人教版三年级起点四年级英语上册《nit 4.My home C》优质课教案_25
人教版三年级起点四年级英语上册《nit 4.My home C》优质课课件_22
I’d like some… chicken beef noodles soup vegetables rice
A: What would you like? B: I’d like some…and…
I'd like =I would like
tea/ti:/
red tea
green tea
sandwich/’sæ nwidʒ / /’sæ nwitʃ /
salad/’sæ ləd/
vegetable salad
fruit salad
hamburger
ice cream
MENU
rice
tea
juice
bread
beef
noodles
sandwich ice cream
vegetables
drink/driŋk/ 饮料
tea
coffee milk
Coke juice
ice cream
bread
sandwiches
French fries hot dogs salad
hamburgers
Western food 西餐
Western food 西餐 classify分类
chicken French fries
bread
cake
hot dog hamburger
sandwich salad ice cream
Chinese food 中餐
soup beef rice vegetables fish
drink 饮料
noodles
coffee milk Coke juice tea
_________is Western food.
人教版三年级起点四年级英语上册《nit 4.My home C》优质课教案_16
PEP3 Unit 4 My home B Let’s learn & Let’s doTeaching Aims：1. Ss are able to listen, read, say and write the new words: phone, bed, sofa, shelf, fridge, table, TV. And use them to express correctly.2. Ss are able to understand the orders and do the actions quickly.Main points：Ss are able to master the four-skill words.Teaching difficulties：Ss are able to say the word correctly: phone, bed, shelf.Teaching Aids：CAI, teaching cardsTeaching Procedure：（课前：运用“一起作业网”，回顾知识。
）ⅠWarm up.1.Greeting.2.First, let’s sing a song.3.Enjoy a story: My HomeT: I have a story for you. Let’s enjoy it.T: They like their home. I like my home, too. Look, my home is in Hengdian. Do you like your home?Ss try to say: I like my home, my home is in _____.ⅡPresentation and Practice.1.To learn the new words:(1)T: Today there is a party in Miss White’s home. Zhang Peng and his friends are goingto Miss White’s home. Do you want to go?(2)Enjoy the flash: B Let’s learn.(3)T: What can you see in Miss White’s home?S: I can see _____ in Miss White’s home.（灵活教学，学生先说哪个，就先教哪个。
人教版三年级起点四年级英语上册《nit 4.My home C》优质课教案_10
《My home》教学设计目前小学英语的教学状况指出促进课堂互动,是实现向"以学生为中心"的教学模式转变的主要途径,而心理学的有关理论为课堂活动提供了坚实的理论基础,有效的课堂互动,师生要遵循一些原则,如教师的主导作用,激情、激发、激励原则以及平等性原则;学生也要遵循参与合作、有序竞争原则以及学生主体和教师主导相互为用的原则.本节课主要采用课堂互动的教学理论依据，把课堂还给学生让学生学以致用。
本课是人教版四年级上册《Unit 4 My home》的Part A Let’s learn and Let’s do。
主要学习study 、bathroom 、bedroom 、living room 、kitchen 这几个有关居室的单词，用简单的英语语言介绍自己的家.教学方法：1、游戏教学法：用游戏形式复习单词、句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。
2、情景教学法：情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。
3、动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英语学习，激发学生学习兴趣，提高学习效果。
4、活动教学法：就是按照学生身心发展过程中的不同阶段来设计、布置情境，提供材料，让学生积极参与自由操作、观察思考。
三、学情分析：四年级学生的年龄在10岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。
而且他们接触英语已经有一年时间，已具有初步的听说能力。
四、教学目标（1）能听、说、认读study 、bathroom 、bedroom 、living room 、kitchen 并能在日常生活中运用.（2）能听懂Let’s do部分的指示语，并按照指令做出相应的动作.（3）能用简单的英语语言描述自己的家以及激发学生对家的热爱.五、教学重点难点及解决方案重点：能听、说、认读study 、bathroom 、bedroom 、living room 、kitchen并能在日常生活中运用.（解决方案：用兴趣来激发学生，通过教师示范、图片展示、教具辅助、影像音频、做游戏等方式学习巩固单词。
人教版三年级起点四年级英语上册《nit 4.My home C》优质课教案_4
教学设计Unit 4 My home A Let's learn & Let's do一.W arm-up（热身）学生齐唱一首歌→Hide and Seek（设计意图：通过歌曲进行课前热身，能有效激发学生的学习兴趣）二. Lead-in用本单元主要句型Is she in the study? Yes, she is. /No, she isn ’t 导入.（设计意图：由已知知识导入未知，有利于学生快速接受）三．Presentation从导入study 依次过渡到 living room ，bedroom, kitchen, and bathroom 过渡到What can you do in the living room? 引出Watch TV , Read a newspaper..... 带领孩子做动作Go to the living room. Watch TV.依此类推呈现kitchenHave a snack Wash some vegetables..... Go to the kitchen. Have a snack. study Read a book ....... Go to the study. Read a book. bedroom Have a nap..... Go to the bedroom. Have a nap......（设计意图：导入短语配合做动作，能让学生对短语更加熟悉，便于认知）四．Practice（设计意图：通过三个游戏加深学生对单词的理解与认读能力，在游戏中轻松地学习单词。
