四年级上册英语教案Unti 4 My home 第1课时

1、.教学目的1.能用“Is it ？询问物品所在。2.能纯熟朗读、模拟、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 Where is?教学重点掌握一般疑问句“Is he/she/it 及其答复。教学难点能根据图片用一般疑问句进展提问。教学准备教学挂图,教学光盘,人物头饰。教学过程Step 1:Warm up1.老师将书包放在不同的位置，并运用句型“Where is the schoolbag?引导学生运用“

2、Its in/on/under/near 来答复。2.老师发指令，学生做动作，如：Put your notebook under your schoolbag.Put your pencil in your desk.Put your pencil box on your chair.Put your eraser near your pencil box.Step 2:Presentation一话题交流，导入新课。1.学习cute。T: I have a nice home. You have a nice home. I think the school is our home too,

3、right? Look! Who is coming?SS: He is Liu Qian.T: Yes. He is a magician. He will put on a magic show. monkey, mouse, duck, cat2.魔术停留在出现的“cat上，T: I have a cat. Shes cute. What about you? 板书：I have a _. Shes cute. 引导学生介绍自己的宠物：I have a Shes cute.二情景创设，理解语意。学习：Is she in ? Yes, she is. / No, she isnt.1.在魔

4、术中，最后出现的dog消失了。T: Oh！Wheres my dog? Lets guess: where is she?T: Is she in the bedroom/study/living room/kitchen/bathroom?播放ppt ,一组猜，一组答，集体操练。2.学习:Yes, she is. No, she isnt.找学生猜的时候，点击图片，学习这两个句子。让学生利用身边的事物学习和稳固句三交际练习，板书呈现。老师把宠物猫拿出来放到门外播放敲门声，询问：Where is she? Is she in the classroom? 引导学生答复：No，she isnt.

5、并解释。然后询问：Is she in the school? 引导答复：Yes，she is.把猫拿进来，询问：Is she in the classroom ?引导答复：Yes，she is.答对有奖励。板书：Where is ? Is she in ? Yes, she is. No, She isnt.四问题视听，整体感知。T：I find my cat. But Amys cat is missing. Lets go and find.Where is Amys cat ?借助图片帮助学生理解文本听录音之前先猜测:Is she in the ?:Is she in the bedro

6、om? Is she in the ? Step 3：Consolidation and extension1.完成Lets play部分的任务。2.稳固歌谣并表演。 I have a cat. It is cute. Where is she? Where is she?Is she in the bedroom? No. No, she isnt.Is she in the study? No. No, she isnt.Look, Look, Shes in the kitchen. 3.活动运用，任务落实。拯救美羊羊，谁先猜到美羊羊被灰太狼关在哪里，谁就赢了。Is she in ?拯救

7、懒羊羊。Is he in ?其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。Step 4:Homework将Lets talk部分的对话读给家长听。单靠“死记还不行,还得“活用,姑且称之为“先死后活吧。让学生把一周看到或听到的新颖事

8、记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即稳固了所学的材料,又锻炼了学生的写作才能,同时还培养了学生的观察才能、思维才能等等,到达“一石多鸟的效果。板书设计其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。教学反思本课时主要学习句型:Is she/he/it in Yes, she/he/it is.