C设计意图

Unit Four My home

A Let’s talk教学设计

课题

Unit4 My home A Let’s talk 课型

对话课

四年级

1学生能够理解对话大意；

2.能够用正确的语音、语调朗读对话；

3.能够在情景中运用句型Is she in the…?Yes,she is./No,she isn’t..询问物品或人物的位置，同时作出判断，并能够在情景中恰当运用句型：Where is she ?She’s in the kitchen. 4.能够在语境中理解新词或短语living room,study,kitchen的意思，并能够正确发音。

向学生说明国外家庭通常把宠物作为家庭成员看待，所以课文里的cat用she表示，而不用it。

理解对话大意;在情景中运用句型Is she in the…?Yes,she is./No,she isn’t..询问物品或人物的位置，同时作出判断，并能够在情景中恰当运用句型：Where is she ?She’s in the kitchen. 在语境中理解新词或短语living room,study,kitchen的意思，并能够正确发音；恰当运用本课句型灵活表达询问物品、动物和人物的位置并会判断回答。

情境教学 任务教学

表演教学

PPT，单词卡片等

教

学

目

标

情感

目标

教学

重点

教学

难点

教学

方法

教学

设备

Teaching procedures

教师活动

学生活动

设计意图

Step1.Warming up 1.

Greetings. 教

学

环

节

Greetings teacher. to 2.

Revision. 与学生打招呼促进师生间的融洽关系，迅速将学生the 带入学英语的氛围并引出旧知。

3.

Take out a pen and

say: “I have a pen.It’s Close the eyes.Ask 通过玩一个hide and seek的小游戏nice.Now ,please close and guess the location 来回忆并练习Is it in the…?Yes,it your eyes.Guess,where is of the pen: Is it on/in/ is./No,it isn’t.句

it? under/near the …?

Is it on/in/under/near Yes,it is./No,it isn’t.

the …?

型，同学们会感兴趣，活跃课堂气氛，也为进一步学习新知和自由表达作铺垫。

（引导学生回答Yes,it Answer:Yes,it is./No,

is./No,it isn’t.）

Step2.Presentation. it isn’t.

启发学生提问，使用旧知询问猜测cat的位置，此时学生好奇心萌发，一遍遍地提问得到的是老师的否定回答“No”,而并没有下文“it isn’t”,此处可以将把动物叫成“she/he”的解释引出来，使学生了解国内外文化风俗的不同之处。

通过向学生解释动物在国外被不同对待的区别，使学生意识到不能用it，而用he/she再问一次，由此引1.

Show Ss a picture of a

cat and introduce to

them:Look!Amy has a

cat.The cat is her pet.Is

the cat cute?(Ss can Ss answer:Yes,it is. answer “Yes,it is.”)

Continue to ask:Where is Ss guess freely:Is it the cat?引导学生猜一猜。

on/in/under/near

the…?

T:Pay attention to the Listen to the teacher “cat”here.Animals and comprehand the uaually can be family culture of the foreign members

in foreign countries. countries.They call the

cat “he”or“she”.(给于纠

正解释，向学生说明国外家

庭通常把宠物作为家庭成

员看待。问cat时用she或

出了句型。

he，而不用

it。

Now guess again,please. Go on to practise

asking and answering with the teacher or with the other he/she

本课主旨是talk，在解释完cat称为he或者she后继续练习，加深印象，同时也学会了本课的难点单词和重点句子。

本课有三个生单词“living room”, “study”

“kitchen”，对句型的贯彻学习稍有影响，因此要适当渗透教学这三个单词，以便更好地学习新句型。

students:Is in/on /under/near the…

.Teacher answers:No./

Maybe.Look!Here is a

room.(Show the picture

of a living room.) T:Is it a classroom?

Ss answer “No”.

T:Well,it’s a living room.

(Stick the picture of Ss learn to read“living “living room”on the room”.

blackboard.) Ask Ss to read the

word“living room”.

T：Is the cat in the living

room? Ss look at the picture

After Ss answer it,then and answer: “No,she write this sentence on the isn’t.”

blackboard,beside the

picture of “living room”.

Practice the new Ask and answer with sentences:Is the cat in each other. the living room?No,she

isn’t.

Show Ss a picture of Ss look at the picture study. and answer:I see a window ,a T:What do you see in desk,a this room? T:Good,it’s the study. computer and many books…

(Stick the picture below

“living room”.)Have Ss Learn to read “study”. learn “study”.

T:Is the cat in the study? Find and answer:No, ④T:Well,where is the she isn’t. cat?,Look!Here is

another room.Where is Think and answer. it?Is it a living room? Is it a study?

学生利用刚习得的单词living room练习新句型，达到理解并会描述，最后到互相流畅的问答。还会为该处的否定回答做个猜测和假设，为对下面房间学习的想象力做铺垫。

学习本课时第二个难点单词study.通过问题复习房间里各种摆设的单词，引发学生对课文内容进行一步步猜测和思考，并能够发挥孩子们的想象力。

It’s a kitchen.(Stick the Learn “kitchen”. card on the blackboard,

below “study”.)Ask Ss to

read this word.

T:Let’s seek the cat.Is Ss answer:Yes,she is. she in the kitchen? Work in pairs.Ask and Have Ss ask and answer. answer with

“kitchen”. 2.Listen to the tape and Listen and read the read the dialogue.引导学dialigue. 生关注Is she in the living 练习Is she in the room/study?句末的升调。

living room/study?的

3.

After listening and Look at the pictures reading,let Ss talk about on the blackboard. the dialogue.Practise the Ask and answer in dialogue. pairs or in groups.

语调。

回归课本，收听标准读音并跟读，可以帮学生正音，整体感知对话部分的语音语调，全面了解课文的情景。让学生之前的想象猜测得到最好的思想释放，激发孩子的学习积极性。

每学一个新的房间单词，学生就练习一遍新句型，加深学生对句型河整体课文情节的整体理解，利用板书加图片形式来复述问答句型，培养了学生的思维能力。

使用本课重点句型不断重复问答

Step3.Consolidation and

Extension.

1.

Ask Ss to dub for the

video.（对话流畅的小组予Dub for the video of 以表扬奖励。）

the dialogue. 2.

Show Ss the video of

cartoon “Tom and Jerry”. Watch the cartoon. Let them practise the talk Ask and answer. with “Is Tom/Jerry/he in

the …?Yes,he is .No, he

isn’t. Step4.Sum up Let’s play. Work in groups. 由Is it in/on/under

A student hides one kind of stationary and the other seeks and /near the…到Is it in ask:Is it in/on/under the…(房间）？

/near the…

.The other members in the group can ask one by one.（小组里最开始提问的学生要除了回答并可以自由替换单词，讨论后使学生牢固掌握句型并达到举一反三、学以致用的效果。

观看对话视频，锻炼学生的语言输出速度和数量。

出示动画片《猫和老鼠》的视频，学生受十分感兴趣的动画吸引下得以更有效的参与合作，探究河讨论，课堂气氛更加浓烈。

该环节既可作为导入新课时对话学习，也可作为课后练习巩固的部分。本课把Let’

play放在这里是让学生学到的知识最终得到巩固，并以游戏形式结束。

Yes,it is./No,it isn’t要给出一个最终答案It is

in/on/under/near the …）

Make a new dialogue . I have a

.She/he is cute.Where is she/he? 作业

Is she/he in/on/under/near the

? Yes,she/he is. No,she/he isn’t.

Unit4 My home A Let’s talk Where is she/he ? Is she/he in the living room?

study

kitchen Yes,she/he is. No,she/he isn’t. She’s/He’s in the

.

板书设计