人教版PEP小学英语《Unit4MyHome》教学设计

人教版PEP小学英语《Unit 4 My Home》教学设计
第一课时
Part A Let’s Learn
教学目标：
1知识目标：
A．能够听、说、认读五个有关房间的单词study, kitchen, bedroom, bathroom, living room。

2能力目标：
A．能够用This is my home. You can see a living room…句型简单介绍房子。

B．能够听懂"Let’s do"的指令,并做出相应的动作。

3 情感目标：
A. 培养学生的创新精神和实践能力,提高学生的口语表达能力和交际能力。

B. 培养学生对家的热爱、鼓励学生大胆设想自己未来的家居。

教学重、难点：
1教学重点是有关房间的五个单词的认读,并能运用句型This is my home. You can see….来介绍自己的家。

2难点是单词bathroom, living room, bedroom的发音。

教具准备：
1. 教材相配套的教学课件
2. 教材相配套的教学录音带
3. 教师自制的单词卡
4．教学用的自制房间图片
教学过程：
Step1Preparation
<上课前在黑板画出房子的简单平面图,用来板书>
1. Let's sing: In the classroom.〔学生边唱边拍手〕
2. Free talk:
T: Hello! Boys and girls! What's this?
Ss: This is our classroom.
T: How many boards/lights/... can you see?
S: I can see two boards/six lights/...
T: What can you do in the classroom?
S1: I can clean the boards in the classroom.
S2: I can sweep the floor in the classroom.
...
T: Yeah. Our classroom is so big, so clean and so beautiful.
Step 2Presentation
1. Living room
T:〔课件出现蜡笔小新〕Who is he?
Ss: He is 蜡笔小新
T: Is he in our classroom now?
Ss: No.
T: Where can you see蜡笔小新?
S: I can see 蜡笔小新in the TV.
T:〔学生一说出TV 就问〕But where is TV?
S1: It's in home.
T: Maybe.
S2: It's in the...
T: <课件出现客厅> Look. It's in the living room. Read after me. /V/ /V/ living room.<运用词卡领读,板书>
Ss: <Read it together, read one by one>
T: What can you do in the living room?
S1: I can sweep the floor in the living room.
S2: I canwatch TV in the living room.
…
T: OK. I want to watch TV now. Let's go to the living room, watch TV.
Ss: <Say and act.>〔学生边说边做〕
2. Study
〔教师拿出提前画好的书房图片,并遮住一部分,首先露出电脑,然后是书桌,最后是书架〕
T: Boys and girls look at this picture, let’s play a game and guess what’s in the picture>.
S1: It’s a puter. <只露出电脑>
S2：desk…<学生根据电脑猜出相关的物品。

>
紧接着露出书架,学生回答。

T: what’s in the picture?
Ss：A shelf and many books.
T：Can you seethem in the living room?
Ss: No.
T：Where can you seethem?
S1: I can see in my "书房".
T: Yes, we can see them in the study. We often play puter games in the "study". But we can't play for a long time.
T: Read after me. <出示此卡,运用词卡升降调领读,板书>
Ss:〔one by one〕
T:〔呈现整幅书房的画〕What can you see in the study?
S: I can see a desk/a chair/many books/...in the study.
T: Do you like study? Why?
S1: Yes. Because I can play puter games in the study .
S2: I like study. Because I can read a story book in the study.
...
T: Yes. We all like to read books in the study. Let's go to the study. OK?
Ss: OK.
T: Go with me. Go to the study, read a book.
Ss<学生起立跟着老师边说边做>
3. Bedroom
T: <教师简单画出一张床和一个小女好躺在床上看书的简笔画> But can we read books in the bed?
Ss: No. We can't.
T: We can sleep in the bed. Where is the bed?
Ss: It's in the "bedroom". <强调发音,防止学生读成bed room>
T: Listen to me, please. bedroom, bedroom.〔纠音〕/dr/, /u:/, /dru:/,〔课件出现这两个音标〕
Ss: <Say with me. Read it together, one by one.>
T: Ok, look. What can you see in the bedroom? <课件呈现卧室图>
S1: <I can see a bed/ a picture/... in the bedroom.>
4. Kitchen
T<紧接着点击课件,发出炒菜的声音和Mike放学回家叫Mom的声音>：What's happen? Who's ing? Where is Mom?
T: Where is the Mom? Is it in the...?
S1: Is it in the living room?
T: No. It isn't.
S2: Is it in the bedroom/ study/...?
T: <课件出现Mom在厨房做菜的情景>Look. Mom is in the "kitchen".<升降调> <出示此卡领读,板书,纠音>
Ss: <Say with me. Read it together, one by one.>
T: Mike go home from school so he is hungry. I'm hungry, too. I can have some noodles in the kitchen. What about you?
S1: I can have some chicken in the kitchen.
S2: I can have some cake in the kitchen.
...〔要求学生边说边做〕
T: We also can have a snack. Look! This is a snack.<出示实物,帮助学生理解snack.>
Ss: Wow.Yummy.<学生表现出很想吃的欲望>
T：Let's go to the kitchen, have a snack.
<学生跟着老师边说边做动作>
5. Bathroom
T: <吃完后老师看着自己的手说> Wow. My hand is so dirty. I can wash my hands in the "bathroom". /a:/ /ba:/ bathroom.
Ss: <Say with me. Read it together andthen one by one.>
T: What can you wash in the bathroom? <Discuss in group>
Ss<学生讨论>
T: OK. Who can try?
S1: I can wash hands /face /... in the bathroom.
S2: I can wash hair in the bathroom.
T: We also can take a shower in the bathroom
Let's do:
T: We can do different things in the different rooms. Let's do.
<Ss listen to the tape and do the actions>
Step 3 Practice
1. Ok, open you books now, and turn to page 46 Let’s listen to the tape and
read after the tape.< 第一遍认真听,第二遍跟读>
2. Read with your partners.
3: Play a game:
看谁反应快
教师把本节课所学的五个单词,每次漏掉一个通过课件展示给学生,看他们谁能以最快的速度看出并说出少了那个单词。

