四年级英语上册Unit4Myhome第一课时教案人教PEP

Page3Unit4Myhome教材分析本单元学习的主题是家里的居室及相关设施。教学内容主要是围围着家人和挚友间的家居生活来绽开。教学重点是能够听、说、认读核心句型“—Whereisshe?—She’sinthekitchen.”“Openthedoor,please.”“Look!They’reinthedoor.”“—Issheinthe…?—Yes,sheis./No,sheisn’t.”“Wherearethe…?”“—Aretheyin…?—Yes,theyare./No,theyaren’t.”；能够听、说、认读单词和短语“bedroom,livingroom,study,kitchen,bathroom,bed,phone,table,sofa,fridge”。教学目标学问与实力目标:句型·能够听、说、认读句型“—Whereisshe?—She’sinthekitchen.”“Openthedoor,please.”“Look!They’reinthedoor.”·能够在情景中运用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”“Wherearethe…?”“—Aretheyin…?—Yes,theyare./No,theyaren’t.”询问物品或人物的位置并作出相应推断·能够在情景中运用句子“Openthedoor,please.”提出行动建议·能够按意群朗读描述起居室（livingroom）的小文段词汇·能够听、说、认读单词或短语“bedroom,livingroom,study,kitchen,bathroom,bed,phone,table,sofa,fridge”·能够在有意义的语境中抄写单元话题词汇·能够正确运用上述词汇描述家里的居室及物品设施语音·能够驾驭u-e的发音规则,即u-e在单词中发长音/ju:/·能够读出符合u-e发音规则的单词，并能够依据发音拼法出符合u-e发音规则的单词情感看法、文化意识、学习策略目标：·能够在生活中主动询问别人或对别人的询问能够热忱应答·能够感受到家的温馨,从而激发学生爱家、爱家人的情感·能够主动整理物品并摆放整齐,养成良好的生活习惯·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼法课时支配第一课时：PartALet’stalk&Let’splay其次课时：PartALet’slearn&Let’sdo第三课时：PartALet’sspell第四课时：PartBLet’stalk&Ask,answerandwrite第五课时：PartBLet’slearn&Let’splay第六课时：PartBReadandwrite&Let’scheck&Let’ssing

Thefirstperiod(第一课时)PartALet’stalk&Let’splay▶教学内容与目标课时教学内容课时教学目标Let’stalk·能够通过视察、谈论Let’stalk板块的图片，在图片、PPT和老师的帮助下理解对话大意·能够用正确的语音、语调朗读对话·能够在情景中运用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”询问物品或人物的位置,同时作出推断·能够在情景中恰当运用句型“—Whereisshe?—She’sinthekitchen.”·能够在语境中理解新词汇“livingroom,study,kitchen”的意思,并能够正确发音Let’splay·能够通过本板块供应的教学活动，操练并巩固本课时的重要句型“—Isitin…?—Yes,itis./No,itisn’t.”▶教学重点1.能够听懂、会说句型“—Whereisshe?—Sheisinthekitchen.”“—Issheinthe…?—Yes,sheis./No,sheisn’t.”。2.能够听懂并运用词汇“livingroom,study,kitchen”。3.能够听懂、会读对话，并能分角色表演。▶教学难点能够在情景中正确运用句型“—Whereisshe/it?—She/Itis…”来询问和描述人物或物品的位置；运用句型“—Isshe/itin…?—Yes,she/itis./No,she/itisn’t.”来询问人物或物品的位置，同时作出推断。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。Teachingpurpose通过歌曲激发学生的学习爱好，帮助学生在歌声中复习询问位置的句型“—Teachingpurpose通过歌曲激发学生的学习爱好，帮助学生在歌声中复习询问位置的句型“—Whereis…?—It’s…”。▶教学过程Step1:Warm-up&Revision&Lead-in1.Greetings.Teachingpurpose再通过互动问答的方式，引导学生进一步操练，为本课时的学习奠定基础。2.Singasong—ShortvowelsongTeachingpurpose再通过互动问答的方式，引导学生进一步操练，为本课时的学习奠定基础。3.Freetalk.Reviewthesentencestructures“—Where’s…?—It’sin/on/under…”（课件出示：球在课桌不同方位的图片）T:Where’stheball?Ss:It’sin/on/underthedesk.Askandanswerwithotherthings.T:Where’sthebook/pen/pencil…?Ss:It’sin/on/under…Step2:Presentation1.Learnthenewvocabulary.Teachingpurpose通过设置情景，让学生在情景中熟识新词汇和感知新句型。通过揣测的方式让学生练习一般疑问句及其答语。（Teachingpurpose通过设置情景，让学生在情景中熟识新词汇和感知新句型。通过揣测的方式让学生练习一般疑问句及其答语。