人教PEP英语四年级上册Unit4A

人教PEP英语四年级上册Unit4A：Letslearn教学设计作者：尹欣日期：2016年09月23日Unit4A：Letslearn教学设计一、教学目标1. 知识目标:能够听，说，认读 living room，sdudy，bedroom，kitchen，bathroom，通过探究，掌握读音规律，并能在模拟的生活环境中相互交流。2. 能力目标:(1) 能够简单描述自己的家，结合学过的语言描述各个房间的名称、特征等。(2) 能够听懂并能发出一些指令，如：Go to the living room, watch TV/.3. 情感、策略、文化等有关目标：(1) 情感目标：培养学生对家的热爱，鼓励学生大胆设想自己未来的家居。(2) 文化目标：了解西方国家房屋结构及各部分的名称。二、教学重、难点重点：让学生在语言复习巩固、学习和活动中听、说、认、读生词。难点：正确掌握单词 bathroom，kitchen 的发音。三、教学设计教学步骤 教学建议与效果Step 1 Warm up1. Lets sing: In the classroom.（学生边唱边拍手）轻松愉快的歌曲即可活跃课堂气氛，又自然过渡到本课话题。2. Free talk:T: Hello! Boys and girl!(指着教室问学生) Whats this?Ss: This is our classroom.T: How many boards/windows/. can you see?S: I can see two green boards/six windows/.T: What can you do in the classroom?S1: I can clean the windows in the classroom.S2: I can sweep the floor in the classroom.T: Yeah. Our classroom is so big, so clean and so beautiful.复习所学句型，拓宽学生思维，进行自由对话，为新授做好铺垫。Step 2 Presentation1. living roomT:（课件出现哆啦 A 梦）Who is he?Ss: He is 哆啦 A 梦.T: Is he in our classroom now?Ss: No.T: Where can you see 哆啦 A 梦?S: I can see 哆啦 A 梦 in the books/ pictures/ TV.T:（学生一说出 TV 就问）But where is TV?S1: Its in the classroom.T: Maybe.S2: Its in the.T: (课件出现客厅) Look. Its in the living room. Read after me./V/ /V/ living room.Ss: (Read it together, four by four, one by one)T: What can you do in the living room?S1: I can watch TV in the living room.S2: I can sweep the floor in the livingroom.T: OK. I want to watch TV now. Lets go to the living room, watch TV.Ss: (Say and act.)（学生边说边做）利用学生心仪的卡通人物，激发学生的好奇心，引起学生想看、想说的欲望。通过想一想、说一说，激发学生积极思维，培养学生的口头表达能力。渗透音素教学通过TPR活动，激发兴趣，帮助记忆。2. studyT: I like to watch TV. I also like computer games. Do you like compuer games?Ss: Yes.(让学生大声回答)T：Do you play compuer games in the living room?S1: Yes, I do. Because my room is small.Ss: No. I play compuer games in my “书房”.T: Yes, we often play compuer games in the “study”. But we cant play for long time.T: Read after me.(升降调，音素)Ss:（one by one）T:（课件出现书房）What can you see in the study?S: I can see a desk/a chair/many books/.in the stusy.T: Do you like study? Why?S1: Yes. Because I can play compuer games in the study.S2: I like study. Because I can read a story book in the study.T: Yes. We all like to read books in the study. Lets go to the study. OK?（老师用夸张的语气，好象真的要带学生去书房）Ss: OK.T: Go with me. Go to the study, read a book.Ss(学生起立跟着老师边说边做)寓思想教育于教学之中。联系学生实际进行操练，他们既感兴趣，又能把学到的知识运用到实际生活中去。TPR 活动3. bedroomT: (课件出现一个学生躺在床上看书) But can we read books in the bed?Ss: No. We cant.T: We can sleep in the bed. Where is the bed?Ss: Its in the “bedroom”. (强调发音，防止学生读成 bed room)T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom.（纠音）Ss: (Say with me. Read it together, four by four, one by one.)T: Ok, look. What can you see in the bedroom?S1: (I can see a bed/ a picture/. in the bedroom.T: Lets go to the bedroom have a rest.(Sing the song”My bedroom”: In my bedroom, in my bedroom, near the table and the chair. You can see my little teddy bear sleeping in my little bed.)Ss: (随着音乐，学生跟唱)T: (唱完后) Whos in the bedroom?Ss: Teddy bear.培养学生学生习惯，并为下一步活动做铺垫。渗透音素教学培养学生的观察力和语言表达能力。通过音乐教学，使学生在轻松愉快的教学中说、练单词，寓教于乐。乐中学，学中乐。培养学生的听力能力。