PEP四年級上冊UnitFourMyHome

1、PEP 四年級上冊Unit Four My Home第一課時：A Lets learn Lets do 【教材分析】本課時主要是圍繞家里的各類房間living room、study、kitchen、bedroom and bathroom 及一些常見的生活用品展開的話題，這些東西都和孩子們的日常生活息息相關(guān)，為孩子們所熟悉。所以教師教起來比較順手，孩子們也樂于學(xué)習(xí)，并易于聯(lián)系生活進(jìn)行運(yùn)用?！窘虒W(xué)對象】農(nóng)村學(xué)校小學(xué)4年級，8-11歲?；A(chǔ)不好，26個字母發(fā)音不準(zhǔn)書寫困難?！窘虒W(xué)目標(biāo)】1.知識、技能目標(biāo)(1) 掌握單詞home, living room、study、kitchen、bedroom

2、and bathroom,的聽，說，讀。living room、study、bedroom and bathroom認(rèn)讀及拼寫。(2) 聽、說、認(rèn)讀A、B部分Lets learn、Lets do中的單詞和句子。(3) 在教學(xué)中,滾動復(fù)習(xí)前兩冊所學(xué)過的句子，如：I have aIts big/small/nice. What can you see?I can seeI likeLook at 2.能力目標(biāo)(1) 能夠簡單描述自己的家，運(yùn)用學(xué)過的語言描述各個房間及室內(nèi)家具陳設(shè)的名稱、特征等，如：This is my home. Its nice.I have a bedroom .This is

3、 my bed. (2)能夠聽懂并發(fā)出一些指令，如：Go to the living room/Go to the study/Watch TV/Read a book/.3.情感、策略、文化等有關(guān)目標(biāo)(1)情感態(tài)度：培養(yǎng)孩子們對家的熱愛。鼓勵孩子們大膽設(shè)想自己未來的家居。(2) 學(xué)習(xí)策略： 大膽嘗試模仿，記憶，思維訓(xùn)練的語感訓(xùn)練模式，運(yùn)用自然拼音法，培養(yǎng)孩子們自主拆分音節(jié)拼讀的意識。 幫助孩子們養(yǎng)成“拆分音節(jié)”的習(xí)慣來高效記憶單詞。 通過講故事教學(xué)法激發(fā)孩子們興趣與動機(jī)，大量有效的可理解輸入促孩子們的輸出。(3) 了解西方國家的房屋結(jié)構(gòu)及各部分的名稱，發(fā)現(xiàn)與我國房屋結(jié)構(gòu)的區(qū)別，basemen

4、t, attic。以及house與home的區(qū)別。（整理資料并打印，貼于教室英語角）【教學(xué)重難點】1. 重點：目標(biāo)單詞living room、study、bedroom and bathroom當(dāng)堂認(rèn)讀及拼寫。2. 難點：(1) 單詞study, bathroom, bedroom的發(fā)音。t在s后的濁化。dr的連讀，bathroom, bedroom發(fā)音易混淆。教學(xué)中教師先清晰發(fā)音讓孩子們聽清楚后再讓孩子們模仿，同時注意逐個糾音，確保孩子們第一次就能發(fā)準(zhǔn)。(2) 聽、說、認(rèn)讀A部分Lets learn、Lets do中的單詞和句子并能有效結(jié)合做出反應(yīng)。教學(xué)中應(yīng)在引入與操練中做好鋪墊，提高知識的

5、復(fù)現(xiàn)率，以減輕教與學(xué)的難度?！窘虒W(xué)方法】采用任務(wù)型教學(xué)理念，將phonics自然語音教學(xué)有機(jī)的融入日常教學(xué)，講故事教學(xué)法貫穿始終，將模仿、記憶、思維訓(xùn)練的語感訓(xùn)練在課堂中充分體現(xiàn)?！窘虒W(xué)準(zhǔn)備】1. 教師自制的單詞卡（孩子們還不能完全掌握好單詞的正確書寫格式，所以生詞要用四線格書寫）。2.教師使用的study, bathroom, bedroom, living room, kitchen圖片。3. 教師自制一個色彩鮮艷的活動房子,可打開大門，看到房子內(nèi)部每個房間的圖片。（用來引出生詞，創(chuàng)設(shè)情景）4. Lets do中祈使句的句型條。5小黑板板書好本次家庭作業(yè)。6在前后黑板畫好四線格，方便孩子們

