小学英语人教版 (PEP)四年级上册Unit 4 My home Part A优秀第二课时教案

这是一份小学英语人教版 (PEP)四年级上册Unit 4 My home Part A优秀第二课时教案，共6页。教案主要包含了根据图片选择正确的单词，判断下列句子与图片是相符，将下列活动与相应的居室连起来等内容，欢迎下载使用。
课时内容


A. Let’s learn; Let’s d


课时分析


在Let’s learn部分，呈现了Amy家的截面图，二楼的卧室，书房，一楼的客厅、厨房和浴室。Amy的爸爸在问Amy在哪里。Amy的妈妈告诉他，Amy在书房里。以此为背景呈现居室名称类词汇：bedrm, study, living rm, kitchen, bathrm。询问物品或人物在哪里的句型：Where is Is she in the


Let’s d 是个与居室和活动相关的指令性活动。包括：G t the living rm. Watch TV. GO t the kitchen. Have a snack等等内容。学生首先要熟悉这些居室的名称，还要了解这些动词短语的意思和读音，并能将两者正确地匹配起来。可以在教学中设计一些活动，让学生熟悉、操练这些内容。


本课时内容为重点话题的词汇支撑，可结合上课时的重点句式内容一起进行学习。引导学生创设虚拟的情景来进行交流，在交流中掌握新学习的知识，提高自己的语言表达能力。


课时目标


1. 能够听懂、会说、认读单词：bedrm, study, living rm, kitchen, bathrm


2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Where is Is she / he in the Yes, she/ he is. / N, she/ he isn’t.


3. 能够听懂会说Let’s d中的指令，并能做出正确的反应


课时重难点


1.重点：


能够使用重点词汇来描述居室名称


能够在真实或越拟的情景中使用重点句式询问人物或物品的位置


2. 难点：


能够听懂会说Let’s d 中的语句，能够正确匹配居室和活动


教学准备


1. 多媒体课件、录音机、磁带


2. 居室单词卡片


教学过程


Step 1 Warm up


1.呈现韵句：Where is it? 学生先倾听，再跟唱，最后齐唱。


Teacher: Let’s chant. Listen t me first.


Where is it? Where is it?


Is it n the desk?


Is it in the bag?


Is it under the chair?


Where is it? Where is it?


It’s in the bk.


It’s in my bk.


Teacher: Nw please chant with me. Let’ s chant tgether.


设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关询问物品位置的句式，为接下来的学习做好知识与心理的双重准备。


Step 2 Lead in


1. 播放图片来介绍自己的家。让学生通过真实的场景来理解新授单词的意思。


Teacher：Bys and girls, where is it? It’s my hme. Welcme t my hme. I will shw the rms in my huse. This is my living rm. I watch TV in the living rm. This is my kitchen. I have a snack. I ck delicius fd in it. This is my bathrm. I take a shwer, wash my face in it. This is my study. I read bks in it. This is my bedrm. I have a nap and sleep in it. D yu like my hme?（介绍的同时板书居室名称单词）


设计意图：本课时中学习到的各居室的名称在汉语中学生应该很清楚，但是英语名称与汉语名称的匹配可能并不是很清楚。以真实房间的图片使他们一目了然地明白各个居室的英语名称，同时通过老师的介绍使他们初步感受活动类短语的意思，为进一步的学习做好准备。


Step 3 Presentatin


1. 引起阅读兴趣，播放课文录音。


Teacher：Yu knw my hme well. D yu want t see Amy’s hme? Let’s listen and watch. And try t answer, where is Amy?


学生带问题认真倾听录音内容，然后尝试回答。


Teacher: Nw shw me yu answer. Where is Amy? Yes, she is in the study.


设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。


2. 再次播放课文内容，学生跟读。


Teacher：Listen t the text again and read with it.


设计意图：跟读，以掌握正确的读音


Step 4 Practice


1. I pint yu say.我指你说。教师指向黑板上的单词，学生快速读出单词。


Teacher：Nw，I pint yu say. I will pint t the wrd n the blackbard. Please read the wrd quickly. What’s this? What’s this? What abut this ne?


设计意图：此活动保证学生能够正确认读单词，使学生能将新词的字义与字形字音结合起来进行统一记忆。


2.出示居室图片，请学生快速说出其名称。


Teacher：Lk at this picture, what rm is this? Yes. Read it ne by ne, please. And what abut this ne? What rm is it? Bys repeat it, please. And what abut this ne? Girls read it, please. ...


