PEP新版小学英语四级上册UNIT4myhome教案(共五课时).doc

Unit 4 My home单元备课一、能力目标： 1、能够在真实或模拟的情境中运用句型Where is.? Is she in the study? Where are.? Are they on the table? 来询问物品位置。 2、能够在情境中运用句型Yes, she is./ No, she isnt. Yes, they are./ No, they arent. 进行回答。 3、能够正确说出元音字母u在单词中的发音,并能够根据其发音规律拼读学过的语音例词。二、知识目标：1、能听、说、认读单词bedroom、study、kitchen、bathroom、living room、bed、table、sofa、fridge、phone。2. 能熟练朗读并模仿本单元的对话。3. 能理解Let s do内容，并按照指令做出相应的动作。4. 知道元音字母u在单词中的发音.5. 学唱歌曲。三、情感目标：通过学习本单元内容养成整齐摆放物品的好习惯。【单元学习重点、难点】本单元重点学习句型是：Where is.? Is she in the study? Where are.? Are they on the table? 及相应回答。本单元难点是复数的用法，It has.的用法。【课时安排】第一课时：A Lets Learn Lets do第二课时：A Lets talk Lets play A Lets spell 第三课时： B Lets learn Lets play 第四课时：B Lets talk Ask, answer, and write k b1 .coM第五课时：B Read and write Lets check Lets sing Story time第一课时 Part A Lets learn and Lets do一、 教学目标 1能听、说、认读单词study, bathroom, bedroom, living room和kitchen，并能在实际情景中加以运用。2能听懂并发出一些指令，如：Go to the living room/Watch TV. Read a book. Have a snack. Take a shower. Have a sleep.3能用下列语言简单介绍自己的家：This is my home. You can see a living room, a bedroom, a . I can watch TV in the living room, I can read a book in the study .4培养学生对家的热爱。二、教学重难点： 教学重点 1能听、说、认读单词study, bathroom, bedroom, living room和kitchen，并能在实际情景中加以运用。2能用简单的语言介绍自己的家，培养学生对家的热爱。教学难点能理解并会说Have a snack. Take a shower. Have a sleep.等语言，并能用下列语言简单介绍自己的家：This is my home. You can see a living room, a bedroom, a . I can watch TV in the living room, I can read a book in the study .三、 教学准备1多媒体课件。2学生每人准备一张自己家的平面图。3 study, bathroom, bedroom, living room和kitchen的单词卡片。四、 教学过程 Step1: Warm-up1 介绍话题T: Boys and girls, look at the screen. Today, our topic is “My home”. Who can read? (ask some Ss to read the topic)  In this class, were going to talk about “home”, everybody here should learn to introduce your home to us. OK? Ss: OK.2Sing a song In the classroomT: First, lets sing a song, OK?Ss: OK.设计意图：在优美的英语音乐中，进入新课的学习。Step2: Presentation1.教学living roomT: Is this a classroom?Ss: No.T: What is it?Ss: Living room.T: Yes. This is a living room. Follow me:   living room,   living room.Ss: (read one by one)T: What can you see in the living room?Ss: I can see a table, a sofa, a , a TV.T: Lets watch TV, OK?Ss: OK.T: Do you like watching TV?S1: Yes.T: Lets go to the living room and watch TV. S1: OK.T: Go, go, go. Go to the living room, watch TV. Lets go together. S1: Go, go, go. Go to the living room, watch. TV.2教学studyT: Is this a living room?Ss: No.T: Oh, weve got the wrong way. What is it?Ss: A study.T: Yes, this is a study. Follow me:    study,   study.Ss: (read one by one)T: What can you do in the study?Ss: Read a book.T: Do you like reading books?Ss: Yes.T: Lets go to the study and read