人教PEP版四年级上册英语教案Unit 4 My home The fourth period（第四课时）

1、Step 1: Warm-up & Revision & Lead-in1. Greetings.2. A guessing game“Where is my pen?”T: Look, its my pen. Now close your eyes, please.（将钢笔藏在一个地方）Open your eyes, please. Where is my pen now? You can ask me like this: Is it in/ on/ under the? Guess, please. S1: Is it in the desk?T: No, it isnt.3. Lets

2、 chant. Present the chant. Ask students to read together.Teaching purpose通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词， 为新课的学习做铺垫。Teaching purpose通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词， 为新课的学习做铺垫。(课件出示：一个球分别在椅子上面/旁边/下面；紧接着把一个球换成三个）T: Look! Its a ball. Where is the ball? Ss: Its on/ near/ under the chai

3、r.T: What are these? Ss: They are balls. T: Where are the balls? Guess! Ss: Are they?Teaching purpose设置情景，让学生在语境中熟悉新单词，感知新句型。Teaching purpose设置情景，让学生在语境中熟悉新单词，感知新句型。1. Teach the new words and sentences.(课件出示：教材Unit 4主情景图中Amy家的图片)T: Amy cant find her cat. Lets help her! Is she in the kitchen? Guess!S

4、s: Yes, she is. / No, she isnt.T: Open the door. Lets have a look! Follow me: Open the door. (Help students understand the sentence with the action.)Ss: T: The cat is near the table. Table, table, ta/te/-ble/bl/, table. Read after me.Write down the word “table” on the blackboard and teach it.T: (课件出

5、示：table与desk的对比图) We eat beside the table, the desk is for studying and working. (课件出示：教材Unit 4主情景图中Amy家的图片)T: Look at the table. Whats on the table?Ss: T: (With a gesture.) Yes, its a phone. Phone, phone, ph/f/ -one/n/, Ss: T: Now, Amy cant find her crayons. Lets help her! Are they in the kitchen?S

6、s: No, they arent. They are in the study.T: Are they on the desk?Ss: No, they arent. They are near the desk.Write down the sentence structures “Are they? No, they arent.” on the blackboard and teach them.Teaching purpose通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。Teac

7、hing purpose通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。(1) Look and predict.Show the pictures of “Lets talk” and lead students to predict. (课件出示：教材P41 Lets talk板块的图片)T: Who are they?Ss: John and his mother. T: Whats in Johns hand in Picture 1? Ss: Keys. T: Follow me:

8、 k/k/-ey/i:/, key/ki:/, keys/ki:z/.Write down the word “key” on the blackboard.T: What are they talking about?Ss: They are talking about the keys. They cant find the keys.(2) Watch the video and answer the questions.Play the video and show the questions. (课件出示：教材P41 Lets talk板块的视频)Ask students to un

9、derline the answers in the book. (3) Watch the video again and check the answers.T: Are the keys on the table?Ss: No, they arent.T: Are they near the phone? Ss: No, they arent.T: Where are the keys? Ss: Theyre in the door.Teaching purpose该部分三个活动使学生能够充分理解文本内容，并能够正确朗读对话。在不同形式的朗读和表演活动中，使学生逐步理解并掌握本课时的重点

10、句型，为其熟练表达奠定基础。Teaching purpose该部分三个活动使学生能够充分理解文本内容，并能够正确朗读对话。在不同形式的朗读和表演活动中，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。Step 3: Practice1. Read and act.(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.(2) Let students practice the dialogue in groups.(3) Act ou

11、t the dialogue.2. Ask, answer and write. (1) Show the picture of “Ask, answer and write”.（出示课件）Teaching purposeTeaching purpose为学生提供一个相对真实的语境来运用重点句型，帮助学生更好地掌握重点句型，提高其口语表达能力。T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk.” Please read what Sarah and W

12、u Yifan say. Read the dialogue of Sarah and Wu Yifan.(2) Ask students to play the game in pairs according to the dialogue. T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess them like Sarah and Wu Yifa

