英語四年級(jí)上冊Unit 4 My home Part A精品ppt課件-課件下載-教習(xí)網(wǎng)

Unit 4 My home The first period(第一課時(shí)) Part A Let’s talk & Let’s play ?教學(xué)內(nèi)容與目標(biāo) ?教學(xué)重點(diǎn) 1. 能夠聽懂、會(huì)說句型“—Where is she?—She is in the kitchen.”“—Is she in the…?—Yes, she is./ No, she isn’t.”。 2. 能夠聽懂并使用詞匯“l(fā)iving room, study, kitchen”。 3. 能夠聽懂、會(huì)讀對話，并能分角色表演。 ?教學(xué)難點(diǎn) 能夠在情景中正確使用句型“—Where is she/ it? —She/ It is…”來詢問和描述人物或物品的位置；使用句型“—Is she/ it in…? —Yes, she/ it is./ No, she/ it isn’t.”來詢問人物或物品的位置，同時(shí)作出判斷。 ?教學(xué)準(zhǔn)備 Teaching purpose① 通過歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助學(xué)生在歌聲中復(fù)習(xí)詢問位置的句型“—Where is...? —It’s...”。再通過互動(dòng)問答的方式，引導(dǎo)學(xué)生進(jìn)一步操練，為本課時(shí)的學(xué)習(xí)奠定基礎(chǔ)。 1. PPT課件、課文錄音、視頻等。 ?教學(xué)過程教材分析本單元學(xué)習(xí)的主題是家里的居室及相關(guān)設(shè)施。教學(xué)內(nèi)容主要是圍繞著家人和朋友間的家居生活來展開。教學(xué)重點(diǎn)是能夠聽、說、認(rèn)讀核心句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.”“—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./No, they aren’t.”；能夠聽、說、認(rèn)讀單詞和短語“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge”。教學(xué)目標(biāo)知識(shí)與能力目標(biāo): 句型 · 能夠聽、說、認(rèn)讀句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.” · 能夠在情景中運(yùn)用句型 “—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./ No, they aren’t.”詢問物品或人物的位置并作出相應(yīng)判斷 ·能夠在情景中運(yùn)用句子“Open the door, please.”提出行動(dòng)建議 ·能夠按意群朗讀描述起居室（living room）的小文段詞匯 ·能夠聽、說、認(rèn)讀單詞或短語“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge” ·能夠在有意義的語境中抄寫單元話題詞匯 ·能夠正確使用上述詞匯描述家里的居室及物品設(shè)施語音 ·能夠掌握u-e的發(fā)音規(guī)則,即u-e在單詞中發(fā)長音/ju:/ ·能夠讀出符合u-e發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫出符合u-e發(fā)音規(guī)則的單詞情感態(tài)度、文化意識(shí)、學(xué)習(xí)策略目標(biāo)： ·能夠在生活中主動(dòng)詢問別人或?qū)e人的詢問能夠熱情應(yīng)答 ·能夠感受到家的溫馨,從而激發(fā)學(xué)生愛家、愛家人的情感 ·能夠主動(dòng)收拾物品并擺放整齊,養(yǎng)成良好的生活習(xí)慣 ·能夠逐步做到見到符合u-e發(fā)音規(guī)則的單詞能夠拼讀,聽到符合u-e發(fā)音規(guī)則的單詞能夠拼寫課時(shí)安排第一課時(shí)： Part A Let’s talk & Let’s play 第二課時(shí)： Part A Let’s learn & Let’s do 第三課時(shí)： Part A Let’s spell 第四課時(shí)： Part B Let’s talk & Ask, answer and write 第五課時(shí)： Part B Let’s learn & Let’s play 第六課時(shí)： Part B Read and write & Let’s check & Let’s sing課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Let’s talk·能夠通過觀察、談?wù)揕et’s talk板塊的圖片，在圖片、PPT和教師的幫助下理解對話大意 ·能夠用正確的語音、語調(diào)朗讀對話 ·能夠在情景中運(yùn)用句型“—Is she in the…?—Yes, she is./No, she isn’t.”詢問物品或人物的位置，同時(shí)作出判斷 ·能夠在情景中恰當(dāng)運(yùn)用句型“—Where is she? —She’s in the kitchen.” ·能夠在語境中理解新詞匯“l(fā)iving room, study, kitchen”的意思,并能夠正確發(fā)音Let’s play·能夠通過本板塊提供的教學(xué)活動(dòng)，操練并鞏固本課時(shí)的重要句型“—Is it in…?—Yes, it is./ No, it isn’t.”Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing a song—Short vowel song.（課件出示：三下教材P69歌曲的視頻）① 3. Free talk. Review the sentence structures “—Where’s…? —It’s in / on / under…”（課件出示：球在課桌不同方位的圖片） T: Where’s the ball? Ss: It’s in/ on/ under the desk. Ask and answer with other things. T: Where’s the book/ pen/ pencil…? Teaching purpose② 通過設(shè)置情景，讓學(xué)生在情景中熟悉新詞匯和感知新句型。通過猜測的方式讓學(xué)生練習(xí)一般疑問句及其答語。 Ss: It’s in/ on/ under… Step 2: Presentation 1. Learn the new vocabulary.② （1）Present the picture of Amy’s home in the main scene.（課件出示：Unit 4主情景圖中Amy家的圖片） T: Look, this is Amy’s home. Let’s go and have a look. This is the bedroom/ study/ living room/ kitchen/ bathroom. So in Unit 4 we’ll talk about “home”. Write down the topic “Unit 4 My home” on the blackboard. T:（Point to the bedroom.）Look! What can you see in this room? Ss: A bed. T: Great! We can see a bed in the room, bed + room=bedroom. Write down the word “bedroom” on the blackboard and teach it. T: Follow me: bed, bed, room, room, bedroom. Practice the word “bedroom” in groups or one by one. T:（Point to the study.）Is this a bedroom? Ss: No, it isn’t. T: It’s a study. We can see a computer on the desk. We can see many books in the bookcase. We study hard in the study. Write down the word “study” on the blackboard and teach it. T: Please read after me. If I read it in a low voice, you read it loudly. If I read it loudly, you read it in a low voice. Teach the new vocabulary “l(fā)iving room, kitchen, bathroom” in the same way as above. T: Amy’s home is very nice. （2）Present the pictures of a home and a dog.