人教PEP版四年級上冊英語教案Unit 4 My home The fourth period（第四課時）

1、Step 1: Warm-up & Revision & Lead-in1. Greetings.2. A guessing game“Where is my pen?”T: Look, its my pen. Now close your eyes, please.（將鋼筆藏在一個地方）Open your eyes, please. Where is my pen now? You can ask me like this: Is it in/ on/ under the? Guess, please. S1: Is it in the desk?T: No, it isnt.3. Lets

2、 chant. Present the chant. Ask students to read together.Teaching purpose通過變換物品的數(shù)量對物品的不同位置進(jìn)行詢問，使學(xué)生感受單復(fù)數(shù)之間的區(qū)別并復(fù)習(xí)介詞， 為新課的學(xué)習(xí)做鋪墊。Teaching purpose通過變換物品的數(shù)量對物品的不同位置進(jìn)行詢問，使學(xué)生感受單復(fù)數(shù)之間的區(qū)別并復(fù)習(xí)介詞， 為新課的學(xué)習(xí)做鋪墊。(課件出示：一個球分別在椅子上面/旁邊/下面；緊接著把一個球換成三個）T: Look! Its a ball. Where is the ball? Ss: Its on/ near/ under the chai

3、r.T: What are these? Ss: They are balls. T: Where are the balls? Guess! Ss: Are they?Teaching purpose設(shè)置情景，讓學(xué)生在語境中熟悉新單詞，感知新句型。Teaching purpose設(shè)置情景，讓學(xué)生在語境中熟悉新單詞，感知新句型。1. Teach the new words and sentences.(課件出示：教材Unit 4主情景圖中Amy家的圖片)T: Amy cant find her cat. Lets help her! Is she in the kitchen? Guess!S

4、s: Yes, she is. / No, she isnt.T: Open the door. Lets have a look! Follow me: Open the door. (Help students understand the sentence with the action.)Ss: T: The cat is near the table. Table, table, ta/te/-ble/bl/, table. Read after me.Write down the word “table” on the blackboard and teach it.T: (課件出

5、示：table與desk的對比圖) We eat beside the table, the desk is for studying and working. (課件出示：教材Unit 4主情景圖中Amy家的圖片)T: Look at the table. Whats on the table?Ss: T: (With a gesture.) Yes, its a phone. Phone, phone, ph/f/ -one/n/, Ss: T: Now, Amy cant find her crayons. Lets help her! Are they in the kitchen?S

6、s: No, they arent. They are in the study.T: Are they on the desk?Ss: No, they arent. They are near the desk.Write down the sentence structures “Are they? No, they arent.” on the blackboard and teach them.Teaching purpose通過提問和討論圖片激發(fā)學(xué)生的閱讀興趣，引導(dǎo)學(xué)生預(yù)測文本內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力，并使學(xué)生帶著問題認(rèn)真觀看視頻，整體感知文本，獲取有用信息。Teac

7、hing purpose通過提問和討論圖片激發(fā)學(xué)生的閱讀興趣，引導(dǎo)學(xué)生預(yù)測文本內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力，并使學(xué)生帶著問題認(rèn)真觀看視頻，整體感知文本，獲取有用信息。(1) Look and predict.Show the pictures of “Lets talk” and lead students to predict. (課件出示：教材P41 Lets talk板塊的圖片)T: Who are they?Ss: John and his mother. T: Whats in Johns hand in Picture 1? Ss: Keys. T: Follow me:

8、 k/k/-ey/i:/, key/ki:/, keys/ki:z/.Write down the word “key” on the blackboard.T: What are they talking about?Ss: They are talking about the keys. They cant find the keys.(2) Watch the video and answer the questions.Play the video and show the questions. (課件出示：教材P41 Lets talk板塊的視頻)Ask students to un

9、derline the answers in the book. (3) Watch the video again and check the answers.T: Are the keys on the table?Ss: No, they arent.T: Are they near the phone? Ss: No, they arent.T: Where are the keys? Ss: Theyre in the door.Teaching purpose該部分三個活動使學(xué)生能夠充分理解文本內(nèi)容，并能夠正確朗讀對話。在不同形式的朗讀和表演活動中，使學(xué)生逐步理解并掌握本課時的重點(diǎn)

10、句型，為其熟練表達(dá)奠定基礎(chǔ)。Teaching purpose該部分三個活動使學(xué)生能夠充分理解文本內(nèi)容，并能夠正確朗讀對話。在不同形式的朗讀和表演活動中，使學(xué)生逐步理解并掌握本課時的重點(diǎn)句型，為其熟練表達(dá)奠定基礎(chǔ)。Step 3: Practice1. Read and act.(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.(2) Let students practice the dialogue in groups.(3) Act ou

11、t the dialogue.2. Ask, answer and write. (1) Show the picture of “Ask, answer and write”.（出示課件）Teaching purposeTeaching purpose為學(xué)生提供一個相對真實(shí)的語境來運(yùn)用重點(diǎn)句型，幫助學(xué)生更好地掌握重點(diǎn)句型，提高其口語表達(dá)能力。T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk.” Please read what Sarah and W

