四年級英語上冊Unit1Myclassroom第一課時教案人教PEP

Page3Unit1Myclassroom教材分析本單元學(xué)習(xí)的主題是新學(xué)期起先打掃新更換的教室。教學(xué)內(nèi)容主要是通過學(xué)生們談?wù)摗⒋驋呓淌业那榫皝沓尸F(xiàn)的。教學(xué)重點是能夠聽、說、認(rèn)讀核心句型“What’sintheclassroom?”“Let’sgoandsee!”“—Whereisit?—It’snearthewindow.”“Let’scleantheclassroom.”“Letmecleantheteacher’sdesk.”；能夠聽、說、認(rèn)讀單詞和短語“classroom,window,blackboard,light,picture,door,teacher’sdesk,computer,fan,wall,floor”。教學(xué)目標(biāo)學(xué)問與實力目標(biāo):句型·能夠聽、說、認(rèn)讀句型“What’sintheclassroom?”“Let’sgoandsee!”“—Whereisit?—It’snearthewindow.”“Let’scleantheclassroom.”“Letmecleantheteacher’sdesk.”·能夠在情景中運用句型“—Whereis…?—It’sin/on/under/nearthe…”詢問并回答物品的位置·能夠在情景中運用句型“Let’s…”“Letme…”提出行動建議·能夠按意群朗讀“—Whereisthegreenbook?—Itisundertheteacher’sdesk.”等四組句子詞匯·能夠聽、說、認(rèn)讀單詞和短語“classroom,window,blackboard,light,picture,door,teacher’sdesk,computer,fan,wall,floor”·能夠正確運用上述詞匯描述教室里的物品及設(shè)施·能夠在有意義的語境中正確書寫上述詞匯語音·能夠駕馭a-e的發(fā)音規(guī)則，即a-e在單詞中發(fā)長音/e?/·能夠讀出符合a-e發(fā)音規(guī)則的單詞，并能夠依據(jù)讀音拼法出符合a-e發(fā)音規(guī)則的單詞情感看法?文化意識?學(xué)習(xí)策略目標(biāo):·學(xué)習(xí)禮貌言行，能夠?qū)┣?、致歉等行為做出恰?dāng)反應(yīng)·具有講衛(wèi)生、愛整齊的意識·能夠依據(jù)a-e的發(fā)音規(guī)則拼讀單詞，并能夠依據(jù)a與a-e的發(fā)音規(guī)則拼法單詞課時支配第一課時:PartALet’stalk&Let’splay其次課時:PartALet’slearn&Let’sdo第三課時:PartALet’sspell第四課時:PartBLet’stalk&Let’splay第五課時:PartBLet’slearn&Let’splay第六課時:PartBReadandwrite&Let’scheck&Let’ssing

Thefirstperiod(第一課時)PartALet’stalk&Let’splay?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’stalk·通過視察、談?wù)揕et’stalk板塊的圖片，能夠理解對話大意·能夠依據(jù)正確的語音、語調(diào)及意群朗讀對話，并能夠在小組中進(jìn)行角色扮演·能夠在情景中運用句型“—Whereis…?—It’sin/on/under/near…”詢問并回答物品的位置·能夠在情景中恰當(dāng)運用句型“What’sintheclassroom?”“Let’sgoandsee!”談?wù)摻淌摇つ軌蛟谡Z境中借助圖片等幫助理解新詞“classroom,really,picture,near,window”的意思，并能夠正確發(fā)音Let’splay·通過本部分供應(yīng)的教學(xué)活動，進(jìn)一步鞏固對方位介詞的理解和運用及操練本課時的重要句型“—Whereis…?—It’sin/on/under/near…”?教學(xué)重點1能夠依據(jù)正確的語音、語調(diào)及意群朗讀對話，并能夠在小組中進(jìn)行角色扮演。2能夠理解和駕馭本課重點句型“What’sintheclassroom?”“Let’sgoandsee!”“—Whereis…?—It’sin/on/under/near…”。3能夠在情景中運用以上句型與他人談?wù)撓嚓P(guān)話題。?教學(xué)難點能夠在語境中敏捷運用以上句型。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件?課文錄音?視頻、頭飾、單詞卡片等。Teachingpurpose通過與學(xué)生的自由談話拉近師生間的距離，創(chuàng)建和諧愉悅的學(xué)習(xí)環(huán)境，并引出本課句型“Teachingpurpose通過與學(xué)生的自由談話拉近師生間的距離，創(chuàng)建和諧愉悅的學(xué)習(xí)環(huán)境，并引出本課句型“What’sin…?”。通過Let’sdo復(fù)習(xí)以前學(xué)過的方位介詞on,in,under等，為后面的學(xué)習(xí)做好鋪墊。Step1:Warm-up&Revision&Lead-in1.Greetings.2.EnjoyanEnglishsong—Wehaveanewclassroom.