英语人教版四年级上册Unit 4 My Home Part B

人教版PEP小学英语四年级上册Unit4 My Home Part B Lets talk合肥市琥珀小学刘文娟一、 教学内容本节课的教学内容为新PEP人教版(三年级起点) 教材四年级上册第四元Unit 4 My Home Part B第四课时Lets talk对话教学。 二、 学情分析 学生喜欢谈论和家有关的话题，此前也学习过和家相关单词和句型， 会用英语描述家庭里的房间和在房间里做什么事情。具备一定的语言基础。 1. 知识目标(1)能听、说、认读单词：table, phone.(2)能听、说认读并在情景中运用句型：Where are the? Are they in/near/under/on? Yes, they are./No, they arent.询问物品、人物的位置并做出相应判断。(3)能在情景中运用句型Open the door, please.提出行动建议(4)理解和正确使用名词的单复数形式。2.能力目标(1)能听并掌握对话的重点内容(2)能运用本节课的核心句型问物品的位置(3)能理解对话的大意；能够用正确的语音、语调朗读对话；并能角色扮演对话(4)培养学生的合作精神3.情感目标三、 教学目标培养学生把自己的东西整理好，能够主动收拾物品并摆放整齐，保持家里的干净和整洁的习惯。 四、 教学重点和难点1.教学重点：(1)区分单词 table和desk的含义。(2)理解和正确使用名词的单复数形式。(3)在情景中运用句型： Where are the? Are they in/near/under/on?Yes, they are./No, they arent.询问物品、人物的位置并做出相应判断。(4)理解对话大意，角色扮演对话2.教学难点:(1)理解和正确使用名词的单复数形式。(2)能在真实情景中运用核心句型 Where are the?Are they in/near/under/on?Yes, they are./No, they arent.询问物品、人物的位置并做出相应判断。 (3)理解、区分和正确使用句型:Where are the? Are they in/near/under/on?Yes , they are./No, they arent. Where is it? Is it on/in/near/under? Yes， it is./No, it isnt.五、 教学准备CAI课件，房间物品贴画，学生画有家的白纸六、教学过程：Step1：Greetings & Divide the groups教师在上课伊始，点出课题，出示三幅家的图片，和房间物品的贴画。并把学生分为A, B, C三组，表现好的同学可以得到贴画，装饰本组的家，使本组的家更漂亮。 T: Good morning, class. Today were going to learn Unit 4 my home Part B Lets talk. Ill divide you into 3 groups. There is a home for each group. If you can do very well in this class, you can get a sticker for your group. They can make you home more beautiful. Let s have a match, OK? Youre Group 1,you are Group 2and youre Group 3.【设计意图】分小组竞赛，创设评价机制，激发学生学习兴趣，活跃课堂气氛。Step2：Warm-up & Review师生观看卡通视频，同唱歌曲“Where is the toy car?”复习学过的介词。教师提问“Where is the toy car?”学生回答“Its on the chair.” T: First, Lets enjoy a song “Where is the toy car? ” Tell me, Where is the toy car? T and ss sing the song and answer the question. 【设计意图】通过唱英语歌曲激发学生学习兴趣，复习询问物体位置的单数句型Where is the ?Is it in/on /under/near?。为本节课学习Where are the?Are they in/on/under/near?做好铺垫。Step3：Revision运用白板课件，出示一只小猫和一张课桌。把小猫放到课桌的不同位置上，例如in, on, near, under the desk. 教师用Where is the cat?句型提问，学生用Its in/on/under/near the desk.回答.然后请一位同学当小老师，到白板上操作，其他生回答。T:Youre so clever. Lets do some revisions. Look! Its a cute cat and its a big desk. Look at me carefully. Where is the cat? SS: Its in the desk. Its on the desk. etc. T: Who wants to have a try? Fan Yuanwen, you please. Ask her to be the small teacher, put the cat in the different positions and ask others ss Where is the cat? 【设计意图】 复习介词in/on/under/near etc.以及Where is句型及其回答。 Step4：Lead-in 运用白板课件出示教师家的整体图片，学生和教师一起说出家里的房间名称。引出教师请同学参观自己家客厅的情境。T:Look! This is my home. I have a study, a bedroom, a bathroom, a kitchen and a living room. First, Lets go to my living room. OK? Look! This is my living room. Is it nice? There are many things in my living room. eg. a study, a bedroom ,a bathroom, a kitchen and a living room. 【设计意图】通过呈现教师自己的家，带领学生参观教师家的客厅，导入本节课教学情景。 Step5：Presentation& New words teaching1. Teach “ table”T: Whats in my living room? Listen carefully. Its a table. Listen and repeat. table. Say after me, table table table. Boys, say table Girls, say table. Group 1, table.etc.You two, please.2. Show a desk.T: Look! Is it a table? Whats it? Yeach. Its a desk. Say after me, desk.3. Distinguish “table” and “desk”T: The word “desk “we have learned before. What does it mean? and What about table? What are the difference? You can look up a word in online dictionary4. Show the two tables of the living room and teach “tables”.T: In my living room, I have a table. Is it a table? They are tables. Say after me, tables. Theyre tables. 