原创精品PEP小学英语四年级上册第四单元教学预案.doc

PEP小学英语四年级上册第四单元教学预案单元计划单元教学内容：My home单元教材分析：本单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的教学内容是要学习有关房间和房 间里的家具的的单词，以及能够询问、猜测物品的位置，并做出相应的I门I答中心话题是①能够询问、猜 测物品的位置，并做出相应的回答，如:如：Wheres(Where arc)…？Is it (Are they) in/ on/ under…?Yes, it is (they are). /No, it isnt (they arent).②描述某人正在哪个房间如：She/He is in the … ③Where are the keys? Are they on/near the •••?询问物品的位置;并能用功能句 Yes, they are. No, they aren t. They re in the…作答这个单元还有让学生感知并归纳u/u-e的发音规则，在前三个 单元的学习后，这个单元学起来相对会容易很多单元教学目标：知识与能力目标：句型：1.能够在情景中运用句型Is she/he in the…？ Yes, she/he is. No, she/he isn t.询问并 回答某人是否在某个房间，并能在情景中恰当运用功能句She/He is in the…描述某人正在哪个房间。

2. 能够在情景中运用句型Where are the keys? Are they on/near the •••?询问物品的位置;并能用 功能句 Yes, they are. No, they aren* t. They re in the …作答词汇：1.能够听、说、认读5个有关房间的单词或词组:bedroom, study, living room, kitchen, bathroom2. 能够听、说、认读5个有关家具、家电的单词3. 能够在有意义的语境中抄写上述话题词汇语音：1.能够掌握u-e的发音规则，即u-c在单词中发长元音/ u:/.2. 能够读出符合u-e发音规则的单词；并能根据发音拼写出符合u-e发音规则的单词情感、文化，学习策略目标：1. 热爱自己的家，积极参与劳动，做家务2. 具有讲卫生、会整理房间的意识3. 能够分局u-e的发音规则拼读单词，并能够根据u与u-e发音规则拼写单词单元教学重难点：重点：木单元的教学重点是一般疑问句的询问及|门|答难点：1. Where is... ? Is she in the study? Where are... ? Are they on the table?及相应|口|答。

本单元难点是复数的用法,It has...的用法2. 读出符合u-e发音规则的单词；并能根据发音拼写出符合u-e发音规则的单词单元课时安排：约6课时第一课时教学内容：A Let s learn/Let, s do教学目标：1. 能够听、说、认读5个有关房间的单词或词组：bedroom, study, living room, kitchen, bathroom□2. 能够在语境中正确运用这5个单词或词组描述房间3. 能在图片的帮助下听憧指令并做出相应的动作o教学重点：听、说、认读单词:study, bathroom, living room, bedroom, kitcheno学习表示指令的词组教学难点：单词study, bathroom, bedroom的发音教学准备：词卡、课件Stepl. Warm-up教学过程:再次修改（手写）1. Play a guessing game:教师先将下面的图片（媒体素材中的图片house 03.gif）用一张白纸遮住，让学 生猜一猜是什么请有能力的学生说一说图中房间的名称Step2. Presentation1. 教师出示study的图片,手指着书房里的书问学生:What are they?学生回答:They are books.教师接着自问自答：Where are the books? They are in the study.教 读单词study,并板书，让学生认读。

教师用动作帮助学生理解词义：We read the books in the study.2. 教师出示 living room 的图片，教师问学生:Are there many books here? Is it a study?学生回答:No.教师肯定学生的回答:Good. This isn t a study. It s a living room. We watch TV in a living room.教读单词 1 iving room,并板书，让 学生认读3. 教师出示bedroom的图片，问学生：What s in it?当学生回答出bed时,教师说: Yes, there is a bed in it. We sleep in a bedroom.（做动作帮助学生理解）This is a bedroom.教读bedroom,并板书，让学生认读4. 教师出示 bathroom 的图片，问学生:Is this a study? Is this a living room? Is this a bedroom?学生会回答:No.教师告诉学生:This is a bathroom. We take a shower in a bathroom.（用动作帮助学生理解）教读单词bathroom,并板书，让 学生认读。

