四年级上册英语教案Unit 4 My home Part A 课时2

1、.Unit 4 My home Part A第二课时教材分析本课时Let's talk 是本单元的第2课时，为会话课。本课的主要内容是能听懂会说本课的对话，能运用句子“Is she in the living room? Yes, she is./No, she isnt.来询问物品或人物的位置，以及在情境中恰当运用运用“Where is she？She is in the kitchen. Lets play部分为对本课内容的运用。教学目的【知识目的】1学生可以在语境中理解新词：living room, study和kitchen的意思，并能正确发音。2能运用句型“Is she in

2、 the living room? Yes, she is./No, she isnt.来询问物品或人物的位置。【才能目的】1学生可以理解对话大意；可以用正确的语音、语调朗读对话。2可以在情景中运用句型“Where is she？She is in the kitchen.询问物品或人的位置。 【情感目的】Ss 能感受到家的温暖，能学会热爱家园，关爱亲人。教学重难点【教学重点】能正确运用本课时主要句型能运用句型“Is she in the living room? Yes, she is./No, she isnt.来询问物品或人物的位置。【教学难点】1.一般疑问句的肯定以及否认答复。2.单词

3、kitchen的发音。3.本部分需要向学生说明。国外家庭通常把宠物当作家庭成员对待，所以这里的cat用she表示，而不用it。课前准备单词卡、教学课件，智慧课堂软件教学过程Step1. Warm-up1. Greeting.2. Sing a song: Where is Ben?3. Review the words we have learned last class: Whats missing.【设计意图】针对四年级低年级的学生特点，老师语言本着示范、引导、启发的原那么，在课堂上进展简单的交流，加上有动感节奏的歌曲，目的是创设轻松愉快的学习气氛，调动学生的知识储藏，同时启发学生的思维，

4、有层次的复习与本课题有关的单词、短语及句型。Step2. Presentation1. Show Amys pictureT: Boys and girls, today one of our old friends invites us to visit her home. She told me her home is very beautiful. Do you know who is she? She has big eyes. S: T: Yes, you are so clever. Its Amy. Lets go and see Amys home. I cant wait.展

5、示Amy的家的图片并教学单词homeBut where is Amy? Let me guess. Is she in the kitchen?Is she in the living room / bathroom / bedroom /study? T进展句型输入T: Is she in the kitchen? Please come here and have a check. T板书重点句型并请一个学生到黑板上掀开单词卡揭晓答案T: Oh! No, she isnt.T板书并带读T: Is she in the living room? 请一个学生到黑板上掀开单词卡揭晓答案T: Ye

6、s, she is.T板书并带读2. Lets talk1Show the picture of the cat. T: Its Amys cat. Its very cute.教学单词cute2Boys and girls, Amy meets a trouble now. She cant find the cat now. Can you help her to find it out?Show some pictures and ask students: Is she in the and lead the students to answer: No, she isnt.S: 3.

7、 T: Now lets listen to the video. Then find out the answers.The teacher plays the video.Answer the questions: Where is the cat?4 Listen to the video again and read after it.【设计意图】主句型的学习遵循学生的认知特点及语言学习的规律，结合文本语言内容的含义以及随着文本情景的推进，逐步学习并练习主句型：Is she in the living room？ Yes, she is. /No, she isnt.Step3. Pr

8、actice1. Listen and repeat.指出跟读要求，要注意模拟语音语调。2. Read together.3. Act together.4.Make a new dialogue:A: Where is my _? dog, pencil, eraser, English teacherIs it/ she/ he in the _?bedroom, living room, classroomB:No, it/she/ he isnt.A:Is it/ she/ he in the _? bedroom, living room, classroomB:Yes, it is

9、.【设计意图】继续延伸课文内容及主要句型，一起观看视频、一起读、一起表演、编写新对话等。Step4. Consolidation and Extension1. Make a similar dialogue using key points.2. Story time: Belling the cat.【设计意图】通过屡次的语言操练，稳固核心知识。另外，通过小故事Belling the cat，寓教于乐，发挥学生的想象力以及运用语言的才能。Step5. Summary总结本节课主要知识。【设计意图】：整合课堂所学知识，并帮助学生形成较明晰的脉络，有利于知识的稳固和消化。Step6. Home

10、work1. Listen to the tape and try to read the dialogue to your parents.2. Finish the relevant exercises.【设计意图】:将学习的有关询问物品或人的技能与文本内容照应，也能进一步到达课外语言运用的目的。要练说，先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，

11、动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学形式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的时机，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断进步，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模拟。长期坚持，不断训练，幼儿说话胆量也在不断进步。教学反思略要练说，得练听。听是说的前提，听得准确，才有条件正确模拟，才能不断地掌握高一级程度的语言。我在教学中，注意听说结合，训练幼儿听的才能，课堂上，我特别重视老师的语言，我对幼儿说话，注意声音清楚，上下起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听