a book. Go, go, go. Go to the study, read a book.3教学kitchen T: Oh, Im tired. I feel a little hungry. I want to have some snack. (教师拿出一些小点心，并吃上一块。) Do you want to have a snack?S1: Yes.T: Here you are. Have a snack. Who want to have snack?Ss: I want to have a snack.T: Oh, snacks are gone. Where can we get some?Ss: Go to the kitchen.T: Follow me:   kitchen,  kitchen. Ss: (read one by one)T: Lets go to the kitchen, have some snack. Go, go, go. Go to the kitchen, have a snack. 4教学bedroomT: Look at these things. Can you help them get home?Ss: Put the TV in the living room./ Put the .T: Oh, where should the bed go?Ss: Go to the bedroom.T: Follow me:   bedroom,   bedroom.Ss: (read one by one)T: Lets sing a song “My bedroom”, OK?Ss: OK.5教学bathroom （唱完歌曲，多媒体自动弹出Mike的画像，并伴有声音“Im tired. I want to have a sleep.”）T: Oh, who comes? Can he have a sleep right now?Ss: No. He is too dirty.T: Yes. I think he should take a shower first. Take a shower, are you clear?T: Take a shower. (教师边说边做动作。) Who can do like me?（请学生边说边做动作。）T: (教师指着Mike的画像。) Where should he go?Ss: Go to the bathroom.T: OK, lets go. Go, go, go. Go to the bathroom, take a shower. 【设计意图】:通过课件、图片、歌曲等来学习新单词，并与Lets do中的短语相联系。Step3: Consolidation1. Lets doT: Now, lets chant and do together.（教师播放课文Lets do的录音。）2. 说说房间名T: (多媒体出示一张home的图片。) This is my home. You can see a living room, a study. Who can say like me? (请部分学生学着说。)3. 贴贴房间名T: Now, please take out your pictures and write down the name of your rooms.（学生拿出自己的home图，将单词卡片贴到相应的房间。）Step4: Extension1介绍自己的家T: (多媒体出示一张新的home图。) Look, boys and girls, this is my new home. You can see a living room, a . I can watch TV in the living room, I can read a book in the study . Can you introduce your home now?Ss: Yes.T: Take your pictures and introduce your home with your partner.（多媒体出示师示范语言，学生同桌介绍自己的家。）T: Now, who can introduce your home to the whole class? （请部分学生向全班介绍自己的家。）T: Well done! Now, please walk around the class and introduce your home to your friends. （学生在教室自由走动，向朋友介绍自己的家。）【设计意图】：学生通过小组合作学习的方式，充分调动他们的求知欲，使他们始终处于积极、主动的学习状态之中。结合生活实际创设交际语境，既可巩固单词，进行语言训练，又可激发学生对家的热爱。2HomeworkT: Today, weve learned how to introduce your home and youve done a good job. Please introduce your home to your teachers after the class. Bye-bye!Homework背诵单词（让学生反复接触并熟记于心），下节课检查并听写五个单词。板书设计： Unit 4 My Home Study Bathroom bedroom living room kitchen教学反思：Unit 4 My HomeA Lets talk Let's Play C Good to know一、 能力目标： 1. 能用Is it/she ？询问物品所在。 2. 能准确选择合适的语言表达自己的意愿，并能作出准确地回答。二、知识目标：1. 能熟练朗读并模仿本节课对话。2、能表演本节课对话。3、能在实际生活中运用本节课对话，能听懂会说Is she in the bed room？Yes, she is . No, she isnt. Is it ？Yes，it is/No，it isn't. I have . Where's?4、了解知识点： Is she in the study? No, she isnt. （一般疑问句 am, is, are提前，肯定、否定回答等。）