四年級英語上冊Unit4Myhome第四課時教案人教PEP

Page3Thefourthperiod(第四課時)PartBLet’stalk&Ask,answerandwrite?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’stalk·能夠理解對話大意；能夠用正確的語音、語調(diào)朗讀對話·能夠在情景中運用句型“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”詢問物品的位置,同時作出推斷·能夠在情景中恰當(dāng)運用功能句“Openthedoor,please.”提出行動建議Ask,answerandwrite·能夠在嬉戲中進(jìn)一步鞏固和運用“詢問復(fù)數(shù)物品的位置并作出應(yīng)答”的句型?教學(xué)重點1.能夠聽懂、會說句型“Wherearethey?”“—Arethey…?—Yes,theyare./No,theyaren’t.”。2.能夠理解并正確朗讀課文對話，發(fā)音精確、語調(diào)自然。?教學(xué)難點1.能夠在真實的語境中運用本課的句型來詢問物品或人物的位置，并進(jìn)行回答。2.能夠正確運用單復(fù)數(shù)形式。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻等。Teachingpurpose通過嬉戲和chant來復(fù)習(xí)A部分的重點句型，幫助學(xué)生喚醒他們的已有學(xué)問，并為下一環(huán)節(jié)的學(xué)習(xí)做好打算。?Teachingpurpose通過嬉戲和chant來復(fù)習(xí)A部分的重點句型，幫助學(xué)生喚醒他們的已有學(xué)問，并為下一環(huán)節(jié)的學(xué)習(xí)做好打算。Step1:Warm-up&Revision&Lead-in1.Greetings.2.Aguessinggame—“Whereismypen?”T:Look,it’smypen.Nowcloseyoureyes,please.（將鋼筆藏在一個地方）Openyoureyes,please.Whereismypennow?Youcanaskmelikethis:Isitin/on/under…the…?Guess,please.S1:Isitinthedesk?T:No,itisn’t.…3.Let’schant.Presentthechant.Askstudentstoreadtogether.Teachingpurpose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)分并復(fù)習(xí)介詞，為新課的學(xué)習(xí)做鋪墊。4.Lead-Teachingpurpose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)分并復(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!It’saball.Whereistheball?Ss:It’son/near/underthechair.T:Whatarethese?Ss:Theyareballs.T:Wherearetheballs?Guess!Ss:Arethey…?…Teachingpurpose設(shè)置情景，讓學(xué)生在語境中熟識新單詞，感知新句型。Teachingpurpose設(shè)置情景，讓學(xué)生在語境中熟識新單詞，感知新句型。1.Teachthenewwordsandsentences.(課件出示：教材Unit4主情景圖中Amy家的圖片)T:Amycan’tfindhercat.Let’shelpher!Issheinthekitchen?Guess!Ss:Yes,sheis./No,sheisn’t.T:Openthedoor.Let’shavealook!Followme:Openthedoor.(Helpstudentsunderstandthesentencewiththeaction.)Ss:…T:Thecatisnearthetable.Table,table,ta/te?/-ble/bl/,table.Readafterme.Writedowntheword“table”ontheblackboardandteachit.T:(課件出示：table與desk的對比圖)Weeatbesidethetable,thedeskisforstudyingandworking.(課件出示：教材Unit4主情景圖中Amy家的圖片)T:Lookatthetable.What’sonthetable?Ss:…T:(Withagesture.)Yes,it’saphone.Phone,phone,ph/f/-one/??n/,…Ss:…T:Now,Amycan’tfindhercrayons.Let’shelpher!Aretheyinthekitchen?Ss:No,theyaren’t.Theyareinthestudy.T:Aretheyonthedesk?Ss:No,theyaren’t.Theyarenearthedesk.Writedownthesentencestructures“—Arethey…?—No,theyaren’t.”ontheblackboardandteachthem.Teachingpurpose通過提問和探討圖片激發(fā)學(xué)生的閱讀愛好，引導(dǎo)學(xué)生預(yù)料文本內(nèi)容，培育學(xué)生的視察實力和邏輯推理實力，并使學(xué)生帶著問題仔細(xì)觀看視頻，整體感知文本，獲得有用信息。2.Teachingpurpose通過提問和探討圖片激發(fā)學(xué)生的閱讀愛好，引導(dǎo)學(xué)生預(yù)料文本內(nèi)容，培育學(xué)生的視察實力和邏輯推理實力，并使學(xué)生帶著問題仔細(xì)觀看視頻，整體感知文本，獲得有用信息。(1)Lookandpredict.Showthepicturesof“Let’stalk”andleadstudentstopredict.(課件出示：教材P41Let’stalk板塊的圖片)T:Whoarethey?Ss:Johnandhismother.T:What’sinJohn’shandinPicture1?Ss:Keys.T:Followme:k/k/-ey/i:/,key/ki:/,keys/ki:z/.Writedowntheword“key”ontheblackboard.T:Whataretheytalkingabout?Ss:Theyaretalkingaboutthekeys.Theycan’tfindthekeys.(2)Watchthevideoandanswerthequestions.Playthevideoandshowthequestions.(課件出示：教材P41Let’stalk板塊的視頻)Askstudentstounderlinetheanswersinthebook.(3)Watchthevideoagainandchecktheanswers.T:Arethekeysonthetable?Ss:No,theyaren’t.T:Aretheynearthephone?Ss:No,theyaren’t.T:Wherearethekeys?Ss:They’reinthedoor.Teachingpurpose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)生逐步理解并駕馭本課時的重點句型，為其嫻熟表達(dá)奠定基礎(chǔ)。Teachingpurpose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)生逐步理解并駕馭本課時的重點句型，為其嫻熟表達(dá)奠定基礎(chǔ)。Step3:Practice1.Readandact.(1)Askstudentstoreadaftertherecordingandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actoutthedialogue.2.Ask,answerandwrite.(1)Showthepictureof“Ask,answerandwrite”.