4. kitchenT(紧接着点击课件，发出碗打碎的声音和猫叫的声音)：Whats happen? Whos coming?Ss: Cat.T: Where is the cat? Is it in the.?S1: Is it in the living room?T: No. It isnt.S2: Is it in the bedroom/ study/ .?T: (课件出现小猫在厨房打碎碗的情景)Look. The cat is in the “kitchen”.(升降调) /i/ /i/ kitchen.Ss: (Say with me. Read it together, four by four, one by one.)T: The cat is hungry. Im hungry, too. I can have some noodles in the kitchen. What about you?S1: I can have some chicken in the kitchen.S2: I can have some cake in the kitchen.（要求学生边说边做）T: We also can have a snack. Look! This is a snack.(出示实物，帮助学生理解 snack.)Ss: Wow.Yummy.(学生表现出很想吃的欲望)T： Lets go to the kitchen, have a snack.(学生跟着老师边说边做动作)形象生动的声音引起学生注意力，听音猜物，效果明显。通过猜的游戏给学生营造了一个想象的空间，不仅巩固所学的词汇，还锻炼了学生的语言表达能力。创设语境，学习语言。通过实物，使情境更趋真实，帮助学生解决新词。TPR活动。5. bathroomT: (吃完后老师看着自己的手说) Wow. My hand is so dirty. I can wash my hands in the “bathroom”. /a:/ /ba:/ bathroom.Ss: (Say with me. Read it together, four by four, one by one.)T:（课件出示四个不同浴室）I have four bathrooms. Which bathroom do you like best? Why?S1: I like bathroom 3. Its big and clean.S2: I like bathroom 1. Its blue. I like blue.T: What can you wash in the bathroom. Discuss in four.Ss(学生讨论)T: OK. Who try?S1: I can wash my hands /face /. in the bathroom.T: We also can take a shower in the bathroom.融入音素教学，解决难点。让学生通过判断拓展思维，加强学习兴趣。通过小组讨论，相互探讨，启发学习使学生思维活跃，培养学生的发散性思维。Lets do:T: We can do different things in the different rooms. Lets do.(Ss listen to the tape and do the actions.)通过 TPR 活动，调动学生情绪，巩固所学词汇，训练学生的听力及反应能力。Step 3 Extension/Consolidation活动一: Guessing game:Where is he/she?1T(课件): Its time to play a game. Lets play a game. OK?Ss: OK.T(Ask one student to come to the board and do the action. The other students say where he/she is.)T: (做刷牙状) Where is Miss Zhu?Ss: Miss Zhu is in the bathroom.T: Who try?S:(do).生动的表演，激烈的竞猜，使课堂充满乐趣，巩固知识，培养学生想象力、对肢体语言的理解力和表演能力。活动二：Find friends. (Read and find out)T: I have five friends. Who are they?T: (课件出示)Friend one: Im big. I have a TV. I have two sofas. Who am I?Friend two: Im big,too.Im nice.I have a pink bed.I have many pictures. Who am I?Friend three: Im small. I have many books. I have a white computer. I have many friends. Who am I?Friend four: Im very small.I can make you clean. Who am I?Friend five: Im clean. I have many apples. I have hamburgers. I can make you strong. Who am I?Ss: (Read together and guess what rooms they are.)在前面听说的基础上，用游戏教学来实现单词和句子的认读,还增加常识,培养学生认读能力，进一步巩固知识。活动三: Rent a house(课件：Kate wants to rent a house with a bedroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.)For example: I have a house for rent. Look. This is my house. I have a bedroom, a bathroom, and a kitchen. Look. This is my bathroom. Its so big and nice. This is my bedroom. You can see a lamp and a bed in it. This is my kitchen. Its so big. You can have some chicken in the kitchen. Do you like my house?T: Now, discuss in your group. You can use these sentences:（课件：可用句型： I have.Look. This is my. Its.You can see. You can have.Do you like my house?)(Ss disscuss in four then act.)创设真实情境，使学生把所学的知识运用到实际生活中，给学生充分的表演空间，拓展学生思维，培养他们实际运用语言的能力。四、教学反思成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已学到的语言材料，突出