人教版 (PEP)四年级上册Unit 4 My home Part A一等奖第一课时教学设计

这是一份人教版 (PEP)四年级上册Unit 4 My home Part A一等奖第一课时教学设计，共6页。教案主要包含了根据单词选出正确的图片，为下列问句选择正确的答句，连词成句等内容，欢迎下载使用。
课时内容


A. Let’s talk；Let’s play


课时分析


在Let’s talk部分，Amy向Sarah介绍自己的宠物猫，告诉Sarah自己的猫非常可爱。Sarah想看看它。然后两个人在客厅、书房等地方都没有找到它，最后发现它在厨房的冰箱顶上。在这个过程中，学生可以了解三个居室的名称：living rm, study, kitchen，同时可以了解询问人物或物品的位置的句子：Where is she? Is she in the living rm? 以及回答：She’s in the kitchen. N, she isn’t. 要注意提醒学生的是，在西方，宠物被视为家庭成员，所以在课文中没有用it，而是用的人称代词she来代指猫。


Let’s play是个猜物品位置的游戏。一个同学把自己的文具藏起来，让另外一个同学找一找。在找的过程中，要使用句式：Where is Is it Is it 等。使学生在相对真实的语境中理解重点句式，感受重点句式的含义和用法。同时，在游戏中做到可以自由地表达。


课时目标


1. 能够听懂、会说句型：Where is she? Is she in the living rm? Is she in the study? Yes, she is. / N, she isn’t. She is in the kitchen.


2. 能够听懂、会说以下词汇：living rm, study, kitchen


3. 能够听懂、会读对话，并能分角色表演


4. 能够在真实或模拟的情景中正确使用句型Is she in the Yes, she is./ N, she isn’t. 询问物品或人物的位置


5. 能够大胆表达，乐于使用英语与他人进行交流


课时重难点


1.重点


能够听懂、会说句型：Where is she? Is she in the living rm? Is she in the study? Yes, she is. / N, she isn’t. She is in the kitchen.


能够听懂并使用词汇：living rm, study, kitchen


能够听懂、会读对话，并能分角色表演


2. 难点


能够在真实或模拟的情景中正确使用句型Where is she? Is she in the living rm? Is she in the study? Yes, she is. / N, she isn’t. 来询问并人物、物品位置


教学准备


1. 多媒体课件、录音机、磁带


2. 单词图片


教学过程


Step 1 Warm up


1. 播放歌曲：Finger family. 学生先倾听，再学唱。


Teacher：Bys and girls, let’s listen t a sng, finger family.


Father finger, father finger, where are yu?


Here I am, here I am, hw d yu d?


Mther finger, mther finger, where are yu?


Here I am, here I am, hw d yu d?


Brther finger, brther finger, where are yu?


Here I am, here I am, Hw d yu d?


Sister finger, sister finger, where are yu?


Here I am, here I am, hw d yu d?


Baby finger, baby finger, where are yu?


Here I am. Here I am. Hw d yu d?


Teacher: Nw sing with it. And shw me yur hand. Let’s sing and d.


设计意图：这首歌以五个手指作为一个家人，既在歌声中复习并巩固了家庭成员类的称呼，又熟悉了询问位置的句式：Where are yu?为本课时的学习奠定基础。此外，这首歌在演唱时可以利用手指进行动作演示，充满了乐趣，能够极大地激发学生的学习兴趣，为英语学习营造良好的氛围。


Step 2 Lead in


1. 询问自己物品的位置，请学生来回答。


Teacher：Where is my bk? Is it in the desk? Is it in yur schlbag? Is it under the desk? Is it n the desk. 引导学生回答：N, it isn’t. Yes, it is.


设计意图：通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes, it is. N, it isn’t来回答。


2. 展示猫的部分图片，请学生猜一猜它是什么，讲授单词cute。


Teacher: Lk at this picture. Guess, what is it? Is it a bk? Is it a key? Is it a candy? Try t guess, please.


Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And lk at this cute dg. This tiger is cute, t. D yu like the cute cat?


设计意图：以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。


Step 3 Presentatin


1. 提出问题，引起学生阅读兴趣，呈现对话内容。


Teacher：D yu like cats? D yu have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find.


2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。


Teacher: Answer the questin, please. Yes, Amy’s cat is cute. The cat is in the kitchen.


设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。


3. 出示教材中的图片，使学生理解新词含义和拼写方法。


Teacher：Lk at this picture. Where is it? Is it the kitchen? N, it’s the living rm. （板书单词）Read it tgether, please, living rm. Lk at this ne, is it a living rm? N, it’s the study. （板书单词）Read it ne by ne, please. And where is it? Yes, it’s the kitchen. （板书单词）Girls read it, please. Bys read it, please.


设计意图：以一般疑问句的形式来讲授居室类单词。


Step 4 Practice


1. 再次播放课文录音。学生跟读课文。


Teacher: Bys and girls, let’s read the dialgue after the tape. Please listen carefully, read carefully.


2. 学生分角色朗读课文。


Teacher: Nw, wh wants t be Amy? Wh wants t be Sarah? Let’s read it in rles.


3. 请学生戴上头饰来扮演对话的角色，表演对话。


Teacher: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.


设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。


4. 出示不同房间的图片，学生快速说出单词。


Teacher：Lk at the pictures f the rms. What is it? Say the wrd quickly.


设计意图：帮助学生将语音与语义结合起来进行记忆。


5. 做动作，让学生猜猜看这是在哪个房间。


Teacher：Lk at me, what am I ding? I am watching TV. S what rm am I in? Yes, I am in the living rm.


Teacher: Can yu d sme actins? Where is he? Where is she? Guess


设计意图：通过动作来猜测房间名称，使学生更好地理解房间的意思，并能够更好地理解重点句式的问答。


6. 完成Let’s play. 活动。


Teacher: Nw, let’s play. Let’s play hide and seek. Yu, please.（请学生闭上眼睛）Where is my bk? Ask me, please. Yu can say is it in the desk. My bk is in his desk.


Teacher: Wh wants t play this game?


设计意图：以这种游戏来练习本课的重点句式。


Step 5 Summary


1.再次播放歌曲Finger family，学生齐唱歌曲并表演。


Teacher: Let’s sing the sng finger family tgether. Please sing and d the actins.


设计意图：利用热身的歌曲来总结本课，让学生在歌声中熟悉本课询问位置的句式。


课堂作业


一、根据单词选出正确的图片。


( ) 1. living rm A. B.








( ) 2. study A. B.





( ) 3. kitchen A. B.





二、为下列问句选择正确的答句。


( ) 1.Where is the bk?


A. He is in the living rm. B. It is in the desk.


( ) 2.Is Amy in the study?


A. Yes, it is. B. Yes, she is.


( ) 3. Is the pen in the pencil bx?


A. N, it isn’t. B. He is in the study.


三、连词成句。


1. Is in yur desk it (?)


________________________________________________________


2. Where my is pen (?.)


________________________________________________________


3. in She the is kitchen (.)


________________________________________________________


答案：





板书设计


Unit Fur My hme


A. Let’s talk

















living rm study kitchen





Where is


Is she in the


Yes, she is. / N, she isn’t.


一、1. B 2. B 3. A


二、1.B 2. B 3. A


三、1.Is it in yur desk? 2. Where is my pen? 3. She is in the kitchen.