（課件出示：家庭居室圖和小狗在廚房的圖）Talk with students. T: Look! I have a dog. She’s cute. I love my dog. But I can’t find her now. Oh! Where’s the dog? Is she in the living room/ bedroom/ study/ bathroom? Teaching purpose③ 通過問題引導(dǎo)學(xué)生觀察并討論圖片，借助問題和圖片預(yù)測文本內(nèi)容，使學(xué)生帶有目的性地去聽錄音。 (Help students answer the questions.) Ss: No, she isn’t. T: Is she in the kitchen? Ss: Yes, she is. 2. Let’s talk.③ （1）Present the pictures of “Let’s talk” and lead students to predict the main idea of the dialogue.（課件出示：教材P38 Let’s talk 板塊的圖片） T: Look, this is Amy’s home. What rooms can you see in the pictures? Ss: I can see a bedroom, a living room, a study and a kitchen. (2) Present the questions about “Let’s talk” on the PPT. Play the recording. (出示課件) Ask students to answer the questions and underline the key words of the answers in their books. T: What are Amy and Sarah doing? Ss: They are looking for the cat. Show the four pictures of “Let’s talk” in turn on the PPT. (課件依次出示：教材P38 Let’s talk 板塊的四幅圖片) T: Amy and Sarah are in the bedroom. Is the cat in the bedroom? S1: No, she isn’t. T: Now they are in the living room. Is the cat in the living room? S2: No, she isn’t. T: Now they are in the study. Is the cat in the study? S3: No, she isn’t. Teaching purpose④ 通過三個(gè)活動(dòng)，使學(xué)生能夠充分理解對話內(nèi)容，并且能夠正確地朗讀對話。不同形式的朗讀活動(dòng)使學(xué)生逐步理解并掌握本課時(shí)的重點(diǎn)句型，為其熟練表達(dá)奠定基礎(chǔ)。 T: The cat isn’t in the bedroom, the living room or the study. Where is she? Ss: She’s in the kitchen. T: Very good! (3) Read after the recording.④ T: Boys and girls, let’s read the dialogue after the recording. Please listen and read carefully. (4) Read the dialogue in different roles. (5) Act it out. T: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. Teaching purpose⑤ 通過hide-and-seek游戲進(jìn)一步鞏固和練習(xí)新詞匯及句型“—Is it in the…? —Yes, it is./ No, it isn’t.”。 Step 3: Practice 1. Recognize the pictures. Present the pictures quickly. （課件出示：客廳、廚房和書房的圖片） T: Say the words or the phrase quickly. 2. Let’s play hide-and-seek.⑤ Ask students to play the game in pairs. Make a model with a student. Let the student hide a pen when the teacher closes his/her eyes. Then open the eyes and guess. S1: I have a pen. It’s nice. Where’s my pen? T: Is it on your desk? S1: No, it isn’t. T: Is it in your desk? S1: No, it isn’t. T: Is it under your desk? S1: No, it isn’t. T: Is it in your hand? S1: Yes, it is. T: Now, play hide-and-seek with your partner. Step 4: Consolidation & Extension 1. Let’s chant. Make up a chant according to the dialogue of “Let’s talk”. Teaching purpose⑥ 通過“尋找小五”的游戲，充分調(diào)動(dòng)學(xué)生的積極性。讓學(xué)生在情境中合理運(yùn)用所學(xué)句型，可以激發(fā)學(xué)生的英語學(xué)習(xí)動(dòng)力，并培養(yǎng)學(xué)生的競爭意識(shí)。 Change the words to adapt the chant. Then have a show. 2. Play a game — “Look for Xiaowu.” ⑥ （1）Present the picture of Xiaowu.（課件出示：小五在客廳看電視的圖片）Ask students to compete in groups. T: Who is he? He’s Xiaowu. He is watching TV now. Oh, he’s missing! Where is he? Let’s go and look for him.（課件出示：小五家的居室圖） (2) Read out the names of the rooms in groups. Practice the vocabulary “bedroom, living room, kitchen, bathroom, study”. (3) Look for Xiaowu. The group that finds Xiaowu first will be the winner. Practice the sentence structures “—Is he in the…? —Yes, he is. / No, he isn’t.”“—Where is he? —He is in…” ?板書設(shè)計(jì) ?作業(yè)設(shè)計(jì) 1. Practice the dialogue. 2. Practice the sentence structures “—Is she in the…? —Yes, she is. / No, she isn’t.” with your partner. 3. Do the exercises.） ?教學(xué)反思 1. 由歌曲視頻引入，帶領(lǐng)學(xué)生邊唱邊復(fù)習(xí)句型“—Where’s…? —It’s in/ on/ under…”，再在自由談話中鞏固該句型，進(jìn)而激發(fā)學(xué)生的興趣，為新課做好鋪墊。 2. 創(chuàng)設(shè)與現(xiàn)實(shí)生活及教材內(nèi)容相近的語境，在特定語境中導(dǎo)入新詞匯和句型，再自然地開展教學(xué)內(nèi)容。環(huán)環(huán)相扣，層層深入，讓學(xué)生輕松地掌握教學(xué)重點(diǎn)。 3. 設(shè)計(jì)的活動(dòng)形式豐富、易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。