（出示課件）3.Freetalk.T:Hello,S1.What’sinyourpencilbox?S1:（Openthepencilbox.)Apen,threepencils,aruler…Theteacherasksmorestudentstoanswerthequestionof“What’sinyourpencilbox?”4.Let’sdo.T:Boysandgirls,let’splayagame—“Isay,youdo.”Teachingpurpose在導(dǎo)入環(huán)節(jié)，老師接著運用句型“WhatTeachingpurpose在導(dǎo)入環(huán)節(jié)，老師接著運用句型“What’sinyour…?”對學(xué)生的繪畫內(nèi)容進(jìn)行提問，提前進(jìn)行新句型及常用語“Really?Let’sgoandsee.”的滲透，使學(xué)生能自然進(jìn)入英語的學(xué)習(xí)氛圍中。Putyourcrayoninyourbag.PutyoureraseronyourEnglishbook.…5.Lead-in.T:OK.Let’shaveabreak.Takeoutyourpencilandcrayonstodrawapicture.Thentheteacherasksstudentstostandupandanswer:T:S1,what’sinyourpicture?S1:Someflowers.T:Really?Let’sgoandsee.Oh,yourflowersarebeautiful!S2,what’sinyourpicture?S2:Anapple.T:Really?Let’sgoandsee.Oh,yourappleisbigandred!Teachingpurpose學(xué)習(xí)LetTeachingpurpose學(xué)習(xí)Let’stalk板塊的對話之前，先通過圖片和實物學(xué)習(xí)新詞匯“classroom,picture,window,nearthewindow”及句子“It’snearthewindow.”,為后面理解對話清除障礙。Step2:Presentation1.Learnthenewvocabulary“classroom,picture,window,nearthewindow”.(1)Lookandlearn.T:Good,yourpicturesareverynice.Look!Ihavesomepictures,too.Class,allthethingsinthepicturesareinournewclassroom.Showapictureof“classroom”.（課件出示：教室的圖片及單詞）T:Look!Thisisanewclassroom.Readafterme:class/klɑ?s/-room/ru:m/,classroom.Writedowntheword“classroom”ontheblackboardandteachit.Showanotherpicturewithacover.（課件出示：一張被遮住的圖畫的圖片）T:Guess!Whatisit?Ss:圖畫。T:Really?Let’shavealook!Yes.It’sapicture.Readafterme:c/k/-ture/t??(r)/,picture.Writedowntheword“picture”ontheblackboardandteachit.T:Dowehavepicturesinourclassroom?Wherearethey?Ss:Yes,theyareonthe…T:Yes,theyareonthewall.Pointtoapicturenearthewindowandteachthephrase“nearthewindow”andthesentence“It’snearthewindow.”(課件出示：幾張在窗戶旁邊的圖畫及短語nearthewindow)T:(PointtoapicturenearthewindowonthePPT.)Whereisthepicture?Ss:It’snearthewindow.T:Yes,it’snearthewindow.Readafterme:n/n/-ear/??(r)/,near/n??(r)/,w/w/-i/Ｉ/-n/n/-d/d/-ow/??/,window.It’snearthewindow.Writedownthesentence“It’snearthewindow.”ontheblackboardandteachit.(2)Askandanswer.Theteacherasksquestionsandletstudentsanswerthemwiththesentencestructures“—Whereisthe…?—It’snearthe…”accordingtosomeobjectsorwordcards.Teachingpurpose通過頭飾和PPT圖片創(chuàng)設(shè)情境，引入Let’stalk板塊的對話，先讓學(xué)生視察圖片，說說圖片中的教室里都有哪些物品，一來檢測學(xué)生對新詞的駕馭狀況，二來可以降低學(xué)習(xí)難度，為后面的學(xué)習(xí)掃清障礙。Teachingpurpose通過頭飾和PPT圖片創(chuàng)設(shè)情境，引入Let’stalk板塊的對話，先讓學(xué)生視察圖片，說說圖片中的教室里都有哪些物品，一來檢測學(xué)生對新詞的駕馭狀況，二來可以降低學(xué)習(xí)難度，為后面的學(xué)習(xí)掃清障礙。ShowtheheaddressesofSarahandZhangPeng.T:Whoarethey?Ss:SarahandZhangPeng.ShowthepictureofSarahandZhangPeng’snewclassroom.