PEP四上Unit4 My homeALet's learn

教学设计与反思课题：PEP四年级上册Unit4 My home A Lets learn科目：小学英语 教学对象：四年级学生 课时：第一课时 提供者：郭冬梅单位： 旌阳一小一、教学内容分析本课时教学内容是PEP四年级上册Unit4 My home A Lets learn。学习家中房间bedroom 、living room、 study 、 kitchen、bathroom的英文表达法，学习句子Wheres Amy? Is she in the ? Yes, she is. No, she isnt . Lets do.部分主要学习一些与家庭房间相关的活动。本课内容学的扎实与否，将直接影响后面几课时的学习及今后的学习。二、教学目标1、 能够听、说、认、读本课时主要单词：bedroom 、living room、 study 、 kitchen、bathroom，能够简单描述各个房间的名称、特征等2、 能听懂、会说A Lets learn部分中呈现的对话Wheres Amy? Is she in the ? Yes, she is. No, she isnt .并能在实际中加以运用。3、 能听懂Lets do.部分的指示语，并按照指令做出相应的动作。4、 会唱歌曲My home5、 教育学生要热爱自己的家，鼓励学生大胆设想自己未来的家居三、学习者特征分析通过平时观察了解得知，我们的四年级学生，通过一年的学习，已有一定的英语基础和良好的语音语调，他们好玩、好奇、爱模仿、爱比赛、接受能力强、喜欢和同学们一起合作、探讨、交流。四、教学策略选择与设计教学设计充分体现以学生为主体，寓教于乐的教学理念，让学生在真实的生活化的语境中感知、体验、理解、实践、参与和合作探究，逐渐发现语言规律，在逐步深入的生活化的语言运用活动中，自然实现教学目标，突破教学重难点。五、 教学重点及难点重点：能够听、说、认、读本课时主要单词：bedroom 、living room、 study 、 kitchen、bathroom 学习句子Wheres Amy? Is she in the ? Yes, she is. No, she isnt .并能在实际中加以运用。难点：正确区分和使用bedroom和bathroom。六、教学过程教师活动学生活动设计意图Step 1. Warm-up1. Greetings:Good morning,boys and girls.Today we will learn Unit 4 My home A Lets learn.But what are we going to learn in this lesson?Now lets enjoy the song “My home” at page 44.2.T：Good job.(翘起大拇指)Now whats in the song?T：Yes.Lets learn the new words.1Ss: Good morning,Miss Guo.T and Ss clap their hands and sing it together.Ss:TV 、sofa、 telephone、 bedroom、 living room（奖励回答又快又对的同学和组，激励全体同学积极参与课堂活动）轻松愉快的歌曲既活跃了课堂气氛又营造了英语学习氛围，将学生的注意力由课间拉回课堂，复习旧知识引出新知，为新课做好充分的铺垫。 Step 2. Presentation1. living roomT: (课件呈现哆啦A梦) Who is he?T: Is he in our classroom now?T: Where can you see哆啦A梦？T: (学生一说出TV就问) But where is the TV?T: Maybe. Yes ,youre right.T: (课件呈现客厅) Look. Its in a living room.(Show Ss the word card) Read after me. /v/, /v/ living room.T: What can you do in the living room?.T: OK. I want to watch TV now.Lets go to the living room and watch TV.2. studyT: I like to watch TV. I also like computer games. (课件呈现师在书房玩游戏)I play computer games in my 书房.Whats English for 书房?T: Yes, we often play computer games inourstudy. But we cant play too long time（出示词卡教读）T: What can you do in the study?.T:Yes.Lets go to the study.Read a book.3. bedroomT: (课件呈现一生躺在床上看书) Can we read books in bed?T: Yes.We can sleep in bed. Where is the bed?T:Yes. （出示词卡教读）T: OK. Look! What can you see in the bedroom? (课件呈现)T: Lets go to the bedroom and have a nap. (边说边做)4. kitchenT: (点击课件，发出碗被打碎和猫叫的声音) Whats happening? Whos comingT: Where is the cat? Is it in the .?T: No, it isnt Yes ,youre right.T: (课件呈现小猫在厨房打碎碗的情景) Look! The cat is in thekitchen.（出示词卡教读）T: Look! This is a snack. (出示实物,帮助学生理解snack并请一生吃 have a snack)T: Lets go to the kitchen. Have a snack.5. bathroomT: (师吃完后看着自己的手说) Wow! My hand is so dirty. Where can I wash my hands ? （出示词卡教读）T:Yes.Lets go to the bathroom.Take a shower.（课件呈现）1.