四年級(jí)英語(yǔ)上冊(cè) Unit 4 My home教案 人教PEP版.doc

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Unit Four My home 單元整體分析 本單元是義務(wù)教育人教版（pep）小學(xué)英語(yǔ)教科書四年級(jí)上冊(cè)第四單元。單元主題為My home（我的家）。主情景圖展示了幾個(gè)學(xué)生以及Zoom和Zip的家居生活，從而揭示本單元的主題：描述家里的居室及物品設(shè)施。 A部分共三頁(yè)，分三課時(shí)。第一課時(shí)為情景對(duì)話和練習(xí)部分。Let’s talk部分Amy向Sarah介紹自己的小貓，然后兩個(gè)人在家里的房間找來(lái)找去，終于找到了它。以此介紹了詢問(wèn)物品或人物位置的句子：Is she in the ...? 以及表示房間名稱的詞匯：living room, study, kitchen。之后的Let’s play是個(gè)猜東西位置的游戲。以此來(lái)練習(xí)重點(diǎn)句式。第二課時(shí)為詞匯學(xué)習(xí)課時(shí)，Let’s learn中介紹了房間名稱詞匯：bedroom, study, living room, kitchen, bathroom以及詢問(wèn)物品或人物位置的句子：Where is ...? Is she in the ...?之后的Let’s do通過(guò)指令活動(dòng)來(lái)練習(xí)房間名稱以及在這個(gè)房間里能做的活動(dòng)。第三課時(shí)為語(yǔ)音與字母學(xué)習(xí)課時(shí)，通過(guò)讀一讀，聽(tīng)一聽(tīng)，唱一唱；聽(tīng)一聽(tīng)、圈一圈；聽(tīng)一聽(tīng)，圈一圈，寫一寫三個(gè)活動(dòng)，讓學(xué)生學(xué)習(xí)元音字母u在開音節(jié)中的發(fā)音/ ju:/。 B部分共四頁(yè)，分兩課時(shí)。第一課時(shí)仍然呈現(xiàn)情景對(duì)話和練習(xí)。Let’s talk中John和媽媽到處找門鑰匙，最后發(fā)現(xiàn)它在門上。以此來(lái)引出詢問(wèn)物品和人物位置的句子Where are...? Are they ...? 以及詞匯：table, phone。 之后的Ask, answer and write活動(dòng)來(lái)練習(xí)重點(diǎn)句式與單詞。第二課時(shí)以John和Mike的對(duì)話來(lái)學(xué)習(xí)新的詞匯：sofa, phone, table, fridge之后通過(guò)一個(gè)活動(dòng)Let’s play來(lái)練習(xí)句子。進(jìn)一步熟悉新授詞匯。之后的讀寫練習(xí)、聽(tīng)音判斷、看一看并判斷的練習(xí)以及歌曲都用來(lái)鞏固練習(xí)本課的重點(diǎn)詞匯及句型，與C部分合為一個(gè)課時(shí)。 C部分的故事這次是有關(guān)熊伯伯和熊爺爺?shù)墓适隆Ｋ麄冊(cè)诓煌牡胤秸易约旱难坨R，最后發(fā)現(xiàn)眼鏡還給戴反了。學(xué)生們通過(guò)閱讀這個(gè)有趣的故事來(lái)整合本單元的重點(diǎn)句式及詞匯，并拓展自己的詞匯。 單元教學(xué)目標(biāo) 知識(shí)目標(biāo)： 1.詞匯：學(xué)生能夠聽(tīng)、說(shuō)、認(rèn)讀單詞：bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2.句型結(jié)構(gòu)：能夠聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 字母與語(yǔ)音：能夠掌握字母u在開音節(jié)里的發(fā)音，即/ ju:/ 能力目標(biāo) 1. 能夠正確使用重點(diǎn)詞匯來(lái)描述家里的居室及物品設(shè)施 2. 能夠在有意義的語(yǔ)境中抄寫上述話題詞匯 3. 能夠在真實(shí)或模擬的情景中運(yùn)用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 詢問(wèn)物品、人物的位置并做出相應(yīng)判斷。 4. 能夠在情景中運(yùn)用句型Open the door, please. 提出行動(dòng)建議 5. 能夠讀出符合開音節(jié)發(fā)音規(guī)則的含有字母u的單詞；并能根據(jù)發(fā)音拼寫出符其發(fā)音規(guī)則的單詞 情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)目標(biāo) 1. 在生活中能夠主動(dòng)詢問(wèn)或?qū)e人的詢問(wèn)能夠熱情應(yīng)答 2. 能夠感受到家的溫馨，從而激發(fā)學(xué)生愛(ài)家、愛(ài)家人的情感 3. 能夠主動(dòng)收拾物品并擺放整齊，養(yǎng)成良好的生活習(xí)慣 4. 能夠逐步做到見(jiàn)到符合u-e發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫符合u-e發(fā)音規(guī)則的單詞。 教學(xué)重難點(diǎn) 教學(xué)重點(diǎn) 1. 能夠聽(tīng)、說(shuō)、認(rèn)讀單詞：bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2. 能夠聽(tīng)懂、會(huì)說(shuō)句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 能夠正確使用重點(diǎn)詞匯來(lái)描述家里的居室及物品設(shè)施 4. 