w ww.Xk b1 .coM三、情感目标：热爱自己的家，积极参与劳动，做家务。四、学习重点、难点教学重点：句型Is she in/on/under/? Yes, she is./ No, she isnt. 词汇：isnt教学难点：发音it is 连读，isnt五、教学准备图片study, bathroom, bedroom, living room, kitchen；.教材相配套的教学课件Unit 4 Lets talk；教材相配套的教学录音带，教学光盘。六、教学过程：一、Warm-up 说唱玩赛，激情引趣1. Let's do播放上一课时的Let't do,让学生边听边做动作. 2.单词风暴 大屏幕快速闪现上节课单词，让学生快速说，达到巩固单词的目的。T:Hello,everyone.This is my home.Welcome to my home. Oh, Where are my rooms? Lets go and have a look.火眼金睛：bedroom , living room , kitchen , bathroom , study ）【设计意图】营造轻松愉快的英语氛围，通过交流，熟悉学生，了解学生已有知识结构；复习巩固上节课的内容，引出话题，为后面新句型的新授做好铺垫。 3.Free talkT: My home is nice. I have a living room, a bath room , a study and two bedrooms. What about you? Can you tell me about your home?一、 Make groups: Make the student intotwo groups: sheep home and Woof home(把学生分为 喜羊羊之家和灰太狼之家，如果做的好，你可以为本组获得房间一个，比一比说的home 又大又好。) 二、Presentation（一）学习cute1.T: I have a nice home ,You have a nice home. I think School is our home too, right? Look ,Who is coming?Ss: He is Liu Qian.T: Yes , He is a magician。He take our a magic show.( monkey, mouse , duck , cat) 2. 魔术停留在出现的“cat”上，T: I have a cat. Shes cute. What about you?(板书：I have _. Shes cute.) 引导学生介绍自己的宠物， I have a . Shes cute.（二）教学 Is she in .? Yes, she is. / No, she isnt.1.在魔术中，最后出现的 dog ，最后变没了。 T： Oh， Wheres my dog? Lets guess: Where is she?T: Use this : Is she in the bedroom/study/living room/kitchen/bathroom? （做上声音）2. 学习 Yes, she is. No, she isnt. 找学生猜的时候，点击图片，学习这两个句子。【设计意图】情景创设，理解语意。ppt 播放,一组猜，一组答，集体操练,让学生利用身边的事物及实物学习和巩固句型.（三）1 教师把宠物猫拿出来放到门外（播放敲门声），询问：Where is she ? Is she in the classroom ? 引导学生回答：No，she isn't.并解释。然后询问Is she in the school?引导回答 Yes，she is.把猫拿进来，询问Is she in the classroom ? Yes，she is.答对有奖励。板书 Where is.? Is she in.? Yes, she is. No, She isnt.T：I find my cat. But Amys cat missing. Lets go and find. Where is Amys cat ?借助图片帮助学生理解文本: (听录音之前先猜测 Is she in the?)Is she in the bedroom? Is she in the. ? Is she in the.?三、Practice（一）跟读模仿，歌谣强化模仿中正音塑语速成语感播放对话录音，学生模仿朗读。分角色模仿朗读。分组练习模仿，个别模仿朗读。（二）歌谣巩固，表演生成1Lets chant 3. 对话表演让学生练习对话，分组表演对话，并给予鼓励。四、Extension （一）活动运用，任务落实1.Game1: 拯救美羊羊谁先猜到美羊羊被灰太狼关在哪里，谁就赢了。Is she in.?拯救懒羊羊Is he in.? 【设计意图】运用拯救羊羊的游戏，促使学生积极主动的练习语言，并培养了孩子竞争意识和责任感。2练习任务中落实随堂检测Lets play 玩一玩，创编新对话。总结赏析，情感升华奖励优胜小组，模仿优胜组。x k b 1 . c o m让学生知道家是温暖幸福的，身为家庭的一员应该为家庭做点力所能及的事情。家人之间应该相互尊重，相互理解，相互帮助热爱生活，热爱我们的家。（三）作业分层，自主拓展根据自己的情况完成下列目标1. Listen and imiate the dialogue 2. Act out the dialogue with your friends 3. Make a new dialogue with your frieng 【板书设计】 Unit4 My home I have a cat. Shes cute.Is she in the living room？ bathroom bedroom study kitchen Yes,she is. No,she isn't.教学反思： Unit 4 My home第三课时 A Lets spell一、知识技能目标1能通过拆音、拼音和分类等语音意识训练活动，帮助学生归纳字母u在单词中的发音规律。2. 能认读单词并选出所听到的单词。