5. 教师出示kitchen的图片,问学生：Is this a bathroom?教师可让学生用中文说 出这是哪儿然后教读单词kitchen,并板书，学生认读单词教师可请学生看图 片说句子:This is a kitchen.6. 教师把第46页Let/ s learn部分的挂图贴到黑板上说:This is my home. How many rooms can you see? What are they?7. 让学生观看本部分教学课件[使用Unit 4 Let s learn/A]8. 教师提问：Can you see a bedroom, a 1 iving room, a study, bathroom and kitchen? 学生|门|答：Yes.教师：Oh, you can see a bedroom, a living roonr••并让学生重 夏这段话9. 让学生听录音，跟读课文10. 教师出示单词卡，让学生认读单词11. 教师用动作和语言表达句子，让学生说出相应的房间教师：We watch TV in the. We read a book in the.We have a snack in the . We take a shower in the .We have a sleep in the .12. Let s do:1） 教师播放录音，学生跟唱。

2） 教师说前一部分的指令，让学生说后一部分的指令并做出相应的动作教师：Go to the living room. 学生：Watch TV.3） 学生小组表演Let s do部分的内容4） 教师奖励优秀小组Step3. Practice1. 抢读单词2. 摸宝说英语3. Let s sing: 《My Bedroom》作业布置:1 .概括总结今天所学的知识，然后做作业本内配套练习O2. 听读Lef s learn部分的录音,读给朋友或家长听3. 把Let s chant说、做给父母或同学看4 .做抄写本配套练习板书设计:Unit4 My homeThis is my home.书房浴室study客厅bathroom厨房 ki tchenliving room卧室bedroom教学反思:第二课时教学内容： A Let s talk/Let s play教学目标：1. 能够在图片和教师的帮助下理解对话大意2. 能够用正确的语音、语调朗读对话，并能进行角色表演3. 能够在情景中运用句型Is she/he in the ...? Yes, she/he is. No, she/he isnt.询问并回答某人是否在某个房 间，并能在情景中恰当运用功能句She/He is in the...描述某人正在哪个房间。

4. 能够在“猜猜看游戏中，依照语言示范运用所学句型Is it in your...? Yes, it is. No, it isnt.询问|司伴将物 品藏在何处并作答教学重点：句型 Is she in/on/under/...? Yes, she is./ No, she isnt.词汇：isnt教学难点：发音it is连读，isn t教学准备：词卡、课件教学过程：Stepl. Warm-up 再次修改（手写）1. Lets do2. 单词风暴大屏幕快速闪现上节课单词，让学生快速说，达到巩固单词的日的3. Free talkT: My home is nice. I have a living room, a bath room , a study and two bedrooms. What about you? Can you tell me about your home?Step2. PresentationLT: I have a nice home ,You have a nice home. I think School is our home too, right?Look ,Who is coming?Ss: He is Liu QianT: Yes , He is a magician o He take our a magic show.( monkey, mouse , duck , cat)2. 魔术停留在出现的 “cat"上，T: I have a cat. Shes cute. What about you?（板书：I haveShes cute.)（板书：I have. Shes cute.)3. Teach: Is she in ....? Yes, she is. / No, she isnt.在魔术中，最后出现的dog ,最后变没了。

T: Oh, Wheres my dog?Lets guess: Where is she?T: Use this : Is she in the bedroom/study/living room/kitchen/bathroom?5. 教师把宠物猫拿出来放到门外（播放敲门声）,询问：Where is she ? Is she in the classroom ?引导学生回答:No, she isnt.并解释然后询问Is she in the school?引导回 答 Yes, she is.把猫拿进来,询问 Is she in the classroom ? Yes, she is.答对有奖励 板书 Where is...? Is she in.....? Yes, she is. No, She isnt.6. T: I find my cat. But Amys cat missing. Lets go and find.Where is 。