PEPBook3Unit4MyHome第一课时.doc

设计教师陈育滇教学版本PEP Book 3备注栏执教教师 课题名称：教学年级四年级Unit 4 My HomeThe first periodA. Lets learn Lets do Lets sing课 型词汇课授课时间40分钟学生分析1四年级的大部分学生对英语有着较浓厚的学习兴趣，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性 ，但也有少数学生由于遇到困难，学习兴趣会随之减弱，吞音现象较为严重。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。2. 大部分学生已经具备听、说、认、读等能力。教材分析1.本单元主要是围绕家里的各类房间living room、study、kitchen、bedroom and bathroom展开的一系列话题，这些东西都和我们的日常生活息息相关，学生非常熟悉，乐于学习，并易于联系生活进行运用。2、本课时是第四单元的第一课时，重点是掌握听、说、认读单词：study, bathroom, living room, bedroom, kitchen和学习表示指令词组。教学目标1能听懂、会说：This is my home.并能简单描述自己的房间2能听、说、认读study, bathroom, bedroom, living room, kitchen等单词并能在日常生活中运用3能听懂Lets do部分中的指示语，并能按指令做相应的动作。4. 知道一些简单的构词法及规则的字母组合的读音。5. 学唱歌曲“My bedroom”。6. 结合生活实际创设情境，使学生巩固所学的新单词，进行语言训练，激发他们对家的热爱，鼓励他们大胆设想自己未来的家。教学策略1、以小组为单位开展竞赛。2、采用总-分-总的形式进行教学，在呈现和操练本部分重点词汇和重点句型时，采用故事、游戏、竞赛或师生自由会话的形式。3、采用情景法、直观法、多媒体辅助法、全身反应法等教学方法。坚持以话题为核心，以功能、结构为主线，以任务型活动安排本课教学。4、培养学生合作学习的意识。教学过程教学过程教学过程Step 1. Warm-up prevision（1）播放录音P55歌曲“My Bedroom.”（预计2分钟）（设计思路：课前让学生唱英文歌曲，创设良好的英语学习氛围，将学生带入学习的状态，引发学生的求知欲。）（2）Free talk（预计3分钟）T: Hello! Boys and girls! Whats this?Ss: This is our classroom.T: How many boards/lights/. can you see?S: I can see two boards/six lights/.T: What can you do in the classroom?S1: I can clean the boards in the classroom.S2: I can sweep the floor in the classroom.T: Yeah. Our classroom is so big, so clean and so beautiful.(设计思路：通过自由交谈的形式，让学生较快地进入学习状态，并且起到复习旧知的作用，为本节课的学习做好铺垫。)Step 2. Presentation and practice（1）接刚才所说的话：Good job. Now Miss Chen is going to tell you a story. Its about Pleasant Goat and Pretty Goat. (出示喜羊羊和美羊羊的头饰)Listen to me carefully. Today is a fine day. Pleasant Goat wants to play with Pretty Goat outside. So he goes to Pretty Goats home. He knocks at the door. “Pretty Goat, are you at home?” “Yes, I am.” She answers. The door is open. Pleasant Goat goes into the house. Are you in the living room? No, I am not. Are you in the bedroom? No, I am not. Are you in the kitchen? No, I am not. Are you in the study? No, I am not. Where are you? Im in the bathroom. Im taking a shower. Wait a minute, Ill be OK. So Pleasant Goat waits for her in the living room. He sits on the sofa.（边说边做动作，用不同的语音语调进行讲述,语速稍慢。）（预计3分钟）（设计思路：用孩子们喜闻乐见的卡通人物喜羊羊与美羊羊作为故事的主人公，以讲故事的形式介绍新房子，整体呈现新单词，而不是支离破碎地独个教授，能加深学生印象，有助更好地记忆。）（2）T：Please answer my questions: How many rooms can you see? S: I can see five. T: Great! Youre so clever. Is Pretty Goat in the living room now? S1: No, she isnt. T: Who is in the living room now? S2: Pleasant Goat. （教师露出微笑，并给回答问题的同学加分）板书living room,学生书空（预计2分钟）（设计思路：单词教学应遵循“词不离句”的原则，一般疑问句的引入，既为下一课时做铺垫，同时也能检查学生是否听懂了老师的整体呈现。）（3）T: boys and girls, please look at the picture,（PPT） what can you see in the living room? Discuss in a group.(四人小组讨论，各抒己见) G1: I can see a TV. G2: I can see a sofa. G3: I can see a.T: Well done. Pleasant Goat sits on the sofa. He is very board. What can he do now? Can you give him any ideas? (学生根据生活经验回答)，OK，lets go to the living room, watch TV.学生起立说，living room, living room, go to the living room, watch TV,并和老师一起做动作。（4）T: Oh, Pleasant Goat has watched TV for a long time. He feels very tired. (老师做出非常累的样子。)Where can he sleep? (做睡觉状。) S1：He can sleep in the bedroom. T: Youre super! 引出bedroom ,(板书)，and then read it.T let Ss talk about their bedrooms in pairs and then ask them to describe. Amazing! You all have a nice bedroom. Lets go to the bedroom and have a sleep. Ss: bedroom, bedroom，go to the bedroom, have a sleep.