2018-2019年英语沪教版小学四年级上册Unit 9 At home 优质课教案3
Module3Unit9Athome(教学设计)沪教牛津版(深圳用)英语四年级上册
Module 3 Unit 9 At home（教学设计）沪教牛津版（深圳用）英语四年级上册一、教学内容分析本节课的主要教学内容是沪教牛津版（深圳用）英语四年级上册Module 3 Unit 9 At home，其中包括家庭日常活动、家具和房间、家庭成员以及日常用语等。
这些内容与学生已有知识紧密联系，学生已经学习过一些日常活动和家庭成员的词汇，如play、sleep、mother、father等。
此外，学生已经具备一定的英语语法基础，如现在进行时、一般现在时等，这有助于理解和运用本节课中的语法结构。
通过学习本节课的内容，学生能够进一步扩展家庭生活相关的词汇，提高英语交流能力，为日常生活中与家人沟通提供更多可能性。
二、核心素养目标1. 语言能力：学生能听懂、会说、会读、会写关于家庭日常活动的词汇和句子，如“play chess”、“do homework”等，并能运用现在进行时描述正在进行的动作。
2. 思维品质：通过学习本节课的内容，学生能够运用所学知识描述自己的家庭生活，培养观察、想象、创新等思维能力。
3. 文化意识：学生能够了解并尊重不同家庭的生活方式和习惯，培养跨文化交际意识。
4. 学习能力：学生能够通过自主学习、合作探究等方式，掌握本节课的知识点，提高学习效率。
本节课的核心素养目标紧密围绕新教材要求，旨在全面提升学生的英语学科核心素养，为他们的终身发展奠定基础。
三、重点难点及解决办法1. 重点：现在进行时的用法及句型结构。
解决方法：通过创设情景，让学生进行角色扮演，运用现在进行时描述正在进行的动作，强化学生对这一时态的理解和应用。
2. 难点：家具和房间的词汇及表达方式。
解决方法：通过图片展示、实物演示等方式，帮助学生直观地学习和记忆家具和房间的词汇，同时引导学生运用所学词汇进行描述和表达。
3. 重点：日常用语的运用。
解决方法：通过创设情景，让学生进行角色扮演，练习日常用语的运用，提高学生的口语表达能力。
沪教版四年级上册unit9
Unit 9 At homeMy target 学习目标1，学习表示位置的四个单词：in (在......里面)，on (在......上面)，under (在......下面) 和beside (在......旁边)，并能正确运用。
2，学好怎样用英语询问以及描述物品的位置。
* 询问位置：Where is it ? Where are they ?* 描述位置：It’s in / on / under / beside the ...Where is the cat ? 猫在哪里？It’s beside the box. 它在盒子旁边。
Where are the books ? 书在哪里？They are on the box. 它们在盒子上面。
3，正确书写单词：Need , where, in, box, give, on, table, lunch, under, beside, floor, angry.4, 了解字母U在开音节中的发音，如：pupil , tube.My notebook 课堂笔记Listen and sayAlice: I can help you, Grandma. What do you need ? 艾丽丝：奶奶，我可以帮你。
你需要什么？Grandma: Ok, Alice. I need two eggs. 奶奶：好的，艾丽丝。
我需要两个鸡蛋。
Alice: Where are they ? 艾丽丝：它们在哪儿？Grandma: They’re in the box. 奶奶：它们在盒子里。
Give me a plate , please. 请给我一个盘子。
Alice: Where is it ? 艾丽丝：它在哪儿？Grandma: It’s on the table. 奶奶：它在桌子上。
Alice: Here you are. 艾丽丝：给你。
Grandma: Thank you. 奶奶：谢谢。
小学英语沪教版四年级上册Unit 9 At home 课件3
小学英语沪教版 四年级上册
市实小 清风制作
Module 4 3The world around us Module Places and activities
9
Байду номын сангаас
At home Period 3
• • • •
What do you like eating? What does your father/mother like to eat? Do you have a pet at home? What kind of pet is it?
there is a bird. In the cage, there is a cat under the cage. There is a dog behind the cat.
In the cage, there is a bird. there is a cat. Under the cage, There is a dog behind the cat.
Where is Ginger? What can she see? How does Ginger feel? What can she do?
Ginger the cat is hungry.
Ginger can _______. jump Now she is on the table.
Where is the plate now? It is on the floor. Ginger is under the chair.
Is Mrs Brown happy?
Ginger is full. He is happy, but Mrs Brown is angry.
in the kitchen Mrs Brown is ________________.
