英语人教版三年级上册Unit 4 My Home A Let's learn

小学英语四年级上册

Unit 4 My Home A Let’s learn Let’s do教学设计

通化县实验小学 程锦绣

一． 教学内容：小学英语PEP版四年级上册

Unit 4 My Home A Let’s learn & Let’s do

二． 教学目标 1．知识目标：

1）、能听、说、认、读 study，bathroom，bedroom，living room，kitchen

等单词并能在日常生活中运用。

2）、能听懂 Let's do 中的指示语，并按照指令做出相应动作。

2．能力目标：

能听懂、会说 Welcome to my home. 欢迎别人到自己家来做客的这一礼

貌用语。能实际运用句型：This is my home. You can see a bedroom....来介绍自己的家。

3．情感目标：培养学生学习英语的兴趣以及对家的热爱，鼓励学生大胆设想自己未来的家居。

三． 教学重、难点

1． 重点：5个表示家庭厅室的词汇以及用句型：This is my home. You can

2．

see a bedroom....来操练这5个新词汇。

难点：正确掌握单词bathroom，kitchen的发音。

四． 教具准备

PPT 课件

五． 教学过程 Step 1： Preparation

T：Boys and girls ,are you ready for our English class ? S:Yes .

T：Class begins .

S:Stand up.Good morning ,teacher .

T：Good morning, Boys and girls,Now ,let’s sing a song let’s sing it together . S:sing together.

【设计思路：提前放本单元英文歌曲，让生感知语言，也为后边学唱打下基础。正好为本节课的目标之一会说Welcome to my home.打下基础。以此来营造活泼的课堂气氛，调动学生学习英语的积极性。】

Step 2： Presentation

T：Great ,today ,I’m very happy ,because I have a new friend .who is she ? S:Amy .

T：Yeath ,Amy has a new home ,let’s go and have a look ,OK? S:OK.

T：look ,this is Amy’s home ,how many rooms can you see ? S:5 rooms .

T：You’re very clever .read after me :5 rooms .5 rooms . S:5 rooms .

【设计思路：师向同学们展示 This is my Amy’s home，出示问题并教授rooms为本节课后边的拓展、运用语言 ...room做了铺垫。】

(1) living room

T：now，look at this room。（出示图片 ）There is a TV and a sofa .what’s this room ? S:living room

T：good ,it’s a living room . read after me :living room.living room It’s a living room .this group ...this group ...

T：now show me your finger and spell it .生拼师板书living room。let’s read together: living room. Who can read ? 生个别读。

T：excellent . In the living room ,we can watch TV ,follow me and say ；Go to the living room ,watch TV

师边做动作边说:Go to the living room. Watch TV. 让生跟说跟做，分两组练习说、做。

【设计思路：看图片，问生喜欢看电视吗？生都说喜欢，师教育学生要先完成作业，然后看电视，出示图片，让生明白这是客厅，很自然的引出 living room 然后教授新词，注意滑音 living 加入看电视的动作，引起学生兴趣。】 (2).study 的学习

T：look at this room。（出示图片 ）there are many books on the shelf ,guess,what’s this room ?

S:study .

T：good ,it’s a study . read after me :study .study It’s a study .this group ...this group ...

T：now show me your finger and spell it .生拼师板书study 。let’s read together: study . Who can read ? 生个别读。 T：OK.Do you like study ?S:Yes .

T:I like study ,too.we can read a book in the study ,follow me and say ；Go to the study,read a book.

师边做动作边说:Go to the study,read a book. 让生跟说跟做，分两组练习说、做。

【设计思路：由许多书在书房的书架上，引出study并让生一目了然。教单词时先让生听、看，然后说、认词。由词汇教学过渡到短语中并加入动作，调动起学生的积极性。渗透 Let's do 为完成教学目标之一作铺垫。】 T：Where ‘s Amy ? S:In the study .(板书） T：Is she in the study ?

S:Yes ,she is .(板书）师教读后，生练习。

T：now ,practise in pairs .生练习后，师提问：who can try ? (3).bedroom 的出现

T：Can you read a book in bed ? S:No .

S:yeath,it’s bad for our eyes .we should protect our eyes ,but where is the bed ?（出示图片 ） S:in the bedroom.

T：good ,listen to me carefully,bedroom,bedroom.It’s a bedroom.this group ...this group ...

【教授时注意让让生看 bedroom 是由 bed 和 room 组成，但发音出现连读现象│dr││/bedrU:m│让生注意bedroom的发音。】

T：now show me your finger and spell it .生拼师板书bedroom。let’s read together: bedroom,bedroom . Who can read ? 生个别读。

T：In the bedroom ,we can have a nap ,follow me and say ::Go to the bedroom,have a nap Go to the bedroom.Have a sleep.边说边做动作，让生跟说跟做。分A、B两组，A组说B组答，再交换角色练习. 【设计思路：师用肢体语言向学生演示睡觉，然后出示图片，很自然引出bedroom。让学生做动作，渗透Let's do，加深对bedroom的印象。】 T：Where ‘s Amy ?

S:In the bedroom .(板书） T：Is she in the bedroom ?

S:N o ,she isn’t .(板书）let’s read together.Is she in the bedroom ? N o ,she isn’t .

T：now ,practise in pairs .师教读后，生练习，师提问：who can try ? (4).kitchen

T：Look ,What’s this room ? S:kitchen.

T：Read after me ：kitchen.kitchen.It’s a kitchen. this group ...this group ...

T：now show me your finger and spell it .生拼师板书kitchen.let’s read together: kitchen.kitchen. Who can read ? 生个别读。

T：I’m hungry .Let’s have a snack,follow ma and say ：go to the kitchen,have a snack .教师板书，并出示单出示图片kitchen 教读、找同学当小老师领读。

学生边做动作边说：Go to the kitchen. Have a snack.

【设计思路：夸张的做动作：饥饿状、吃东西状，引起学生的兴趣。学习单词kitchen与已学词汇chicken作一比较，给同学们留下深刻的印象，加入动作让生说、做起来。】 T：Where ‘s Amy ?

Is she in the kitchen. ?

S:Yes ,she is .let’s read together.Is she in the kitchen. ? Yes ,she is .

T：now ,practise in pairs .师教读后，生练习，师提问：who can try ? (5).bathroom 的学习

T：I’m tired .Let’s go to the bathroom and have a shower .let’s read together :bathroom ,bathroom .go to the bathroom .this group ...this group... T：now show me your finger and spell it .生拼师板书bathroom ..let’s read together: bathroom ,bathroom Who can read ? 生个别读。

T：In the bathroom ,we can take a shower.follow and say ：go to the bathroom,take a shower .师说 Go to the bathroom, take a shower.边说边做动作，让学生知道take a shower的意思。

T：Now .look at the home .let’s read together . (生齐读出示let’s learn 的单词）

听音正音

Open your book and turn to page 39 ,listen and point .

Now listen again and repeat .用手指单词做到“眼到、手到、口到、心到” 【设计思路：让生听录音，纠正学生发音，做到“四到”，培养学生听、认能力】

Step 3：Practice

1、Let’s do

2、Guess .What am I ?

3、Let’s play a game . What’s missing ? Where ‘s Amy ?

练习句型Is she in the ...?

Yes .she is . No ,she isn’t .生自由练习并展示

Step 4 ：Production