6、上課書寫。7操練單詞的紅綠杖。8孩子們感興趣的本單元目標(biāo)單詞家具加分機(jī)制圖。如：磁扣按腳印往前進(jìn)或后退。9. 磁扣。給每組加分的評價機(jī)制。如右圖：【教學(xué)過程】 Step1。Warm upChant and do：Hello！Mom.Hello！Dad！Hello! Baby, one, two, three, Mom, Dad, Baby, me. Happy, happy, family!【活動點評】Warm up（課前熱身）是教學(xué)的第一環(huán)節(jié)，也是一個重要的環(huán)節(jié)。在這一環(huán)節(jié)中，教師采用的是chant 這種具有豐富生動的內(nèi)容、抑揚(yáng)頓挫的語音語調(diào)、明快的節(jié)奏、而深受學(xué)生的喜愛的形式。這一短小精悍

7、，瑯瑯上口，富有節(jié)奏、配有夸張動作的chant瞬間便吸引了孩子們的注意力，活躍課堂氣氛，營造一個溫馨的家的氛圍，激發(fā)學(xué)生的學(xué)習(xí)熱情，同時又具有溫故去知新導(dǎo)入新課的功能，為下面講故事教學(xué)導(dǎo)入環(huán)節(jié)做鋪墊。學(xué)生看著教師充滿童趣的動作，聽著極富動感的chant 時，頓時興趣高漲，躍躍欲試。這時教師問道“哪一組同學(xué)愿意到臺上來跟著老師邊Chant，邊做動作？”，決沒人敢接應(yīng)。接著教師向?qū)W生宣布：本堂課總結(jié)時，得分最少的組為全班表演。Step2。Lead in (in a storytelling way)Everyone has a happy familyme, too. I live in my h

8、ome with my family, my mom, my dad, my sister, my brother. We eat in our home. We sleep in it and we do a lot of things in it. My home is on a street. My school is on my street, too. I walk to school from my home. “What is a home？” “How do you spell “home”? _ _ _ _ (提示：Rome)Now, Look. This is my hom

9、e. its so nice. I like my home. Do you want to know whats in it?Come and visit my home. Welcome to my home!(教師讓一學(xué)生上黑板前為大家打開房子的大門，再帶領(lǐng)孩子們逐一“參觀”房子的內(nèi)部結(jié)構(gòu)，從而引出本堂課目標(biāo)單詞。)?！净顒狱c評】教師采用新穎別致的“講故事教學(xué)法”導(dǎo)入本單元教學(xué)的主題My home。將一段自編的大容量的聽力語料作為輸入，其知識難度已明顯超出學(xué)會所學(xué)的范圍，然而學(xué)生卻能按老師設(shè)計的意圖猜出這段話的中心詞home的含義，達(dá)到導(dǎo)入之功效?？雌饋磉@有點不可思議，實際上這正是運(yùn)用了

10、講故事教學(xué)法的特點，將學(xué)生置身于一個真實、生動、形象的語境之中，教師的一言一行和孩子們已知、熟悉的語境形成了一種可理解性語言輸入的環(huán)境。這就是“聽”的輸入與“讀”的輸入的區(qū)別所在，同時也很好地詮釋了“講故事教學(xué)法”的內(nèi)涵。另外，在學(xué)生猜出home的意思后，讓他們運(yùn)用Phonics教學(xué)技能，在反復(fù)聽了這個單詞的讀音，直接拼讀出該單詞，也很好地處理了教師的教與學(xué)生的學(xué)的關(guān)系，教會學(xué)生“學(xué)會學(xué)”。Step3。Assigning the taskGroup work. Students in groups draw pictures to design their ideal home. Label

11、each room in English and draw pictures of the articles they have learned or they are going to learn in this unit in each room. Then each group will have a representative come to the front to show others their design and talk about it in English. All the students are the judges and give each group a

12、reasonable mark.【活動點評】 這堂課任務(wù)布置的時機(jī)把我得很好。經(jīng)過前面的熱身（warm up）和導(dǎo)入（lead in）環(huán)節(jié)，在學(xué)生剛剛明確教學(xué)的內(nèi)容，便向孩子們交代這堂課的學(xué)習(xí)任務(wù)，即：以小組為單位為設(shè)計一個理想的家并用英語向其他組的成員做介紹。這時孩子們學(xué)習(xí)的動機(jī)被有效地激發(fā)出來，為學(xué)生自主性學(xué)習(xí)和合作性學(xué)習(xí)奠定了基礎(chǔ)。不少教師在每堂課的教學(xué)活動中都設(shè)置有任務(wù)，但布置任務(wù)的時機(jī)處理的不好，總覺得沒有適合布置任的地方，而往往到最后布置任務(wù)和完成任務(wù)幾乎同時進(jìn)行，因而造成任務(wù)型教學(xué)的失敗。學(xué)生在學(xué)習(xí)新的知識之前，首先是接受任務(wù)，以明確學(xué)習(xí)目標(biāo)。學(xué)生帶著任務(wù)進(jìn)行自主學(xué)習(xí)。在任務(wù)呈現(xiàn)

