小学英语人教版(PEP)三年级起点四年级上册(2013)-unit4-my-home教案.doc

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Unit4 My home A talk 一、教材学情简析本节课为PEP3 Unit4 My home A Let’s talk, 是一节听说课。教学情境是Sarah来到Amy家作客，她们发现小猫不见了。本课以寻找小猫为线索，趣化教学。语法点涉及房间单词与一般疑问句的单数形式有效结合。如Is she in the living room? No, she isn’t.四年级的学生通过三年级的学习积累，对Is it in the desk?这种一般疑问句的表达有了初步印象。经过本单元的学习学生进一步了解一般疑问句的表达，并正确区分代词he, she,it,并在问答中正确使用。二、教学目标 1.知识目标（1）能够在语境中理解新单词或短语living room, bedroom, bathroom, kitchen, study的意思，并能够正确发音。（2）能够在情境中运用句型Is she in the...? Yes, she is./No, she isn’t.询问物品或人物的位置，同时做出判断。 2. 技能目标（1）能够理解对话大意；能够用正确的语音、语调朗读对话。（2）通过情境转换，理解本课的核心句型Is she in the...? Yes, she is./No, she isn’t.并能流畅表达。（3）能够参考对话，根据自己的水平，在有意义的语境中创编新对话。（4）能够利用主句型玩Let’s play的游戏。 3. 文化意识：了解国外家庭通常把宠物作为家庭成员看，所以本课时的cat用she表示。 4. 情感态度目标：能够感受到家的温馨，从而激发爱家，爱家人的情感。三、教学重点与难点 1. 重点：能够询问、猜测物品或人物的位置，并做出相应的回答。 2. 难点：正确区分代词he, she, it并在问答中正确使用。四、教学准备：课件，头饰，词卡等五、过程设计一、 Warm-up 1. Enjoy a song: on ，in ，under 设计意图：利用动画歌曲，让学生复习方位介词。 2. Let’s do: I say, you do T: Put your book on your desk. T: Put your book in your desk. 设计意图：通过教师说指令，学生做动作，进一步巩固方位介词，活跃气氛。 3. Let’s play T: Look, where is my book? Ss: It’s on the desk. T: Where is my pen? Is it on the desk? 教师指着桌子，用句型“Is it...?”提问，引导学生用 “Yes, it is”来回答.） T: Is your book on your chair? S1:No. T:No, it isn’t. T: Look! I have a pen and a book. Please guess: Where is my pen? You can ask:Is it on/in/under your book? S1/S2… 4. Pair work 同桌两人运用上述句型，采用Let’s play中的形式进行操练，一个学生藏文具，另一个学生猜。 T: Now we’ll have a pair work. One hide, one guess. Are you ready? A: Where is my book? B: Is it on the desk? 设计意图：通过Let’s play这一活动，将问句Is it on/in/under the...?与日常文具结合进行操练巩固。将主问句运用于现实情境，实现语言的交际功能。 5. I can say T: Look, I have a cat.it is cute. What about you? Can you say more like this? 引导学生说说自己的宠物，多说说形容词。 S1/S2/S3... T: oh, where is my cat? Is it on the desk? No, it isn’t. Look, maybe it is in Mike’s home. Let’s go and see. 二、 Presentation 创设新情境，操练新句型。（一）Mike’s home 1. New word: home T: look . This is Mike’s home. And Mike says: welcome to my home. o-e /əu/ home. 课件呈现单词：nose, note, 让学生回忆o-e发音规律。 T: How many rooms can you see? Where is my cat? 呈现房间图片，让学生跟着一起描述房间，再呈现单词。设计意图：从音入手，帮助学生掌握字母在单词中的发音规律。也是对第三单元语音教学的巩固。 2. New word:bedroom, living room, study, kitchen, bathroom T:Wow, I can see a bed. A room with a bed. This is the bedroom.(播放录音，跟读单词） T: Is it in the bedroom?（句型条贴在黑板上。） T:Wow, so many... books. This is the study. T: Is it in the study? T: We take a shower in the...? T: This is the bathroom. T: Is it in the bathroom? T: This room is so nice. I can see a sofa. What can you see? S1/S2/S3:… (让学生说说看到什么，描述房间特征） T: This is the living room. Is it in the living room? Ss: … T:I am hungry. I like to eat bread and cake. Shall I go to the living room? Ss: … T: Let’s go to the kitchen. Is it in the kitchen? Ss: … T: Yes, it is in the kitchen. 