）学生跟练Let ’s do五．Extension (Group work) 拓展1. Draw a picture about your dream home, and talk it to your friends.画一幅你梦想中的家，并把它介绍给你的小伙伴。
人教版三年级起点四年级英语上册《nit 4.My home C》优质课教案_5
PEP小学英语四年级上册Unit 4 My home教学设计教学内容：Part B Let’s talk一、教学目标：1、能听懂、会说: Where are … ? Are they …? Yes, they are. / No, they aren’t.并能在实际情境中运用。
2、能够询问、猜测复数物品的位置,并做出相应的回答。
3、通过整理文具等活动，教育学生要养成及时整理物品的好习惯。
二、教学重点、难点：听说认读句型Where are …?Are they…? Yes, they are. /No ,they aren’t 并在实际中运用。
三、教学准备：1.多媒体课件2 .书、尺子、铅笔等物品。
四、教学步骤：Step1：Warm-up/Revision（8分钟）1.Sing a song.2.Greetings.3.复习介词：in on under near。
（Let’s chant）设计意图：日常口语交际是为了让孩子们能多运用英语来进行交流，用歌曲开课是为了让学生们的注意力迅速的回到课堂上来，也是为了完成课标中第三点：要求的学生要能唱简单的英文歌曲，复习介词，让学生热身,并为后面做好铺垫。
:Step2：Presentation（34分钟）1、教授句型Where ar e …? Are they in/on/near/under…（10分钟）教师拿出一本书问What’s this?学生回答：It’s a book. 教师接拿出两本书问：What are they? 引导学生用They are books.接着请学生闭上眼睛，教师把书藏在桌子里面，教师接着说：Guess！Where are they? 板书：Where are…? 教师先范读，再带读。
引导学生用Are they in/on/near/under…?来猜一猜。
同法，教师把铅笔藏在电话旁边，操练句型Where are…? Are they in/on/near/under…?教师先范读，再带读。
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Step Five Homework
a. Read the dialogue on Page 45.
b. Write a passege to introduce the places of your things
b. check it.
8. Where are the their glasses?
a. Find the Uncle bear’s glasses: They are on the table.
Find the Grandpa’s glasses: They are on the bed.
8.Can they see now?
2. Let’s find out the missing words.
Have Ss fill in the blanks and retell the story(Pay attention to the noun plural. )
Step Four Extension and production
课题
PEP Book 3 Unit 4 B C Story time教学设计
课时：第6课时
教学目标
1.Ss are able to understand the meaning of the story.
2.Ss can review the sentence“Are they on the fridge? Your glasses are on the bed” and extend the sentence“I can see now”.
3.Ss can role play the story.
教学重点
1.Ss are able to grasp the meaning of the dialogue and read it out.
2.Ss are able to describe the palces of putting their thing.
a. Listen to the video of the talk.
6.Are they Grandpa’s glasses?
a. Pair work
b.check the answer
7. Look and choose
a. Guess uncle bear’s idea to solve the problem
Step two Presentation
1. Listen and choose
a. What are they talking about?
b. Check.
2. Can you help them?
a. Find the difference of the two pictures
b. Check the difference: Before, they had glasse设计：
4. Where are the Grandpa’s glasses?
a. Listen to the video of the talk.
b. Find the Grandpa’s glasses: Grandpa’s glasses are on the table
5. Are they OK now?
教学难点
Using the noun properly is a little bit difficult.
教学准备
CAI; pictures of Uncle bear and Grandpa.
教学过程
设计意图
Step one Warm up
1.Greetings and warm up: It is...
T shows the photos of my room and Ss talk about “.. are...”
a.Ss watch some pictures of animal and talk about his changes.
b.Have Ss share “My.. are...”
复习旧知，为课文理解做好铺垫。
读故事封面，引导学生进入情境
了解文章话题，引导学生进入情境，寻找Uncle bear和Grandpa的眼镜。
抓住重点句型进行操练，并引导学生灵活运用。
学生自主学习自我发现，关注名词复数的使用方法。
通过动物的生活习性，锻炼学生运用所学句型进行表达的能力。
比较脏乱的房间和整洁的房间，进行思想品德教育。
a. Listen to the video of the talk.
b. check it.
Step three Practice
1.Let’s read
a. Read the whole dialogue after the tape.
b. Role play: Work in groups and act the dialogue out.
Now, they don’t have glasses.
c. Find their glasses
3. Where are the Uncle bear’s glasses?
a. Listen to the video of the talk.
b. Find the Uncle bear’s glasses: Uncle bear’s glasses are on the bed
2.Look and say
a. Review the sentence “Where are my glasses? Are they in/on the...?”
b. Review the word “glass”
3. Introduce two new friends: Zoom’s grandpa and his uncle