PEP四年级上英语Unit4第4课时Part B Let’s talk优质课教案

The fourth period(第四课时)
Part B Let’s talk & Ask, answer and write
▶教学内容与目标
课时教学内容课时教学目标
Let’s talk ·能够理解对话大意；能够用正确的语音、语调朗读对话
·能够在情景中运用句型“Where are…?”“—Are they on/ near…?—Yes, they are./ No, they aren’t.”询问物品的位置，同时作出判断
·能够在情景中恰当运用功能句“Open the door, please.”提出行动建议
Ask, answer and
write
·能够在游戏中进一步巩固和运用“询问复数物品的位置并做出应答”的句型
▶
1. 能够听懂、会说句型“Where are they?”“—Are they…? —Yes, they are./ No, they aren’t.”。

2. 能够理解并正确朗读课文对话，发音准确、语调自然。

▶教学难点
1. 能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。

2. 能够正确使用单复数形式。

▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频等。

▶教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. A guessing game—“Where is my pen?”①
T: Look, it’s my pen. Now close your eyes, please.（将钢笔藏在一个地方）Open your eyes, please. Where is my pen now? You can ask me like this: Is it in/ on/ under… the…? Guess, please.
S1: Is it in the desk?
T:No, it isn’t.
...
3. Let’s chant.
Present the chant. Ask students to read together. Teaching purpose①
通过游戏和chant来复习A部分的重点句型，帮助学生唤醒他们的已有知识，并为下一环节的学习做好准备。

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4. Lead-in.②
(课件出示：一个球分别在椅子上面/旁边/下面；紧接着把一个球换成三个）
T: Look! It’s a ball. W here is the ball?
Ss: It’s on/ near/ under the chair.
T: What are these?
Ss: They are balls.
T: Where are the balls? Guess!
Ss: Are they…?
...
Step 2: Presentation
1. Teach the new words and sentences.③
(课件出示：教材Unit 4主情景图中Amy家的图片)
T: Amy can’t find her cat. Let’s help her! Is she in the kitchen? Guess!
Ss: Yes, she is. / No, she isn’t.
T: Open the door. Let’s have a look! Follow me: Open the door. (Help students understand the sentence with the action.)
Ss:…
T: The cat is near the table. Table, table, ta/teɪ/-ble/bl/, table. Read after me.
Write down the word “table” on the blackboard and teach it.
T: (课件出示：table与desk的对比图) We eat beside the table. The desk is for studying and working.
(课件出示：教材Unit 4主情景图中Amy家的图片)
T: Look at the table. What’s on the ta ble?
Ss:…
T: (With a gesture.) Yes, it’s a phone. Phone, phone, ph/f/ -one/əʊn/, …
Ss: …
T:Now, Amy can’t find her crayons. Let’s help her! Are they in the kitchen?
Ss: No, they aren’t. They are in the study.
T: Are they on the desk?
Ss: No, they aren’t. They are near the desk. Teaching purpose②
通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词，为新课的学习做铺垫。

Teaching purpose③
设置情景，让学生在语境中熟悉新单词，感知新句型。

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Write down the sentence structures “—Are they…? —No, they aren’t.” on the blackboard and teach them.
2. Let’s talk.④
(1) Look and predict.
Show the pictures of “Let’s talk” and lead students to predict. (课件出示：教材P41 Let’s talk板块的图片)
T: Who are they?
Ss: John and his mother.
T: What’s in John’s hand in Picture 1?
Ss: Keys.
T: Follow me: k/k/-ey/i:/, key/ki:/, keys/ki:z/.
Write down the word “key” on the blackboard.
T: What are they talking about?
Ss: They are talking about the key s. They can’t find the keys.
(2) Watch the video and answer the questions.
Play the video and show the questions. (课件出示：教材P41 Let’s talk板块的视频)
Ask students to underline the answers in the book.
(3) Watch the video again and check the answers.
T: Are the keys on the table?
Ss:No, they aren’t.
T: Are they near the phone?
Ss: No, they aren’t.
T: Where are the keys?
Ss:They’re in the door.
Write down the sentences “—Where are the keys? —They’re in the door.” on the blackboard and teach them.
Step 3: Practice
1. Read and act.⑤
(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Act out the dialogue.
2. Ask, answer and write.⑥
(1) Show the picture of “Ask, answer and write”.（出示课件）
Teaching purpose④
通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。