(学生头趴在桌子上)（5）T：Pleasant Sheep had a nice sleep. He wakes up! He wants to read a book. (手捧书本做读书状) Where can he go? S: Study. T: Great. （板书，书空，带读）Let the Ss make sentences with “study” eg. The study is clean. I like my study.Chant: Study，Study， go to the study, read a book. (6)T:Oh, Pleasant Goat has read a lot of books. He is hungry. Where can he have a snack?(出示实物) S: He can have a snack in the kitchen. (引出单词kitchen, 板书，书空and read it,让学生就kitchen 向老师提出问题。)T:Now follow me, kitchen, kitchen, go to the kitchen, have a snack. (7)Pleasant Goat smears his finger with jam. Look, his hands are dirty. Where can he wash his hands?Ss: He can wash his hands in the bathroom.T: Wonderful! 引出单词bathroom, （板书，书空，领读后，让学生discuss what you can wash in the bathroom. TPR: bathroom, bathroom, go to the bathroom, take a shower. （8）看黑板齐拼一遍单词，指导学生如何记忆这5个单词。如living room, bedroom和bathroom这三个单词都是以room结尾的，/s/后面的/t/要发/d/，kitchen后四个字母就是“陈”的拼音，只要记住Miss Chen is good at cooking in the kitchen就可以了。（预计10分钟）（设计思路：单词教学比较枯燥，把新授的这几个单词放入喜羊羊等候美羊羊的情境中自然引出，一气呵成，顺理成章，学生感到新鲜有趣，学习的积极性高涨。让学生逐步掌握语言，完成语言习得与语言教学的统一。不断地让学生猜和回答问题，目的在于培养学生的观察力和语言表达能力；让学生学会自我评价则大大激发学生学习的积极性；采用小组讨论客厅里面有什么，同桌相互介绍自己的卧室、用study进行造句等不同形式启发学习，使学生思维活跃，联想丰富。适当拓展，增大了语言输入量，同时指导学生记忆单词，“授人以渔”胜于“授人以鱼”。）Step 3. Consolidation（1）指导学生记忆后，以四人小组为单位，抢拼单词（2分钟）（2）(PPT) Play a game (flashing card)看一闪而过的图片是什么，四人小组站起来回答并拼读。 （设计思路：小学生活泼好动，对游戏、活动天生就喜爱，游戏既能极大地激发学生的学习兴趣，激发团队精神，又能促进和巩固单词的记忆，训练学生的反应能力。）（3）T：We can do different things in different rooms. Lets do.播放Lets do的录音，学生听录音，边做动作边跟唱歌谣，教师重点领读句子： Have a snack. Take a shower.请个别学生试读唱歌谣。需及时纠正学生的发音。（预计3分钟）（4）T说句子，学生做该动作,教师示范后，让一小老师上台。（5）T做动作，学生说句子，教师示范后，让一小老师上台。（设计思路：让学生在有节奏的歌谣中感受语言，在轻松愉快的语言活动中输入语言，让他们在做中学，在唱中学，在玩中学。“TPR”教学法认为：一种对学生的言语输出不做严格要求并带有游戏性质的方法可以减少学生的心理负担，培养愉快的学习情绪，提高学习的效率。师示范后，马上交给学生，充分发挥学生的主动性。）（6）（PPT）You can see a study, a living room, a bedroom, a bathroom, a kitchen. They make a home. This is Pretty Goats home.(7) Chant: Living room, living room, you can see a living room in my house.Bedroom, bedroom, you can see a bedroom in my house.Study, study, you can see a study in my house.Kitchen, kitchen, you can see a kitchen in my house .Bathroom, bathroom, you can see a bathroom in my house.预计2分钟） （设计思路：自编的chant，滚动式复习单词、句子，既调节了学生的情绪，又操练了所学新知。）（8）教师拿出自己设计的“三房一厅”的房子做示范介绍后，对学生说：Take out your picture of your home and introduce it to your desk mate, then to your classmate. （设计思路：教师出示图片,先做示范进行介绍,再让学生分小组进行介绍.最后请几名学生上前来介绍自己的家.做到词不离句,句不离段,最后以交际对话的形式输出，语言得到有效的训练，又能激发学生对家的热爱。）.（9）.谁是最佳设计师？让学生小组合作Make a nice home（简笔画），然后以小组为单位用英语上台介绍自己的家(如：This is my home, you can see/we have 6 rooms, 2 bedrooms, a bathroom) ，比一比，哪个小组设计得好、介绍得好？（设计思路：结合生活实际创设交际情境，既能巩固所学的新单词，又能培养他们的合作精神和创新思维能力。） （7）课件出示1分题和2分题。1分题：You can read books in the _. You can watch TV in the _. You can take a shower in the _. You can have a snack in the _. You can have a sleep in the _.2分题: is, this, my, home (连词成句) You can see three _. (卧室) How many _(房间) can you see? Go to the _, have an English class. We can eat lunch in the _.（设计思路：用任务使学生不断地进行听说训练，进行语言实践。从听说到读写，由易到难，循序渐进，符合学生的认知水平。结合本节课的教学内容进行拓展，创造性地进行教学，激活学生的思维，用分数积分更能刺激学生，因为好胜争强是此年龄段学生的特点）Step 4. Summarize and Homework1. All of you did a very good job. Now look at the scoreboard, who is the winner? 评出优胜组后给每个组员盖印章，然后教育学生要热爱家，做力所能及的家务活。（预计1分钟）2. East or west, home is the best. 3. T: Class, you can see a study. It is big. You can see two bathrooms. They are small. You c