英语人教版四年级上册（PEP　Book　4）Unit　4　　A　Let’lear

教学设计单位：新丰县城第二小学教师：廖小玉 （PEP Book 4）Unit 4 A Letlearn and Lets do新丰县城第二小学：廖小玉学生分析：本课的教学对象是四年级的学生，他们已经学习了一年多的英语，大部分基础比较扎实，能较熟练地运用简单的日常用语，对英语有浓厚的兴趣。学习本课前，学生已掌握了一些简单的句子， 比如说Where is .? Is she ？ Yes, she is. / No, she isnt.但由于他们的词汇量有限，很多单词还需要通过动作或肢体语言、表情去理解。学生活泼好动，学习积极性高，接受知识快，表现欲强，富有想象力和创造力，合作意识强，喜欢玩游戏，喜欢“开放式”作业。 教材分析：本课内容是PEP新版小学四年级上册Unit 4 的第二课时 A Letlearn and Lets do，考虑到学生的词汇量有限，我把它整合为第一课时。本课的重点是学习关于房间的五个单词：study、 bathroom、bedroom、living room、 kitchen和Where is .?Is she in the ? Yes, she is./ No, she isnt.句型。本课对整个单元的延伸和深化有十分重要的奠基作用，学生只有在掌握了单词的基础上才能为下面的教学顺利进行做好铺垫。 教学策略：1、 运用song、 game和 TPR等教学方法帮助学生巩固所学单词和句型。2、 自制多媒体教学课件，创设语言学习情景，调动课堂气氛，呈现新知识。3、 本课通过“寻找Amy为主线”：运用句型：Where isAmy?Is she in the ? /No, she isnt. /Yes, she is.逐个引出单词study、 bathroom、bedroom、living room、 kitchen，让学生像听故事一般有趣地学习英语。4、教具准备：教学课件、单词卡片、Amy 头像、电视遥控器、小星星及贴纸。教学目标：知识目标:能听、说、认读study, bathroom, bedroom, living room, kitchen等单词并能在日常生活中运用。能力目标:1.能听懂Lets do中的指示语，并按照指令做出相应的动作。2.能运用句型“Is she in the Yes, she is.”来灵活问答地点。情感态度目标：让学生能感受到家的温馨，从而激发学生爱家、爱家人的情感。教学重点：能听、说、认读study, bathroom, bedroom, living room, kitchen等单词并能在日常生活中运用。教学难点：单词bathroom, bedroom的发音。Step 1:Warm up1. Sing the song: Books and pencils.（CAI）（设计意图：调动学生情绪，活跃气氛）2、Lets do.Put your books on/ in/under /near your desk.（设计意图：复习介词：on/ in/under /near，为下面学习做铺垫。)3、Free talk.T: Good morning./Whats in the classroom/schoolbag?Whats his/ her name? (先提问班上同学，然后出示Amy头像，T：Whats her name? Ss: Her name is Amy. （设计意图：为下面引出Amys home作铺垫。）Step 2:Presentation由Free talk 引出T：Yes，her name is Amy. (CAI)Look, this is Amys home, its beautiful. Today is Amys birthday. Lets go and find her. OK?1. 教师课件出示kitchen，T:Look,this is her kitchen，然后出示kitchen的图片.(1)学生认读单词groups by groups或者four by four。 (2)(T: Are you hungry? Yes, we are hungry.)TPR: Go to the kitchen, have a snack. (3)出示Amy头像，引出句子：T:Where is Amy? Is she in the kitchen? 让学生回答No, she isnt.(边说边板书。)T：Lets go and find her.2. (CAI)出示bathroom的图片，T: This is a bathroom. We take a shower in a bathroom. (用动作帮助学生理解)教读单词bathroom，并板书，让学生认读。(方法同上)(1)学生认读单词groups by groups或者two by two。 (2) TPR: Go to the bathroom, take a shower (3)出示Amy头像，引出句子：T:Where is Amy? Is she in the bathroom? 让学生回答No, she isnt.(边说边板书。)T：Lets go and find her.3. 教师出示bedroom的图片，问学生：Whats in it? 当学生回答出bed时，教师说：Yes, there is a bed in it. We sleep in a bedroom. (做动作帮助学生理解)This is a bedroom.教读bedroom, 并板书，让学生认读。(方法同上)4教师出示living room的图片，T：Are there many books here? Its a living room. We watch TV in a living room. 教读单词living room,让学生认读。(方法同上)5. 教师出示study的图片，T：This is a study,教读单词 study,让学生认读。(1)T: Whats in the study? Ss: Many books.教师用动作帮助学生理解词义：We read the books in the study.Go to the study, read a book.(TPR)(2)引出句子：Where is Amy? Is she in the study? Yes, she is.6. Play games: 1. Bomb game.2. Guessing game.(CAI) （设计意图：通过游戏让学生快乐地轻轻松松地巩固所学单词。）7. Watch video (Listen and repeat)(CAI)8. Ask and answer: (CAI)T:Where is Amy? Is she in the study? Ss:Yes, she is./No, she isnt. （设计意图：训练学生对句子Is she in the study? Yes, she is. / No, she isnt. 的熟练度。）Step 3：Consolidation and extension1. Lets do.(1)Listen and watch.(CAI) (2)Read and point to the picture.(3)Do the action together.(4)Practice in groups.(CAI出示评价标准)要求：四人一组，组长发指令，其他组员做动作。小组评价标准：1、动作基本整齐。2、动作标准，组长声音响亮。3、动作迅速、标准、整齐，组长声音响亮。（设计意图：出示评价标准，让学生互相评价，把学习主动权归还给学生。）(5)Check 4 groups.2.DoExercises.(CAI) 3. Good to know.(CAI)East or west, home is best!（金窝银窝，不如自己的狗窝。）4. Moral education.(CAI)We should love our home, love our family.（我们应该爱我们的家，爱我们的家人。）（设计意图：对学生进行思想品德的教育，让他们热爱自己的家庭。）Homework 作业自助餐选择自己喜欢的一题或两题完成。 A、 Listen to the tape , then read the new words and sentences. （听录音，读单词和句子。） B、Design a home you like best, introduce it to your classmates. （设计你最喜欢的家，向你的同学介绍它。） C、Copy the words three times.(抄写本课单词3遍。) 板书设计：Unit 4 A Letlearn and Lets doMy home Where is Amy?Is she in the study? Yes, she is.bathroomkitchenstudyLiving room bedroom 教学反思：本课时主要学习有关房间的词汇。首先教师结合教学课件，创设一个去Amy家的情景，通过寻找Amy这条主线，采用直观教学法教授新单词，并将单词与句子有机地结合在一起，然后通过两个游戏（Bomb game 和Guessing game进行操练，其次通过Ask and answer的趣味练习巩固句子，实行了在句子中学习单词，由