牛津沪教版四上英语Unit 9 At home 教案
Module 3 Unit 9 教案2一、教学重点词汇：need，where，give，lunch句型：Where is it? It’s on the table.二、教学栏目Listen and say, Ask and answer三、教学目标1．通过Listen and say的情景对话，帮助学生理解核心句型的含义和用法。
2．通过Ask and answer栏目帮助学生操练核心句型。
3．通过布置餐桌的活动，让学生进一步运用核心句型来询问和表达物品的位置。
四、教学步骤Pre-task preparations1．把挂图贴在黑板上，描述图片中物品的位置关系，让学生上来指出相应的图片。
T: The books are on the table.S1: It’s Picture 1.T: The dog is under the chair.S2: It’s Picture 3.2．出示学生在上一课时完成的厨房的图片，向学生提问，复习相关内容。
T: This is Alice’s grandma’s kitchen. What can you see in the kitchen?S1: I can see a table in the kitchen.S2: I can see a plate on the table.S3: I can see some carrots on the plate.While-task procedures1．播放Listen and say的录音，让学生跟读。
随后教师根据录音和图片提问，学生回答。
T: Where are the eggs?S1: They’re in the box.T: Where is the plate?S2: It’s on the table.板书核心句型：Where is it? It’s … Where are they? They’re …让学生跟读数遍。
Module3Unit9athome(教学设计)牛津上海版英语四年级上册
3、Listen and say
Teacher and students watch the animation together。
4、Listen and follow
5、
Step3.在黑板上出示一幅厨房的图片，让学生自由讨论今天的话题“At home”。导入今天的新课Alice’s grandma is cooking lunch.
1、通过Look and learn帮助学生理解介词的位置。
2、通过Listen and say情景对话，帮助学生理解核心句型的含义和用法。
学习评价设计
1、自我评价：能正确、流利地问与答。
能根据问答自己完成画、写、说等活动。
2、小组互评：能在小组内熟练地问与答。
积极与组内同学合作，完成组内活动。
学习活动设计
3、教师可以以四个小盒子为参照物，描述大盒子相对于小盒子的位置。
环节二：Whiletask procedures
1、Listen and say
Free talk
T：What do you know about“At home”？Look at the picture on P42 and PPT，Talk about“At home”
四年级教研组
英语学科教学设计
单元主题
Unit 9 At home
主备教师
审核教师
课时教学设计
课题
Unit 9 At home
课型
新授课
课时
Period 1
备课时间
教学内容解析
本模块分为两部分：Look and Learn 通过两个盒子的实物照片呈现了物品的位置关系，核心词汇是in（在......里面），on（在......上面），under（在......下面），beside（在......旁边）；Listen and say呈现了Alice在奶奶家帮忙做午饭的场景，核心句型Where is it？It is on the table。
【沪教版】四年级英语上册Unit 9 At home教学案
利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。 教学重难点：
4
重点：1.词汇：need where in box give on table lunch under beside floor
2. 句型：Where is it ? It’s ______ Where are they ? They are _____
练习题：
小学英语四年级英语上册导学案 Unit9 At home 第二课时 沪教牛津版 含答案
1掌握句型: Where i/ are It’/The’re
Brown and the cat的故事
学法指导
尝试模仿小组合作交流练习法
课前准备
录音机多媒体
【新知预习】
1.重点句型
听读Eno a tor
学生能够完整地复述故事。
Mr Brown i in her itchen Ginger the cat i hungr Mr Brown can’t find her
参考答案：
一1C 2B 3C 4A 5C
二1A 2B 3A 4A 5A
三1 ha the tabe the tree the chair
课后反ຫໍສະໝຸດ 思Unit9 At home第二课时导学案
模块
Modue2
Eno a tor
单元
Unit7
At home
年级
4
学习目标
1掌握句型: Where i/ are It’/The’re
2通过阅读故事Where i m fih和反馈练习，了解故事大意，巩固核心句型。
3过程与方法目标：能够完整讲述Mr Brown and the cat的故事。
______ I need ome bread
A,hungrB,thirt
an egg, eae
AGive B, give
三．按要求写出下列各词
1angr（反义词）__________反义词__________
3在桌子上（英语）________ 4在树下（英语）_______
5在椅子旁边（英语）__________
最新沪教版小学英语四年级上册Unit 9 At home 公开课教学设计1
Module 3 Unit 9 教案1一、教学重点词汇：in，under，on，beside，box，table二、教学栏目Look and learn，Ask and answer，Think and write三、教学目标1．帮助学生学习Look and learn的词汇。
2．通过指认游戏和Ask and answer活动，帮助学生理解介词表示的位置。
3．通过Think and write 的练习，考查学生对介词的含义和用法的掌握程度。
四、教学步骤Pre-task preparations1．出示一张厨房的图片，图片中常有的家具和电器，如桌椅、橱柜和冰箱等。
延续Unit 8的购物场景：大家刚刚完成采购回家。
T: Now we come home from the shop. This is the kitchen. What’s in the kitchen?S1: There’s a table.S2: There’s a box. There is a fridge too.T: Where should we put the eggs?S3: In the box.2．出示一张桌子的图片，桌上有cakes，noodles，plates，chopsticks等，让学生看图说一说，复习相关内容。
