人教PEP版四年級英語上冊《Unit 4 第一課時》教案教學設計小學優(yōu)秀公開課

1、Unit 4 第一課時課時內(nèi)容A. Lets talk；Lets play課時分析在 Lets talk 部分，Amy 向 Sarah 介紹自己的寵物貓，告訴 Sarah 自己的貓非常可愛。Sarah 想看看它。然后兩個人在客廳、書房等地方都沒有找到它，最后發(fā)現(xiàn)它在廚房的冰箱頂上。在這個過程中，學生可以了解三個居室的名稱：living room, study, kitchen，同時可以了解詢問人物或物品的位置的句子：Where is she? Is she in the living room? 以及回答：Shes in the kitchen. No, she isnt. 要注意提醒學生的是

2、，在西方，寵物被視為家庭成員，所以在課文中沒有用 it，而是用的人稱代詞 she 來代指貓。Lets play 是個猜物品位置的游戲。一個同學把自己的文具藏起來，讓另外一個同學找一找。在找的過程中，要使用句式：Where is my.? Is it in.? Is it on.? 等。使學生在相對真實的語境中理解重點句式，感受重點句式的含義和用法。同時，在游戲中做到可以自由地表達。課時目標1. 能夠聽懂、會說句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isnt.S

3、he is in the kitchen.2. 能夠聽懂、會說以下詞匯：living room, study, kitchen3. 能夠聽懂、會讀對話，并能分角色表演4. 能夠在真實或模擬的情景中正確使用句型 Is she in the .? Yes, she is./ No, she isnt. 詢問物品或人物的位置5. 能夠大膽表達，樂于使用英語與他人進行交流課時重難點1. 重點能夠聽懂、會說句型：Where is she? Is she in the living room? Is she in the study?Yes, she is. / No, she isnt.She is i

4、n the kitchen.能夠聽懂并使用詞匯：living room, study, kitchen6能夠聽懂、會讀對話，并能分角色表演2. 難點能夠在真實或模擬的情景中正確使用句型 Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isnt.來詢問并人物、物品位置 教學準備1. 多媒體課件、錄音機、磁帶2. 單詞圖片教學過程Step 1 Warm up1. 播放歌曲：Finger family. 學生先傾聽，再學唱。Teacher：Boys and girls, lets

5、 listen to a song, finger family. Father finger, father finger, where are you?Here I am, here I am, how do you do? Mother finger, mother finger, where are you? Here I am, here I am, how do you do?Brother finger, brother finger, where are you? Here I am, here I am, How do you do?Sister finger, sister

6、 finger, where are you? Here I am, here I am, how do you do?Baby finger, baby finger, where are you? Here I am. Here I am. How do you do?Teacher: Now sing with it. And show me your hand. Lets sing and do.設計意圖：這首歌以五個手指作為一個家人，既在歌聲中復習并鞏固了家庭成員類的稱呼，又熟悉了詢問位置的句式：Where are you?為本課時的學習奠定基礎。此外，這首歌在演唱時可以利用手指進行

7、動作演示，充滿了樂趣，能夠極大地激發(fā)學生的學習興趣，為英語學習營造良好的氛圍。Step 2 Lead in1. 詢問自己物品的位置，請學生來回答。Teacher：Where is my book? Is it in the desk? Is it in your schoolbag? Is it underthe desk? Is it on the desk. 引導學生回答：No, it isnt. Yes, it is.設計意圖：通過詢問自己的教材的位置來引導學生理解本課時重點句式。并學習如何使用 Yes, it is. No, it isnt 來回答。2. 展示貓的部分圖片，請學生猜一猜

8、它是什么，講授單詞 cute。Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it acandy? Try to guess, please.Teacher: Yes, its a cat. Is it cute? Yes, it is very cute. And look at this cute dog.This tiger is cute, too. Do you like the cute cat?設計意圖：以猜測使學生來練習一般疑問句及其回答。同時通過貓的形象來使學生理解

9、詞語 cute 的含義。Step 3 Presentation1. 提出問題，引起學生閱讀興趣，呈現(xiàn)對話內(nèi)容。Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Lets listen and find.2. 播放對話錄音，學生找出答案。聽完錄音后，請學生說出自己的答案。Teacher: Answer the question, please. Yes, Amys cat is cute. The cat is in the kitchen.設計意圖：通過提問引起學生的閱讀興趣

10、，并使學生帶著問題認真傾聽課文內(nèi)容。3. 出示教材中的圖片，使學生理解新詞含義和拼寫方法。Teacher：Look at this picture. Where is it? Is it the kitchen? No, its the living room. （ 板書單詞）Read it together, please, living room. Look at this one, is it a living room? No, its the study. （板書單詞）Read it one by one, please. And where is it? Yes, its the

11、kitchen. （板書單詞）Girls read it, please. Boys read it, please.設計意圖：以一般疑問句的形式來講授居室類單詞。Step 4 Practice1. 再次播放課文錄音。學生跟讀課文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 學生分角色朗讀課文。Teacher: Now, who wants to be Amy? Who wants to be Sarah? Lets read

12、 it in roles.3. 請學生戴上頭飾來扮演對話的角色，表演對話。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.設計意圖：通過以上三個活動，使學生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動中，使學生逐步理解并掌握本課的重點句型，為其達到熟練表達奠定基礎。4. 出示不同房間的圖片，學生快速說出單詞。Teacher：Look at the pictures of the rooms. What is it? Say t

13、he word quickly.設計意圖：幫助學生將語音與語義結合起來進行記憶。5. 做動作，讓學生猜猜看這是在哪個房間。Teacher：Look at me, what am I doing? I am watching TV. So what room am I in?Yes, I am in the living room.Teacher: Can you do some actions? Where is he? Where is she? Guess設計意圖：通過動作來猜測房間名稱，使學生更好地理解房間的意思，并能夠更好地理解重點句式的問答。6. 完成 Lets play. 活動。T

14、eacher: Now, lets play. Lets play hide and seek. You, please.（請學生閉上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk.Teacher: Who wants to play this game?設計意圖：以這種游戲來練習本課的重點句式。Step 5 Summary1. 再次播放歌曲 Finger family，學生齊唱歌曲并表演。Teacher: Lets sing the song finger f

15、amily together. Please sing and do the actions.設計意圖：利用熱身的歌曲來總結本課，讓學生在歌聲中熟悉本課詢問位置的句式。課堂作業(yè)一、根據(jù)單詞選出正確的圖片。() 1. living roomA.B.() 2. studyA. B.() 3. kitchenA. B.二、為下列問句選擇正確的答句。() 1.Where is the book?A. He is in the living room.B. It is in the desk. () 2.Is Amy in the study?A. Yes, it is.B. Yes, she is. () 3. Is the pen in the pencil box?A. No, it isnt.B. He is in the study.三、連詞成句。1. Is in your desk it (?)2. Wheremyispen(?