C优秀公开课教案

Unit 4My home c教学设计与反思

Teaching Aims and Demands：

1、能听懂、会说: Where are … ? Are they …? Yes, they are. / No, they aren’t.并能在实际情境中运用。

2、能够询问、猜测复数物品的位置,并做出相应的回答。3、通过整理文具等活动，教育学生要养成及时整理物品的好习惯。Teaching Keys and Difficulties: 能听说认读句型Where are …? Are they…? Yes, they are. /No ,they aren’t.并在实际中运用。. Teaching Steps：

一．Warm-up/Revision Warm up 1. 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, 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．Presentation Guess and say John and his mother are looking for the keys. Where are they? Present the new words: table and phone Watch and answer —Where are the keys? —They’re in the door.

Listen and imitate 1. Listen to the radio and read after it. 2. Read after the teacher.

3. Read freely. 4. Read in roles. Practice—Role play Pair work: Act out the dialogue in pairs. Show time Three 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) Practice—Ask, answer and write Present the video, and finish this exercise. （三）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. /No, they aren’t. They’re 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）Consolidation/Extension 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 aren’t.

They’re in/ on/ under/ near…

(五) Summary. 1、生活好习惯。

Put your things away and take good care of them .

放好并保管好自己的东西。

2、Homework: （1）、Read the dialogue . （2）、Copy the dialogue 2 times. 六、板书设计： Unit 4 My home —Where are …?

Are they in/ on/ under/ near…?

—Yes, they are./No, they aren’t. They’re in/on/under/near…

教学反思：

本堂课是PEP小学英语四年级上册第四单元B部分的会话教学。考虑到本班学生的英语基础较好，但口语表达能力一般，我把教学内容和目标定位在学习和掌握Let’s talk中的句型：Where are … ? Are they …? Yes, they are. / No, they aren’t. 通过对A部分Let’s play中的游戏的复习自然过渡到新知的学习，再创设一个找钥匙的真实情境引入本课的对话，接着Let’s show让学生表演展示自我，最后通过Group work和 Memory game 来巩固和拓展本课新知。在这堂课上，我紧紧围绕“学生为主体，教师为主导”的教学思想，以学生的实际情况和学习兴趣为出发点，运用多种教学手段，充分地调动学生参与的积极性，并且学生全员参与课堂，增强他们的主体意识，让学生在学中玩，在玩中学。我用激情澎湃的态度和生动活泼的教法去感染学生，积极鼓励学生大胆去说、去做、去思考，努力做到“学、练、用”一致。

但是，仍然有很多不足之处：教学设计有待改善，应适当加入些能吸引学生新意的亮点；另外，在语音语调及英语课堂用语等的细节方面，还需要我去锤炼、去总结。