Step 4 Production
Find friends. <Read and find out>
T: I have five friends. Who are they?
T: <课件出示>
Friend one: I'm big. I have a TV. I have two sofas. Who am I?
Friend two: I'm big, too. I'm nice. I have a pink bed. I have many pictures. Who am I?
Friend three: I'm small. I have many books. I have a white puter. I have many friends. Who am I?
Friend four: I’m very small. I can make you clean. Who am I?
Friend five: I'm clean. I have many apples. I have hamburgers. I can make you strong. Who am I?
Ss: <Read together and guess what rooms they are.>
Step 5 Progress
Introduce the home：
T: Oh, I’m tired. Let’s have a rest and enjoy some pictures.
Show some pictures—a study, a bathroom, a bedroom, a living room, a bedroom……
T: What can you see?<I can see a study/bedroom……>
T: This is my home. Wele to my home.
You can see--------.Let me introduce my home again. Can you introduce your home?
T: Now please introduce your home to your friends.
<教师首先做示范并且在课件上给予提示>
Homework:
Introduce your home to your friends..
板书设计：
This is my home.
study bathroom bedroom
living room kitchen
银雀山小学伏晓
第二课时：
Unit4My Home
Part ALet’s Talk
教学目标：
1．能听懂、会说：Is this your bedroom? Is it in/on/under...? Yes, it is. /No,it isn't.
I have a new... Where’s ... 并能在实际情景中运用。

2．通过猜猜看的游戏,使学生复习巩固Let's talk中学过的语言。

教学重难点：
重点：句型：Is i t in/on/under/…? Yes, it is. No, it isn't.
词汇：isn't
难点：发音：it is连读,isn't.
教具准备：
1. study, bathroom, bedroom, living room, kitchen的图片。

2.教材相配套的教学课件。

3.教材相配套的教学录音带。

4.对话相对应人物的头饰。

教学过程：
Step1: Preparation
1.Sing a song"My bedroom".
2.做游戏：
师把图片study, bathroom, bedroom, living room, kitchen放在讲台上,让一个学生到前面来看指定好的图片,然后做出在该房间发生的动作,让其他同学来猜他
看到的是哪张图片。

3. 拿出提前准备好的橡皮
T:：I have a new eraser. Do you have it? Where is it?
Ss: It’s in/on/under…
T: I have…. Do you have it? Where is it? It’s in/on/under… <提问其它学习用品> Ss: It’s in/on/under…
4.
〔1〕师分别指着书、本、铅笔、尺子、橡皮等实物再次询问学生：Is it on the desk? Is it in the pencil-box? Is it in the desk? Is it under your book?
〔2〕在学生回答出Yes和No的基础上,引导他们用Yes, it is. No, it isn't. 来回答。

〔3〕出示Yes, it is. No, it isn't.的句条领读、操练
Step2：Presentation
1. Play a game
做猜一猜的游戏。

教师告诉学生有东西分别放在家中的各个房间里。

让学生猜一猜他们到底在哪个房间。

把学生分为两大组,一组学生使用句型Is it in/on/under…? 来猜,另一组学生看着课件用Yes, it is. No, it isn’t 来回答。

教师所给的单词是：desk, bed, cat, chair, TV, sofa, book, bag.
2. Let’s chant：
Where is your eraser? Where is your eraser?
Guess! Guess!
Is it in the pencil-case? Is it in the pencil-case?
No ！No! No, it isn’t.
Is it on the desk? Is it on the desk?
Yes! Yes! Yes, it is.
3.教师通过叙述故事,导入课文对话。