T: Look at the table in the kitchen. You can see some food. What do you like?S1: I like cakes.T: There are some cakes on the plate.S2: I like noodles.T: There’s a bowl of noodles on the table. Please tell your friend what you (can) see on the table and what you like.S1: I (can) see … I like …S2: I (can) see … I like …While-task procedures1．出示一张厨房的图片，逐一介绍餐具引出box，plate等词，并领读，让学生拼读生词。
沪教版小学四年级英语上册 Unit 9 At home 教案
2.T: Thiபைடு நூலகம் is a room.please talk about it.
S1: ….
While-task procedures
1．播放Listen and say的录音，让学生跟读。随后教师根据录音和图片提问，学生回答。
T: Where are the eggs?
S1: They're in the box.
3.正确读出元音字母u在开音节中的发音，培养学生根据发音正确拼写单词的能力。
过程与方法：
1.以情景对话等方式推动对语言的感知和理解。
2.通过任务性学习,帮助学生巩固和综合运用本单元所学的知识。
3.改变故事，学生在实际生活中运用相关介词及目标句型。
情感态度价值观：
培养学生主动帮助家人分担家务、爱劳动的习惯。
Unit8 At the shop,同类型的话题，也可以作为本单元学习的导入活动。
4.本单元学习特殊疑问句Where is it? It’s...用相应的介词来回答，由单数过渡到复数。要求学生熟悉有关在厨房做饭的日常用语。Eg: I can help you. What do you need? Give me a plate, please.
让学生根据图片进行对话活动，操练所学的介词。
S1: Where is ___?
S2:___is on the table.
T:This is my home. Can you describe it?
S1: Where is ___?
S2:___is on the bed.
Post-task activities
第第三课时
1.Read the story on Student’s Book page 44.
牛津沪教版四上英语Unit 9 At home 习题
Module 3 Unit 9 习题一、看图回答问题。
1.Where is the cat?It’s the tree.2.Where is the schoolbag?It’s the bed.3.Where is the ball?It’s the desk.4.Where are the eggs?They’re the box.5.Where is the plate?It’s the table.牛津上海版英语四年级上册知识点整理Unit 1 Meeting new people生词： eleven twelve thirte en fourteen fifteen sixteen newmorning classmate her name sit afternoon his句型：My/His/Her name is ... Nice to meet you. See you.He’s/She’s ... (age) This is my... Good morning/afternoon语法：形容词性物主代词 my, her, his, your在英语中有物主代词，它可以分成名词性的和形容词性的。
形容词性物主代词相当于形容词，置于名词前，在句子中用于修饰名词，做定语，后面必须跟一个名词。
例如：This is my brother. His name is Tom. 这是我的哥哥。
他叫汤姆。
形容词性物主代词有人称和数的变化，单数形式：my 我的，your 你的，his /her/its 他的、她的、它的。
复数形式：our （我们的），your （你们的），their （他们的）。
Unit2 Can you swim?生词：run fast fly draw read write swim jump welcomebut skate dance cat mouse bird rabbit fish elephant句型：I/He/She/Kitty/My sister can ... I/He/She can’t…Can you/he/she…? What can you/he/she do?Welcome to Super Show.A fish can swim. An elephant can ran fast.语法： 1. 情态动词can 意思是“会，能”，表示会做某事。
上海教育版英语四年级上册unit_9《at_home》教案【精品】
模块：Module 3 Places and activities 单元：Unit 9 话题：At home单元教学概述教学目标：知识目标：1.让学生能听、说、读、写本单元单词：need ,where,in,bo,give,on,table,lunch,under,beside,floor,angry2.能用where is it? It’s...the....介绍物体的具体位置。
3.能够掌握字母Uu在单词中的正确发音。
语言技能：听：1. 听懂介绍物体的位置。
2. 听懂他人询问物体位置。
说：1.用句型Where is it ?It’s ____ .Where are they ? They are____询问介绍物体的位置。
2.用日常用语Give me a _____请求帮助。
3.用日常用语What do you need ? I need ______交流，表达询问对方需要和表达自身需要。
读：读懂询问物体位置和询问对方需要的对话。
写1.正确书写本单元的核心词汇。
2.正确书写句子：Where is it ? It’s _____.3. 能够正确书写物体与物体之间的方位关系。
情感态度目标：利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
教学重、难点：重点：1.了解字母u在开音节单词中的发音。
2.词汇：need where in bo give on table lunch under beside floor angry3. 句型：Where is it ? It’s _____Where are they ? They’re _____难点：1.need 的教学2.单复数的区分和使用教法策略分析：课时划分：三课时教学课时分配：第一课时Loo and learn, Listen and enjoy , As and answer 第二课时Enjoy a story ,Thin and write第三课时Learn the sounds教学课时：第一课时教学内容：Loo and learn, Listen and enjoy, As and answer教学目标知识目标：1.帮助学生学习Loo and learn 中的单词。
