四年级英语上册Unit4Myhome第四课时教案人教PEP

Page3Thefourthperiod(第四课时)PartBLet’stalk&Ask,answerandwrite▶教学内容与目标课时教学内容课时教学目标Let’stalk·能够理解对话大意；能够用正确的语音、语调朗读对话·能够在情景中运用句型“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”询问物品的位置,同时作出推断·能够在情景中恰当运用功能句“Openthedoor,please.”提出行动建议Ask,answerandwrite·能够在嬉戏中进一步巩固和运用“询问复数物品的位置并作出应答”的句型▶教学重点1.能够听懂、会说句型“Wherearethey?”“—Arethey…?—Yes,theyare./No,theyaren’t.”。2.能够理解并正确朗读课文对话，发音精确、语调自然。▶教学难点1.能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。2.能够正确运用单复数形式。▶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。2.PPT课件、课文录音、视频等。Teachingpurpose通过嬉戏和chant来复习A部分的重点句型，帮助学生唤醒他们的已有学问，并为下一环节的学习做好打算。▶Teachingpurpose通过嬉戏和chant来复习A部分的重点句型，帮助学生唤醒他们的已有学问，并为下一环节的学习做好打算。Step1:Warm-up&Revision&Lead-in1.Greetings.2.Aguessinggame—“Whereismypen?”T:Look,it’smypen.Nowcloseyoureyes,please.（将钢笔藏在一个地方）Openyoureyes,please.Whereismypennow?Youcanaskmelikethis:Isitin/on/under…the…?Guess,please.S1:Isitinthedesk?T:No,itisn’t.…3.Let’schant.Presentthechant.Askstudentstoreadtogether.Teachingpurpose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分并复习介词，为新课的学习做铺垫。4.Lead-Teachingpurpose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分并复习介词，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!It’saball.Whereistheball?Ss:It’son/near/underthechair.T:Whatarethese?Ss:Theyareballs.T:Wherearetheballs?Guess!Ss:Arethey…?…Teachingpurpose设置情景，让学生在语境中熟识新单词，感知新句型。Teachingpurpose设置情景，让学生在语境中熟识新单词，感知新句型。1.Teachthenewwordsandsentences.(课件出示：教材Unit4主情景图中Amy家的图片)T:Amycan’tfindhercat.Let’shelpher!Issheinthekitchen?Guess!Ss:Yes,sheis./No,sheisn’t.T:Openthedoor.Let’shavealook!Followme:Openthedoor.(Helpstudentsunderstandthesentencewiththeaction.)Ss:…T:Thecatisnearthetable.Table,table,ta/teɪ/-ble/bl/,table.Readafterme.Writedowntheword“table”ontheblackboardandteachit.T:(课件出示：table与desk的对比图)Weeatbesidethetable,thedeskisforstudyingandworking.(课件出示：教材Unit4主情景图中Amy家的图片)T:Lookatthetable.What’sonthetable?Ss:…T:(Withagesture.)Yes,it’saphone.Phone,phone,ph/f/-one/əʊn/,…Ss:…T:Now,Amycan’tfindhercrayons.Let’shelpher!Aretheyinthekitchen?Ss:No,theyaren’t.Theyareinthestudy.T:Aretheyonthedesk?Ss:No,theyaren’t.Theyarenearthedesk.Writedownthesentencestructures“—Arethey…?—No,theyaren’t.”ontheblackboardandteachthem.Teachingpurpose通过提问和探讨图片激发学生的阅读爱好，引导学生预料文本内容，培育学生的视察实力和逻辑推理实力，并使学生带着问题仔细观看视频，整体感知文本，获得有用信息。2.Teachingpurpose通过提问和探讨图片激发学生的阅读爱好，引导学生预料文本内容，培育学生的视察实力和逻辑推理实力，并使学生带着问题仔细观看视频，整体感知文本，获得有用信息。(1)Lookandpredict.Showthepicturesof“Let’stalk”andleadstudentstopredict.(课件出示：教材P41Let’stalk板块的图片)T:Whoarethey?Ss:Johnandhismother.T:What’sinJohn’shandinPicture1?Ss:Keys.T:Followme:k/k/-ey/i:/,key/ki:/,keys/ki:z/.Writedowntheword“key”ontheblackboard.T:Whataretheytalkingabout?Ss:Theyaretalkingaboutthekeys.Theycan’tfindthekeys.(2)Watchthevideoandanswerthequestions.Playthevideoandshowthequestions.(课件出示：教材P41Let’stalk板块的视频)Askstudentstounderlinetheanswersinthebook.(3)Watchthevideoagainandchecktheanswers.T:Arethekeysonthetable?Ss:No,theyaren’t.T:Aretheynearthephone?Ss:No,theyaren’t.T:Wherearethekeys?Ss:They’reinthedoor.Teachingpurpose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，使学生逐步理解并驾驭本课时的重点句型，为其娴熟表达奠定基础。Teachingpurpose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，使学生逐步理解并驾驭本课时的重点句型，为其娴熟表达奠定基础。Step3:Practice1.Readandact.(1)Askstudentstoreadaftertherecordingandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actoutthedialogue.2.Ask,answerandwrite.(1)Showthepictureof“Ask,answerandwrite”.（出示课件）TeachingpurposeTeachingpurpose为学生供应一个相对真实的语境来运用重点句型，帮助学生更好地驾驭重点句型，提高其口语表达实力。