单词。 3. Summarize other 10 words with “er” by yourself. 自行总结10个符合字母组合er发音的单词。 七、板书设计： Unit 1 My schoolA Lets spellwater tiger sister dinner computer八、课前预习作业1. 听Unit1 A Read, listen and chant录

23、音，跟读单词3遍，思考字母组合er的发音规则。2. 尝试总结5个含有字母组合er且发音跟课文上一致的单词。Unit 1 My school课题Unit 1 My school课型对话课内容Part B Lets talk & Lets play主备人复备教师一、课程标准1. 能根据录音模仿说话。2. 能做简单的角色表演。二、教材解析本课时讲授的核心句型是：Is that.? Yes, it is. No, it isnt. Do you have.? Yes, we do. / No, we dont. 教材通过一位来访者向陈杰了解学校场馆的情景，使学生感知上述句型的语义及语用情景。三、目标预

24、设1. 能理解对话大意，用正确的语音、语调朗读对话，并能进行角色表演。 2. 能在情景中运用句型 Is that.? Yes, it is. No, it isnt. 来确认并回答远处的建筑物。运用句型Do you have.? Yes, we do. No, we dont. 来询问教室或场馆。七、 重难点预设1. 重点：掌握核心句型“Is that.? Yes, it is. No, it isnt. Do you have .?Yes, we do. / No, we dont.”，能根据实际情况进行问答。2. 难点：掌握Is this.?和Is that.?的用法。五、评价设计1. 通

25、过听录音读、跟教师读、齐读、分角色朗读和Role play活动检测目标1的达成情况；2. 通过Lets play及Make a survey调查活动检测目标2的达成情况。六、教学设计第4课时教学环节教学预设热身/复习（Warm-up/Revision）Warm upReview the main words and sentences in Part A.Lead in 通过呈现来访者参观陈杰学校的场景引出文本内容。A visitor comes to Chen Jies school.What are they talking about? 呈现新课（Presentation）Guess a

26、nd say猜一猜How many students are there in Chen Jies class? Watch and answer看视频，并回答问题。Where is the library? Its on the second floor. Listen and imitate听音模仿1. Listen to the radio and read after it.2. Read after the teacher.3. Read together.4. Read in roles.趣味操练（Practice）PracticeRole play角色扮演Pair work: A

27、ct out the dialogue.Show timeThree levels: Good, Great, Wonderful。学生可选择三种形式中的任意一种，完成任务。(此项活动和Listen and imitate部分共同检测目标1的达成情况)PracticeLets playPresent the video and finish this exercise.学生先看一遍视频，了解规则，然后拿出自己准备好的卡片，同桌之间进行对话练习。Make a survey (此项活动和Lets play共同检测目标2的达成情况)Suppose you are a visitor, please

28、make a survey. 两人一组，一位同学扮演参观者，运用本课时核心句型，询问并回答学校建筑物的位置。小结（Summary）总结本课时要点：确认并回答远处的建筑物： Is that.? Yes, it is. No, it isnt. 询问教室或场馆： Do you have.? Yes, we do. No, we dont. 作业设计（Homework）1. Listen to the radio and imitate it. 听录音，模仿跟读对话。2. Act the dialogue out. 试着把该对话表演出来。 3. Make a new dialogue using t

29、he main sentence patterns with your partners. 和同伴运用核心句型创编新对话。七、板书设计： Unit 1 My schoolB Lets talk & Lets playIs that.?Yes, it is. / No, it isnt.Do you have.? Yes, we do. / No, we dont.八、课前预习作业1. 听Unit1 B Lets talk录音，跟读对话3遍，圈出读不准的单词或者句子。2. 自主完成导学案相关习题。Unit 1 My school课题Unit1 My school课型词汇课内容Part B Let

30、s learn & Look, ask and answer主备人复备教师三、 课程标准1. 能看图识词。2. 能根据图、文说出单词或短句。二、教材解析本课时在学习了学校设施及介绍用语的基础上，继续学习单元重点单词和词组：computer room, music room, art room, playground。A部分的词汇部分是看校园模型，本课时则通过吴一凡呈现出学校的场景，给John进行介绍，在展示中了解音形意的结合。第二部分是将核心句型融入对话中，通过张鹏和Sarah的对话，巩固所学句型。三、目标预设1. 能听、说、认读单词及词组computer room, music room,

