四上 Unit 4 A Let's learn 教学设计

新版PEP人教版四（上）Unit 4 A Lets learn教学设计一、基本信息学校安徽省合肥市金葡萄小学北区课名My home教师姓名王欢欢学科（版本）PEP人教版章节Unit4 Part A Lets learn 学时1学时年级四年级（上） 二、教学目标1.能够听、说、认读5个有关房间的单词，如living room， kitchen，bathroom，bedroom，study；2.能够正确使用上述单词描述家里的居室及物品设施；3.能够在情境中运用句型Is she/he in the ？Yes, she/he is./No, she/he isnt.询问人物的位置并作出判断；4.能够在图片的帮助下听懂指令并做出相应的动作。三、学情分析 四年级学生大都是十岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛等特别感兴趣。大多数学生能在老师的引导下完成简单的日常会话，对学习英语有了一定的兴趣，个别学生没有足够的兴趣，在课堂上不积极参与，有的学生不敢回答问题。所以课堂上主要以激发学生学习兴趣为主，鼓励学生大胆说，积极培养学生用英语“做事情”的能力。四、教学重难点1.教学重点：听、说、认读五个单词，运用这些单词询问人物的位置并做出判断。2.教学难点：“bathroom”、“bedroom”单词发音。“Is she in the study?”句型的肯定与否定回答。五、教学设计教学环节及时间活动目标教学内容活动设计媒体功能应用及分析 Step1Warm-up（2 mins）歌曲有利于营造轻松愉悦的英语学习氛围。Enjoy the song of At Home.I love to be at home.1. GreetingsT:Hello, boys and girls. How are you today?2. Enjoy a song. At home播放动画，欣赏At home歌曲，让学生对今天所学内容有初步的感知。Step2Lead in(4 mins)通过课件呈现教师家里的居室，让学生感受到英语学习与实际生活有密切联系，点燃学生的学习热情。通过游戏，有助于提高学生的学习兴趣，不仅使学生学习英语的兴趣再次被调动起来，而且也能很好的复习所学的词汇，为新句型的学生做好铺垫。Show the words:living roomkitchenbedroomstudybathroom1.Introduce Teachers homeT: This is my living room. Its big and nice. Is your living room big?Ss: Yes, it is.Kitchen，bedroom，study，bathroom is the same as the living room.2. Who has good eyes?T prepare five flashcards on the blackboard. Have Ss look at the screen and try to remember. Pick the cards in correct order.Check the answers one by one.利用多媒体向学生展示教师自己的房间，更加形象、直观，学生对单词的形和义印象更加深刻，有助于学生更加牢固地记忆单词。通过快闪这种游戏方式增加了教学的趣味性，学生的学习热情也变得非常高涨，学生非常愿意参与到课堂中来。Step3 Presentation(5 mins)呈现主情景中Zip的家，来学习新句型，以旧引新，自然过渡到新句型的学习，学生乐于接受。-Where is Amy？Is she inthe study?-Yes, she is.-No, she isnt.1.T: I have a nice home. Zip has a nice home, too.Ss watch the video and answer the questions.2.Where is Amy? Is she in the study?Open the book to Page 32. Play the tape and have students say and point the sentences after the tape.播放动画，让学生带着问题去观看动画，能够更加准确的找到问题的答案，在回答问题的环节，通过让学生自己上来进行人机互动，既学习了新知识又增加了兴趣。Step4Practice (10 mins)注重学生听、说技能的提升，让学生听录音后再模仿，有利于学生掌握正确的语音和语调。游戏唤起学生对旧知识的回忆，新旧联系，能更进一步巩固所学新知识。-Is Cindy In the study？-Yes, she is.-No, she isnt.-Is Kimi in the living room?-Yes, he is.-No, he isnt.1.Listening PracticeOpen their books to Page 32.Listen to the tape, Ss listen and point. Listen to the tape again, Ss imitate the sounds of the sentences after the tape.Then ask Ss to ask and answer.2. Guessing gameT explain the game rules.Invite one student come to the front, teacher say the room, the student move.Is this the bedroom?Is Cindy in the bedroom?Other guess,Ss who guessright will get a sticker.播放flash，让学生听录音后再模仿，有利于培养学生正确的语音语调;同时能够更好地纠正“living room、bathroom、bedroom”的发音。“猜一猜”运用了聚光灯，让学生按照老师的要求移动屏幕，既实现人机互动又复习巩固了所学的居室名称，以及新学习的句型。Step 5Pairwork (6 mins)创设真实情景，培养学生综合语言能力，充分尊重学生个体差异，以合作形式呈现，调动学生参与任务的热情。在熟练掌握句型的基础上进行替换练习,以达到熟练掌握句型并实际运用的效果。-Is Cindy/Kimi in the study？-Yes, she/he is.-No, she /he isnt.1.Four students in a group to ask and answer. Use”Yes, she/he is.-No, she /he isnt.” toAnswer the questions.2. Ask one student of each group to ask and the rest to answer. 利用多媒体来倒计时，让学生有一种时间概念，可以极大地提高课堂效率。Step 6Lets do.(10 mins)TPR教学法，帮助学生多种感官参与学习。竞赛不仅让课堂充满趣味性，而且能使学生快速回忆所学的动词词组。在书本知识的基础上，进行适当的拓展，拓宽学生的知识面。Watch TV.Read a book.Have a nap.Have a snack.Take a shower.1.Play the tape, Ss listen. First, T say the action, Ss do. Then, T do the action, Ss say. Ss who do better will get a sticker.Come to the front and take turns playing the role of the teacher.2.Watch the video.Look and match.Check the answers one by one.3. Enjoy the home with thewhole class.图文并茂的动画视频，帮助学生更好地理解口令的意思；通过连线对学生所学口令进行巩固和适当的拓展。 Step 7Homework(1 min)作业设计注重基础知识的复习，同时将本节课学习的知识通过作业形式拓展至课堂外。The content of todays hom