四年级英语上册The second period(第二课时)

学校县定都市金山库镇敦煌钟中心学校
教师龙去燕燕
班级活跃1班
The second period(第二课时)
Part A Let’s learn & Let’s do
▶教学内容与目标
课时教学内容课时教学目标
Let’s learn
·能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom”
·能够熟练运用句型“Where’s Amy?”“—Is she in the study? —Yes, she is.”进行询问并作出回答
Let’s do·能够听懂指令并根据指令语做出正确的动作
▶教学重点
1. 能够使用描述居室名称的重点词汇。

2. 能够在情景中运用重点句型询问人物或物品的位置并作出回答。

▶教学难点
能够听懂Let’s do 中的指令并根据指令做出正确的动作；能够正确匹配居室和活动。

▶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、卡片等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let’s chant.
Teaching purpose
通过韵句激发学生的学
习兴趣，帮助学生复习Let’s
talk板块的内容。

再通过游
戏复习重点句型“—Is it in
the…? —Yes, it is./ No, it
isn’t.”。

3. A guessing game.
(课件出示：钢笔在书包、文具盒、桌子或盒子等任一物品里的图片)
T: I lost my pen. Where’s my pen? Let’s look for it together. Is it in the…? Guess!
S1: Is it in the box?
T: Yes, it is. / No, it isn’t.
…
Step 2: Presentation
1. Teach the new vocabulary and sentences.
（1）Teach the word “study”.
T: Where are my books? Look, they are in a room. (课件出示：书房中有很多书的图片) I have many books in it. Oh, it’s a study! (课件出示：study的相关内容) (Write down the word “study” on the blackboard and teach it.)
T: Follow me: study, st/st/-u/ʌ/-dy/di/, study.
Ss: … (Read it together, then read it one by one.)
T: What can you do in the study?
Ss: Read a book.
T: (课件出示：read a book的相关内容) Do you like reading books?
Ss: Yes.
T:Let’s go to the study and read a book. Follow me: Go to the
study. Read a book.
Write down the phrase “read a book” on the blackboard and teach the sentences “Go to the study. Read a book.”
(2) Teach the phrase “living room”.
Show a picture of a living room. (课件出示：客厅的图片)
T: Is this room a classroom?
Ss: No.
T: What’s this?
Ss: A living room.
T: Yes. This is a living room. (课件出示：living room的相关内容) Follow me: living room, li/lɪ/-ving/vɪŋ/, living, o/u:/-room/ru:m/, living room.
Write down the phrase “living room” on the blackboard and teach it.
Ss:… (Read it in groups.)
T: What can you see in the living room?
Ss:I can see a table, a sofa, a…and a TV.Teaching purpose
一方面，通过情景引入新词汇，帮助学生借助图片等理解新词汇的意思，并正确发音。

另一方面，一边学习新词，一边把Let’s do板块的内容有机结合起来，从词汇到句子，层层递进，让学生在轻松愉快的氛围中学习新知。

T: Do you like watching TV? （课件出示：watch TV的相关内容）Ss: Yes.
T:Let’s go to the living room and watch TV.
Ss: OK.
T: Go to the living room and watch TV. Follow me: Go to the living room. Watch TV.
Write down the phrase “watch TV” on the blackboard and teach the sentences “Go to the living room. Watch TV.”
(3) Teach the word “kitchen”.
T: Oh, I read a book. I watch TV. Now I feel a little hungry. I want to have a snack. (课件出示：have a snack的相关内容) Follow me: have a snack, have a snack. Do you want to have a snack?
Ss: Yes.
Write down the phrase “have a snack” on the blackboard and teach it.
T: Oh, I can’t find any snacks. Where can we get snacks?
Ss: Kitchen.
T: Yes. (课件出示：kitchen的相关内容) Follow me: kitchen, ki/kɪ/-tch/tʃ/-en/ɪn/, kitchen.
Write down the word “kitchen” on the blackboard and teach it.
Ss: … (Read it one by one.)
T: Let’s go to the kitchen and have a snack. Follow me: Go to the kitchen. Have a snack.
Teach the sentences “Go to the kitchen. Have a snack.”
(4) Teach the word “bathroom”.
T: Haha, I’m full. (Touch the belly and yawn, looking sleepy.) I’m sleepy. Can I have a nap? (Help students understand with the action.) Ss:No, you’re dirty.
T: Yes. Let me take a shower. (课件出示：take a shower的相关内容)
Write down the phrase “take a shower” on the blackboard and teach it.
T: Where can I take a shower?
Ss: Bathroom. (课件出示：bathroom的相关内容)
T: Yes. Follow me: bathroom, ba/bɑː/-th/θ/-bath, bathroom.
Write down the word “bathroom” on t he blackboard and teach it.
Ss: … (Read it aloud or in a low voice.)
T: Let me go to the bathroom. Take a shower. Follow me: Go to the bathroom. Take a shower. / Wash your face and hands. / Brush your teeth.
Teach the sentences “Go to the bathroom. Take a shower.”
(5) Teach the word “bedroom”. Teaching purpose
通过TPR活动形式增强课堂的趣味性，提高学生参与的积极性，强化单词读音与词义的匹配。

