Unit4 My home（说课稿）四年级英语上册同步备课系列（人教PEP版）VIP

Unit4Myhome（说课稿）四年级英语上册同步备课系列（人教PEP版）科目授课时间节次--年—月—日（星期——）第—节指导教师授课班级、授课课时授课题目（包括教材及章节名称）Unit4Myhome（说课稿）四年级英语上册同步备课系列（人教PEP版）设计意图本节课的设计意图在于通过“Unit4Myhome”的学习，让学生能够在实际生活中运用所学单词和句型描述自己的家，增强学生的语言实践能力。结合四年级学生的认知水平，本节课将重点教授与家相关的词汇和简单句型，帮助学生建立基本的家庭环境描述框架，同时注重培养学生的听说能力和合作交流意识，使学生在轻松愉快的氛围中学习英语，提高他们的语言运用能力。核心素养目标本节课的核心素养目标旨在培养学生以下能力：一是语言能力，通过学习“Unit4Myhome”的相关词汇和句型，提高学生准确描述家庭环境的能力；二是文化意识，引导学生了解不同文化背景下的家庭特点，增强跨文化交际意识；三是思维品质，鼓励学生在描述家庭时运用创新思维，尝试不同的表达方式；四是学习能力，培养学生自主学习、合作交流和解决问题的能力，为今后的英语学习打下坚实基础。教学难点与重点1.教学重点

本节课的教学重点是使学生能够掌握并运用以下核心内容：

-词汇：home,bedroom,livingroom,kitchen,bathroom,door,window等与家庭相关的单词。

-句型：Whereis/are...?It's/in...以及回答句型Yes,itis./No,itisn't.

例如，在教授新单词时，将通过实物、图片和情景模拟等方式让学生直观地理解这些词汇的意义，并通过反复练习，使学生能够熟练运用这些单词描述家的各个部分。在句型学习方面，将通过角色扮演和对话练习，让学生在实际语境中掌握询问和回答物品位置的句型。

2.教学难点

本节课的教学难点主要包括以下两个方面：

-单词的正确发音：对于一些学生来说，如"bedroom","bathroom"等较长单词的发音可能会成为难点。

-句型的灵活运用：学生在实际对话中可能会遇到如何正确运用"Whereis/are...?"以及回答句型的困难。

例如，针对单词发音的难点，教师可以采用音标教学，通过拆分单词、逐音节拼读的方法帮助学生掌握正确发音。对于句型的运用，教师可以通过设计不同场景的对话练习，让学生在实际交流中学会如何灵活运用这些句型，如询问物品位置时，引导学生注意句子的结构和时态，确保学生能够准确、流畅地进行交流。教学资源-软硬件资源：电脑、投影仪、音响设备

-课程平台：学校英语学习管理系统

-信息化资源：英语学习软件、在线英语学习资源

-教学手段：实物模型（家具模型）、图片卡片、教学挂图、音频资料（单词和句型发音示例）、视频片段（家庭环境介绍）教学过程Goodmorning,boysandgirls!Todaywe'regoingtolearnUnit4"Myhome".Let'sbeginourclass.

1.**Warm-upandLeading-in**

-**Activity1:SongTime**

-Iwillplaythesong"MyHome"tocreateafunandengagingatmosphere.

-Studentswillsingalongandfollowthesimpleactions.

-(Song:"Thisismyhome,thisismyroom...")

-**Activity2:DailyDialogue**

-Iwillstartaconversationwithastudentaboutourhomes.

-Forexample,"Wheredoyoulive?Doyoulikeyourhome?"

-Thiswillhelpstudentsactivatetheirpriorknowledgeandgetthemthinkingaboutthetopic.

2.**Presentation**

-**Activity1:VocabularyIntroduction**

-Iwillpresentthenewvocabularywordsrelatedtohomeusingflashcardswithpictures.

-Studentswillrepeataftermetopracticepronunciation.

-(Words:home,bedroom,livingroom,kitchen,bathroom,door,window)

-**Activity2:SentencePatternPractice**

-Iwillintroducethesentencepatterns"Whereis/are...?It's/in..."and"Yes,itis./No,itisn't."usingasimpledialogue.