（出示課件）TeachingpurposeTeachingpurpose為學(xué)生供應(yīng)一個相對真實的語境來運用重點句型，幫助學(xué)生更好地駕馭重點句型，提高其口語表達(dá)實力。T:Look!Sarahwritesaletter“p”inthecircleonthedesk.Itmeans“Thepensareonthedesk.”PleasereadwhatSarahandWuYifansay.ReadthedialogueofSarahandWuYifan.(2)Askstudentstoplaythegameinpairsaccordingtothedialogue.T:Lookatthepicture.Youcanwritek(keys),b(book),p(pens),g(glasses)inthecircles.Thenyourpartnerguesseswhereyouwritethem.GuessthemlikeSarahandWuYifan.(3)Showthedialogues.Teachingpurpose通過兩個嬉戲活動，創(chuàng)設(shè)好玩的情景，讓學(xué)生在特定的語境中歡樂地操練所學(xué)的核心語言。Teachingpurpose通過兩個嬉戲活動，創(chuàng)設(shè)好玩的情景，讓學(xué)生在特定的語境中歡樂地操練所學(xué)的核心語言。1.Aguessinggame—“Whatisit?/Whatarethey?”T:(課件出示：書房場景圖)Lookatthispicture.Thisisastudy.Whatcanyouseeinthestudy?Ss:…T:Now,Iwillsayathing.Pleaseguesswhatitisorwhattheyare.Listencarefully.Theyarenearthephone.Whatarethey?S1:Theyarekeys.T:No,theyaren’t.S2:Theyarebooks.T:Yes,theyarebooks.T:Pleaseaskandanswerinpairsasabove.Whichpairwantstoshowyourdialogue?2.Playagame—“Thecatcatchesmice.”Dividestudentsintofourgroups:redcat,whitecat,blackcatandyellowcat.T:Acatthatcatchesamouseisagoodcat.TherearethreemiceinAmy’shome.Wherearethey?Thegroupthatcancatchthemostmiceisthewinner.（課件出示：老鼠在Amy家各個房間躲藏：1.老鼠跑進(jìn)臥房，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，藏在桌子底下；4.老鼠跑進(jìn)廚房，藏在門后面）—Wherearethemice?—Aretheyinthe…（bedroom/livingroom/study/kitchen/bathroom/…）?—Yes,theyare./No,theyaren’t.—Aretheyunder/behind/near…the…(bed/phone/table/door/…)?—Yes,theyare./No,theyaren’t.?板書設(shè)計?作業(yè)設(shè)計1.Listenandimitatethedialogueforthreetimes.2.Dotheexercises.（見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè)）?教學(xué)反思1.教學(xué)過程中采納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)生在駕馭新知時有一個階梯性的接受過程。2.利用多媒體先整體、再分段綻開教學(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、好玩、易操作且具備層次感，有效地激發(fā)了學(xué)生的學(xué)習(xí)愛好，并幫助學(xué)生在真實的情境中自然地運用所學(xué)語言。4.板書設(shè)計清楚明白，重點突出，起到了很好的協(xié)助作用。?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialogueandreadthedialoguewiththecorrectpronunciationandintonation.·Beabletousethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”toaskandanswerthelocationofobjectsinsituations.·Beabletousethefunctionalsentence“Openthedoor,please.”appropriatelyinsituationstoputforwardactionsuggestions.Ask,answerandwrite·Beabletoconsolidateandusethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”inthegames.?TeachingPriorities·Beabletounderstandandusethesentencestructures“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”·Beabletounderstandandreadthedialoguecorrectlywithaccuratepronunciationandnaturalintonation.?TeachingDifficulties·Beabletousethesentencestructuresofthislessoninrealcontexttoaskandanswerthelocationofobjectsorcharacters.·Beabletousethesingularformsandthepluralformscorrectly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Aguessinggame.3.Let’schant.4.Lead-in.1.Greetings.2.Playagame.3.Readthechant.4.Answerthequestions.Helpstudentsreviewprepositions,feelthedifferencebetweenthesingularformsandthepluralforms.Prepareforthestudyofthenewlesson.Presentation1.Teachthenewwordsandsentences.Learnthenewwordsandsentences.Leadstudentstolearnnewwordsandperceivenewsentencestructuresbysettingupthesituation.2.Let’stalk.(1)Lookandpredict.Showthepictures.(2)Playthevideoandaskthequestions.(3)Playthevideoagainandchecktheanswers.Teachthesentences“—Wherearethekeys?—They’reinthedoor.”(1)Lookandpredict.(2)Watchthevideoandanswerthequestions.(3)Watchthevideoagainandchecktheanswers.Learnthesentences.Askquestionstoarousestudents’readinginterestandmakethemwatchthevideowithquestions.Cultivatestudents’abilityofobservationandlogicalreasoning.Practice1.Readandact.(1)Playtherecording.(2)Letstudentspracticethedialogueingroups.(3)Letstudentsactoutthedialogue.(1)Readaftertherecording.(2)Practicethedialogueingroup