3能通过描红单词duck, cute, up, use初步掌握单词书写的要求并辨认词形。二、情感态度目标通过发现式学习方法，培养学生学习英语的兴趣及自信心。三、学习重点、难点 教学重点：归纳u字母在单词中的发音规律；单词duck, cute, up, use的正确书写。 教学难点：字母u在单词中短元音/的发音四、教学准备：教师准备录音机、图片、多媒体课件等。五、教学过程一、Warm-up 说唱做演，激情引趣（一）“我行我秀”口语展示1. Ask and answer. 同位一分钟互问互答并计数。2. Self expression. “Hello. I am . 同位数出说了几句话，并进行计录（二）歌曲歌谣中情绪热身Lets do. Go to the living room. Watch 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.（三） 复习旧知中知识热身（四）评价分组中注意力热身【设计意图】用歌曲游戏调动学生的情绪，让学生在轻松的氛围中进入最佳学习状态。二、Presentation（一）话题交流，导入新课T: 呈现图片，导入study这个单词，让学生感知字母u的发音。并举出字母u有同样发音的单词。（二）情景创设，理解词意教师呈现use, cute, excuse三个单词，让学生读出这四个单词，引导学生拼读，并找一找这四个单词的构词特点和发音特点，引导学生发现并说出其共同字母u-e，鼓励学生自己发现并归纳出字母u在这三个单词中的的发音是其本身的音/ju:/。（三）句中学习，领读词卡对单词use, cute, excuse 进行拆音训练。（四）版式呈现，视听正音1通过板书呈现单词。2听录音，让学生跟录音模仿。三、Practice（一）跟读模仿，听做强化1跟读录音，强化模仿。 2Lets chant. 利用动画呈现语音歌谣，学生在理解歌谣的基础上跟着动画吟唱。（二）游戏巩固，任务落实1听音摘气球：听录音，选择听到的单词所对应的气球。2. Listen and circle. 圈出所听到的单词。3. Shooting投篮游戏，选择篮球对应单词中u或u-e的发音。【设计意图】让学生在做游戏和任务过程中感知字母u的发音。四、Extension（一）活动运用，任务落实。1. Listen and circle. 2. Lets write. 播放录音，让学生听录音描红单词。教师指导学生书写。3. Lets do some exercise. 在练习中落实本节课所学内容。（二）总结赏析，情感升华Animas are cute. Theyre our friends. We should love animals.（三）作业分层，自主发展1听Lets spell部分录音五遍，家长签字。2仿写本部分四个单词。【板书设计】Unit 4 My homeA Lets spell use cute /ju:/ excuse【课后反思】第四课时B Lets learn lets play一、知识与技能目标：1.能听、说、认读单词：phone, bed, sofa，fridge, table. 2.能灵活运用句型：here are the keys? They are on the .来描述本节课单词。3.了解知识点：They are on the fridge.4.语篇提升：Look! Look! This is my room. I have a bed. I have a . The .is on（near, in, under, behind) the . I like my room.二、情感态度与价值观：培养学生团结友爱、乐于助人的良好品质。使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。三、学习重点、难点学生听说认读B部分Lets learn 中的生词。单词fridge的发音；phone不要丢掉尾音；bed，注意/e/的发音。四、教学准备1.本课生词的单词卡片 2.课文的配套挂图3.配套的教学课件 4.相配套的教学录音带5.印有钥匙的小奖章。五、教学过程一、Warm-up 1、播放歌谣Happy! Happy! Home，孩子们边听边唱，让同学们找到听到的有关家的英语单词。【设计意图】课前唱英文歌曲歌谣，教师和学生一起演唱并配上相应的动作，用表情、动作、眼神和学生交流，使学生情绪兴奋，快速进入“角色”，全身心地准备学习的开始。2、复习旧知中知识热身 Free talk 日常口语练习 3、评价分组 将学生分成二组：Group1,Group2. 【设计意图】通过歌曲的形式，创设英语氛围，活跃课堂气氛，激发学习兴趣，使学生快速进入英语学习状态,学得轻松愉快。二、Presentation（一）话题交流，导入新课老师出示家里房间的卡片并问。T: hats this? S: Its a .（二）情景创设，理解词意出示家里房间的四幅图片。T: Whats missing?S :【设计意图】本环节通过图片猜测展示，慢慢呈现出新单词。老师由用什么开门，引出钥匙Keys。（三）句中练习，领读词卡（1）通过设置找钥匙环节，充分练习句型：here are the keys? They are on the .（2）其他关于位置的词语的练习题。Where are the keys? Theyre _ the _.（四）Listen and repeat.边听，边指着单词，力求做到“眼到，手到，口到，心到。” 三、Practice （一）跟读模仿，听做强化（1）Lets learn 放录音，学生跟读，男女声分角色朗读，强化模仿。（2）Lets chant学生跟着伴奏，拍着手，跟读chant。（二）游戏巩固，任务落实Bomb game （炸弹游戏）你能平安过关么？你可以任选一个单词，单词下面出现炸弹的不能读，否则老师会喊“one，two，three”，其他同学一起喊“bomb”（炸）！【设计意图】通过炸弹的游戏，激发学生的学习兴趣，达到复习和巩固所学单词的目的。四、Extension（一）活动运用，语篇提升Group work：大家一起来拼图四人一组合作完成，完成后小组选一个代表给大家介绍，参考句型： Look! This is my room. I have（有） a bed. I have a . The .is on（near, in, under, behind) the . I like my room.