-Studentswilllistenandrepeatthesentences.

-(Dialogue:"Whereisyourbedroom?It'sonthesecondfloor.")

3.**Practice**

-**Activity1:GroupWork**

-Studentswillbedividedintosmallgroupsandgivenasetofcardswithpicturesofdifferentroomsanditems.

-Theywillaskandanswerquestionsusingthesentencepatterns.

-Forexample,"WhereistheTV?It'sinthelivingroom."

-**Activity2:Role-play**

-Studentswillrole-playadialoguebetweentwofriendstalkingabouttheirhomes.

-Iwillprovidethemwithsentenceframestohelpthemconstructtheirconversations.

-(Sentenceframes:"Thisismyhome.Letmeshowyouaround...")

4.**Consolidation**

-**Activity1:GameTime:"FindtheItem"**

-Iwillhidesomesmallitemsaroundtheclassroom.

-Studentswilltaketurnsaskingquestionstofindtheitemsusingthesentencepatterns.

-Forexample,"Whereisthebook?Isitunderthechair?"

-**Activity2:ProjectWork:"MyDreamHome"**

-Studentswilldrawapictureoftheirdreamhomeandlabeltheroomsanditems.

-Theywillpresenttheirdrawingstotheclassanddescribetheirdreamhomeusingthevocabularyandsentencepatternstheyhavelearned.

5.**FeedbackandEvaluation**

-**Activity1:Self-Assessment**

-Studentswillreflectonwhattheyhavelearnedintheclass.

-Theywillwritedownthreenewwordsorsentencestheyhavelearnedandexplaintheirmeanings.

-**Activity2:PeerAssessment**

-Studentswillpairupandaskeachotherquestionsabouttheirhomes.

-Theywillgivefeedbackontheirpartner'sanswers,encouragingcorrectusageofvocabularyandsentencepatterns.

6.**SummaryandHomework**

-**Activity1:Summary**

-Iwillsummarizethekeypointsofthelesson,highlightingthenewvocabularyandsentencepatterns.

-Wewillreviewthemtogethertoensureunderstanding.

-**Activity2:HomeworkAssignment**

-Forhomework,studentswillwriteashortparagraphabouttheirhome,usingthevocabularyandsentencepatternstheyhavelearned.

-Theywillalsobeaskedtofindpicturesofdifferentroomsinahouseandlabelthemwiththecorrectvocabulary.

Alright,let'swrapupourlessontoday.Remembertopracticethenewvocabularyandsentencepatternsathome.Thankyouforyourhardwork,andseeyounexttime!

-**Post-ClassReflection**

-Afterclass,Iwillreflectonthestudents'participationandunderstanding.

-Iwillnotedownanyareaswherestudentsstruggledandplanadditionalactivitiesorexplanationsforfuturelessons.

-Iwillalsogatherfeedbackfromthestudentstoseehowtheyfeltaboutthelessonandwhattheyfoundhelpfulorchallenging.

Byfollowingthisstructuredapproach,Iaimtoensurethateachstudentgainsacomprehensiveunderstandingofthelesson'sobjectivesandisabletoapplywhattheyhavelearnedinreal-lifesituations.拓展与延伸1.拓展阅读材料

-提供一本适合四年级学生阅读的英语绘本，如"MyBigHome"或"AHouseforHermitCrab"，这些书籍通过有趣的故事介绍了不同的家和家庭环境。

-分发一篇关于不同文化中家庭生活的短文，让学生了解不同国家的家庭结构和居住习惯，例如：“HomesAroundtheWorld”。

-推荐一个英语学习网站或应用，如Starfall或ABCmouse，这些平台上有关于家庭和家居用品的互动故事和游戏。

2.课后自主学习和探究

-鼓励学生在家中拍摄一段视频，介绍自己的家，并用英语描述家中的物品和布局，然后在学校与同学们分享。

-让学生自主查找并学习更多与家庭相关的英语词汇，如"diningroom","garage","basement","attic"等，并尝试用这些新词汇编写一个关于自己家的短故事。