T:Now, I’m clean and I’m tired. I want to have a nap. (课件出示：have a nap的相关内容)
Write down the phrase “have a nap” on the blackboard and teach it.
T: Where can I have a nap?
Ss: Bedroom. (课件出示：bedroom的相关内容)
T: Follow me: bedroom, e/e/-bed/bed/, bedroom.
Write down the word “bedroom” on the blackboard and teach it.
Ss:… (Read it in groups.)
T: Good. Follow me: Go to the bedroom. Have a nap.
Do the corresponding actions and let students learn the new vocabulary above. Present the vocabulary “bedroom, living roo m, bathroom” on the PPT.
T: Please read the words and the phrase together, and tell me what you find.
Ss: …
T: Great! They are all rooms and they all have the same word “room”.
2. Let’s learn.
（1）Show the pictures of “Let’s learn”. (课件出示：教材P39 Let’s learn板块的房间图片)
T:Look, it’s a nice home. That is Amy’s cat. Where is the cat? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?
Ss: …
T: Where is Amy? Let’s listen to the recording of “Let’s learn” and answer the question.
(2) Listen and answer.
Play the recording of “Let’s learn” and ask the questions. (出示课件)
T: Where is Amy? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?
Ss: …
T: Amy is in the study. Where’s Amy’s dad? And where’s Amy’s mum?
Ss: Is he/ she in the…?
（课件出示：点击学生问的房间，点进去看到爸爸在客厅，妈妈在厨房）
（3）Ask students to listen to the recording again and read after it.
(4) Act out the dialogue.Teaching purpose
通过提问激起学生的学习兴趣，使学生在听录音时更有目的性，听的时候会更加认真。

再在同样的情境中进行对话练习，让学生能自如地运用本课的句型。

Step 3: Practice
1. Play games.
(1) What’s missing?
Present the vocabulary “living room, bedroom, study, bathroom, kitchen” on the PPT. Ask students to say the missing word or phrase quickly.（出示课件）
(2) Guess words.
Show the back of the word cards. Ask students to guess what the words or the phrases are. Students can say “Is it a…?”
2. L et’s do.
(1) Play the video of “Let’s do”. (课件出示：教材P39 Let’s do板块的视频) Ask students to read after the video.
(2) Let’s match.
T: Now, let’s match. I say the name of the room. You say what you can do in it and do the action. Then practice in pairs.
3. Guess where Mike is.
Present the picture of Mike’s home. (课件出示：Mike的家，猜他在哪个房间，猜对了，点开房间看到Mike)
T: Look, this is Mike’s home. We can see a living room, a bedroom, a study, a bathroom and a kitchen in his home. But where is Mike? Let’s guess! You can say “Is he in the…?”
S1: Is he in the living room?
T: No, he isn’t.
Step 4: Consolidation & Extension
1. Talk about your home.
Present a picture of a new home. (课件出示：新家的图片)
T: Look, boys and girls! This is my new home. You can see a living room, two bedrooms, a study, a bathroom and a kitchen in it. I can watch TV in the living room. I can read a book in the study. I can have a nap in the bedroom. I can take a shower in the bathroom. I can have a snack in the kitchen.
Take out the picture of your home. Talk about your home with your partners. Then introduce your home to us. (课件出示：句型This is my new home. You can see… I can…in…)
Divide students into three groups. Lead students to work in groups. At last, ask some students to show in class.
2. Let’s sing.
Sing the song My home. (课件出示：教材P44 Let’s sing板块的歌曲)
T: East or west, home is the best. We love our home. We love our
family.Teaching purpose
通过游戏进一步加深学生对新授词汇的熟悉程度，再结合句型来练习，使学生更熟练地掌握并运用本课的重点词汇和句型。

Teaching purpose
通过让学生将活动与居室名称匹配起来，形成对于新授词汇的立体记忆，以达到牢固掌握动词短语与居室名称的目的。

Teaching purpose
运用所学语言来描述自己的家，既可以锻炼学生运用语言的能力，也可以提高学生参与英语学习的积极性。

▶板书设计
▶作业设计
1. Practice the words and the dialogue.
2. Design your ideal home, then introduce it to your parents.
3. 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. 由韵句和游戏导入新课，引导学生复习上一课的内容，迅速抓住学生的注意力。

2. 通过情景引入新词，在词汇学习的环节，融入Let’s do板块的内容，让学生在轻松愉快的氛围中学习和掌握新的知识。

3. 通过游戏的创设，将新知融入生活，以活泼的游戏形式帮助学生进一步巩固所学知识，让学生在玩中学，学中玩。

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 learn
·Be able to listen, speak and read the vocabulary “bedroom, living room, study, kitchen, bathroom”.·Be able to use the sentence structures“Where’s Amy?”“—Is she in the study? —Yes, she is.”to ask and answer adroitly.
Let’s do
·Be able to understand the instructions and do the correct actions according to the instructions.
▶Teaching Priorities
·Be able to use the key vocabulary to describe the room names.
·Be able to use the key sentence structures to ask the location of characters or objects in situations. ▶Teaching Difficulties
·Be able to understand the instructions in “Let’s do” and do the correct actions according to the instructions. And be able to match the rooms with the activities correctly.
▶Teaching Procedures。