四年级英语上册 Unit9 At home教案 沪教牛津版(三起)
Teaching aims :Basic aims: 1. 能用特殊疑问句Where…? 询问地点。
e.g. Where’s Sam?2. 能用简单的过去式谈论过去的状态。
e.g. He was here at ten o’clock.3. 能用介词短语表示时间。
e.g. He was here at eleven o’clock.Education aims: 培养学生热心助人的思想。
Developing aims: 能运用所学的过去式描述日常生活中已发生的事。
Key points: 1. 能用简单的过去式谈论过去的状态。
2. 能用介词短语表示时间。
Difficult points: 能运用所学的过去式描述日常生活中已发生的事。
Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc.Preparation: Make a copy of photocopiable page 32.Teaching procedure:教学目标：1.学习新单词： furniture; rug; mirror; picture.2.掌握词组：move the furniture into ….; move in the new house; a picture of …..; take a picture of …...3.会用一般过去时态句型表达物体的变化： It was________. It is _______ now.4.巩固各类介词的用法。
5.会动手操作，利用学具布置一个美丽的居家环境，并描述它们的变化。
教学准备：教具、学具（两人一套）关于家具教学过程：一． Pre-task:1. Daily talk:(1) What’s the weather like today?(2) What day is today? How many days are there in a week? What are they?(3) What’s the date today?(4) What season is it now? Do you like spring?(5) Who time do you get up?(6) Who goes to school by bicycle?(7) Who teaches you Chinese?(8) Which subject do you like best?(9) What’s your favourite animal?(10) Which ruler do you like ?2. Revision:(1) Review the preposition:T: I can’t find my ruler. Where is it ?It’s in the book. It’s behind the book.(under/on/above/near/beside/in front of/between….. 板书：between)(2) Write the words:am; is (过去式)_____ are (过去式)______ roll (过去式)______said (原形)_______ fell (原形)_______ hay (复数) ______(3) Read out the phonetic word./l?mp/ /t?e?/ /teibl/ /s?uf?/ /clok/ /?elf/二． While-task:1. All these are “furniture”.(1) Read “furniture”.(2) f_ _ n _ _ _ _ _ (nurse; picture)(3) No plural form.some furniture ; a piece of furniture/ two pieces of furniture(4) Other furniture: bed/desk/cupboard……(5) move sth. into splmove in the new houseMrs Li is moving the furniture________ the bedroom.Mrs Li buys a new flat. She is going to move _____ the new house next month.2. picture(1) What’s this? It’s a picture. It’s a picture of ……(2) a picture of ……take a picture of sb./splLook! Ben is ______ ___ _______ of Alice.This is ___ _______ _____ Shanghai. Shanghai is beautiful!(3) Here’s a picture of Mrs Li’s sitting-room. Is it nice？What can you see in the picture?3. rug4. mirror ( doctor)Compare: Look at the mirror. Look in the mirror.(Ask someone to act.)5. There is so much furniture in the room. But Mrs Li is not satisfied with it. She moves the furniture. How does she move? Listen to the tape.听录音并出示：The _______ was _________. Where is it now?It’s ______________ now.6. Can you find out more differences? Talk in pairs.7. Writing:Look! This is Mrs Li’s sitting-room. The sofa was_____ the shelf. It is __ ______ ___ the window now. The small lamp was on the round table. It is on the ______ now. The plant was on the ______. It is on the big _____ now. The mirror was ______ the rug. But now it is _________ the picture and the shelf.三． Post-task:1. Mrs Li is still not satisfied with her sitting-room. Can you help her to designa new sitting-room?2. Speaking. (对照第二副图和学生自己摆的图，说说变化。
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Module 3 Unit 9 教案3
一、教学重点
语音：u (pupil，tube)
词汇：floor，angry
句型：Where is the plate now? It is on the floor.