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“livingroom,kitchen,bathroom”inthesamewayasabove.T:Amy’shomeisverynice.（2）Presentthepicturesofahomeandadog.（课件出示：家庭居室图和小狗在厨房的图）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通过问题引导学生视察并探讨图片，借助问题和图片预料文本内容，使学生带有目的性地去听录音。（1）Presentthepicturesof“Let’stalk”andleadstudentstopredictthemainideaofthedialogue.Teachingpurpose通过问题引导学生视察并探讨图片，借助问题和图片预料文本内容，使学生带有目的性地去听录音。T:Look,thisisAmy’shome.Whatroomscanyouseeinthepictures?Ss:Icanseeabedroom,alivingroom,astudyandakitchen.(2)Presentthequestionsabout“Let’stalk”onthePPT.Playtherecording.(出示课件)Askstudentstoanswerthequestionsandunderlinethekeywordsoftheanswersintheirbooks.T:WhatareAmyandSarahdoing?Ss:Theyarelookingforthecat.Showthefourpicturesof“Let’stalk”inturnonthePPT.(课件依次出示：教材P38Let’stalk板块的四幅图片)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通过三个活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并驾驭本课时的重点句型，为其娴熟表达奠定基础。Teachingpurpose通过三个活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并驾驭本课时的重点句型，为其娴熟表达奠定基础。T:Verygood!(3)Readaftertherecording.T:Boysandgirls,let’sreadthedialogueaftertherecording.Pleaselistenandreadcarefully.(4)Readthedialogueindifferentroles.(5)Actitout.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Step3:Practice1.Recognizethepictures.Presentthepicturesquickly.（课件出示：客厅、厨房和书房的图片）T:Saythewordsorthephrasequickly.2.Let’splayhide-and-seek.Teachingpurpose通过hide-and-seek嬉戏进一步巩固和练习新词汇及句型Teachingpurpose通过hide-and-seek嬉戏进一步巩固和练习新词汇及句型“—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通过Teachingpurpose通过“找寻小五”的嬉戏，充分调动学生的主动性。让学生在情境中合理运用所学句型，可以激发学生的英语学习动力，并培育学生的竞争意识。2.Playagame—“LookforXiaowu.”（1）PresentthepictureofXiaowu.（课件出示：小五在客厅看电视的图片）Askstudentstocompeteingroups.T:Whoishe?He’sXiaowu.HeiswatchingTVnow.Oh,he’smissing!Whereishe?Let’sgoandlookforhim.（课件出示：小五家的居室图）(2)Readoutthenamesoftheroomsingroups.Practicethevocabulary“bedroom,livingroom,kitchen,bathroom,study”.(3)LookforXiaowu.ThegroupthatfindsXiaowufirstwillbethewinner.Practicethesentencestructures“—Isheinthe…?—Yes,heis./No,heisn’t.”“—Whereishe?—Heisin…”▶板书设计▶作业设计1.Practicethedialogue.2.Practicethesentencestructures“—Issheinthe…?—Yes,sheis./No,sheisn’t.”withyourpartner.3.Dotheexercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）▶教学反思1.由歌曲视频引入，带领学生边唱边复习句型“—Where’s…?—It’sin/on/under…”，再在自由谈话中巩固该句型，进而激发学生的爱好，为新课做好铺垫。2.创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。环环相扣，层层深化，让学生轻松地驾驭教学重点。3.设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学生为本，以解决问题为导向，引导学生自主学习。4.板书设计清楚明白，重点突出，起到了很好的协助作用。▶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“livingroom,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