PEP四年级上册Unit 4My home 第1课时6页

ThefirstperiodPartALet’stalk&Let’splay内容分析本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居生活来展开。教学重点是能够在情景中运用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”询问物品或人物的位置,同时作出判断，能够在语境中理解新词汇“livingroom,study,kitchen”的意思,并能够正确发音。课时目标知识与能力1.能够通过观察、谈论Let’stalk板块的图片，在图片、PPT和老师的帮助下理解对话大意。2.能够在情景中运用句型“—Issheinthe…?—Yes,sheis./No,sheisn’t.”询问物品或人物的位置,同时作出判断。3.能够在语境中理解新词汇“livingroom,study,kitchen”的意思,并能够正确发音。4.能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“—Isitin…?—Yes,itis./No,itisn’t.”过程与方法通过设置情景，让学生在情景中熟悉新词汇和感知新句型。通过猜测的方式让学生练习一般疑问句及其答语。通过问题引导学生观察并讨论图片，借助问题和图片预测文本内容，使学生带有目的性地去听录音。通过活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。教学重难点教学重点1.能够听懂、会说句型“—Whereisshe?—Sheisinthekitchen.”“—Issheinthe…?—Yes,sheis./No,sheisn’t.”。2.能够听懂并使用词汇“livingroom,study,kitchen”。3.能够听懂、会读对话，并能分角色表演。教学难点,能够在情景中正确使用句型“—Whereisshe/it?—She/Itis…”来询问和描述人物或物品的位置；使用句型“—Isshe/itin…?—Yes,she/itis./No,she/itisn’t.”来询问人物或物品的位置，同时作出判断。教学准备教学课件、课文视频等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。教学过程Step1:Warm-up&Lead-in1.Greetings.2.Singasong—Shortvowelsong.（课件出示：三下教材P69歌曲的视频）3.Freetalk.Reviewthesentencestructures“—Where’s…?—It’sin/on/under…”（课件出示：球在课桌不同方位的图片）T:Where’stheball?Ss:It’sin/on/underthedesk.Askandanswerwithotherthings.T:Where’sthebook/pen/pencil…?Ss:It’sin/on/under…Step2:Presentation1.Learnthenewvocabulary.（1）PresentthepictureofAmy’shomeinthemainscene.（课件出示：Unit4主情景图中Amy家的图片）T:Look,thisisAmy’shome.Let’sgoandhavealook.Thisisthebedroom/study/livingroom/kitchen/bathroom.SoinUnit4we’lltalkabout“home”.Writedownthetopic“Unit4Myhome”ontheblackboard.T:（Pointtothebedroom.）Look!Whatcanyouseeinthisroom?Ss:Abed.T:Great!Wecanseeabedintheroom,bed+room=bedroom.Writedowntheword“bedroom”ontheblackboardandteachit.T:Followme:bed,bed,room,room,bedroom.Practicetheword“bedroom”ingroupsoronebyone.,T:（Pointtothestudy.）Isthisabedroom?Ss:No,itisn’t.T:It’sastudy.Wecanseeacomputeronthedesk.Wecanseemanybooksinthebookcase.Westudyhardinthestudy.Writedowntheword“study”ontheblackboardandteachit.T:Pleasereadafterme.IfIreaditinalowvoice,youreaditloudly.IfIreaditloudly,youreaditinalowvoice.Teachthenewvocabulary“livingroom,kitchen,bathroom”inthesamewayasabove.T:Amy’shomeisverynice.（2）Presentthepicturesofahomeandadog.（课件出示：家庭居室图和小狗在厨房的图）Talkwithstudents.T:Look!Ihaveadog.She’scute.Ilovemydog.ButIcan’tfindhernow.Oh!Where’sthedog?Issheinthelivingroom/bedroom/study/bathroom?(Helpstudentsanswerthequestions.)Ss:No,sheisn’t.T:Issheinthekitchen?Ss:Yes,sheis.2.Let’stalk.（1）Presentthepicturesof“Let’stalk”andleadstudentstopredictthemainideaofthedialogue.（课件出示：教材P38Let’stalk板块的图片）T:Look,thisisAmy’shome.Whatroomscanyouseeinthepictures?Ss:Icanseeabedroom,alivingroom,astudyandakitchen.(2)Presentthequestionsabout“Let’stalk”onthePPT.Playtherecording.(出示课件)Askstudentstoanswerthequestionsandunderlinethekeywordsoftheanswersintheirbooks.T:WhatareAmyandSarahdoing?Ss:Theyarelookingforthecat.Showthefourpicturesof“Let’stalk”inturnonthePPT.(课件依次出示：教材P38Let’stalk板块的四幅图片)T:AmyandSarahareinthebedroom.Isthecatinthebedroom?S1:No,sheisn’t.T:Nowtheyareinthelivingroom.Isthecatinthelivingroom?S2:No,sheisn’t.T:Nowtheyareinthestudy.Isthecatinthestudy?S3:No,sheisn’t.T:Thecatisn’tinthebedroom,thelivingroomorthestudy.Whereisshe?Ss:She’sinthekitchen.,T:Verygood!(3)Readaftertherecording.T:Boysandgirls,let’sreadthedialogueaftertherecording.Pleaselistenandreadcarefully.(4)Readthedialogueindifferentroles.(5)Actitout.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Step3:Practice1.Recognizethepictures.Presentthepicturesquickly.（课件出示：客厅、厨房和书房的图片）T:Saythewordsorthephrasequickly.2.Let’splayhide-and-seek.Askstudentstoplaythegameinpairs.Makeamodelwithastudent.Letthestudenthideapenwhentheteachercloseshis/hereyes.Thenopentheeyesandguess.S1:Ihaveapen.It’snice.Where’smypen?T:Isitonyourdesk?S1:No,itisn’t.T:Isitinyourdesk?S1:No,itisn’t.T:Isitunderyourdesk?S1:No,itisn’t.T:Isitinyourhand?S1:Yes,itis.T:Now,playhide-and-seekwithyourpartner.Step4:Consolidation&Extension1.Let’schant.Makeupachantaccordingtothedialogueof“Let’stalk”.Changethewordstoadaptthechant.Thenhaveashow.2.Playagame—“LookforXiaowu.”（1）PresentthepictureofXiaowu.（课件出示：小五在客厅看电视的图片）Askstudentstocompeteingroups.,T:Whoishe?He’sXiaowu.HeiswatchingTVnow.Oh,he’smissing!Whereishe?Let’sgoandlookforhim.（课件出示：小五家的居室图）(2)Readoutthenamesoftheroomsingroups.Practicethevocabulary“bedroom,livingroom,kitchen,bathroom,study”.(3)LookforXiaowu.ThegroupthatfindsXiaowufirstwillbethewinner.Practicethesentencestructures“—Isheinthe…?—Yes,heis./No,heisn’t.”“—Whereishe?—Heisin…”,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.由歌曲视频引入，带领学生边唱边复习句型“—Where’s…?—It’sin/on/under…”，再在自由谈话中巩固该句型，进而激发学生的兴趣，为新课做好铺垫。2.创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。环环相扣，层层深入，让学生轻松地掌握教学重点。3.设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学生为本，以解决问题为导向，引导学生自主学习。4.板书设计清晰明了，重点突出，起到了很好的辅助作用。