Teaching purpose⑤
该部分三个活动使学生能够充分理解文本内容，并能够正确朗读对话。

在不同形式的朗读和表演活动中，使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。

Teaching purpose⑥
为学生提供一个相对真实的语境来运用重点句型，帮助学生更好地掌握重点句型，提高其口语表达能力。

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T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk.” Please read what Sarah and Wu Binbin say.
Read the dialogue of Sarah and Wu Binbin.
(2) Ask students to play the game in pairs according to the dialogue.
T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess like Sarah and Wu Binbin.
(3) Show the dialogues.
Step 4: Consolidation & Extension⑦
1. A guessing game—“What is it? / What are they?”
T: (课件出示：书房场景图) Look at this picture. This is a study. What can you see in the study?
Ss: …
T: Now, I will say a thing. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they?
S1: They are keys.
T: No, they aren’t.
S2: They are books.
T: Yes, they are books.
T: Please ask and answer in pairs as above. Which pair wants to show your dialogue?
2. Play a game —“The cat catches mice.”
Divide students into four groups: red cat, white cat, black cat and yellow cat.
T: A cat that catches a mouse is a good cat. There are three mice in Amy’s home. Where are they? The group that can catch the most mice is the winner.
（课件出示：老鼠在Amy家各个房间躲藏：1. 老鼠跑进卧室，藏在床底下；2. 老鼠跑进客厅，藏在沙发后面；3. 老鼠跑进书房，藏在桌子底下；4. 老鼠跑进厨房，藏在门后面）
—Where are the mice?
—Are they in the…（bedroom/ living room/ study/ kitchen/ bathroom/…）?
—Yes, they are. / No, they aren’t.
—Are they under/ behind/ near…the…(bed/ phone/ table/
door/…)?
—Yes, they are./ No, t hey aren’t.
▶板书设计Teaching purpose⑦
通过两个游戏活动，创设有趣的情景，让学生在特定的语境中快乐地操练所学的核心语言。

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▶作业设计
1. Listen and imitate the dialogue for three times.
2. Do the exercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
▶教学反思
1. 教学过程中采用了以旧知带新知的学习方法，在复习单数形式的问句和答语的基础上，再进一步学习复数形式的句型，从而使学生在掌握新知时有一个阶梯性的接受过程。

2. 利用多媒体先整体、再分段展开教学，通过问题引导学生的学习，帮助学生理解文本，并在文本中感知新单词、新句型。

3. 教学活动形式多样、有趣、易操作且具备层次感，有效地激发了学生的学习兴趣，并帮助学生在真实的情境中自然地使用所学语言。

4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

▶Teaching Contents & Teaching Aims
Let’s talk
·Be able to understand the main idea of the dialogue and read the dialogue with the correct pronunciation and intonation.
·Be able to use the sentence structures“Where are…?”“—Are they on/ near…?—Yes, they are./ No, they aren’t.”to ask and answer the location of objects in situations.
·Be able to use the functional sentence“Open the door, please.”appropriately in situations to put forward action suggestions.
Ask, answer and write
·Be able to consolidate and use the sentence structures “Where are…?”“—Are they on/ near…?
—Yes, they are./ No, they aren’t.” in the games.
▶Teaching Priorities
·Be able to understand and use the sentence structures “Where are…?”“—Are they on/near…?
—Yes, they are. / No, they aren’t.”
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·Be able to understand and read the dialogue correctly with the accurate pronunciation and natural intonation.
▶Teaching Difficulties
·Be able to use the sentence structures of this lesson in real context to ask and answer the locations of objects or characters.
·Be able to use the singular forms and the plural forms correctly.
▶Teaching Procedures
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