在教學(xué)過程中，以學(xué)生為本，以解決問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。 4. 板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。 ?Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures. ·Be able to read the dialogue with the correct pronunciation and intonation. ·Be able to use the key sentence structures “—Is she in the…? —Yes, she is./ No, she isn’t.” to ask and judge the locations of objects or characters in situations. ·Be able to use the key sentence structures “—Where is she? —She’s in the kitchen.” properly in situations. ·Be able to understand the new vocabulary in context and pronounce correctly. Let’s play  ·Be able to practice and consolidate the key sentence structures by the provided teaching activity. ?Teaching Priorities ·Be able to understand and speak the sentence structures “—Where is she? —She is in the kitchen.” “Is she in the…? —Yes, she is./ No, she isn’t.” ·Be able to understand and use the key vocabulary “l(fā)iving room, study, kitchen”. ·Be able to understand, read and act the dialogue out in different roles. ?Teaching Difficulties ·Be able to use the key sentence structures correctly in situations to ask and describe the location of characters or objects and make a judgement at the same time. ?Teaching Procedures Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up & Revision & Lead-in1. Greetings. 2. Sing a song—Short vowel song. 3. Free talk. Show some pictures. Ask some questions.1. Greetings. 2. Sing a song. 3. Answer the questions.Cultivate students’ learning interest. Review and consolidate the sentence structures “—Where is…? — It’s in/ on/ under…” Lay the foundation for this class.Presentation1. Learn the new vocabulary. （1）Present the picture of Amy’s home. Teach the new vocabulary“bedroom, study, living room, bathroom, kitchen”. （2）Present the pictures of a home and a dog. Talk with students. Teach the new sentence structures.（1）Learn the new vocabulary. （2）Talk with the teacher. Learn the new sentence structures.Let students learn the new vocabulary and perceive the new sentence structures in situations. Lead students to practice the general questions and the answers by guessing.2. Let’s talk. (1) Present the pictures. Ask students to predict the main idea of the dialogue and describe the pictures simply. (2) Play the recording and ask the questions. (3) Play the recording again. (4) Ask students to read the dialogue in different roles. (5) Ask students to act it out.(1) Predict the main idea and describe the pictures simply. (2) Listen to the recording, then answer the questions. (3) Read after the recording. (4) Read the dialogue in different roles. (5) Act it out.Help students understand the content of the dialogue and read the dialogue correctly. Lead them to master the key sentence structures of this lesson by different forms. Lay the foundation for their skillful expression.Practice1. Present the pictures. 2. Let’s play hide-and-seek. Ask students to play the game in pairs. Make a model with a student.1. Say the vocabulary quickly according to the pictures. 2. Play hide-and-seek with the partner.Further consolidate and practice the new vocabulary and sentence structures by the game hide-and-seek provided in this section.Consolidation & Extension1. Let’s chant. Make up a chant according to the dialogue of “Let’s talk”. 2. Play a game — “Look for Xiaowu.” Show the pictures.1. Make up a chant and have a show. 2. Compete in groups. Look at the pictures. Read out the names of the rooms in groups. Look for Xiaowu by asking and answering with the key sentence structures.By making up a chant and play the game, arouse students’ enthusiasm of learning English. Lead students to practice the sentence structures actively. Cultivate their sense of competition.Homework1. Practice the dialogue. 2. Practice the sentence structures “—Is she in the…? —Yes, she is. / No, she isn’t.” with your partner. 3. Do the exercises.

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