人教版 PEP四年级上册《Unit4My home ALet’s talk》教学设计.doc

Book3Unit4ALet’s talk 教学设计 ’s beautiful！You can see a TV,too.You can watch TV here .What’s this ? 引导学生回答Living room.教师补充：Yes , this is the living room.并板书living room.同样的方法引出study 和kitchen.,并板书领读。 (2)结合照片简单讨论居室里的物品，顺势引出教材对话内容。 -Look! Is this a study ? -Yes, it is. -Is the desk in the study ？-Yes,it is . -Is the TV in the study ?--No,it isn’t .-Where is the TV ？-It's in the living room. （设计意图：利用“来我家做客”带学生进入一个有趣的生活情景，利用学生学到关于家的词，引导学生询问人或物的位置，学习新句型。说出看到的房间的单词，并根据预设，能够完成living room, kitchen, study听懂会说） 2.通过猜Amy的家里有什么，引出主人公Amy’s cat-Tom，教授cute.并通过对话引入：I have a cat .She is cute. T:Let’s look at Amy’s hone.What rooms can you see in the pictures?S:Living room,study,kitchen . T: Today Sarah comes to Amy’s home. Kate is talking about her cat. Kate:I have a cat .She is cute. (一张小花猫的照片) T: Who is she? Ss: She is a cat. T: Actually,She is a girl,but her name is Tom.She is Amy’s cat.展示Amy 一家的照片，展示关于在外国家庭中Pet属于家庭成员之一。T：Look! She is very cute.( 教授单词cute)方法：c-c-c ,/k/-/k/-/k/,u-e,/ju:/,cute.) (设计意图：介绍并引入Tom，为情景呈现做准备。) Sarah：Where is she? 教师问：Is she in the living room? Is she in the study? Is she in the kitchen?（设计意图：通过教师的问渗透句型，设置悬念，并引出Jerry） 3. 设置情景引入并学习核心句型：Is she in the….? Yes, she is. No, she isn’t. （1）T：Once a day ,two bad guys came here. Jerry :”I’m hungry.”Little brother:Me ,too.(教师模仿老鼠Jerry和弟弟的对话,把学生引入到创设的情景中。 接着，教师情景引导着学生一步步猜一猜。Is she in the….? 同时教师板书：Is she in the…..?（借助图片，引导学生操练重点句型） T:Follow me, please ! kitchen , in the kitchen. Is she in the kitchen? Is she …?(补全句子练习) T: Is she in the living room? （Two by two 操练） T: Is she in the study? (Group1/2/3/4操练) 最后设置悬念，Where is she ?轻松引出：Look! She is in the kithen! (设计意图：给予学生一个听的感悟支架，同时利用黑板的图片，建立一个核心句型的结构支架。) Step3.Practice 1.Listen and repeat。 （设计意图：通过再次听，能够让学生对句型的意义有更加深刻的理解。并提醒学生注意语音、语调、表情和动作，为比赛做准备） 2.Listen and imitate的比赛及Memory game的挑战赛 （设计意图：针对语音语调的比赛，让学生能够用正确的语音、语调朗读对话，也机械操练了核心句型。） Guess game:Where is the fairy? T:Let’s do a game .Look,where is fairy?Is she in the bedroom ?学生观察图片并回答S:No,she