河南济源北海马寨小学史琳娜PEP小学英语四年级上册第四单元第四课时教学设计Wherearethekeys.doc

Where are the keys? Teaching Plan 河南省济源市北海马寨小学 史琳娜Teaching contentLets talk. Part B Unit4 Book 3 PEP Primary English.Teaching aims1.Knowledge aims (1) Students can hear , speak and read two new words: phone and table. And they can understand the difference between table and desk.(2)Students can hear, speak and read :Where are? Are they? Yes ,they are./No ,they arent. 2.Ability aims(1)Students can ask and answer : Where are? Are they?Yes ,they are./No ,they arent. (2) Students can use the sentences in the real situation.(3) Students can study in groups and cooperate skillfully. 3.Emotion aims(1) Students are interested in English.(2) Students should put their things away and take good care of them.Key and difficult points Students can ask , answer Where are ? Are they? Yes, they are. / No, they arent . and use the sentences in the real situation.PreparationMultimedia courseware, keys , pictures, headwear , stationeries and so on.Teaching methodsThe situation teaching method and the task-based teaching method.Learning methodsTalking, playing and acting.Teaching processStep1、Warming up. (2 minutes)1、Greetings.2、Ss follow T. Stand up. Open the door. Close the door.Hand,hands，clap your hands. Arm,arms,wave your arms.Leg,legs,shake your legs. Book,books,show me your books.Put your books on your head. Put your books under the desk.Put your books near the desk. Put your books in the desk.Put your English book on the desk.(Design idea: Ss review the old words and sentence patterns by TPR.It can not only cultivate students interest in learning English, but also pave the way for the presentation of the new knowledge.) Step2.Presentation.(16 minutes)1、Lets learn.T points a desk and asks:Whats this?Ss:Its a desk.T shows a phone and asks: Whats this? Then T helps Ss answer:Its a phone.Ss say after T.T has some Ss say.T puts the picture of a phone on the Bb.T puts the phone on the desk , shows Ss a book and asks:Whats this?Ss:Its a book. T puts the book near the phone and asks:Where is the book? Is it near the phone? Ss:Yes,it is .T T shows Ss more books and asks: What are they? Ss answer:Theyre books.T puts the books near the phone and asks:Where are the books ?Are they near the phone? T helps Ss answer: Yes,they are. T puts the cards of the key sentences on the Bb. Ss say after T.T has some Ss read them.Ss read together.Ss read in groups. T puts the books in the desk and asks:Where are the books ?Are they near the phone? T helps Ss answer: No,they arent. T puts the card of the key sentence on the Bb. Ss say after T.T has some Ss read them.Ss read together.Ss read in groups.T shows Johns living room by screen and asks:Whats this ? Ss answer:Its a phone.T points the table and asks;Whats this? T helps Ss say:Its a table.Ss read after T. T puts the picture of a table on the Bb.T explains the difference between the table and the desk.T points the bananas on the table and asks:What are they?Ss:Theyre bananas.T asks:Where are the bananas?Are they on the table? Ss answer:Yes,they are. T shows Ss some keys and asks: What are they? Ss answer:Theyre keys.T puts the keys near the phone on the desk and asks: Where are the keys ? Are they on the table? Ss answer:No,they arent. T asks:Are they near the phone? Ss answer: Yes,they are. Ss look at the boardwritings and chant with T.T says:Theyre my keys.But where are John and his mothers keys?Can you guess?Ss guess.T:Lets go and see.2Lets talk. Watch the cartoon and answer the question:Where are the keys? Ss watch and answer. (Design idea: Ss listen to the dialogue with the question. They will focus more on the message.It can help them understand the content of the dialogue.)Ss open the books at Page 41. Ss read by themselves.Listen and repeat. Ss read the dialogue together. Read between T and Ss. Read in pairs. T has some pairs say.Step3. Practice.(10 minutes)T:Youre very clever.Lets play a game. T hides some books and asks S1:Where are the books? S1 tries to find and ask: Are they on the desk/near the phone? T answers: Yes, they are./No, they arent.Then S1 hides ,T guesses. Then Ss play in pairs. T has some pairs play the game in the front.(Design idea: The guessing game can consolidate the core sentence patterns of this lesson, increase the language content,and improve the learning efficiency.)Step4. Consolidation . (10minutes) T: You are good students.And I think you are helpful,too.Look!Zoom is careless.He lost his things. Lets help him.Please make a dialogue with your friends using the sentences Where are? Are they? Yes ,they are./No ,they arent. First T gives Ss a model.Then Ss act in groups.Several minutes later, T asks some groups to act in the front. T encourages the Ss with the stickers if they do a good job.(Design idea: This activity can expand the knowledge.It can train the students speaking ability and thinking ability.)Step5. Summary. (1 minute)1.Ss look at the board writings and sing after T. Ss sing together.2.T:Youre good students.Please remember:Put your things away and take good care