12、u Yifan say. Read the dialogue of Sarah and Wu Yifan.(2) Ask students to play the game in pairs according to the dialogue. T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess them like Sarah and Wu Yifa

13、n. (3) Show the dialogues.Teaching purpose通過兩個游戲活動，創(chuàng)設(shè)有趣的情景，讓學(xué)生在特定的語境中快樂地操練所學(xué)的核心語言。Teaching purpose通過兩個游戲活動，創(chuàng)設(shè)有趣的情景，讓學(xué)生在特定的語境中快樂地操練所學(xué)的核心語言。1. A guessing game“What is it? / What are they?”T: (課件出示：書房場景圖) Look at this picture. This is a study. What can you see in the study? Ss: T: Now, I will say a thi

14、ng. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they? S1: They are keys.T: No, they arent.S2: They are books.T: Yes, they are books. T: Please ask and answer in pairs as above. Which pair wants to show your dialogue? 2. Play a game“The cat catches mi

15、ce.”Divide students into four groups: red cat, white cat, black cat and yellow cat.T: A cat that catches a mouse is a good cat. There are three mice in Amys home. Where are they? The group that can catch the most mice is the winner.（課件出示：老鼠在Amy家各個房間躲藏：1. 老鼠跑進(jìn)臥室，藏在床底下；2. 老鼠跑進(jìn)客廳，藏在沙發(fā)后面；3. 老鼠跑進(jìn)書房，藏在桌子底

16、下；4. 老鼠跑進(jìn)廚房，藏在門后面）Where are the mice?Are they in the（bedroom/ living room/ study/ kitchen/ bathroom/）?Yes, they are. / No, they arent.Are they under/ behind/ nearthe(bed/ phone/ table/ door/)? Yes, they are./ No, they arent.板書設(shè)計(jì)作業(yè)設(shè)計(jì)1. Listen and imitate the dialogue for three times.2. Do the exercis

17、es.教學(xué)反思1. 教學(xué)過程中采用了以舊知帶新知的學(xué)習(xí)方法，在復(fù)習(xí)單數(shù)形式的問句和答語的基礎(chǔ)上，再進(jìn)一步學(xué)習(xí)復(fù)數(shù)形式的句型，從而使學(xué)生在掌握新知時有一個階梯性的接受過程。2. 利用多媒體先整體、再分段展開教學(xué)，通過問題引導(dǎo)學(xué)生的學(xué)習(xí)，幫助學(xué)生理解文本，并在文本中感知新單詞、新句型。3. 教學(xué)活動形式多樣、有趣、易操作且具備層次感，有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣，并幫助學(xué)生在真實(shí)的情境中自然地使用所學(xué)語言。4. 板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。Teaching Contents & Teaching AimsLets talkBe able to understand the ma

18、in idea of the dialogue and read the dialogue with the correct pronunciation and intonation.Be able to use the sentence structures“Where are?”“Are they on/ near?Yes, they are./ No, they arent.”to ask and answer the location of objects in situations.Be able to use the functional sentence“Open the doo

19、r, please.”appropriately in situations to put forward action suggestions.Ask, answer and writeBe able to consolidate and use the sentence structures “Where are?”“Are they on/ near? Yes, they are./ No, they arent.” in the games.Teaching PrioritiesBe able to understand and use the sentence structures

20、“Where are?”“Are they on/near? Yes, they are. / No, they arent.”Be able to understand and read the dialogue correctly with accurate pronunciation and natural intonation.Teaching DifficultiesBe able to use the sentence structures of this lesson in real context to ask and answer the location of object

21、s or characters.Be able to use the singular forms and the plural forms correctly.Teaching ProceduresTeaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesWarm-up&Revision &Lead-in1. Greetings.2. A guessing game.3. Lets chant.4. Lead-in.1. Greetings.2. Play a game.3. Read the chant.4

22、. Answer the questions.Help students review prepositions, feel the difference between the singular forms and the plural forms. Prepare for the study of the new lesson.Presentation1. Teach the new words and sentences.Learn the new words and sentences.Lead students to learn new words and perceive new

23、sentence structures by setting up the situation.2. Lets talk.(1) Look and predict.Show the pictures.(2) Play the video and ask the questions.(3) Play the video again and check the answers. Teach the sentences “Where are the keys? Theyre in the door.”(1) Look and predict.(2) Watch the video and answe

24、r the questions.(3) Watch the video again and check the answers. Learn the sentences.Ask questions to arouse students reading interest and make them watch the video with questions. Cultivate students ability of observation and logical reasoning.Practice1. Read and act.(1) Play the recording.(2) Let students practice the dialogue in groups.(3) Let students act out the dialogue.(1) Read after the recording.(2) Practice the dialogue in groups.(3) Act out the dialogue.Let students gradually understand and master the key s