学生回答Ss: He is 哆啦A梦.Ss: No.S: I can see哆啦A梦in the books / pictures / TV.S1: Its in the classroomS2: Its in the living room.(奖励用英语回答快又对的同学小贴画和其组五角星)Ss follow me “living room”学生边说边做S1: I can sweep the floor in the living room.S2: I can watch TV in the living room.Ss follow me:Go to the living room.Watch TV. (师生边说边动作)S: Study(奖励该生小贴画和其小组)Ss follow me “study”.First together. Then one by one.S:. I can read a book in the study.( 奖励该生和其组)Ss follow me:Go to the study. Read a book. (师生边说边动作)Ss: No, we cant.S: Its in the bedroom.(奖励该生)Ss follow me “bedroom” First together. Then one by one.S1: I can see a bed / a picture / . in the bedroom.Ss follow me(边说边做)Go to the bedroom and have a nap.Ss: Cat.S1: Is it in the living room?S2: Is it in the bedroom / in thestudy/.inthekitchen?(奖励该生和其组)S:Ss follow me “kitchen” First together. Then one by one.Ss follow me(边说边做)Go to the kitchen. Have a snack.S: Bathroom ( 奖励该生)S:Ss follow me “bathroom” First together. Then one by one.Ss follow me(边说边做)Go to the bathroom. Take a shower.利用学生喜欢的卡通人物，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。通过TPR活动激发兴趣帮助学生快乐巩固记忆新词。寓思想教育于教学之中。培养学生良好的读书习惯并为下一步活动做铺垫。联系学生生活实际创设生活化的语言情境进行呈现和操练，使他们既感兴趣，又能把学到的知识运用到实际生活中,培养了学生的观察力和语言表达能力。形象生动的声音引起学生的注意力，听音猜物，效果明显。通过猜迷这种生活化游戏给学生营造了一个想象的空间，不仅巩固了所学的词汇，还锻炼了学生的语言表达能力。通过实物呈现，使情境更趋真实和生活化，帮助学生认识新词。Step 3 .Practice1Activity1:Boys and girls, when I read the word ,please stand up and repeat .2、Activity2 Let s play a matching game. Put the pictures under the right words3、课件展示Lets do.词图、动作和声音再次播放课件师打乱顺序发指令师打乱顺序发指令1、Ss：Listen、look、 stand up and repeat2.Ss come to the front and put the pictures under the words. Then read it loudly.3、生听且小声跟唱生跟着听、说、做两遍生听且做各组抽1生上台比赛1、通过逐个出示词卡让学生听音辨形，快乐的训练单词的音与形2. 通过词图匹配游戏，进一步强化生对重点词汇音、形、义的记忆。3、让生在听听、说说、做做中快乐巩固本课重点词汇Step1、Production and consolidationActivity1 Lets make a similar dialogue in pairs1（1）师拿出Amy照片贴于书房图上问Wheres Amy?Is she in the bedroom(手指卧室)?Is she in the study(手指房) ?2拿出Mike 的照片贴于bathroom图上问Wheres Mike?Is he in the living room ?Is he in the bathroom? 3T:Read after me(指着幻灯片上的句子带读)4 、师将班上三女同学和两男同学的照片分别贴于这五张图上Lets make a similar dialogue in pairs.5Show your dialogues in pairsActivity2：Rent a house。T: Draw your house.Then discuss in your group. You can use these sentences:(课件呈现可用句型：I have .Look! This is the . Its .You can see .Do you like my house?Step5 Homework1、把家里各个房间的名称用英语介绍给家长听2、让学生自己设计1套房屋并用英语写好各个房间的名称，在各个房间里画上一些学过的物品，涂好颜色。准备好第二天在课堂上用英语介绍自己的房间并展示评比，评出谁是最棒设计师1Ss:No, she isnt.Ss:Yes ,she is.2 Ss:No,he isnt.Ss:Yes, he is.3、Ss read them together.4、生根据幻灯片上的句型同座位之间进行对话5、一对对学生上台展示对话（一生边指图片边问，另一生边看边答）Ss: First draw their houses. Then discuss in four.At last act out in class.小组合作学习，让生在真实语境中体验、实践、参与、探究和合作，逐步发现语言规律，通过合作学习，使每个学生都得到语言实践的机会，而且能使不同层次之间的学生互相帮助，互相学习，取得共同进步和发展这两个生活化的活动有效地延伸和拓展了教学内容，达到了活学活用，学以致用的目的。两个生活化的作业，不仅提高了学生学英语的兴趣，而且锻炼同学们动手能力、写英语和说英语的能力七、教学评价设计将班级分成两大组比学习比纪律，将班级分成两大组比学习比纪律，看哪组学生表