【设计意图】学生听、说、认读单词table;理解和比较table 和desk的区别。理解table的单数和复数概念和形式。Step6：Presentation& New words teaching教师点击呈现电话的图片和发音，教授phone。让学生听、跟读、phone。再呈现学习过的大象和可乐的卡通图片和单词，让学生体会ph 字母组合在单词elephant中的发音，o-e字母组合在nose 以及Coke中的发音。让生更好的理解和拼读单词 phone。T: What else in my living room? Come on!Teach “phone”. First, listen. Then listen and repeat. Say after me, phone, phone, phone. Boys, phone. Girls, phone. You two, phone. Its a phone. More words for you. Show elephant. “ph” pronounced as f.f,f. phone. “o-e” pronounced as “u” 【设计意图】能够听、说、认读单词 phoneStep7： Presentation & New teaching 教师继续出示客厅的图片，问学生客厅里有什么。点击课件，出现一本书，一个钥匙，一个尺子，一副眼镜。再运用白板的无限克隆功能，快速克隆出很几本书，几把钥匙，几个尺子，几副眼镜。教授句型They areT: Lets see what else in my living room? Its a book. Its a key. Its a ruler. They are glasses. Watch me carefully. Im a magician. Look! Theyre books. They are keys. Theyre rulers. They are glasses, too. Say after me books. Theyre books. Keys. They are keys. rulers. They are rulers. glasses, they are glassesT: Lets see what else in my living room? Its a book. Its a key. Its a ruler. They are glasses. Watch me carefully. Im a magician. Look! Theyre books. They are keys. Theyre rulers. They are glasses, too. Say after me books. Theyre books. keys, They are keys. rulers. They are rulers. glasses, they are glasses.Show a book, a key, a ruler, a pair of glasses. And show some books, some keys, some rulers and some pairs of glasses. Teach They are. 【设计意图】教授名词的复数概念、形式以及理解和区分句型Its a .Theyre . Theyre books. Theyre keys. Theyre rulers. Theyre glasses. Step8：Presentation& New sentence pattern teaching首先，学生看教师家客厅的图片，在30秒钟的时间内尽可能识记客厅里电话，钥匙，书，尺子和眼睛的位置。然后，教师运用翻板工具把客厅里的物品遮挡起来，翻板上有中文提示。提示客厅里的家具名词。教师通过运用句型Where are the?Are they in/on/under/near?不断的询问钥匙，书，电话，尺子，和眼镜的位置，学生理解，感知，认读重点句型。 Where are the?Are they in/on/under/near?以及肯定和否定回答Yes, they are./No, they arent. T: Theyre so many things in my living room. They are books, keys, rulers, glasses, and a phone. But where are they？Ill give you 30 seconds to remember the positions of the things. Lets see who has a super brain. Are you ready?1,2,3 go！5,4,3,2,1.Time is up. For Miss Liu Im forgetful. Do you remember? Where are the keys? Are they near the door? Have ss say: No, they arent. Are they on the table? Are they under the table? Are they near the TV? Are they under the chair? Yes, they are. Great！Youve got it. Lets check the answer. Say after me （write the key sentences on the bb）Where are the keys? Are they on the table? No, they arent. Are they under the chair? Yes, they are. Theyre the key sentences of the lesson. Say after me. Where are the?Are they in/on/under/near?No, they arent. Yes , they are. Ask the positions of the rulers, books, glasses, phone in the same way. Youre so smart. All of you have a super brain. 【设计意图】在情景中理解、感知、认读 句型Where are the?Are they in/on/under/near?以及肯定和否定回答Yes,they are./No,they arent.Step9：Practice 教师呈现一个词汇方框，和两个句型心形框。