小学英语人教版(PEP)三年级起点四年级上册(2013)-unit4-my-home教案.doc

Unit4 My home
A talk
一、 教材学情简析
本节课为PEP3 Unit4 My home A Let’s talk, 是一节听说课。教学情境是Sarah来到Amy家作客，她们发现小猫不见了。本课以寻找小猫为线索，趣化教学。语法点涉及房间单词与一般疑问句的单数形式有效结合。如Is she in the living room? No, she isn’t.四年级的学生通过三年级的学习积累，对Is it in the desk?这种一般疑问句的表达有了初步印象。经过本单元的学习学生进一步了解一般疑问句的表达，并正确区分代词he, she,it,并在问答中正确使用。
二、 教学目标
1.知识目标
（1）能够在语境中理解新单词或短语living room, bedroom, bathroom, kitchen, study的意思，并能够正确发音。
（2）能够在情境中运用句型Is she in the...? Yes, she is./No, she isn’t.询问物品或人物的位置，同时做出判断。
2. 技能目标
（1） 能够理解对话大意；能够用正确的语音、语调朗读对话。
（2） 通过情境转换，理解本课的核心句型Is she in the...? Yes, she is./No, she isn’t.并能流畅表达。
（3） 能够参考对话，根据自己的水平，在有意义的语境中创编新对话。
（4） 能够利用主句型玩Let’s play的游戏。
3. 文化意识：了解国外家庭通常把宠物作为家庭成员看，所以本课时的cat用she表示。
4. 情感态度目标：能够感受到家的温馨，从而激发爱家，爱家人的情感。
三、 教学重点与难点
1. 重点：能够询问、猜测物品或人物的位置，并做出相应的回答。
2. 难点：正确区分代词he, she, it并在问答中正确使用。
四、 教学准备：课件，头饰，词卡等
五、 过程设计
一、 Warm-up
1. Enjoy a song: on ，in ，under
设计意图：利用动画歌曲，让学生复习方位介词。
2. Let’s do: I say, you do
T: Put your book on your desk.
T: Put your book in your desk.
设计意图：通过教师说指令，学生做动作，进一步巩固方位介词，活跃气氛。
3. Let’s play
T: Look, where is my book?
Ss: It’s on the desk.
T: Where is my pen? Is it on the desk?
教师指着桌子，用句型“Is it...?”提问，引导学生用 “Yes, it is”来回答.）
T: Is your book on your chair?
S1:No.
T:No, it isn’t.
T: Look! I have a pen and a book. Please guess: Where is my pen? You can ask:Is it on/in/under your book?
S1/S2…
4. Pair work
同桌两人运用上述句型，采用Let’s play中的形式进行操练，一个学生藏文具，另一个学生猜。
T: Now we’ll have a pair work. One hide, one guess. Are you ready?
A: Where is my book?
B: Is it on the desk?

设计意图：通过Let’s play这一活动，将问句Is it on/in/under the...?与日常文具结合进行操练巩固。将主问句运用于现实情境，实现语言的交际功能。
5. I can say
T: Look, I have a cat.it is cute. What about you? Can you say more like this?
引导学生说说自己的宠物，多说说形容词。
S1/S2/S3...

T: oh, where is my cat? Is it on the desk? No, it isn’t.
Look, maybe it is in Mike’s home. Let’s go and see.
二、 Presentation
创设新情境，操练新句型。
（一）Mike’s home
1. New word: home
T: look . This is Mike’s home. And Mike says: welcome to my home. o-e /əu/ home.
课件呈现单词：nose, note, 让学生回忆o-e发音规律。
T: How many rooms can you see? Where is my cat?
呈现房间图片，让学生跟着一起描述房间，再呈现单词。

设计意图：从音入手，帮助学生掌握字母在单词中的发音规律。也是对第三单元语音教学的巩固。
2. New word:bedroom, living room, study, kitchen, bathroom
T:Wow, I can see a bed. A room with a bed. This is the bedroom.(播放录音，跟读单词）
T: Is it in the bedroom?（句型条贴在黑板上。）
T:Wow, so many... books. This is the study.
T: Is it in the study?
T: We take a shower in the...?
T: This is the bathroom.
T: Is it in the bathroom?
T: This room is so nice. I can see a sofa. What can you see?
S1/S2/S3:…
(让学生说说看到什么，描述房间特征）
T: This is the living room. Is it in the living room?
Ss: …
T:I am hungry. I like to eat bread and cake. Shall I go to the living room?
Ss: …
T: Let’s go to the kitchen. Is it in the kitchen?
Ss: …
T: Yes, it is in the kitchen.