13、出來后，學(xué)習(xí)者就會發(fā)現(xiàn)，要完成好這個任務(wù)他們還需要學(xué)習(xí)一些新的知識，掌握新的技能。 Step4。PresentationWord study（1）bedroom This is my room. When I am tired, I can go to this room and have a sleep. I have my bed in this room. What is this room?（教師邊講邊配合TPR進(jìn)行，幫助孩子們理解。）Where is it? Can you make this word? (Hint: classroom. We have classes in th

14、is room.) How to pronounce bedroom? Ss: bed-room. Bled the letter d and letter r dr like in the word dress and drink.Memory training practiceGame 1. Magic fingers Boys and girls, when I show you two fingers, you should read "bedroom", "bedroom" twice. When I show you three finger

15、s, you should read "bedroom", "bedroom""bedroom" for three times. If someone makes any mistakes, the group he is in is going to lose one point. Clear? Please look carefully. Game 2. “五秒速記” How many letters are there in this word? let's count them together. Now I'

16、;ll give you 5 seconds to remember the word. After I brush it off, youll have to be able to spell it on your own. Attention! If you hear me say “No. 1” this No. 1 student in each group should go and write down the word correctly in the right place. Those who write the word correctly and quickly can

17、can get two points for their group. Five, four, three, two, one. Oh, it's missing. No. 1, ready go! （被叫到號碼的孩子趕快跑到本組的PK區(qū)域拼寫單詞，寫完后快速回到座位坐好?；顒悠陂g若有同伴提醒或有吵鬧現(xiàn)象，教師也可繼續(xù)運(yùn)用捆綁的評價手段適當(dāng)扣除這個組的分?jǐn)?shù)。）(2) bathroom 3 引出： Look at the picture. What can you see here?, When I play outside and I am dirty, I can go back h

18、ome and go to this room to take a bath/shower. Or if you want to go the WC, where are you going?Where is it?Can you make this word? (Hint: classroom. We have classes in this room.) How to pronounce bathroom? 用Magic fingers，和“五秒速記”方法操練(3) living room This is my home. Welcome to my home! Let me show y

19、ou the rooms in my home. This is the front room, we also call it living room, because the living room is at the very front. We receive friends or visitors in the living room. We watch TV in the living room and sometimes we read in the living room., too. Whats living room in Chinese?What do you usual

20、ly do in the living room?Notice the writing of the following words and try to find out their difference and similarity?Classroom, bedroom, bathroom living room, dining room, waiting room用Magic fingers，和“五秒速記”方法操練(4) study How to pronounce this word “stud-y”? ( mud-dy, but stu-dent) Good. But what do

21、es it/study mean in the following sentences?This room is my study. I have a desk, a computer and many books in the study. I read books in my study. I do my homework in my study. Sometimes I play computer in it.強(qiáng)調(diào)t在s后的濁化。并補(bǔ)充鞏固p在s后，k在s后的濁化。帶領(lǐng)孩子們回憶所學(xué)student, spider, sport, skate, skirt.用Magic fingers，和

22、“五秒速記”方法操練(5)kitchen Who can pronounce this word kitchen?Whoever pronounce it correctly first will get 2 points. Ill give you 3 prompts. First one: watch, second: kitch-en Look at this picture. What can you do in the kitchen?Yes, we can cook in the kitchen. We can have a snack in the kitchen, too.用m

23、agic finger，“五秒速記”方法操練用“紅綠杖”法操練，復(fù)習(xí)鞏固所學(xué)單詞?！净顒狱c評】 這一節(jié)為單詞教學(xué)環(huán)節(jié)。單詞教學(xué)主要采用了“講故事教學(xué)法”和Phonics（自然拼讀法）等教學(xué)法，結(jié)合“Magic fingers”、“五秒速記”、“紅綠杖”等游戲活動，很好地對學(xué)生進(jìn)行了“模仿、記憶、思維”的語感訓(xùn)練。采用“講故事教學(xué)法”引出將要學(xué)習(xí)的單詞，為學(xué)生提供大容量的語言聽力輸入信息，以獲取該單詞的含義。在用Phonics（自然拼讀法）教學(xué)法引導(dǎo)學(xué)生直接拼出單詞的讀音或反復(fù)聽單詞的讀音拼寫出單詞。 “Magic fingers”用來訓(xùn)練學(xué)生的專注力和語言模仿能力。老師通過迅速地邊轉(zhuǎn)動手指的同