（二）总结赏析，情感升华1.Sum up（总结）今天又学习了bed等有关家具的单词，奖励表现优秀小组。2.情感升华 展现一些家庭图片，教育学生要更加关爱家人。（三）作业分层，自主发展1.Listen to the tape and read the four words. 2.Introduce your room to your family or friends。 【板书设计】Unit 4 My Home BedTablePhoneSofafridge【课后反思】 第五课时 Unit4 My Home B Lets talk 一、教学目标：1、能听说认读句子：Where are .? Are they.? Yes, they are. /No ,they aren't.并根据实际的情景运用。 2、提高学生听说读演各方面的英语能力。 3、培养学生的小组学习、合作的能力。并养成良好的英语学习习惯。 二、教学重点：能听说认读句子：Where are .? Are they.? Yes, they are. /No ,they aren't.并根据实际的情景运用。 三、教学难点：在实际情景中自然地运用语言。 四、教学准备：1.本课生词的单词卡片 2.课文的配套挂图1) 3.配套的教学课件 4.相配套的教学录音带 五、教学过程： 一、Warm-up 1. Listen to the song: My bedroom 听后问：Where is the teddy bear? 学习near. 【设计意图】：营造英语学习氛围，并导入复习Where is 句型。 2. Look and answer: 快速放映teddy bear在桌子上、冰箱里、沙发下、电话旁边，看一下问一个：Where is the teddy bear? 【设计意图】：在激烈紧张的游戏中复习已学的方位词，为新授学习打好铺垫，减少学生学习的困难。） 3. Lets chant: Moms in the lving room. Dad is too. Im in the bedroom. Where are you? Brothers in the kitchen. Sister is too. Im in the bedroom. Where are you? 【设计意图】：在轻快的节奏中学唱chant,既消除学生学习的疲劳感，又让学生在吟唱中复习旧知导入新课的学习。） 二. Presentation 1. Where are ? Theyre (1) chant后，问：Where is Chen Jie? Where are mom and dad? Where are brother and sister? (板书：Where are ? Theyre) (2) Now lets go to Sarahs bedroom. 让学生根据PPT进行问答。 【设计意图】：通过看图问答练习，由师生问答到学生同桌之间的操练，在练习中不断巩固这个句型。）2.Guessing gameT:Look at the screen.What can you see in the room?Phone, and keys.Where are the keys?They are on the fridge.(Write on the board)(ppt shows the keys on the fridge).Read after me.T puts keys in/on/under/near a book, guide ss to say: They are in/on/under/near .Four teams say about the position of keys again.T: Guess,where are the keys now?(the keys disappear)(Hit: Maybe they are on the table, under the shelf or in the fridge)You can ask me: -Are they on the table?/near the phone?/ Yes, they are./No, they arent.(Write down the sentence structure on the board)(play the game twice.)Read after me. Then four teams take turns to read out the sentences.【设计意图】ppt出现一个房间，包含有phone,shelf,bed,sofa,fridge,table等PartB Lets learn的新单词，通过复习新单词和猜谜游戏，让学生初步熟悉一般疑问句的复数形式，为”Lets talk”做准备)2)T: Are they your pens? Yes, they are./No, they arent. Ss in one team ask the question one by one.(让学生熟悉Are they问句的答语。)3) Ss play “hide and seek”.One hides, the other guesses. S1:Where are my? S2:Are they? 【设计意图】： 进一步巩固新句型，提高学习热情4）T: Ok, you all did a good job.Today my friend, John and his mom went shopping and now they are going back home.Lets see what happened?Pay attention to the pronunciation and intonation.(ppt plays, ss watch and listen for the 1st time.)(Ss can answer in Chinese)Then,watch and listen for the 2nd time. Where are the