PEP四上Unit4MyHome说课稿

Good morning, respectable judgers! Today, Im going to share my teaching ideas about Unit 4 My Home Part A Lets learn in Book 4 ,which is taken from PEP primary English. This lesson includes two parts: lets learn and lets do. I will state my teaching design of this lesson from six parts.(点击)Ok, the first one, I will analyses the teaching Materials The new PEP primary English curriculum standards point out that the English teaching is not only to cultivate students interest in learning English but also the ability to use language, and in my opinion, to let students be happy and confident in the class is my biggest wish. So, in my teaching, I always try to create situations for the students to practice and use language. This unit focuses on the topic home, which is related to the students daily life. As usual, some teachers will choose lets talk as the first lesson for a unit. They want to let the students first input and then output. But my students are from the rural school, they can hardly do this. So, I still choose lets learn as the first lesson in this unit. （点击）According to the teaching requirements of this lesson, the teaching objects are divided into 3 sections.The first one, knowledge objects, students can listen, speak and read the five words “living room, study, kitchen, bedroom and bathroom”.To understand the meaning of lets do and do the actions.Ok, the ability objects, students can use the sentence pattern: “Is heshe in the? “ to ask whether somebody is in the room or not and answer. Also, students can design and introduce home briefly.For the emotion objects：Students learn to love home and cultivate the virtue of helping others.Based on the teaching objects, the key point is To study the 5 new words about home. And the difficulties is that Ss can distinguish the pronunciation between the two words” bedroom” and “bathroom”.According to the vocabulary courses features and my students English learning level; I choose the situational teaching and practicing learning as my teaching methods.（点击）So, next part is my teaching procedures.Step1, I will use 5 minutes to warm up and Lead in.Firstly, use a song Friendsof unit3 to attract the students attention and let them quickly come into the class.Then, use a Brainstorm: Who is my friend?, ok ,lets have a look. (点击-返回)Just like a TPR game. Students have to response quickly and stand up to read out the words of describing friends on the screen. This rapid rhythm and actions can stimulate the students brain to review the knowledge they have learnt before. At last, the screen will appear a sentence： Who is my friend? And then I will describe a student in the class and other students can easily to guess. Then Ill ask：Where is she？Is she in the classroom? And students will answer “Yes, she is.” So, in this way can easily and naturally to lead in the sentence pattern of this lesson “Is heshe in the ? “Then, I will use a free talk to introduce a new friend, Da xiong and he has a new home. Lets go and have a look. Students are familiar to the cartoon character, Da xiong. so they are interested in the following learning.幻灯片出现大雄的家，接着大雄父母开门迎接，可是问了一句： Where is Da xiong?以此为线索，设置一个情景，贯穿整个教学，带领学生们帮助大雄的父母在家中的每个房间寻找大雄。（在整个warm up and lead in环节，通过歌曲和节奏感的brainstorm营造英语学习的氛围，并由上个单元的旧知friends，承上启下，自然导入新知。）Step 2: Presentation ，I will use 20 minutes.First、Words learning: To teach and study the 5 words. When teaching each word, for example，（点击超链接）living room，I will use pictures, word cards（拿卡片） to help the students get a better understanding of the words meaning. For the pronunciation, I will try to use the syllabify teaching, that is to divide the words into different syllables. Different groups read different syllables and then students together to read out the whole word. (living room; living room;)After that, I will ask students to read the word single by single. It can help us to check out whether the students can read the word correctly. And we can help the students to correct their pronunciation immediately.当解决单词的认读之后，利用Lets do中的指令，(点击)go to the living room, watch TV.将单词与lets do结合教学。然后利用大雄闪现的效果，(点击)询问“Where is Da xiong? Is he in the living room?”学生根据闪现的结果进行回答：No, he isnt. T：Oh, where is Da Xiong? Lets go on to find.(点击)由此自然地以一根寻找大熊的线索推动教学。在单词的教学中，将单词、情境、句子相结合，三位一体，分解教学难度。为了避免枯燥乏味，在单词带读的方式上可以采用多样化的形式。对于难点，bedroom and bathroom的发音区分，在教学过程中，通过对比嘴型发音方式不同，利用一个最简单的方式，听音，辨别单词，分左右手指认单词。最后，回归文本，利用Amys home 整体浏览归纳和听读操练单词。2、Lets do: First, students watch the video. Then, the teacher say: go to the living room, while the students say: watch TV. And the teacher can do the actions quickly or slowly. At last, divide the students into two groups and do the actions. (设计意图：从整体感知到师生互动，再到学生分组互动，层层递进，将Lets do化难为易，更赋操作性。)Step3: Practice （7 minutes）1Play a game: quick take-quick read运用快速拍照出现单词的形式考察学生迅速反应和认读单词的能力。 通过2组，一组图片，一组单词，从音、形、义各方面操练单词。最后，再由Whats missing?学生单个回答，从面到点，分层考察学生对单词的掌握能力。So, this practice can check out whether the students can read and recognize the words.）Step 4: Consolidation (8 minutes)Group work: Little Designers（Design a new home for the people in the earthquake.）By browsing some pictures of collapsed houses in the earthquake, I try to set a situation for the students to do a group work. Let them to design a house for the people who lost and who has no home in the earthquake and to introduce. In order to let my students to understand how to design and introduce, I first let them to watch a video to see how other student do. After the students finish introducing the home they designed. I will let them to browsing some pictures of t