31、art room, playground。2. 能熟练运用句型Do you have? Yes, we do. / No, we dont. Its on来描述学校的教室或场馆及其大致位置。八、 重难点预设1. 重点：能听、说、认读本课时核心词汇。2. 难点：能运用上述核心句型来描述学校的教室或场馆及其大致位置。九、 评价设计1. 通过听录音读、跟读以及Catch the plane游戏检测目标1的达成情况。2. 通过Role play及Pair work活动检测目标2的达成情况。六、教学设计第5课时教学环节教学预设热身/复习（Warm-up/Revision）Warm-upReview th

32、e dialogue in Part B.Lead in通过呈现约翰参观吴一凡学校的场景自然导入本课时的核心词汇。John visits Wu Yifans school.What are there in his school?What are they talking about?呈现新课（Presentation）Listen and imitate听音，仿读1. Present the key words: computer room, music room, art room, playground. Meanwhile, present the spelling and the s

33、entences.2. Practice the words. Listen to the radio and try to imitate.Read aloud看视频，跟读词汇和小对话。Watch the video and read it correctly.趣味操练（Practice）Role play角色扮演Try to act the dialogue out in pairs!Look, ask and answer同桌练习Students in pairs to ask and answer the school buildings according to the pictur

34、es.Pair work创编对话并展示。Make a new dialogue using the key words and sentencestructures. (此活动和上述Role play共同检测目标2的达成情况)Practice-Game Catch the plane小游戏：抓飞机Read the word in plane out quickly. 快速读出飞机上呈现的词汇。比比谁的速度更快、发音更准。(本游戏及上述Listen and imitate听录音读、跟读活动共同检测目标1的达成情况)Exercise 1. _ this the teachers office? N

35、o, it isnt. A. Am B.Is C. Are2. Do you _ a music room? Yes, we do. A. have B. has C. had3. We have _ art room. A. a B. an C. /小结（Summary）巩固本课时核心词汇：computer room, music room, art room, playground核心句型：Do you have? Yes, we do. No, we dont. Its on作业设计（Homework）1. Listen to the radio and read words and s

36、entences correctly. 听录音，准确朗读词汇及句子。2. Read and dictate words and phrases.朗读并会默写核心词汇。 3. Make a new dialogue with your partners using the main words and sentence patterns. 运用本课时核心词汇及句型，和同伴创编新对话。 七、板书设计： Unit 1 My schoolB Lets learn & Look, ask and answercomputer room music room art room playground Do

37、you have ?Yes, we do. / No, we dont. Its on八、课前预习作业1. 听Unit1 B Lets learn录音并跟读单词。2. 完成导学案相关习题。Unit 1 My school课题Unit 1 My school课型阅读课内容Part B Read and write & Lets check & Lets sing & C Story time 主备人复备教师四、 课程标准1. 能在图片的帮助下读懂简单的小故事。2. 能模仿范例写词句。二、教材解析本课时为复习巩固部分，可以分为三大块：Lets check, Read and write和Story

38、 time。Lets check部分为听力和根据图片圈出正确的单词，皆在考查单元核心词汇的认读。可以在热身复习环节中进行；Read and write分两部分，第一部分要求学生阅读描述学校平面图的文段，读后能根据描述在平面图中标注出教室的位置；第二部分为有意义的句子书写活动，分两个步骤：第一步为看图、读句子；第二步为个性化的书写活动。Story time皆在通过阅读趣味故事，复习巩固本单元所学语言。三、目标预设1. 能理解描述学校建筑物的小文段。 2. 能正确朗读带有核心句型Do you have? Where is? is on/ next to的文本，并能根据文中的核心句型结构，写出几个含

39、有句型This/ That is的句子。3. 在图片帮助下，读懂小故事。十、 重难点预设重点：能理解文本内容并完成相关习题。难点：能正确理解Story time的故事内容并表演。五、评价设计1. 在理解文本内容的基础上完成Read and fill in the table，检测目标1的达成情况。2. 对文本进行个人读、小组内读、同桌操练、书写等活动，检测目标2的达成情况。3. 通过听录音、看视频、朗读、扮演等活动检测目标3的达成情况。六、教学设计第6课时教学环节教学预设热身/复习（Warm-up/Revision）Warm-up复习热身Review the song. “Our school

40、”听唱歌曲Review“Lets do”说唱歌谣Review the words and sentences in Part B.Lead in导入Can you finish the exercise correctly?Are you ready? Go! Look and circle 看一看，圈一圈Look at the pictures and circle the right one.Lets check Listen and number.Listen to the radio and number the pictures.呈现新课（Presentation）Read and fill in the tab