（出示課件）T:Class,wehaveanewclassroom.ThisisSarahandZhangPeng’snewclassroom.They’rehappy,becausetheyhaveanewclassroom.What’sintheclassroom?Let’sgoandsee!S1:Manydesksandchairs.S2:Awindow.S3:Somepictures.…Writedownthesentences“Wehaveanewclassroom.”“What’sintheclassroom?”“Let’sgoandsee!”ontheblackboard.T:Goodjob!Guess!WhatareSarahandZhangPengtalkingabout?S1:Theyaretalkingaboutthenewclassroom.S2:Theyaretalkingaboutthepicture.Teachingpurpose聽對話，通過三個問題檢測學(xué)生對對話的理解。3.Teachingpurpose聽對話，通過三個問題檢測學(xué)生對對話的理解。T:Welldone!Let’slistentotherecordingwiththequestions.Underlinetheanswersinthebooks.Let’sgoandsee!(課件出示：教材P4Let’stalk板塊的音頻)Askstudentstoanswerthequestions.S1:It’ssobig.S2:It’sSarah’spicture.S3:It’snearthewindow.Step3:PracticeTeachingpurpose聽錄音跟讀，引導(dǎo)學(xué)生依據(jù)正確的語音、語調(diào)朗讀對話。采納分角色表演的方式對重要句型進(jìn)行操練，幫助學(xué)生理解并運用這些句型。1.Teachingpurpose聽錄音跟讀，引導(dǎo)學(xué)生依據(jù)正確的語音、語調(diào)朗讀對話。采納分角色表演的方式對重要句型進(jìn)行操練，幫助學(xué)生理解并運用這些句型。Playtherecordingandletstudentslistenandimitatesentencebysentence.2.Readthedialogue.Askstudentstoreadthedialoguefreelyandinpairsoringroups.3.Readandactout.T:Let’sreadthedialogueinroles.GirlswillbeSarah.BoyswillbeZhangPeng.Thenactoutinpairsandshowinclass.T:WhowillbeSarahandZhangPeng?Now,findyourpartnersandactitout.Iwillselectthebestpair.Theredstarisforthewinner!4.Playagame.Borrowsomepencilboxesfromstudentsandhidethepencilboxesindifferentplaces.T:WhereisS1’spencilbox?Letsomestudentsguess.Teachingpurpose通過Let’Teachingpurpose通過Let’splay板塊供應(yīng)的Ispy嬉戲進(jìn)一步鞏固并練習(xí)新詞匯及句型“—Whereis…?—It’sin/on/under/nearthe…”。Openthepencilboxandletstudentsanswer.5.Let’splay.Presentthepictureof“Let’splay”.（出示課件）T:Iseesomethinginthepicture.Itbeginswith“c”.Whatisit?S1:It’sacrayon.T:Really?Let’sgoandsee!Whereisit?S1:It’sinthedesk.S2:It’sacar.It’sonthedesk.S3:Iseeacrayon,too.It’sonthefloor.T:Goodjob,kids!Nowboysandgirls,let’splayagame:Ispy.(嬉戲說明：當(dāng)老師說“Ispy.Ispy.Iseealetter‘p’.”，學(xué)生可以問“Whereisit?”。老師告知學(xué)生在哪里，然后學(xué)生必需告知老師那是什么。)Makeamodel:T:Ispy.Ispy.Iseealetter“p”.S1:Whereisit?Teachingpurpose在鞏固和拓展環(huán)節(jié)，通過編寫并展示對話和畫并談?wù)搶W(xué)生新教室的圖片，培育和提高學(xué)生的綜合語言運用實力。T:Teachingpurpose在鞏固和拓展環(huán)節(jié)，通過編寫并展示對話和畫并談?wù)搶W(xué)生新教室的圖片，培育和提高學(xué)生的綜合語言運用實力。S1:It’sapicture.Thenletstudentspracticeinpairs.Step4:Consolidation&Extension1.Askandanswerinpairs.Showthepictureofaclassroom.