新人教PEP版四年级上册英语Unit 4 My home 第二课时教案教学设计.docx

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1、新人教PEP版四年级上册英语Unit 4 Myhome第二课时教案教学设计其次课时课时内容A. Let s learn； Let s do课时分析在Let s learn部分，呈现了 Amy家的截面图，的卧房，书房， 一楼的客厅、厨房和浴室。Amy的爸爸在问Amy在哪里。Amy的 妈妈告知他，Amy在书房里。以此为背景呈现居室名称类词汇: bedroom, study, living room, kitchen, bathroomo 询问物品 或人物在哪里的句型：Where is . . ? Is she in the . . . ?Lets do是个与居室和活动相关的指令性活动。包括：Go

2、to the living room. Watch TV. GO to the kitchen. Have a snack 等等内容。同学首先要熟识这些居室的名称，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，让同学熟识、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。引导同学创设虚拟的情景来进行沟通，在沟通 中把握新学习的学问，提高自己的语言表达力量。课时目标.能够听懂、会说、认读单词：bedroom, study, living room,Where is she? She is in the . . .

3、?Is she in the . ? Yes, she is. / No, she isn t.kitchen, bathroom.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. / No, she/ he isn t.1 .能够听懂会说Let s do中的指令，并能做出正确的反应 课时重难点.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1 .难点:能够听懂会说Let s do中的语句，能够正确匹配居室和活动 教学预备.多媒体课件、录音机

4、、磁带1 .居室单词卡片教学过程Step 1 Warm up1.呈现韵句：Where is it?同学先倾听，再跟唱，最终齐唱。 Teacher： Let s chant. Listen to me first.Where is it? Where is it?Is it on the desk?Is it in the bag?Is it under the chair?Where is it? Where is it? It s in the book.It s in my book.Teacher： Now please chant with me. Let s chant togeth

5、er. 设计意图：以韵句来营造良好的英语学习氛围，带领学习集中留 意力开启英语学习。同时，以韵句内容来熟识、回忆有关询问物 品位置的句式，为接下来的学习做好学问与心理的双重预备。Step 2 Lead in1.播放图片来介绍自己的家。让同学通过真实的场景来理解新 授单词的意思。Teacher： Boys and girls, where is it? It s my home. Welcome to my home. I will show the rooms in my house. This is my living room. I watch TV in the living room.

6、 This is my kitchen. I have a snack. I cook delicious food in it. This is my bathroom. I take a shower, wash my face in it. This is my study. I read books in it. This is my bedroom. I have a nap and sleep in it. Do you like my home?（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同学应当很 清晰，但是英语名称与汉语名称的匹配可能并不是很

7、清晰。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 学习做好预备。Step 3 Presentation.引起阅读爱好，播放课文录音。Teacher： You know my home well. Do you want to see Amy s home? Let s listen and watch. And try to answer, where is Amy?同学带问题仔细倾听录音内容，然后尝试回答。Teacher： Now show me you answer. Where is Amy? Yes, she

8、 is in the study.设计意图：引导同学带着问题去听录音，培育其仔细倾听且在倾 听中关注意要信息的力量。1 .再次播放课文内容，同学跟读。Teacher： Listen to the text again and read with it.设计意图：跟读，以把握正确的读音Step 4 Practice. I point you say.我指你说。老师指向黑板上的单词，同学 快速读出单词。Teacher： Now, I point you say. I will point to the word on the blackboard. Please read the word qui

9、ckly. What s this? What s this? What about this one?设计意图：此活动保证同学能够正确认读单词，使同学能将新词的字义与字形字音结合起来进行统一记忆。1 .出示居室图片，请同学快速说出其名称。Teacher： Look at this picture, what room is this? Yes. Read it one by one, please. And what about this one? What room is it? Boys repeat it, please. And what about this one? Girls

10、read it, please. .设计意图：通过看图说单词，使同学再次将单词的意思和单词的 读音结合起来，统一进行记忆。2 .出示单词卡片，同学先快速读出单词，再出示卡片的背面， 让同学猜单词。Teacher： Look at the cards of the new words. Please read it as quickly as you can.Teacher： I show the back of the cards. Guess, what word is it? You can say： is it a . ? Please have a try.设计意图：通过猜单词，一方面

11、培育同学仔细倾听的力量，另一 方面使同学自然地多次重复说出、听到新学习到的单词，提高他 们对于单词的熟识程度。3 .针对各个房间进行活动问答。Teacher： What do you do in the living room? You read a book.You watch TV. You make a call.（板书短语 watch TV） Read it and do the action with me, watch TV.Teacher： What do you do in the bedroom? You do your homework.You sleep. You lis

12、ten to music. You have a nap. A nap means you sleep for a short time.（板书短语 have a nap） Read it and do the actions with me.Teacher： What do you do in the kitchen? You have breakfast, lunch and dinner. You cook. Good. Oh, you wash the dishes. Good girl. （板书短语 have a snack） Read it after me and do the

13、action, please.Teacher： What do you do in the bathroom? You can take a shower. You can take a bath.（出示不同的图片，关心同学 区分两种活动）And you wash your face and hands. （板书短 语 take a shower ）Repeat it with me and do the action, please. Teacher： What do you do in the study? You read books and do your homework. （板书短

14、语 read a book） Repeat it with me and do the action, please.设计意图：将在房间能够做的活动与房间结合起来。使同学加深 对于房间词汇的理解和熟悉，关心他们更加地记忆单词。同时, 引出Let s do中的短语，为下一步的活动做好学问上的预备。 5.房间与活动匹配。老师说出居室名称，同学说出相应的活动。 老师做出动作，同学说出活动并说出相应的居室名称。Teacher： Now let s match. I say the name of the rooms, you say what you do in it.Teacher： Now I d

15、o the action, Say what I do and where amI.Teacher： Who wants to do the actions? Show us, please. Where is he/ she? Are you in the. . . ?设计意图：通过这样的活动，使同学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 do指令的正确 反应奠定了基础。Step 5 Summary1.完成Let s do活动。Teacher： Listen and show me the actions. Go to the living room. Wa

16、tch TV. Go to the study. Read a book. Go to the kitchen. Have a snack. Go to the bedroom. Have a nap. Go to the bathroom. Take a shower.Teacher： Now I say Go to the. . . You say the action. Ready? Go to the bathroom. Yes, take a shower. Go to the living room. Yes, watch TV.Teacher： Now I say the act

17、ivities, you say the rooms. Have a snack. Yes, you should say Go to the kitchen. Read a book. Good, go to the study.设计意图：将指令活动改编成三个活动，同学先是熟识两者的读 音及匹配状况。接下来通过两个活动来关心他们巩固匹配状况, 以达到坚固把握短语与居室名称的目的。课堂作业、依据图片选择正确的单词。()1.()2.A. bedroom B. living roomA. living room B. bathroom()3.A. kitchenB. study()4. A. be

18、droom B. kitchen二、推断下列句子与图片是(T)否(F)相符。( )1. - Is she in the kitchen?Yes, she is.()2. 一Where is she?She is in the study.( )3. 一Is he in the living room?Yes, he is.()4. - Where is she?-一She is in the classroom.三、将下列活动与相应的居室连起来。Watch TVliving roomkitchen bathroomstudybedroomTake a showerRead a book.Have a snack.Have a nap.答案：、1. A 2.B 3.B 4.B二、l.T 2. F 3. F 4. T三、略板书设计Unit Four My homeA. Let s learnbathroom study kitchen bedroom living room