T:：一天,Sarah来到Chen Jie的家中,在Chen Jie的卧室里,看到她家的猫把她的新橡皮给叼跑了。

你知道,猫把橡皮叼到哪里去了吗？可让学生先用句型Is it in…?来猜一猜。

4.让学生闭眼听录音两遍,听完后,让学生回答：Where is the cat?
5.听录音,跟读课文对话。

Step3：Practice
1.听音正音：听录音,跟读课文对话.
2.合作共建：同位分角色互读,操练。

3.表演展示：Role play <师准备头饰>
(1)T and Ss
(2)Boys and Girls
(3)S1 and S2
Step4：Production
趣味操练
做Let’s play部分的游戏。

让一个人蒙上眼睛,其他的人来藏一件物品。

然后,让蒙上眼睛的同学猜Where’s…., 蒙上眼睛的同学用Is it in/on/under/…?来猜。

其他同学用Yes, it is. No, it isn’t 来判断。

如果猜对了,换人继续游戏。

如果猜错了,要被罚演节目。

Step5: Progress
看图猜词
以每一纵行为一组进行竞赛,教师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名学生轮流猜,可以问："Is it a plane <bus, bike>?"回答：Yes it is.或No,It isn’t.等。

哪个组猜对了就给记10分,然后接着往下猜,第一排的学生猜过后第二排接着猜,最后得分最多的组为优胜。

做游戏时,还可以找一位学生来主持,由他让学生们猜。

板书设计：
Unit 4 My home
Part A Let’s talk
Is it in/on/under…?
Yes, it is.
No, it isn’t.
第三课时：
Unit 4 My Home
Part ALet’s Read
一.教学目标
1.能听说读写单词home, room, school, classroom并能根据图意填空。

2.能用Wele to….. This is my….. Look! My…is big. 等句子描述图片
3.能用英语介绍居室或学校
二.教学重难点
掌握Read and Write 部分单词的拼写。

三.教具准备
1．图片study, bathroom, bedroom, living room, kitchen
2．教材相配套的教学录音带和录音机
3．单词卡片
四：教学过程
Step1: Preparation
1．复习Let’s ta lk/A部分的对话。

2．做Let’s play的游戏。

3、T: Today, one of our good friends is ing here. Let’s wele!
<教师做出欢迎的动作,同时课件显示>
课件出示图片
Step2:Pre-reading
1、课件呈现
Hello! I’m Xiao Wanzi. Nice to meet you!
然后,出示学校照片,并出示句子：This is my school. Wele to my school.小丸子：Cool!
2、课件出示小丸子学校的图片。

3、小丸子依次介绍自己的学校, This is my classroom. This is the puter room. This
is the ping-pong room. 课件依次呈现图片。

最后,出现This is the TV.让学生来补充完整。

Step3: In –reading
1．最后,出现This is the TV.让学生来补充完整。

学生补充说出room →学生书空教师在四线格中板书→引导学生拼读记忆该单词→学生齐读句子This is the TV room. <课件提示该句子>
2.铃声响进课堂。

3.小丸子选择去了教室. 小丸子：Let’s go on. And, look this is our < >.〔课
件图片提示教室,让学生齐说classroom〕。

T: Please use one sentence to describe her classroom. <用一句话描述小丸子的教室>
S1：The classroom is big.
S2: The classroom is nice.
…
教师出示classroom 的词卡→生齐读→学生书空教师在四线格中板书→引导学生拼读记忆该单词。

引导学生观察room与classroom的共同点。

方便孩子记忆单词。

4 .铃声又响起小丸子走出教室带领大家参观她的学校。

参观完后希望大家用一句
话描述她的学校。

S1: The school is big.
S2: I like your school.
….
教师出示school 的词卡→生齐读→学生书空教师在四线格中板书→引导学生拼读记忆该单词。

4.放学铃声想起。

小丸子：Wele to my home. 出示小丸子家的平面图引导学生
复习学过的房间单词。

教师出示home的词卡→生齐读→学生书空教师在四线格中板书→引导学生拼读记忆该单词。

5.Listen to the tape
6.Read after the tape.
Step 4: Post-reading
1.课件出示打乱顺序的本课的四个单词,让学生在作业纸上的四线格中写出正
确的单词.
2.做课本中的Write and Say.
Step5: Progress
小小设计师
学生四人一组用图片拼出本课所学的四个单词的建筑物,并在建筑物的下方用英语标注,然后结合课文所给句型进行描述,看哪个组结合得好,介绍的好。

Homework:
1.做本课所学四个单词：home, room , school, classroom 的单词卡。

2.用home, room , school, classroom进行口头造句。

板书设计：
Unit 4 My Home
Part A Read and Write
home room
school classroom。