PEP四年级上册Unit 4My home 第4课时5页

ThefourthperiodPartBLet’stalk&Ask,answerandwrite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“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”询问物品的位置,同时作出判断,能够在情景中恰当运用功能句“Openthedoor,please.”提出行动建议。课时目标知识与能力1.能够理解对话大意；能够用正确的语音、语调朗读对话。2.能够在情景中运用句型“Whereare…?”“—Aretheyon/near…?—Yes,theyare./No,theyaren’t.”询问物品的位置,同时作出判断。3.能够在情景中恰当运用功能句“Openthedoor,please.”提出行动建议。4.能够在游戏中进一步巩固和运用“询问复数物品的位置并作出应答”的句型。过程与方法通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词，为新课的学习做铺垫。通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。情感态度价值观通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。教学重难点教学重点1.能够听懂、会说句型“Wherearethey?”“—Arethey…?—Yes,theyare./No,theyaren’t.”。2.能够理解并正确朗读课文对话，发音准确、语调自然。教学难点1.能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。2.能够正确使用单复数形式。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&Revision&Lead-in1.Greetings.2.Aguessinggame—“Whereismypen?”T:Look,it’smypen.Nowcloseyoureyes,please.（将钢笔藏在一个地方）Openyoureyes,please.Whereismypennow?Youcanaskmelikethis:Isitin/on/under…the…?Guess,please.S1:Isitinthedesk?T:No,itisn’t.…3.Let’schant.Presentthechant.Askstudentstoreadtogether.4.Lead-in.(课件出示：一个球分别在椅子上面/旁边/下面；紧接着把一个球换成三个）T:Look!It’saball.Whereistheball?Ss:It’son/near/underthechair.T:Whatarethese?Ss:Theyareballs.T:Wherearetheballs?Guess!Ss:Arethey…?…Step2:Presentation1.Teachthenewwordsandsentences.(课件出示：教材Unit4主情景图中Amy家的图片)T:Amycan’tfindhercat.Let’shelpher!Issheinthekitchen?Guess!Ss:Yes,sheis./No,sheisn’t.T:Openthedoor.Let’shavealook!Followme:Openthedoor.(Helpstudentsunderstandthesentencewiththeaction.),Ss:…T:Thecatisnearthetable.Table,table,ta/teɪ/-ble/bl/,table.Readafterme.Writedowntheword“table”ontheblackboardandteachit.T:(课件出示：table与desk的对比图)Weeatbesidethetable,thedeskisforstudyingandworking.(课件出示：教材Unit4主情景图中Amy家的图片)T:Lookatthetable.What’sonthetable?Ss:…T:(Withagesture.)Yes,it’saphone.Phone,phone,ph/f/-one/əʊn/,…Ss:…T:Now,Amycan’tfindhercrayons.Let’shelpher!Aretheyinthekitchen?Ss:No,theyaren’t.Theyareinthestudy.T:Aretheyonthedesk?Ss:No,theyaren’t.Theyarenearthedesk.Writedownthesentencestructures“—Arethey…?—No,theyaren’t.”ontheblackboardandteachthem.2.Let’stalk.(1)Lookandpredict.Showthepicturesof“Let’stalk”andleadstudentstopredict.(课件出示：教材P41Let’stalk板块的图片)T:Whoarethey?Ss:Johnandhismother.T:What’sinJohn’shandinPicture1?Ss:Keys.T:Followme:k/k/-ey/i:/,key/ki:/,keys/ki:z/.Writedowntheword“key”ontheblackboard.T:Whataretheytalkingabout?Ss:Theyaretalkingaboutthekeys.Theycan’tfindthekeys.(2)Watchthevideoandanswerthequestions.Playthevideoandshowthequestions.(课件出示：教材P41Let’stalk板块的视频)Askstudentstounderlinetheanswersinthebook.(3)Watchthevideoagainandchecktheanswers.T:Arethekeysonthetable?Ss:No,theyaren’t.T:Aretheynearthephone?,Ss:No,theyaren’t.T:Wherearethekeys?Ss:They’reinthedoor.Writedownthesentences“—Wherearethekeys?—They’reinthedoor.”ontheblackboardandteachthem.Step3:Practice1.Readandact.(1)Askstudentstoreadaftertherecordingandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actoutthedialogue.2.Ask,answerandwrite.(1)Showthepictureof“Ask,answerandwrite”.（出示课件）T:Look!Sarahwritesaletter“p”inthecircleonthedesk.Itmeans“Thepensareonthedesk.”PleasereadwhatSarahandWuYifansay.ReadthedialogueofSarahandWuYifan.(2)Askstudentstoplaythegameinpairsaccordingtothedialogue.T:Lookatthepicture.Youcanwritek(keys),b(book),p(pens),g(glasses)inthecircles.Thenyourpartnerguesseswhereyouwritethem.GuessthemlikeSarahandWuYifan.(3)Showthedialogues.Step4:Consolidation&Extension1.Aguessinggame—“Whatisit?/Whatarethey?”T:(课件出示：书房场景图)Lookatthispicture.Thisisastudy.Whatcanyouseeinthestudy?Ss:…T:Now,Iwillsayathing.Pleaseguesswhatitisorwhattheyare.Listencarefully.Theyarenearthephone.Whatarethey?S1:Theyarekeys.T:No,theyaren’t.S2:Theyarebooks.T:Yes,theyarebooks.T:Pleaseaskandanswerinpairsasabove.Whichpairwantstoshowyourdialogue?2.Playagame—“Thecatcatchesmice.”Dividestudentsintofourgroups:redcat,whitecat,blackcatandyellowcat.T:Acatthatcatchesamouseisagoodcat.TherearethreemiceinAmy’shome.Wherearethey?Thegroupthatcancatchthemostmiceisthewinner.,（课件出示：老鼠在Amy家各个房间躲藏：1.老鼠跑进卧室，藏在床底下；2.老鼠跑进客厅，藏在沙发后面；3.老鼠跑进书房，藏在桌子底下；4.老鼠跑进厨房，藏在门后面）—Wherearethemice?—Aretheyinthe…（bedroom/livingroom/study/kitchen/bathroom/…）?—Yes,theyare./No,theyaren’t.—Aretheyunder/behind/near…the…(bed/phone/table/door/…)?—Yes,theyare./No,theyaren’t.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.教学过程中采用了以旧知带新知的学习方法，在复习单数形式的问句和答语的基础上，再进一步学习复数形式的句型，从而使学生在掌握新知时有一个阶梯性的接受过程。2.利用多媒体先整体、再分段展开教学，通过问题引导学生的学习，帮助学生理解文本，并在文本中感知新单词、新句型。3.教学活动形式多样、有趣、易操作且具备层次感，有效地激发了学生的学习兴趣，并帮助学生在真实的情境中自然地使用所学语言。4.板书设计清晰明了，重点突出，起到了很好的辅助作用。