-布置一个项目作业，让学生设计并绘制一个梦想家园的平面图，标注所有房间和家具，并在下节课上用英语向同学们介绍。

-鼓励学生阅读英文家庭主题的故事书，如"FrogandToadAreFriends"系列，并讨论故事中角色的家和他们的日常生活。

-提议学生与家长一起浏览英文家居装饰网站，如Houzz或Decorist，了解不同风格的家居设计，并讨论他们喜欢的风格和元素。

-让学生记录一周内家中发生的有趣事件，用英语写日记，并在日记中描述家庭成员的活动和家的氛围。

-提供一个英语学习日记模板，帮助学生组织语言，记录他们在课后自主学习中的发现和感受。

-鼓励学生通过英语电子邮件或社交媒体平台与笔友交流，讨论他们的家和日常生活，实践实际的语言运用。

-引导学生思考并调查他们所在地区的住房特点，比较城市和农村的家庭环境，用英语写一份调查报告。

-提供一个英语学习计划，鼓励学生在假期中每天学习一定时间的英语，观看英语节目，如"PeppaPig"或"DoratheExplorer"，并记录新学到的单词和表达。教学反思与改进AfterthecompletionofUnit4"Myhome",Itooksometimetoreflectonthelessonanditsoutcomes.Herearemythoughtsandplansforimprovement:

Thestudentswerequiteengagedduringthelesson,especiallyduringthesongtimeandthegame"FindtheItem".Itwasdelightfultoseethemactivelyparticipatingandusingthetargetlanguageinafunandinteractiveway.However,thereweresomeaspectsthatIbelievecouldbeimprovedupon.

Firstly,Inoticedthatsomestudentswerestillstrugglingwiththepronunciationofcertainwords,suchas"bedroom"and"bathroom".Toaddressthis,Iplantoincorporatemorephonicspracticeintofuturelessons.Iwillusewordgamesandrhymingactivitiestohelpstudentsmasterthecorrectpronunciationandimprovetheiroverallspeakingskills.

Secondly,whilethegroupworkandrole-playactivitieswerebeneficialforsomestudents,otherswerenotasactivelyinvolved.IrealizedthatthestudentswhowerelessconfidentinspeakingEnglishfeltoverwhelmedandwerehesitanttoparticipate.Toencouragethesestudents,Iwillprovidemoresupportandstructuredactivitiesinthefuture.Forexample,Icancreatedialoguescriptswithsentenceframesforthemtofollow,givingthemastartingpointandreducingtheiranxiety.

Additionally,Iobservedthatsomestudentshaddifficultytransitioningbetweenthepresentation,practice,andconsolidationstagesofthelesson.Tomakethetransitionsmoother,Iwillprovideclearerinstructionsandvisualcues.Icanuseaflowchartoratimelinetoillustratethedifferentpartsofthelesson,helpingstudentsunderstandwhatisexpectedofthemateachstage.

Tofurtherenhancethelearningexperience,Ialsoplantoincorporatemoretechnologyintotheclassroom.Iwilluseeducationalappsandonlineresourcestoprovideadditionalpracticeandreinforcementforthestudents.Forinstance,Icanassigninteractiveexercisesorvideosforthemtowatchathome,reinforcingwhattheyhavelearnedinclass.

Movingontothefeedbackandevaluationstage,Ibelievethattheself-assessmentandpeerassessmentactivitieswerehelpfulforthestudentstoreflectontheirlearning.However,Ithinkwecanmakeitmoremeaningfulbyincorporatingaself-reflectioncomponent.Iwillencouragestudentstowriteashortreflectionaftereachlesson,discussingwhattheyhavelearned,whattheyfoundchallenging,andhowtheycanimprove.Thiswillhelpthemtakeownershipoftheirlearningandbecomemoreawareoftheirprogress.

Intermsofhomework,Inoticedthatsomestudentswerenotcompletingitorwererushingthroughit.Toaddressthis,Iwillprovideclearerexpectationsandguidelinesforthehomework.Iwillalsoofferopportunitiesforstudentstosharetheirhomeworkwiththeclass,creatingasenseofaccountabilityandprideintheirwork.

Lastly,Iwanttoensurethatthe