1、教材版本：PEP小学英语四年级上册第四单元课题Unit 4 My home备课时间课型Part B Lets talk 对话课主备人复备教师一、课程标准1. 能根据录音模仿说话。2. 能做简单的角色表演。二、教材解析本课时主要通过John和Mum的对话，学习核心句型：Where are ? Are they in/ on/ under/ near? Yes, they are. /No, they arent. Theyre in/ on/ under/ near 让学生感知上述句型的语义及语用情景。此外，借助Ask, answer and write的游戏进一步操练、巩固此句型。三、目标预设
2、1. 能理解对话大意，用正确的语音、语调朗读对话，并能进行角色表演。 2. 能够运用句型Where are ? Are they in/ on/ under/ near?询问物品的位置，并能用Yes, they are. /No, they arent. Theyre in/ on/ under/ near 作答。四、重难点预设1. 本课时重点在掌握核心句型“Where are ? Are they in/ on/ under/ near? Yes, they are. /No, they arent. Theyre in/ on/ under/ near ”，能根据实际情况进行问答。2. 难
3、点在于掌握一般疑问句“Are they?”及其回答。五、评价设计1. 通过听录音读、跟教师读、齐读、分角色朗读和Pair work(Role play)活动检测目标1的达成情况。2. 通过Ask, answer and write以及Hide and seek的游戏检测目标2的达成情况。六、教学设计第 4 课时教学环节教学预设一、热身/复习（Warm-up/Revision）Warm up1. Review the song “My home”.2. Review the dialogue of Part A.Lead in 通过出示Sam在桥上、在桥下、在桥边的方位图，引出三个介词：on,
4、under, near。通过这一环节可使学生对本课时重点内容有初步了解，教师也可根据学生对新知的接受情况做到心中有数，并引入新课。二、呈现新课 （Presentation）Guess and sayJohn and his mother are looking for the keys.Where are they?我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地
5、提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中
6、学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。Present the new words: table and phoneWatch and answer死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。Where are the keys?教师范读的是阅读教学中不可缺少的部
7、分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。Theyre in the door.Listen and imitate1. Listen to the radio and read after it.2. Read after the teacher.3. Read together.4. Read in roles.PracticeRole playPair work: Act out the dialogue in pa
8、irs.Show timeThree levels: Good, Great, Wonderful(此项活动和Listen and imitate部分共同检测目标1的达成情况)PracticeAsk, answer and writePresent the video, and finish this exercise.三、趣味操练（Practice）Game: Hide and seek(此项活动和Ask, answer and write共同检测目标2的达成情况) 同桌两人运用句型Where are ? Are they in/ on/ under/ near? Yes, they are
9、. /No, they arent. Theyre in/ on/ under/ near 完成藏找物品的游戏。可适当扩充对话使其完整流畅哦！ 四、小结（Summary）怎样询问物品、人物的位置并回答？ Where are ? Are they in/ on/ under/ near? Yes, they are./No, they arent. Theyre in/ on/ under/ near五、 作业设计1. Listen to and read the dialogue correctly and dramatically.听录音，并有感情的朗读对话。2. Describe the
10、objects location in your room to your partner using the sentence patterns. 运用所学句型，向同伴描述自己房间物品所在的位置。六、板书设计： Unit 4 My hometable phoneWhere are ? Are they in/ on/ under/ near? Yes, they are./No, they arent. Theyre in/on/under/near七、课前预习作业听Unit4 B Lets talk录音，跟读对话3遍，圈出读不准的单词或者句子。八、课后巩固作业阅读短文，判断句子正（）误（）
11、。 This is my home. Its not very big. But its very clean and nice. There is a living room, a bathroom, a kitchen and two bedrooms in my home. My bedroom is small but clean. I have a bed, a desk and a chair. My computer is on the desk. Some books are near the computer. I often read books in my bedroom.( ) 1. My home is big.( ) 2. I have two bedrooms and a kitchen in my home.( ) 3. My computer is on the desk.( ) 4. My bedroom is small.( ) 5. My books are on the bed.
