滕實小新校東區(qū)四上U A 徐靜

1、教學設計課文標題：My home (Part A , Lets learn & lets do.)單元名稱：Unit 4 M home Unit 4 My home教材版本：PEP Primary English 授課年級：Grade 4姓名：徐靜單位：滕州市實驗小學新校東區(qū)一、教學內容分析：本節(jié)課為本冊教材的第四單元第二課時，是一節(jié)對話課。本單元主要是圍繞“My home”這一話題展開。A部分側重于學習家里的各個房間及相關活動，同時為B部分學習內物品做鋪墊。本單元教學內容與三年級下冊My family及本冊書第一單元My classroom都有相聯(lián)系的地方。本課時主要學習A Lets

2、 learn的關于家里居室的詞匯living room，kitchen，study，bathroom，bedroom，并進一步鞏固第一課時的重要句型Wheres ? Is he/she in the ? Yes, he/she is; No, he/she isnt. 此外，Lets do部分的學習，也可融合在詞匯教學里，進行滲透，以讓學生達到對知識的融會貫通和靈活運用。二、學情分析：經過三年級一年的學習，四年級的學生對英語學習有一定的興趣并積累了相關的語言儲備。比如，學生在三年級下學過有關family的詞匯，并會使用 Is he/she your father/mother? Yes, he

3、/she is; No, he/she isnt. 本冊書第一單元學過的classroom也可與本課時詞匯相聯(lián)系。Where is ? 的句型對學生們來說也不陌生。此外，大部分學生有較好的英語學習習慣和學習策略，但仍有部分學生基礎薄弱，缺乏英語學習的興趣和自信心，因此教學中，應注意趣味性與時效性相結合，既不能讓單詞課上得很單薄，又能激起學生參與課堂的熱情，已達到較好的學習效果三、教學目標語言知識目標：1.能夠聽、說、認讀詞匯：living room，kitchen，study，bathroom，bedroom2.能夠鞏固練習對話：Wheres ? Is he/she in the ? Yes,

4、 he/she is; No, he/she isnt. 3.能夠了解bathroom，bedroom living room classroom的構詞。語言技能目標：1.能夠在情景中聽說認讀詞匯：living room，kitchen，study，bathroom，bedroom. 2.能夠在情景中靈活運用句型Wheres ? Is he/she in the ? Yes, he/she is; No, he/she isnt. 詢問和猜測人物的位置。3.能夠在學習過程中習得一些相關語音知識，形成良好的語音、語調及語感。情感態(tài)度、：1.在學習過程中，使學生養(yǎng)成樂于用英語表達交流的積極態(tài)度。2

5、.讓學生感受到家的溫馨, 培養(yǎng)學生愛家，愛家人的情感。文化意識目標1.能夠了解中西方住房結構的不同及各個房間的相關功能。2.養(yǎng)成保持居室清潔衛(wèi)生,餐前洗手等良好的生活習慣。學習策略目標 1. 養(yǎng)成通過前置作業(yè)預習所學知識的學習策略。2. 學生通過課堂活動，學會自主學習和合作學習，養(yǎng)成良好的英語思維習慣。四、教學重點和難點：重點：能聽懂、會說、認讀：living room，kitchen，study，bathroom，bedroom等詞匯。并能聽懂Lets do的內容，并做出相關動作。.難點：1. 單詞bedroom中dr 的發(fā)音及study 里字母 t 的濁化。2. 能夠靈活A lets ta

6、lk 中的重要句型：Wheres ? Is he/she in the ? Yes, he/she is; No, he/she isnt.五、 教學過程ProceduresTeachers ActivitiesLearners ActivitiesPurposesWarm-up &Leading-in1. Greetings, then enjoy a song- In My Home2. Ask several students to show their homework. e.g. S1: Look! This is my home. I have rooms.導入:T: Wo

7、w, so many nice home. We all have a home. So as Amy. Now, lets go to Amys homeSing the song.Enjoy the home of their classmates.歌曲既活躍課堂氣氛又讓學生感知了家里的房間及相關活動。師生一起反饋前置性作業(yè)，能夠起到承上啟下的作用。PresentationLiving room.Whos he？Amys fatherWheres Amys father? (板書)導入板書living room，并教授?？蛷d呈現(xiàn)Amy圖片師生對話練習，呈現(xiàn)第一課時重要句型。T: Where

8、s Amys father/ Amy? Is he/she in the living room?（播放門鈴聲）T shows Amys friends on the screen，and instructs the Ss to make dialogues. T: what can they do in the living room? They can talk, they can (Point to the TV, then lead in watch TV)Ss listen and learn the word.Ss answer.Ss: Yes, he/she is; No, he

