英语人教版四年级上册Unit 4 A Let’s talk

英语小课题研究课教学设计PEP Book 3 Unit 4 A Lets talk郁南县都城镇锦枝小学 苏健亮Topic课题PEP Book 3 Unit 4 A Lets talkPeriod课时1Type of lesson课型talkingTeaching content analysis教学内容分析本部分学习的核心句型Where is she ?Is she in the living room?Yes,she is.No,she isnt.教材通过Sarah与Amy 寻找猫的情景，让学生感知句型的语义及语用功能。本部分还需要需要向学生说明的是国外家庭通常把宠物作为家庭成员看待，所以这里的cat用she表示，而不用it。Learners analysis学情分析作为四年级的学生，经过一年多的英语学习，已掌握一些最基本的口语。本课学习内容是能够在情景中运用本课的重点句型Is she in the ?Yes,she is.No,she isnt.，询问物品或人物的位置，同时作出判断，并能够在情景中恰当运用句型：Where is she?She is in the kitchen.，所学的知识贴近生活。因此，如能巧妙地处理好重难点，充分利用小组合作学习，灵活应用教学评价，学生学起来会比较轻松、快乐。Objectives教学目标1. Language knowledge 语言知识1）能用Is it/she /he询问物品所在。2）能准确选择合适的语言表达自己的意愿，并能作出准确的回答。2. Language skill 语言技能1）能熟练朗读并模仿本节课对话。2）能表演本节课对话。3）能在实际生活中运用本节课对话，能听懂会说Is she in the bedroom? Yes,she is.No,she isnt.Is it ? Yes,it is .No,it isnt.I have.Wheres ?4）了解知识点：Is she in the study?No,she isnt.（一般疑问句am,is,are提问，肯定、否定回答等。）3.Emotion情感热爱自己的家，积极参与劳动，做家务。3. Learning strategies 学习策略1）积极参与课堂活动，小组合作完成学习任务。2）积极思考，大胆进行表达与交流。Language focus教学重点句型：Is she in /on /under/?Yes,she is .No,she isnt.词汇：isnt Language difficult points教学难点it is 的连读，isnt的发音.Teaching strategies教学策略1创设语言情景，提供运用语言的机会。2听说读写结合，增大语言的输入与输出。3循序渐进，化难为易，以趣促学。Teaching aids/media and resource教学设备与资源录音机，教材配套光盘，自制PPT课件，电脑，投影屏幕等。Teaching procedures教学过程Teaching activities教学活动Learning activities学生学习活动Purpose设计意图Warming up/ Revision问候与日常问话。Activity 1:Lets do.Activity 2:Play a guessing game. T writes Is it ? Yes, it is. No, it isnt. Greeting.Watch the screen, and Say out the words,using:Is it a ?通过Lets do复习方位介词，带领学生进入英语课堂学习状态，为后面的句型复习奠定基础，增强学习兴趣。通过快闪游戏，运用句子复习一些房间物品的单词短语，训练学生的注意力，强化学生的记忆，激发学生学习的兴趣，继续为本课的句型学习作铺垫。Presentation Activity 3:1)T:I have a toy.Guess!Where is it?You can use“Is it in the ?”to guess.Write “Is it ?Yes,it is.No,it isnt.on the blackboard.2)Ask a student come to the blackboard.T:Huang Yuxin is at home on Saturday.Where is she?Guess.如果学生答错：No,she isnt.如果学生答对：Yes,she is.T writes Is she in the study? Yes, she is. No, she isnt.on the blackboard.（有学生猜对了就在PPT上呈现这位同学在家中客厅的相片。）Ask a boy come out and guess：Liangxianzhang is at home on Sunday.Where is he ?Guess.如果学生答错：No,he isnt.如果学生答对：Yes,he is.（有学生猜对了就在PPT上呈现这位同学在家中客厅的相片。）T writes Is he in the living room? Yes, he is. No, he isnt. on the blackboard.Activity 4:1)Present the picture of the dialogue.T:Who are they? What are they talking about?2)Listen to the tape 2 times and fill in the blanks. Then check the answers.3）Answer the question according to the dialogue:Where is the cat?Activity 5:1) Group work:Make a new dialogue.2) 2) Check the answers.3) T reads the dialogue ,Ss follow.Ask some pairs to act out.认真聆听教师的问题，并猜测同学在家里哪个地方。Ss guess:Is she in the ?Ss read the sentences after the T.Ss guess:Is he in the ?Ss read the sentences after the T.Ss look at the picture and answer Ts questions.Ss listen to the tape and fill in the blanks.Ss check the answers.Answer the question.Ss make a new dialogue in group.（学生课前收好一样物品在座位周围）由游戏引入本课内容，简单自然，更能吸引学生的注意力。利用班上两个同学，一个男同学，一个女同学，猜测他们在家哪个地方。因为是班上的同学，所以都能运用句型Is she .?Is he.?积极猜测在哪里，而且，学生在猜测时，不知不觉运用上了本课的重点句型，效果比较好。把本课对话设计成填空，让学生带着任务听录音，学生注意力更集中，并有利于培养学生的听力。两个练习的设计遵循从易到难，使学生循序渐进地理解本课对话，并照顾中下层生。Extension/Consolidation Activity 6:1) Group work:Make a new dialogue.Ask several groups to act out.2)Activity book.Ss make a new dialogue in group.（课前收好一样物品在座位周围）Then act out.Finish the exercises in activity book.巩固和拓展本课的重点句型，运用到实际生活中，使语言学以致用。检查学生对本节课的掌握情况。SummaryToday, we learn the sentences”Is she in the study? Yes,she is. No,she isnt.Is it in the .?Yes,it is.No,it isnt.”.Where is .?Lets revise them again.(Read the sentences together.)突出重点，再次强调本节课的教学内容。Homework布置作业Activity 7:晚上在家把课文读给家长听。巩固复习本课内容。Blackboard Writing板书设计 Unit 4 A Lets talkIs it ? Yes,it is. No,it isnt.Is she ? Yes,she is. No,she isnt.Is he ? Yes,he is .No,he isnt.Where is she ?She is in the kitchen.教学反思本节课主要是学习重点句型Is she in the ?Yes,she is.No,she isnt.，询问物品或人物的位置，同时作出判断，并能够在情景中恰当运用句型：Where is she?She is in the kitchen.我设计的思路是以旧带新，用chant导入新课，为学生营造快乐的英语学习氛围。然后，让学生在任务型语言交际中灵活运用句型，逐步掌握。在教学过程中利用多媒体、创设情景、游戏活动等呈现和练习重点句型，最后，通过分角色表演、小组活动、做练习巩固句型。 在本节课的设计上 ，我认为有以下几个特点：1、 注重情景的创设，让学生体验语境，感受语言。2、 注重学生能力的培养，比如在Activity 4环节，让学生在听录音中思考，解决问题，让学生学会思考。3、 注重创设愉快、轻松