设计意图：学生对于颜色鲜艳的图片特别感兴趣，通过简单描述房间的特征，呈现了新词，培养了学生口语表达能力。 3.Let’s read. T:Do you still remember? Room 1 is bedroom. Room2/3/4/5 is... 简单教授五个生词，这不是本课时的重点，学生理解并正确发音就可以。 4.Game: look and say T: Let’s play a game. Look and say. 设计意图：看图快速说单词，通过类似于游戏的方式来进一步巩固新学的房间单词。 6. Guess: where is Mike? Is he in the...? 通过猜Mike在哪里，呈现新句型：Is he in the...? T:Oh, Mike’s home is so big. where is Mike? Is he in the kitchen? 呈现句型:Is he in the...?（句型条贴在黑板上。）引导学生回答:No, he isn’t.（句型条贴在黑板上。） T: Can you guess? Where is Mike? S1/S2/S3... 让学生多猜几次，操练问句。设计意图：通过创设“找猫咪”这个情境巩固Is it in the...?句型的同时，操练新句型Is he in the...?同时学习房间的单词，并对其进行巩固。（二） Amy’s home 利用书本情境，操练新句型。 1. Guess and say T:Amy has a nice home, too. Let’s go and have a look. T: What can you see? Ss: ... T: Where is Amy’s dad? Is he in the study? Ss:… T:Amy has a cat,too. She is cute. Amy and Sarah are talking about the cat. Now where is the cat? Can you guess? You can ask like this: Is she in the...?（句型条贴在黑板上。） Ss: ... 设计意图：听前让学生预测猫咪会在哪个房间，呈现新句型：Is she in the...? 2.Watch and answer 通过观看视频，回答问题。 T: Let’s watch and check. 设计意图：让学生带着问题初步感知对话内容，使得听音过程变得更有意义。 3.Let’s know T: Where is she? Ss: … T, : Is she a girl or a cat? Ss: … T: Yes. In western country, people love animals. They regard pets as a family member, so we use she, not it. 设计意图：文中的cat用she来指代，有必要向学生解释其中包含的文化背景。 3. Listen and repeat 学生打开课本，跟读对话，注意模仿语音语调。 4. Read in pairs 同桌合作，分角色朗读 5. Role play 尽量脱离课本，分角色扮演设计意图：从朗读课文到表演对话，鼓励学生根据文本内容，适当地融入自己的语言，真实地表演对话。 6. Sing 用两只老虎的调来唱这首歌设计意图：用轻松愉快而又熟悉的曲调来温故本课重点句型。三、 Consolidation 利用主情境图，让学生先观看视频，回答问题：Where is Zip? 然后创编新对话。 Zip’s home T: Children, let’s go and have a look Zip’s home. 1. Watch and answer: Where is Zip? Ss: … T: Now, let’s make a new dialogue. 2.将主句型与房间单词相结合创编对话。利用主情境图中Zoom去Zip家里做客，Zip却不知道在哪个房间，大家一起来找找。结合kitchen, bathroom, living room, bedroom 等房间单词，创编新对话。让学生选择一个角色进行表演。 Zip’s home Zoom:Zip, your living room is_____. sister:I'm her sister. Where is Zip? Zoom: Is_____ in the kitchen? sister:No, she isn't. Mum, Where's Zip? Mum:Is she in the________? sister: Yes, _______. Zip, Zoom is coming. Zip: Where is he? Zoom: I'm in your_______. 设计意图：这是对文本对话的拓展，利用主情境，创设了不同的语境，结合了不同类别的单词进行对话，使得对话更真实。四、 Homework 1、Listen and imitate the dialogue.听录音，跟读、模仿 A Let’s talk. 2、Act out the dialogue with your friends.能和朋友表演 A Let’s talk. 3、Make a new dialogue with your friend. 能和朋友一起创编对话。五、板书设计： Unit4 My home A Let’s talk kitchen bathe living room bathe bathroom bathe study bathe bedroom study bathe Is it in the_______? Yes,it is. No, it isn’t. Is he in the_______?Yes, he is. No, he isn’t Is she in the_______?Yes, she is. No, she isn’t

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