设计意图：学生对于颜色鲜艳的图片特别感兴趣，通过简单描述房间的特征，呈现了新词，培养了学生口语表达能力。
3.Let’s read.
T:Do you still remember? Room 1 is bedroom. Room2/3/4/5 is...
简单教授五个生词，这不是本课时的重点，学生理解并正确发音就可以。
4.Game: look and say
T: Let’s play a game. Look and say.

设计意图：看图快速说单词，通过类似于游戏的方式来进一步巩固新学的房间单词。
6. Guess: where is Mike? Is he in the...?
通过猜Mike在哪里，呈现新句型：Is he in the...?
T:Oh, Mike’s home is so big. where is Mike? Is he in the kitchen?
呈现句型:Is he in the...?（句型条贴在黑板上。）
引导学生回答:No, he isn’t.（句型条贴在黑板上。）
T: Can you guess? Where is Mike?
S1/S2/S3...
让学生多猜几次，操练问句。

设计意图：通过创设“找猫咪”这个情境巩固Is it in the...?句型的同时，操练新句型Is he in the...?同时学习房间的单词，并对其进行巩固。
（二） Amy’s home
利用书本情境，操练新句型。
1. Guess and say
T:Amy has a nice home, too. Let’s go and have a look.
T: What can you see?
Ss: ...
T: Where is Amy’s dad? Is he in the study?
Ss:…
T:Amy has a cat,too. She is cute. Amy and Sarah are talking about the cat. Now where is the cat? Can you guess? You can ask like this: Is she in the...?（句型条贴在黑板上。）
Ss: ...

设计意图：听前让学生预测猫咪会在哪个房间，呈现新句型：Is she in the...?
2.Watch and answer
通过观看视频，回答问题。
T: Let’s watch and check.
设计意图：让学生带着问题初步感知对话内容，使得听音过程变得更有意义。
3.Let’s know
T: Where is she?
Ss: …
T, : Is she a girl or a cat?
Ss: …
T: Yes. In western country, people love animals. They regard pets as a family member, so we use she, not it.

设计意图：文中的cat用she来指代，有必要向学生解释其中包含的文化背景。
3. Listen and repeat

学生打开课本，跟读对话，注意模仿语音语调。
4. Read in pairs
同桌合作，分角色朗读
5. Role play
尽量脱离课本，分角色扮演

设计意图：从朗读课文到表演对话，鼓励学生根据文本内容，适当地融入自己的语言，真实地表演对话。
6. Sing
用两只老虎的调来唱这首歌

设计意图：用轻松愉快而又熟悉的曲调来温故本课重点句型。
三、 Consolidation
利用主情境图，让学生先观看视频，回答问题：Where is Zip?
然后创编新对话。
Zip’s home
T: Children, let’s go and have a look Zip’s home.
1. Watch and answer: Where is Zip?
Ss: …

T: Now, let’s make a new dialogue.
2.将主句型与房间单词相结合创编对话。
利用主情境图中Zoom去Zip家里做客，Zip却不知道在哪个房间，大家一起来找找。结合kitchen, bathroom, living room, bedroom 等房间单词，创编新对话。让学生选择一个角色进行表演。
Zip’s home
Zoom:Zip, your living room is_____.
sister:I'm her sister. Where is Zip?
Zoom: Is_____ in the kitchen?
sister:No, she isn't. Mum, Where's Zip?
Mum:Is she in the________?
sister: Yes, _______. Zip, Zoom is coming.
Zip: Where is he?
Zoom: I'm in your_______.

设计意图：这是对文本对话的拓展，利用主情境，创设了不同的语境，结合了不同类别的单词进行对话，使得对话更真实。
四、 Homework
1、Listen and imitate the dialogue.听录音，跟读、模仿 A Let’s talk.
2、Act out the dialogue with your friends.能和朋友表演 A Let’s talk.
3、Make a new dialogue with your friend. 能和朋友一起创编对话。
五、板书设计：
Unit4 My home
A Let’s talk

kitchen

bathe
living room

bathe
bathroom
bathe
study

bathe
bedroom study

bathe

Is it in the_______? Yes,it is.
No, it isn’t.

Is he in the_______?Yes, he is.
No, he isn’t

Is she in the_______?Yes, she is.
No, she isn’t