英语人教版四年级上册unit4 My homePartAlet's talk

教学设计基本信息 教师杨帆教学年级四年级课题名称Unit4MyhomePartAlets talk指导教师教材版本PEP课时(period)第二课时一、整体设计思路、指导依据说明本课以学习 对话 为主要内容，以 对话拓展 为主要设计原则。二、教学背景分析学生分析1. 四年级的学生处于小学阶段的中高段，但是这个班的学生比较单纯，乐于表演。2. 学习本课内容之前已经学习过了表示房间的新单词和如何询问东西在哪里。教材分析1. 本课时学习的内容是继续询问什么东西在哪里和确切在那里。2该课时内容的重点是熟练运用询问句型询问东西在哪里，难点是将一系列询问句型熟练运用在一起并进行拓展。5. 本学习内容与对今后教学内容的影响。三、教学目标与策略分析教学目标根据国家课程标准设定的五大目标来进行分类描述。即：语言知识：运用原来学习过的知识习得更多的知识。语言技能：在合适的位置替换更多的单词运用所学句型并拓展。学习策略：教师只用点拨的方法点醒学生们，唤醒他们更多的自主学习意识。情感态度：用主动学习的态度去学习新课内容。文化意识：知道外国多数人家多养宠物并且把宠物当成是自己家庭成员中的一位。教学策略1. 本节课采用的教学方法和理由。教师讲授为辅，自主学习为主。本课内容不是很难，且学生在原有学习的基础上能达到自主学习本课内容的目的。2. 打算采用的辅助手段或媒体，预计达到的效果。运用教师制作的ppt，提前准备好的房间图片，以便学生更好地理解本课所学内容和更好的运用所学知识。四、教学重、难点分析 教学重点：1.熟知前面学习过的内容，再熟悉并且根据旧知引出新知。 2.认识文中新单词cute,并且知道为什么要用she在文中。 3.能熟练读出对话内容并背诵。 教学难点：1.能根据教师及学生共同完成的黑板的课文结构图，复述课文。 2.能够发挥学生们的想象力创编新对话。 3.学生们能够根据老师给出的故事表演故事。五、教学过程设计(中文为主 + 所教学科目标语言）教学过程一、 GreetingT says “hello” to Ss and encourage Ss to do best in the class.二、 Warm-up1.T prepares some Ss rooms pictures ask Ss to enjoy then answer what can they see? Ss answer.2.T shows these rooms pictures what they see and leads Ss to see these pictures again, then stick them on the blackboard. And T shows todays topic and stick it.3.T asks Ss what can they do in these rooms to leads Ss revise the chant in Part A.三、Presentation1.T says “I also have a beautiful room. But my room is always messy. Guess why?”Ss say different reasons. Then T shows the reason“Because I have a pet dog.” And ask Ss if they have a pet, they can describe their pets with their known words.2.T says some customs in foreign countries, most of families have a pet eg: Amy has a pet.3.T plays the recording of the talk then find which is Amys cat in T ppt. Ss answer which is Amys cat to lead the new word “cute”. Then T sticks the key sentences“I have a cat. Shes cute.” and stick the sentence on the blackboard.4.T gives another question about the talk “Where is Amys cat?” T plays the cartoon of the part. Then T leads Ss to answer “Where is Amys cat?” with “Is she in the ？Yes, she is. No, she isnt.” at last find the answer. T sticks these sentences in the different room on the blackboard.5.T asks Ss why use she to instead of cat? Ss answer and T says the right reason.6.T asks Ss to open their books listen to the recording and read after. Then read the talk by themselves together.7.Ask four Ss in one group to retell the talk or act the talk according to blackboard design.8.Find some Ss to act them out and finish all the blackboard design.四、Extension1.According to Ts blackboard design there is another empty room, so ask Ss to use their imagination to make another talk according to the talk.2.Four Ss in one group to prepare the new talk then act it out.3.T gives Ss an interesting story about this lessons knowledge points” Belling the cat” T tells the story first then leads Ss interests on it.4.T leads Ss to finish the story and give them two choices to choose whether they can retell the story of act the story.5.Then Ss to act them out.五、ConslusionFind Ss to conclude this lessons key point.六、HomeworkT gives Ss three levels to choose their homework.1. Read the dialogue by themselves.2. Recite the dialogue.3. Make up a new story and act it in four.六、教学评价设计评价内容：学生们能否将本课内容的课文熟读并背诵下来，可以根据课文的结构图复述课文。是否可以将所学句型进行熟练运用并且创编出新内容。评价方法：学生们上课听讲后的反应，以及是否有表演的热情和其他同学们对他们表演的反馈。七、课后反思1. 本节课教师教态自然大方，和蔼可亲。学生们被调动起很高的积极性。2. 刚开始学生们被调动起的积极性不是太高，后面兴致才慢慢起来，还是开课时学生们说的内容太少。八、板书设计Uni