(課件出示：另一幅教室圖片)Askstudentstomaketheirowndialoguesaccordingtothepicture.Practiceinpairsandactitoutinclass.2.Drawthenewclassroomandtalkaboutit.3.Showtime.T:Sonice!Youallhaveyournewclassroom.Youmustkeepyourclassroomcleanandbeautiful.?板書設(shè)計?作業(yè)設(shè)計1.Practicethedialogue.2.Talkaboutyourclassroomwithyourpartner.3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1教學(xué)流程簡潔明白，過渡自然流暢，重點突出，借助各種教學(xué)手段降低難度、突破教學(xué)難點。2老師利用圖片、實物、肢體語言等手段，讓學(xué)生更直觀地理解新詞匯。3通過圖片、PPT等創(chuàng)設(shè)虛擬的語言情境，讓學(xué)生在情景中真實自然地運用所學(xué)語言學(xué)問進(jìn)行溝通，達(dá)到了學(xué)以致用的目的。4板書設(shè)計簡練，學(xué)生在拓展環(huán)節(jié)能夠依據(jù)板書內(nèi)容編寫新對話，對教學(xué)起到了很好的協(xié)助作用。

?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.·Beabletoreadthedialoguecorrectly,fluentlyandemotionally,andthenactitoutingroups.·Beabletousethesentencestructures“—Whereis…?—It’sin/on/under/near…”toaskandanswerthelocationsofobjectsinsituations.·Beabletousethesentencestructures“What’sintheclassroom?”“Let’sgoandsee!”properlytotalkabouttheclassroom.·Beabletounderstandandreadthenewwords“classroom,really,picture,near,window”.Let’splay·Beabletoconsolidatetheprepositionsofthepositionandusethesentencestructures“—Whereis…?—It’sin/on/under/near…”tocommunicateinreallanguagesituations.?TeachingPriorities·Beabletoreadthedialoguecorrectly,fluentlyandemotionally,andthenactitoutingroups.·Beabletounderstandandmasterthekeysentencestructures“What’sintheclassroom?”“Let’sgoandsee!”“—Whereis…?—It’sin/on/under/near…”·Beabletousetheabovesentencestructurestotalkaboutrelatedtopicswithothersinsituations.?TeachingDifficulties·Beabletousetheabovesentencestructuresflexiblyinsituations.?TeachingProcedures

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.EnjoyanEnglishsong—Wehaveanewclassroom.3.Freetalk.4.Let’sdo.5.Lead-in.1.Greetings.2.Enjoythesong.3.Perceivethekeysentencestructure.4.Reviewthewords“in,on,under…”.5.Drawasimplepictureandanswerthequestion“What’sinyourpicture?”Reviewthewordsthatstudentshavelearntandleadinthenewsentencestructuretoprepareforthenewlesson.Presentation1.Teachthenewvocabulary“classroom,picture,window,nearthewindow”.2.Teachthedialogueof“Let’stalk”.Talkaboutthepictureandteachthesentences“Wehaveanewclassroom.”“What’sintheclassroom?”“Let’sgoandsee!”3.Playtherecordingandasksomequestions.1.Learnthenewvocabulary.2.Talkaboutthepicture.Learnthedialogueof“Let’stalk”.Learnthekeysentences.3.Listentotherecordingandanswerthequestions.Learnthenewwords,phraseandsentencebeforethelearningofthedialogue.Sweepthelanguagebarrier.Makesentenceswithobjectsorpicturestoconsolidatethesentencestructuresanddeepentheunderstan