二、教学栏目
Enjoy a story, Learn the sounds
三、教学目标
1．通过阅读故事Where is my fish?和反馈练习，了解故事大意，巩固核心句型。
2．帮助学生学习元音字母u在开音节中的发音。
3．通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。
四、教学步骤
Pre-task preparations
1．出示同一物品在不同地方的图片，如一只猫在桌子下方、在椅子上、在床上、在箱子里等，提问并让学生说出该物品的位置，如：
T: (show Picture 1) Where is the cat?
S1: It’s under the table.
T: (show Picture 2) Where is the cat now?
S2: It’s in the box.
2．出示Enjoy a story的挂图，指着图5并介绍，引出故事人物。
T: (point to Ginger) This is Ginger. She is Mrs Brown’s cat. Mrs Brown is angry with Ginger. Why? Today I'm going to tell you the story of Ginger.
也可通过提问激发学生的阅读兴趣。
T: Is Mrs Brown happy?
Ss: No, she isn’t. She’s angry.
T: Look at the cat. Its name’s Ginger. Is she angry?
Ss: …
While-task procedures
1．将学生分成四人一组，把复印好的Enjoy a story的五张图片分发给每组学生，让学生先浏览图片；随后教师朗读故事两遍，要求学生根据故事内容的先后顺序，给图片排序，在每张图片的左上角编号。
T: This is Mrs Brown’s kitchen. It’s nice and clean. Mrs Brown likes fish for dinner. Fish is her favourite food.
Ss: (find the corresponding pictute and write 1)
T: Ginger is on the chair. (She is hungry.)
Ss: （find the corresponding picture and write 2）
2．播放课文录音，学生模仿跟读。
然后根据图片提问，帮助学生进一步理解故事内容。
(Picture 1)
Where is Mrs Brown? (She’s in the kitchen.)
(Picture 2)
1) Where is Ginger? (She’s on the chair.)
2) How does she feel? (She’s hungry.)
(Picture 3)
Where is Ginger? (She’s on the table.)
(Picture 4)
Where is Ginger? (She’s under the chair.)
(Picture 5)
1) Where is Ginger? (She’s beside the table.)
2) How does she feel? (She’s full and happy.)
3) Is Mrs Brown happy? (No. She’s angry.)
随后出示floor，angry的单词卡片，带领学生拼读单词。
3．将课本故事内容以五个片段的形式分发给每位学生，要求学生先阅读每个片段内容，随后根据故事图片进行内容配对，并试着给故事自拟题目。
Picture 1: This is Mrs Brown’s kitchen. It is nice and clean. Mrs Brown likes fish. Fish is her
favourite food.
Picture 2: Ginger is Mrs Brown's cat. She is hungry. She can see the fish on the plate. She likes
fish too.
Picture 3: Ginger can jump. Now she is on the table. Picture 4: Now the plate is on the floor and Ginger is under the chair.
Picture 5: Ginger is full and happy, but Mrs Brown is angry. Where is her fish?
4．出示Learn the sounds的语音单词卡片u(pupil，tube)，示范发音，学生模仿练习。
T: u, /ju: /, pupil; u, /ju: /, tube.
Ss: u, /ju: /, pupil; u, /ju: /, tube.
朗读单词和儿歌中的句子，让学生跟读，练习发音。
T: A pupil, a tube, Judy is a pupil. She has some tubes. Ss: A pupil, a tube, Judy is a pupil. She has some tubes. 最后，播放儿歌录音，让学生跟读。
Post-task activities
1．将学生分成四人一组，设计并画出简易厨房图，并进行介绍。
Ss: This is our kitchen. It is nice and clean. There is a table in the kitchen. There are six plates on the table. There is a
potato in the box.
将小组设计的厨房图贴在黑板上，组内成员在班级内进行介绍、交流；随后学生自评，在自己认为最好的图上贴笑脸图或五角星图“★”；最后选出班级最好的厨房设计图。