2022四年级英语下册 Unit 1 My school Part A 第一课时教案1 人教PEP.doc

1、Unit 1 My school1.学生能够理解对话大意，用正确的语音、语调朗读对话。2.能够在情景中恰当运用句型Where is? Its on the second floor.询问并回答某建筑的位置。3.能够在情景中恰当运用句型：Is this/it?Yes, it is./No, it isnt询问位置。4.能够在语境中理解短语the teachers office, the second floor, next to的意思，并能正确发音。能听懂并会说：“Where is the teachers office? Is this the teachers office?The teac

2、hers office is next to the library.”并能在实际情景中进行运用。 能听懂并会说：“Where is the teachers office? Is this the teachers office? The teachers office is next to the library.”并能在实际情景中进行运用。 教学挂图、教学课件、教学光盘、人物头饰 Free talk. T: Welcome back to school. Ss: Thank you. T: How are you? Ss: Very well, thanks. T: Nice to me

3、et you. Ss: Nice to meet you, too. 1.教师创设走错教室的场景，引出重点句型。 T：Oh,is this Classroom 2 ? Ss: No. 教师引导学生将回答补充完整：No, it isnt .T: Is this Classroom 1? Ss: Yes.教师引导学生将回答补充完整：Yes, it is.2. 教师出示学校的平面的图片，利用幻灯片展示出来，并要求学生两两之间运用句型Is this? Yes, it is./No, it isnt.来进行问答。 3.教师指着教师办公室的图片，并问：Is this Classroom 1?学生回答：No

4、,it isnt.教师回答：Its the teachers office.简单教读teachers office,用同样的方式简单引出并教读library。4.教师接着提问引出重点句型：Wheres Classroom 2?Ss: Its near Classroom 1.T: Yes, its next to Classroom 1.教师可以简单讲解near和next to的区别，near为“在附近”，next to 为“紧挨着”。5. 教师自问自答：Wheres Classroom 4? Its on the second floor. 引出second floor，可以通过手势让学生明

5、白意思。6. 同桌二人一组，利用学校平面示意图，用句型Wheres ? Its on/next to来回答。7. 教师解释Lets talk中Mike寻找教师办公室情景，播放Lets talk的录音，学生跟读，学习正确的语音语调，并边听边思考：Wheres the teachers office?8. 分组进行对话表演，找几组上台表演，评比出最佳表演小组。 1.完成Look, ask and answer。 (1)教师先利用课件展示本部分教学挂图，让学生观察各个建筑的不同位置； (2)教师找一名学生起来对话： T:Wheres the library? S1: Its on the secon

6、d floor. T:Is it next to Classroom 3? S1: Yes, it is.(3)两人一组，根据图片，模仿对话询问各个建筑的位置。2.给下列对话选择合适的答语。s this the teachers office? C Wheres the teachers office? B Heres my homework. A 听Lets talk部分的录音，将对话读给父母听。Unit 1 My schoolWheres the teachers office?Its on the second floor.Is this the teachers office?No, it isnt. The teachers office is next to the library. 本课时以口语交际为主要形式展开教学,主要线索为Mike寻找教师办公室。教师为了让学生能够在短时间里进入学习状态，并能进入对话的情境中，创造“走错教室”的情景，真实的语言环境让学生身临其境；然后结合学生所熟悉的学校分布格局来展开对话，采用对话分解的方法，循序渐进，由简单到繁杂，并对重点句型进行强化训练，很好地巩固了重点句型，并让学生对句型灵活运用有了一定的掌握。