设计意图：通过看图说单词，使学生再次将单词的意思和单词的读音结合起来，统一进行记忆。


3. 出示单词卡片，学生先快速读出单词，再出示卡片的背面，让学生猜单词。


Teacher：Lk at the cards f the new wrds. Please read it as quickly as yu can.


Teacher： I shw the back f the cards. Guess, what wrd is it? Yu can say: is it a Please have a try.


设计意图：通过猜单词，一方面培养学生认真倾听的能力，另一方面使学生自然地多次重复说出、听到新学习到的单词，提高他们对于单词的熟悉程度。


4. 针对各个房间进行活动问答。


Teacher：What d yu d in the living rm? Yu read a bk. Yu watch TV. Yu make a （板书短语watch TV）Read it and d the actin with me, watch TV.


Teacher: What d yu d in the bedrm? Yu d yur hmewrk. Yu sleep. Yu listen t music. Yu have a nap. A nap means yu sleep fr a shrt time. (板书短语have a nap）Read it and d the actins with me.


Teacher: What d yu d in the kitchen? Yu have breakfast, lunch and dinner. Yu ck. Gd. Oh, yu wash the dishes. Gd girl. （板书短语have a snack）Read it after me and d the actin, please.


Teacher: What d yu d in the bathrm? Yu can take a shwer. Yu can take a bath. （出示不同的图片，帮助学生区别两种活动）And yu wash yur face and hands. （板书短语take a shwer）Repeat it with me and d the actin, please.


Teacher: What d yu d in the study? Yu read bks and d yur hmewrk. （板书短语 read a bk）Repeat it with me and d the actin, please.


设计意图：将在房间能够做的活动与房间结合起来。使学生加深对于房间词汇的理解和认识，帮助他们更加地记忆单词。同时，引出Let’s d中的短语，为下一步的活动做好知识上的准备。


5. 房间与活动匹配。教师说出居室名称，学生说出相应的活动。教师做出动作，学生说出活动并说出相应的居室名称。


Teacher: Nw let’s match. I say the name f the rms, yu say what yu d in it.


Teacher： Nw I d the actin, Say what I d and where am I.


Teacher: Wh wants t d the actins? Shw us, please. Where is he/ she? Are yu in the... ?


设计意图：通过这样的活动，使学生将活动与居室名称匹配起来，形成对于新授词汇的立体记忆， 并对于Let’s d 指令的正确反应奠定了基础。


Step 5 Summary


1. 完成Let’s d 活动。


Teacher: Listen and shw me the actins. G t the living rm. Watch TV. G t the study. Read a bk. G t the kitchen. Have a snack. G t the bedrm. Have a nap. G t the bathrm. Take a shwer.


Teacher: Nw I say G t the... Yu say the actin. Ready? G t the bathrm. Yes, take a shwer. G t the living rm. Yes, watch TV.


Teacher: Nw I say the activities, yu say the rms. Have a snack. Yes, yu shuld say G t the kitchen. Read a bk. Gd, g t the study.


设计意图：将指令活动改编成三个活动，学生先是熟悉两者的读音及匹配情况。接下来通过两个活动来帮助他们巩固匹配情况，以达到牢固掌握短语与居室名称的目的。


课堂作业


一、根据图片选择正确的单词。


( ) 1. A. bedrm B. living rm








( ) 2. A. living rm B. bathrm








( ) 3. A. kitchen B. study








( ) 4. A. bedrm B. kitchen


二、判断下列句子与图片是（T）否（F）相符。


( ) 1. –Is she in the kitchen?


-- Yes, she is.











( ) 2.—Where is she?


--- She is in the study.








( ) 3.—Is he in the living rm?


-- Yes, he is.








( ) 4. –Where is she?


--She is in the classrm.


三、将下列活动与相应的居室连起来。


Watch TV living rm


Take a shwer kitchen


Read a bk. bathrm


Have a snack. study


Have a nap. bedrm


答案：


板书设计


Unit Fur My hme


A. Let’s learn











bathrm study kitchen bedrm living rm


Where is she? She is in the


Is she in the ... ? Yes, she is. / N, she isn’t. 一、1. A 2.B 3.B 4.B


二、1.T 2. F 3. F 4. T


三、略