新课标PEP小学英语四年级上册《Unit 4 My Home 》教学设计.doc

新课标pep小学英语四年级上册unit 4 my home 教学设计nit four my home part b lets learn( before class,t draw a mountain with some small green trees and a gift on the top on the blackboard and tell boys and girls, two teams to climb the mountain. when they get some step, they can get a tree. on the back of the tree, there is a puzzle, if they can solve it, then they can get another step. come on, lets see who can get to the top first to pick up the gift. whats the gift? i dont know! you just hurry up to get the gift, ok ? ) ( 此处设置的爬山游戏是我上课经常采用的形式，学生熟悉而喜欢。不过这次我加以改进，一是在不同的台阶上相应的放置了几棵树，树的背面我根据本课的新单词设计了几个谜语，比如 something you can sit on to watch tv ,刚学完新单词学生就能猜出是沙发。这样不仅调动了学生的兴趣而且进一步巩固了新单词。二是在山顶我放置了一个神秘的礼物，先到达山顶者先摘到，什么礼物什么内容，让学生带着兴趣和疑问开始了一节课的学习。)一、warm up a. sing a song: my bedroomt and the ss follow the tape and sing together.b. oral english: t: what day is it today? ss: its t: whats the weather like today? ss: its cold.（这个句子下学期才学，但因是重要的生活用语，所以我早渗透到日常口语练习中，熟能生巧，日前学生已能熟练运用。）t: yes, it s cold .but our classroom is warm because we are happy together.can you spell “classroom?”say and do the actions. go to the study, read a book.ss follow and do the actions.( 这儿用拼单词，理解句子做动作的形式来复习巩固刚学的内容并为进一步学习新的知识点奠定基础。此处就开始采用抢答形式来进行快速反映并适当地进行爬台阶奖励，进一步调动学生的兴趣和积极性，并马上转入新知识的学习。)t: yes,you all did a great job. now please go to the study and read books.二presentationa. t: yes, we read books in the study. i also have a study. do you want to have a look?t: ok! lets go to my home and have a look. (学生所观看的房间布局及所学的各个房间里所摆放的物品，如马上要学到的沙发，冰箱及餐桌等全部是我自己拍摄的我自己的家庭的实物，这样即增加了学习语言的真实性，满足学生们对老师家里布局的好奇心，又为最后山顶的礼物埋下伏笔。)this is my study. where are the books?ss: they are on the shelf.learn the new word and tell the ss the pronunciation of the letter ( e ).b. t: and this is my living room. i can watch tv in the living room. ss watch the video about the living room and then guess: what else in the living room?(设计此项活动目的是锻炼学生观察力和记忆力，因为事先我并没提前对学生问房间里还有什么其他东西，所以好多学生在观察完他要观察的东西后对其他东西并无特意的观察和记忆，因此这次的突然袭击相必让很多学生以后在观察其他房间时会更加认真和仔细。)learn sofa and phone t writes the two words together to make ss know the two “ o “ pronounce the same .t: show me the card “ sofa” and use action to sit on the sofa.ss follow to read and do the actions.(把lets do 里关于单词的动作加在一起学习，既降低了后面知识点的难度又增加了学习单词的乐趣，让枯燥的单词学习也有了动态的感觉。)t: well done! sometimes i sit on the sofa and answer the phone: ( to a ss) hello! this is miss wang ! welcome to my home! s1: hello! miss wang ! ok ,bye! do the same for two times to make ss understand “ answer the phone “ and do the actions.（此处我加入和学生通话的形式事先学生并不知情，虽然我点到的学生配合不是很默契而且对话也不丰富，但恰恰真是的反映了学生的只是水平和应变能力。这种真是的answer the phone 不禁让当场被通话的学生很兴奋而且至于它的意思也就不言而喻了。）c. t: lets go back my home. this is my dining room. what can you see in my dining room? s1: light. s2: chair. s3: table. s4; fridge! t: yes, there are many things in my dining room. lets learn the new words and who can do the actions? make two ss do the actions of set the table and open the fridge and make others guess the actions. do it for several times and make ss say and do the actions in pairs. d. t: you all did a great job! so i give you a guessing game: watch the video and you can see some parts of the furniture. watch them carefully and tell us what it is , ok?（此处的设计是我模仿了去南京学习时听过的田湘军老师的一节课里的一个环节。当时他就是把学完的新单词揉和在一起，只展示了每样东西的具有特点的一部分，当时学生抢的不亦乐乎。今天我也如法炮制，学生也相当兴奋，只是猜中率太高，缺少了让有人猜错然后再不断更正的机会。一是单词简单二是我这个班的学生程度太好，我过低估计了他们的掌握能力和应用能力。所以此处不断出现爬台阶得到小树的情况，而对于树后的谜语something you can speak to your mother,your teacher “ hello” , something you can open and eat 虽然是句子但我表达的慢而且夹着表情和动作，所以程度一般以上的学生都能猜出正确地答案，充分调动了他们的听力，理解力和反映力。） do it for several times and the last part is the part of the bed. ss guess the answer and then learn the new word .t does the action “ make the bed” and ss guess it. then ss learn to read the word, do the action and check up the reading. at the time of checking, someone gets a step and then gets a tree. on the back of the tree, there is a puzzle for the ss ,if he or she solves it ,then he or she get anther step. t: ok, you get the tree and the puzzle is_-something you can sit on and watch tv, its very comfortable( t uses actions to make the ss understand the meaning of the sentence.) s1; its a sofa ! t: great! you got the answer and you can get another step.e. ok, now open your books and listen to the tape, follow, repeat and point the words. follow two times and then read in groups. then check up the reading of the new words.f. chant: last term you have learned the chant about the school things: whats in the picture ? look! look! look! a pencil, a ruler, a little red book! and now we change the words to the following; whats in the picture ? look! look! look! a tv, a sofa, and a little red bed! phone, fridge, shelf, look! look! look! table, window, chair, and a big red door!watch the video and chant for three times.(此处我是根据三年上册学生非常熟悉的一首chant 来改编的： whats in the picture ? look, look, look ! a pencil, a ruler. a little red book当时是复习前三单元所学的铅笔等学习用品。因为这首chant 琅琅上口而且学生又相当熟悉，所以我把学习用品换成本课所学的单词，然后跟着音乐慢慢的和，开始我大点声，学生随着我，一两遍之后学生能大声附和了，我就只双手打着拍子而已。这样既能再次巩固单词也能锻炼学生的节奏感。）g. lets listen to the tape and do the actions together, ok ? first listen, point the pictures and repeat , then do the actions. do it for three times. 三extension:t: now look at the blackboard, i can design and draw my home freely: this is my living room, i put the sofa and tv here, so i can watch tv on the sofa. this is my dining room, i put my fridge in the dining room. i can open it and have a snack.( t draws on the blackboard. ) and now you can take out your crayons and papers to design and draw your own home . you can design however you like! begin!（此处是学生学以致用的地方，也是本课做的一个总结。学生都有自己的个性也有自己的梦，哪怕你给他一个自己的空间，他都能用超出我们的想象的思维，打造一个自己的空间。所以此处给他们自由发挥的权利，用手中的画笔和我们学过的句子 this is my livin