A教学设计第一课时

Grade 4

Unit 4

My home

Part B

1 蚌埠第三实验小学张玉玲

Content

Unit 4 My home

Part B

Grade

4 Ⅰ.指导思想与理论依据

《英语课程标准》中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习方法，发挥自主学习的能力和合作精神，使学生掌握一定的语言综合运用能力，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，培养学生跨文化交际意识。

Ⅱ.教学背景分析

1.Analysis of teaching material

This lesson focuses on talking about home. The topic is close to us, and students will be interested in it. The language points are not too hard to acquire, but there are still many points to learn. In this way, this requires the teacher to take more time to think about the way to operate the whole class in an effective way.

2. Analysis of students

The students of Grade Four have learned English for one year. They can speak English confidently. But they need someone lead them to study English. They can be attracted by pictures, songs and videos. They are interested in games and activities. The teacher should consider different characteristics of students in different ages. The first thing that teacher should do is to cultivate students’ interests in English. Ⅲ. Teaching Aims

Knowledge Aims 1.

Be able to understand, say, read and write the words: sofa, bed, phone, table, fridge. 2.

Be able to understand and use the sentences: Where is the…? It’s …

Where are the…? They’re …

Ability Aims 1.

To improve students’ listening and speaking skills. 2.

Be able to describe the place in English.

Emotional Aims 1.

Help students develop and improve their cooperative attitudes. 2.

Teach students to love their home and protect the earth. Ⅳ. Teaching Key Points and Difficult Points

2

Teaching Key Points: 3.

Be able to understand, say, read and write the words: sofa, bed, phone, table, fridge. 4.

Be able to understand and use the sentences: Where is the…? It’s …

Where are the…? They’re …

Teaching Difficult Points: 1.

Pay attention to the plurals and pronunciation of the words. 2.

Use the new sentences to communicate with others in our daily life. Ⅴ. Teaching Aids

PPT, some pictures and so on. Ⅵ. Teaching Methods

The total physical response approach The communicative approach The situational teaching approach Ⅶ. Teaching Procedures

Step 1. Warm up 1.

Greetings 2.

Self-introduction （设计目的：通过简单的对话交流，拉近与学生的距离。）

Step 2. Leading-in 1.

Guessing game to review the words and sentence: Is she in the …?

2.

Let’s chant!

（设计目的：通过游戏来复习句型Is she in the …? 并通过Chant来充分调动了课堂气氛。）

Step 3. Presentation After the game, set a scenery to lead in the new lesson. 1.T: Look! What’s this? Yes! It’s a bed. Read after me: bed, bed, bed.

2.T: Is this a bed? No! It’s a sofa. Can you read?

3.T: Now listen carefully! Can you guess? What is it? Yes, it’s a phone.

4.T: Look! Where is the phone ? It’s on the table. Read after me, please.

5.T: This is a key. And they are keys. Do you know? Let’s read them together.

6.T:We can put ice cream in it. Guess! What is it? Clever! It’s a fridge.

3

(设计目的：本环节通过图片猜测展示,慢慢呈现出新单词。)

7. Read the words group by group.

8. Game 1: Bomb game

Game 2: What’s missing?

9. Lead in the sentences by games

(1)Where is the …?It’s …

. Where are the…

? They are…

(2)利用课件讲解新句型的用法:单复数的变化、is和are的区别。

(3) Practice the sentences (Teacher ask, students answer. Boys ask, girls answer.)

(设计目的：设置一个情境引出新授环节，孩子能够在真实语境中理解句子含义。句子操练形式多样，有集体读，单个读，小组读。)

Step 4. Consolidation and Extension 1.

Fill in the blanks. Where ____ the book? It’s on the desk.

Where are the (pen, pens)? They are in the pencil box. Where ____ the key? ____ in the fridge.

2.Write a short passage: My ideal room

(设计目的：通过小练笔锻炼孩子的口语表达，增加英语学习的自信，同时为情感升华做铺垫。)

3.Emotion education

Step 5. Homework 1.

Read the new words and sentences.

2.

Draw your room and write about your room.

Blackboard Design

Unit 4 My home Where is the…?

It’s…

4

Where are the…?

They’re …

Reflection

5