13、n. (3) Show the dialogues.Teaching purpose通过两个游戏活动，创设有趣的情景，让学生在特定的语境中快乐地操练所学的核心语言。Teaching purpose通过两个游戏活动，创设有趣的情景，让学生在特定的语境中快乐地操练所学的核心语言。1. A guessing game“What is it? / What are they?”T: (课件出示：书房场景图) Look at this picture. This is a study. What can you see in the study? Ss: T: Now, I will say a thi

14、ng. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they? S1: They are keys.T: No, they arent.S2: They are books.T: Yes, they are books. T: Please ask and answer in pairs as above. Which pair wants to show your dialogue? 2. Play a game“The cat catches mi

15、ce.”Divide students into four groups: red cat, white cat, black cat and yellow cat.T: A cat that catches a mouse is a good cat. There are three mice in Amys home. Where are they? The group that can catch the most mice is the winner.（课件出示：老鼠在Amy家各个房间躲藏：1. 老鼠跑进卧室，藏在床底下；2. 老鼠跑进客厅，藏在沙发后面；3. 老鼠跑进书房，藏在桌子底

16、下；4. 老鼠跑进厨房，藏在门后面）Where are the mice?Are they in the（bedroom/ living room/ study/ kitchen/ bathroom/）?Yes, they are. / No, they arent.Are they under/ behind/ nearthe(bed/ phone/ table/ door/)? Yes, they are./ No, they arent.板书设计作业设计1. Listen and imitate the dialogue for three times.2. Do the exercis

17、es.教学反思1. 教学过程中采用了以旧知带新知的学习方法，在复习单数形式的问句和答语的基础上，再进一步学习复数形式的句型，从而使学生在掌握新知时有一个阶梯性的接受过程。2. 利用多媒体先整体、再分段展开教学，通过问题引导学生的学习，帮助学生理解文本，并在文本中感知新单词、新句型。3. 教学活动形式多样、有趣、易操作且具备层次感，有效地激发了学生的学习兴趣，并帮助学生在真实的情境中自然地使用所学语言。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 AimsLets talkBe able to understand the ma

18、in idea of the dialogue and read the dialogue with the correct pronunciation and intonation.Be able to use the sentence structures“Where are?”“Are they on/ near?Yes, they are./ No, they arent.”to ask and answer the location of objects in situations.Be able to use the functional sentence“Open the doo

19、r, please.”appropriately in situations to put forward action suggestions.Ask, answer and writeBe able to consolidate and use the sentence structures “Where are?”“Are they on/ near? Yes, they are./ No, they arent.” in the games.Teaching PrioritiesBe able to understand and use the sentence structures

20、“Where are?”“Are they on/near? Yes, they are. / No, they arent.”Be able to understand and read the dialogue correctly with accurate pronunciation and natural intonation.Teaching DifficultiesBe able to use the sentence structures of this lesson in real context to ask and answer the location of object

21、s or characters.Be able to use the singular forms and the plural forms correctly.Teaching ProceduresTeaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesWarm-up&Revision &Lead-in1. Greetings.2. A guessing game.3. Lets chant.4. Lead-in.1. Greetings.2. Play a game.3. Read the chant.4

22、. Answer the questions.Help students review prepositions, feel the difference between the singular forms and the plural forms. Prepare for the study of the new lesson.Presentation1. Teach the new words and sentences.Learn the new words and sentences.Lead students to learn new words and perceive new

23、sentence structures by setting up the situation.2. Lets talk.(1) Look and predict.Show the pictures.(2) Play the video and ask the questions.(3) Play the video again and check the answers. Teach the sentences “Where are the keys? Theyre in the door.”(1) Look and predict.(2) Watch the video and answe

24、r the questions.(3) Watch the video again and check the answers. Learn the sentences.Ask questions to arouse students reading interest and make them watch the video with questions. Cultivate students ability of observation and logical reasoning.Practice1. Read and act.(1) Play the recording.(2) Let students practice the dialogue in groups.(3) Let students act out the dialogue.(1) Read after the recording.(2) Practice the dialogue in groups.(3) Act out the dialogue.Let students gradually understand and master the key s