9、/she isnt.Ss ask and answer in pairs.A: Wheres _? Is he/she in the living room?B: Yes, he/she is; No, he/she isnt.Follow teacher to do and say: Go to the living room, watch TV.通過熟悉的人物導入living room，并運用第一課時的句型操練，以達到“詞不離句，句不離境”的效果。通過詢問客廳功能，既能導入watch TV，將Lets do 和lets learn 融合在一起，又對學生滲透了情感教育。KitchenT: W

10、heres Amys mother? Shes doing some snacks for the kids導入kitchen板書并教授。T: What snacks are in the kitchen? (Show the class the snacks on the desk.) T：Oh，theyre yummy. Lets have a snack.Ss listen and guess.Talk with their deskmates. The egg/bread/ is in the kitchen. Ss do and say: Go to the kitchen, hav

11、e a snack.新授kitchen 并聯(lián)系三上食物類單詞進行有意義的操練和鞏固，同時將have a snack 提前滲透到詞匯教學中。Bathroom導入T: Amy and her friends want to have a snack, too. But they should wash hands first. Where should they go? bathroom(板書， 聯(lián)系maths，three，講授字母組合th 的發(fā)音) T: What can we do in the bathroom? T: (Play the sound Meow) Oh, theres a c

12、at in Amys home, wheres the cat? Ss listen and guess. Follow teacher to do and say.Wash face/wash hands/take a shower in the bathroom. Ss guess: Is she in the ?用飯前洗手的好習慣對孩子既是情感的教育，同時導入單詞，衛(wèi)生間的相關活動起到操練單詞的作用。猜測cat在哪個房間,用對話課所學主要句型練習剛學過的三個詞匯. 并調動孩子的表達欲望.Study.T: Amy and her friends go to the kitchen. And

13、 find the cat there. They have a snack together. After having the snack. The friends go home.導入: Amy has to do her homework. So she goes to板書 study 滲透 U 發(fā)短音T: Whats in the study?由“The books are in the study”引入“read a book”。 Ss listen. Ss look at the screen, and answer. The computer/desk/ chair/is in

14、 the study.The books are in the study.Ss do and say in pairs. “Go to the study, read a book.” 用第一單元所學室內物品對study進行有意義的操練，并進一步引導孩子門多讀書，及時完成家庭作業(yè)。Bedroom導入：Now, the homework is finished. Amy is a little tired. She wants to have a nap. So shell go to the板書 bedroom講授dr 的發(fā)音。T shows the class different bedr

15、ooms. T: Lets describe the bedrooms. We should keep our bedrooms clean and nice, because we often have a nap there. 情感滲透并導入have a nap.Ss listen and learn the word.Ss try to describe the bedrooms: The bedroom is blue/pink/big/small Ss do and say: Go to the bedroom, have a nap.用 have a nap導入bedroom 是對

16、lets do 的滲透；用所學常用形容詞描述臥室，做到詞不離句，同時對孩子進行保持臥室清潔舒適的情感教育。Practice and Production 1. Play the recording of lets learn .2. Ask the Ss to read freely, and go around the classroom to help the Ss who has difficulties.3. Have a memory Test.(最后一組單詞引導學生總結構詞：) 4. Play a game: Where should we go?T says and does t

17、he according actions.5, Play the video of Lets do.1. Listen and repeat.2. Read by themselves3. Ss say out the splashed words on the screen.4. Ss guess：Go to the5. Follow the video to do and say. 引導學生善于模仿，養(yǎng)成良好的聽和模仿的習慣，奠定良好的語音基礎；培養(yǎng)學生自主學習多聽多問的良好學習習慣；指導學生積極表達，大膽模仿做動作，在做中學，激發(fā)學習興趣，提高語用能力。Extension T:（Show

18、 Zips home and the people in her home.）T：Everyone has a home. Zip has a home, too. Lets go to Zips home， and find where they are. Ss talk in groups: A: Wheres? Is he/she in the ? B: Yes, he/she is; No, he /she isnt充分利用主情景圖將所學知識進行整合、鞏固提高，同時啟發(fā)學生的思維，拓展課堂內容，提高學生善于發(fā)現(xiàn)，勇于表達的能力。Summary 1. 引導學生共同回顧總結本節(jié)課所學重要內

19、容。2. Show pictures of home. 并進行情感的熏陶?！癊ast, west, home is the best! ”“Where there is love, there is home.”“Love our home, love our family.” Follow teacher to conclude what they learnt this class. Ss listen and enjoy some pictures of home. 鞏固所學內容，養(yǎng)成總結所學知識的習慣。培養(yǎng)學生愛家，愛家人的良好情感。AssignmentIntroduce the rooms of your home to your friends. Ss l