T:Look!Sarahwritesaletter“p”inthecircleonthedesk.Itmeans“Thepensareonthedesk.”PleasereadwhatSarahandWuYifansay.ReadthedialogueofSarahandWuYifan.(2)Askstudentstoplaythegameinpairsaccordingtothedialogue.T:Lookatthepicture.Youcanwritek(keys),b(book),p(pens),g(glasses)inthecircles.Thenyourpartnerguesseswhereyouwritethem.GuessthemlikeSarahandWuYifan.(3)Showthedialogues.Teachingpurpose通过两个嬉戏活动，创设好玩的情景，让学生在特定的语境中欢乐地操练所学的核心语言。Teachingpurpose通过两个嬉戏活动，创设好玩的情景，让学生在特定的语境中欢乐地操练所学的核心语言。1.Aguessinggame—“Whatisit?/Whatarethey?”T:(课件出示：书房场景图)Lookatthispicture.Thisisastudy.Whatcanyouseeinthestudy?Ss:…T:Now,Iwillsayathing.Pleaseguesswhatitisorwhattheyare.Listencarefully.Theyarenearthephone.Whatarethey?S1:Theyarekeys.T:No,theyaren’t.S2:Theyarebooks.T:Yes,theyarebooks.T:Pleaseaskandanswerinpairsasabove.Whichpairwantstoshowyourdialogue?2.Playagame—“Thecatcatchesmice.”Dividestudentsintofourgroups:redcat,whitecat,blackcatandyellowcat.T:Acatthatcatchesamouseisagoodcat.TherearethreemiceinAmy’shome.Wherearethey?Thegroupthatcancatchthemostmiceisthewinner.（课件出示：老鼠在Amy家各个房间躲藏：1.老鼠跑进卧房，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，藏在桌子底下；4.老鼠跑进厨房，藏在门后面）—Wherearethemice?—Aretheyinthe…（bedroom/livingroom/study/kitchen/bathroom/…）?—Yes,theyare./No,theyaren’t.—Aretheyunder/behind/near…the…(bed/phone/table/door/…)?—Yes,theyare./No,theyaren’t.▶板书设计▶作业设计1.Listenandimitatethedialogueforthreetimes.2.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.教学过程中采纳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，从而使学生在驾驭新知时有一个阶梯性的接受过程。2.利用多媒体先整体、再分段绽开教学，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、好玩、易操作且具备层次感，有效地激发了学生的学习爱好，并帮助学生在真实的情境中自然地运用所学语言。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·Beabletounderstandthemainideaofthedialogueandreadthedialoguewiththecorrectpronunciationandintonation.·Beabletousethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”toaskandanswerthelocationofobjectsinsituations.·Beabletousethefunctionalsentence“Openthedoor,please.”appropriatelyinsituationstoputforwardactionsuggestions.Ask,answerandwrite·Beabletoconsolidateandusethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”inthegames.▶TeachingPriorities·Beabletounderstandandusethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”·Beabletounderstandandreadthedialoguecorrectlywithaccuratepronunciationandnaturalintonation.▶TeachingDifficulties·Beabletousethesentencestructuresofthislessoninrealcontexttoaskandanswerthelocationofobjectsorcharacters.·Beabletousethesingularformsandthepluralformscorrectly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Aguessinggame.3.Let’schant.4.Lead-in.1.Greetings.2.Playagame.3.Readthechant.4.Answerthequestions.Helpstudentsreviewprepositions,feelthedifferencebetweenthesingularformsandthepluralforms.Prepareforthestudyofthenewlesson.Presentation1.Teachthenewwordsandsentences.Learnthenewwordsandsentences.Leadstudentstolearnnewwordsandperceivenewsentencestructuresbysettingupthesituation.2.Let’stalk.(1)Lookandpredict.Showthepictures.(2)Playthevideoandaskthequestions.(3)Playthevideoagainandchecktheanswers.Teachthesentences“—Wherearethekeys?—They’reinthedoor.”(1)Lookandpredict.(2)Watchthevideoandanswerthequestions.(3)Watchthevideoagainandchecktheanswers.Learnthesentences.Askquestionstoarousestudents’readinginterestandmakethemwatchthevideowithquestions.Cultivatestudents’abilityofobservationandlogicalreasoning.Practice1.Readandact.(1)Playtherecording.(2)Letstudentspracticethedialogueingroups.(3)Letstudentsactoutthedialogue.(1)Readaftertherecording.(2)Practicethedialogueingroup