24、時，邊反復(fù)清晰地讀出所學(xué)單詞的發(fā)音，孩子們在聚精會神看教師轉(zhuǎn)動的手指的同時，得非常安靜地專注教師的手指變化，并隨后按老師的示意清楚、準(zhǔn)確地讀準(zhǔn)該單詞的次數(shù)?！拔迕胨儆洝眲t強(qiáng)化學(xué)生對單詞的記憶能力。在教完單詞后，教師給學(xué)生5秒鐘的時間讓學(xué)生根據(jù)其音并觀其形，快速記憶單詞，5秒鐘后將其擦去，每組抽一名學(xué)生在各自的領(lǐng)域里的書寫格上學(xué)出該單詞。“紅綠杖”的一面為紅色，另一面為綠色。當(dāng)紅色的一面指向一個單詞或句子時，孩子們不能跟讀，如果是綠色的一面，則要求學(xué)生大聲跟讀或朗讀。所有活動或檢查都與小組捆綁式教學(xué)評價機(jī)制掛鉤，若學(xué)生有出錯，不讀或注意力不集中等現(xiàn)象或做得很好的，都得適當(dāng)加減本組的分?jǐn)?shù)。學(xué)生課堂

25、活動的參與達(dá)到了“廣”、“密”、“深”，整個課堂教學(xué)氣氛很好地體現(xiàn)了天元區(qū)教育局推出的活力課堂“自主探究、小組合作、民主和諧、快樂高效”十六字方針。 Step4。Practice (Lets do部分)(1) Listen and doWatch TV. Have a snack. Read a book. Have a sleep. Take a shower.(2) Listen, repeat and do.Watch TV. Have a snack. Read a book. Have a sleep. Take a shower.(3) Chant and matchOn each

26、 sentence card were written:Go to the living room.Have a snack.Go to the study.Watch TV.Go to the bathroom.Read a book.Go to the bedroom. Take a shower.Go to the kitchen.Have a sleep.(4) Join two sentences into one. “We go to the bathroom to have a shower.” Or “We watch TV in the living room.”【活動點評】

27、在單詞教學(xué)過程中，已經(jīng)為以上祈使句做了足夠的鋪墊。此時教師只需引導(dǎo)孩子們運(yùn)用TPR與sentence card進(jìn)行以上操練，孩子們輕松地認(rèn)讀句子和理解其意思，教學(xué)過程顯得輕松流暢，以至于60%的同學(xué)當(dāng)堂就能背下let's do 部分的chant。這個環(huán)節(jié)的活動是為學(xué)生更好地完成任務(wù)做進(jìn)一步的鋪墊。Step 5 Fulfilling the taskNow its your task time.First draw your ideal home on a piece of paper and practice talking about it in groups.Then each g

28、roup have a representative come to the front to introduce it to the class.Model: This is our home. There are 6 rooms in it. This is our living room. You can see a big color TV in it. We watch TV here. Next to it is the kitchen. Mom cooks our meal in it. I often have a snack here. This is my bedroom.

29、 You can see a bed, a desk and a chair in it. Our bathroom is small. We go to this room to have a shower. This is our study. There are many books in it. I like reading books and play computer here. I like our home very much.【活動點評】任務(wù)型教學(xué)（Task-based Teaching Approach）是一種以任務(wù)為驅(qū)動力（task driven），以完成任務(wù)的過程為學(xué)習(xí)過程，以展示任務(wù)成果的方式來體現(xiàn)教學(xué)的成就，實現(xiàn)語言實踐能力為主要目標(biāo)的教學(xué)方法。其基本理念是以應(yīng)用為動力，以應(yīng)用為目的，以應(yīng)用為核心的教學(xué)途徑。即“為用而學(xué)，用中學(xué)，學(xué)了就用”。在布置了任務(wù)后，教師為了讓學(xué)生能夠很好地完成學(xué)習(xí)任務(wù)，將這堂課學(xué)生需要達(dá)成的知識目標(biāo)和能力目標(biāo)等，結(jié)合學(xué)生的實際有效地開展了各種各樣的教學(xué)活動，在這一環(huán)節(jié)中，教師安排了學(xué)生小組合作討論，共同設(shè)計他們理想的家的活動時間和空間，并提供了范文供學(xué)生完成任務(wù)時的語言輸出作參考或模仿。整個教學(xué)過程以學(xué)生為中心，注重學(xué)生學(xué)的過程，注重對學(xué)進(jìn)行模仿、記憶、思維的英語語感訓(xùn)練。因此所有的學(xué)生都能較好地完成交給