1、Unit 4 My home Part B第一课时教材分析本单元是义务教育PEP小学英语教科书四年级上册教材第四单元，本单元是义务教育PEP小学英语教科书四年级上册教材第四单元，围绕话题My home（我的家）引出两组情景对话、一篇小阅读和一个趣味故事，同时配以听力、表演、连线等练习活动。功能是运用句型描述家里的居室及物品设施。本课时Lets learn 是本单元B部分的第一课时，为词汇学习课，主要学习家居物品的词汇，如bed, sofa, phone, table, fridge等，并在复习之前学习过的方位词的基础上，进一步学以运用询问物品位置的句型“Where are the keys?
2、They are.”Lets play为以上知识的巩固及运用。通过用中学，学中用，反复实践，学用结合的方式，在进一步内化学习询问物品位置并回答的过程中，促进学生语言技能的发展，并能巧妙运用于情景会话中，将取得良好的效果。教学目标【知识目标】1. 能听、说、认读本课单词：bed, sofa, phone, table, fridge；2. 听、说、认读询问问物品位置并回答的句型：Where are the keys? They are.【能力目标】能够运用上述单词、句型询问物品位置并回答。【情感目标】能够主动收拾物品并摆放整齐，养成良好的学习和生活习惯。教学重难点【教学重点】1. 重点：听、说、
3、认读单词bed, sofa, phone, table, fridge;2能够运用句型询问问物品位置并做出相应回答：Where are the keys? They are.【教学难点】1. 名词单复数的变化；2. 方位词的正确使用。3. 单词fridge的发音；phone不要丢掉尾音；bed，注意/e/的发音。课前准备 单词卡、教学课件，智慧课堂软件教学过程Step1 Warm-up1. Sing a song: My home.2.Free talk. Make a conversation with Ss: What can you see in our classroom? Check
4、 some students.3.PPT shows Amys home, talk about Amys home with the Ss.【设计意图】歌曲导入，激发学生学习兴趣,活跃课堂气氛，让学生迅速融入到课堂教学中来。并且通过free talk部分复习已学知识，为接下来的新课传授做好铺垫。Step2 Presentation1.老师出示家里房间的卡片并问。T: Whats this? S: Its a .Ask Ss to look at the blackboard. Say, This is my home. What can you see in my home? Check s
5、ome Ss. The answer may be 3 walls, a floor, a picture, 2 windows.2.教学新单词（1）教学phoneSince theres few things in the room, tell Ss Id like to put something in it. Lead Ss hear the sound of a phone and guess what it is. Teach the new word phone. （2）教学tableT: I have a phone. But where can I put? Present a
6、 picture of table, guide the Ss thinking and teach the word table. （3）教学bedT: I am tired and I want to have a nap, so I go to a furniture city and I buy a bed. Present the teaching prop of a bed, and teach the new word bed. After that, I ask“Where can I put the bed in my room?” Ask one student to co
7、me to the blackboard and stick it to the blackboard.（4）教学sofa Tell Ss I buy another thing in the furniture city. Something I can sit on when Im watching TV. Ask Ss to guess what it is. Present the word card and the teaching prop, teach the new word sofa. （5）教学fridgePresent the teaching prop of 2 ice
8、 creams. Lead Ss think Where I can put them. Teach the new word fridge3.老师由用什么开门，引出钥匙Keys。（1）通过设置找钥匙环节，充分练习句型：Where 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 .【设计意图】：师生一起通过布置教师的房间呈现新单词，教学设计新颖，师生互动，学生参与性高，教学效果积极有效。且真实的语境的建立，有助于帮助学生更好地理解课本内容。Step3 Practice1.Watch t
9、he video ,Ss follow read Lets learn.2. Lead Ss practice the key sentence patterns. Pay more attention to the differences between Where is? and Where are?3.Ask Ss to practice the key sentence patterns in pairs.4.Check some pairs.5.Guide the group members do cooperation .Color the furniture and make a
10、n unique room they like.【设计意图】：密切联系教材，同时充分的操练可以帮助学生巩固课堂所学核心知识，为接下里的运用奠定坚实基础。Step4 Consolidation1. 画出自己的房间，然后用英语句子描述自己的房间。Look at that room. It has a big bed. The red bag is on the bed. The balloons are on the wall.2. Guide Ss compare 2 rooms, one is tidy, the other one is untidy. Ask them to keep th
11、eir rooms clean and tidy all the time.【设计意图】：情感升华，提醒学生能够主动收拾物品并摆放整齐，养成良好的学习和生活习惯，有利于学生树立正确的价值观。Step5 Summary总结本节课所学词汇和句型；【设计意图】：整合课堂所学知识，并帮助学生形成较清晰的脉络，有利于知识的巩固和消化。Step6 Homework其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让
12、学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。1.Read and write the new words,each word for 4 times. 与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含
13、义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。2.Listen to and repeat “Lets learn”.3.Play a game according to Lets play with your partner.【设计意图】:复习巩固本课所学内容。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。教学反思略