词汇方框里有一些名词的单数形式和复数形式。一个句型框里是询问物体位置的单数形式Where is the?Is it in/on/under/near the table?另一个句型框是询问物体位置的复数形式 Where are the? Are they in/on/under/near the table?教师选择一个词bag,把它拖入到Where is the?Is it in/on/under/near the table?句型框。教师再选择一个词shoes 并继续把它放到Where is the?Is it in/on/under/near the table?句型框。该词被弹回词汇框，教师问学生对吗？谁能帮我。然后请个别学生到讲台把单数形式的单词拖放入单数形式的问句里，把复数形式的单词拖放入复数形式的问句里。如果拖放单词到正确的句型里，单词就排列在句型的方框里，如果拖放错误，单词就放不进句型方框里。其他学生一起说出句型。Eg. Where is the bag? Is it on the table? Where are the shoes? Are they on the table? T: OK, more practice for you. Lets choose and say. Where is the bag? Is it on the table? Bingo. Where is the shoes? Is it on the table? Am I right? Oh, Where are the shoes. Are they on the table? Bingo. Who wants to have a try ?XIE Wenhao, you please and ask another s to come to the front. 【设计意图】初步感知、理解 重点句型Where are the?Are they in/on/under/near?以及区分句型Where is the?Is it on/in/under/near? Step10：Lead in & learn the dialogue.教师呈现John,and Johns mother.介绍课文的背景知识她，提出两个关键问题，然后全班一起核对答案。学生带着问题听课文录音找答案，回答问题。T: There are so many things in my living room. The keys are in my living room. Our friend John and his mother. They are looking for the keys, too. Lets listen and find out Q1: Where are John and his mother?Q2: where are the keys? Check the questions together.You can find the answer from the fourth picture. 【设计意图】初步感知、理解,对话大意，回答有关对话的关键问题Step 11.Read &Role-play the dialogue教师让学生观看课文视频，并跟读对话。教师用红笔画出课文中句子的升、降调。提示学生疑问句用升调，陈述句用降调。然后两人小组合作表演对话。最后请一些小组上台来展示表扬对话。1. Play the video ask ss to Listen, watch and repeat the dialogue.T: Look,Open the door please, this sing means 升调，this sing means 升调.We should pay attention to intonations.2. Ask ss to work in pairs and role play the dialogue. 3. T: Now, turn to Page 41.Boys you are John, girls youre Johns mother. Now, you work in pairs and role play the dialogue. Ask two pairs to display the dialogues. Thats all for the dialogues.4. Ask ss to display the dialogue.【设计意图】能够用正确的语音、语调朗读对话；并能角色扮演对话Step 12.Practice个别学生到讲台面对全体学生，用句型Where are the？Are they on/in/under/near?猜测文具的位置。其他学生用Yes, they are./No, they arent.告诉该生，直到三次猜测结束。T: Its time for games. Lets play hide and seek. I want a partner. Everyone has only 3 guesses.Step 13.Consolidation 运用信息沟，让学生两人一组结对问答。坐在右边的学生拿出B图，用句型Where are the?Are they in/on/near/under?提问。坐在左边的学生，拿出A图，用Yes, they are.或者No, they arent.回答帮助坐在右边的同学把所有的物品放回原位。T: Lets continue. This is my bedroom. Oh, Sorry. Its in a mess. Where are my keys? I cant find my keys. Can you help me to clean my room? Now, you work in pairs ask and answer.SS on the right. You take out your Picture B, you use Where are the?Are they in/on/near/under?The ss on the left you take out your Picture A. You answer with yes, they are./No, they arent. ss on the right put all the things back. Do you understand? You can start. Have you finished? Which pair wants to come to the front and help me clean my room? OK! My bedroom is clean and tidy now. Thank you very much. Wonderful！【设计意图】在情景中运用句型： Where are the?Are they in/near/under/on?Yes, they are./No, they arent.询问物品、的位置并做出相应判断。Step14.Emotional 出示原来脏乱的房间和现在整理好整洁的房间，教师问学生喜欢什么样的房间？由此引导学生知道整理自己的房间，使房间保持干净与整洁。T: Look! Which room do you like best? This one, or this one? So, we should keep our room and home clean