能夠掌握字母u在開音節(jié)里的發(fā)音，即/ ju:/ 教學(xué)難點(diǎn) 1. 能夠在真實(shí)或模擬的情景中運(yùn)用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 詢問(wèn)他人的姓名或身份，并能回答 2. 能夠認(rèn)讀并在情景中運(yùn)用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 詢問(wèn)物品、人物的位置并做出相應(yīng)判斷。 3. 能夠在有意義的語(yǔ)境中抄寫話題詞匯 4. 能夠根據(jù)u在開音節(jié)里的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)其發(fā)音規(guī)則拼寫單詞 教學(xué)方法 情景創(chuàng)設(shè)法、游戲教學(xué)法、多媒體輔助教學(xué)法、TPR、小組合作學(xué)習(xí)法 教學(xué)時(shí)間 本單元教學(xué)用時(shí)兩周，建議使用六課時(shí)完成教學(xué)任務(wù) 第一課時(shí)：A. Let’s talk. Let’s play 第二課時(shí)：A. Let’s learn. Let’s do 第三課時(shí)：A. Let’s spell. 第四課時(shí)：B. Let’s talk. Ask, answer and write 第五課時(shí)：B. Let’s learn. Let’s play 第六課時(shí)： B. Read and write. Let’s check. Let’s sing. C. Story time. 知識(shí)視窗 音譯詞 音譯詞是以讀音相近的字翻譯外族語(yǔ)言而形成的詞。也就是說(shuō)，原來(lái)本族語(yǔ)中并沒(méi)形容這種物品的詞語(yǔ)，只好借用與原族文字的音相近的字組成詞語(yǔ)。比如我們的沙發(fā)來(lái)自英語(yǔ)發(fā)音：sofa，吉普來(lái)自英語(yǔ)發(fā)音：jeep，芒果來(lái)自英語(yǔ)：mango，芭蕾來(lái)自英語(yǔ)ballet, 保齡來(lái)自bowling, 迪斯科來(lái)自disco, 皮卡車來(lái)自pickup, 坦克來(lái)自tank，基因來(lái)自gene。讀讀看，是不是非常相近呢？不過(guò)其實(shí)英語(yǔ)中也有來(lái)自漢語(yǔ)里的音譯詞，比如tofu豆腐，kung fu功夫，mahjong麻將。 寵物在家庭中的地位 在西方國(guó)家，由于受宗教等的影響，寵物也被大多數(shù)西方人認(rèn)定為家庭的一員，具有和其他成員一樣乃至更高的家庭地位。它們并不是一個(gè)用來(lái)陪伴的玩物，而是有尊嚴(yán)有權(quán)利的正式家庭成員。2013年美國(guó)人在寵物身上的花費(fèi)為六千萬(wàn)美元。人們不僅為他們的寵物花很多錢，甚至還會(huì)冒著生命危險(xiǎn)來(lái)拯救自己的寵物。而且，在某些法律案件里，因?yàn)閷櫸锏乃劳隹赡転橹魅藥?lái)心理、情緒上的損失，所以法官要據(jù)此考慮應(yīng)有的賠償。在西方，動(dòng)物保護(hù)的各種法規(guī)越來(lái)越完善，善待寵物，與寵物平等友好相處并不僅僅是個(gè)人行為，可能還是法律義務(wù)。 第一課時(shí) 課時(shí)內(nèi)容 A. Let’s talk；Let’s play 課時(shí)分析 在Let’s talk部分，Amy向Sarah介紹自己的寵物貓，告訴Sarah自己的貓非?？蓯?ài)。Sarah想看看它。然后兩個(gè)人在客廳、書房等地方都沒(méi)有找到它，最后發(fā)現(xiàn)它在廚房的冰箱頂上。在這個(gè)過(guò)程中，學(xué)生可以了解三個(gè)居室的名稱：living room, study, kitchen，同時(shí)可以了解詢問(wèn)人物或物品的位置的句子：Where is she? Is she in the living room? 以及回答：She’s in the kitchen. No, she isn’t. 要注意提醒學(xué)生的是，在西方，寵物被視為家庭成員，所以在課文中沒(méi)有用it，而是用的人稱代詞she來(lái)代指貓。 Let’s play是個(gè)猜物品位置的游戲。一個(gè)同學(xué)把自己的文具藏起來(lái)，讓另外一個(gè)同學(xué)找一找。在找的過(guò)程中，要使用句式：Where is my...? Is it in...? Is it on...? 等。使學(xué)生在相對(duì)真實(shí)的語(yǔ)境中理解重點(diǎn)句式，感受重點(diǎn)句式的含義和用法。同時(shí)，在游戲中做到可以自由地表達(dá)。 課時(shí)目標(biāo) 1. 能夠聽(tīng)懂、會(huì)說(shuō)句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 2. 能夠聽(tīng)懂、會(huì)說(shuō)以下詞匯：living room, study, kitchen 3. 能夠聽(tīng)懂、會(huì)讀對(duì)話，并能分角色表演 4. 能夠在真實(shí)或模擬的情景中正確使用句型Is she in the ...? Yes, she is./ No, she isn’t. 詢問(wèn)物品或人物的位置 5. 能夠大膽表達(dá)，樂(lè)于使用英語(yǔ)與他人進(jìn)行交流 課時(shí)重難點(diǎn) 1.重點(diǎn) 能夠聽(tīng)懂、會(huì)說(shuō)句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 能夠聽(tīng)懂并使用詞匯：living room, study, kitchen 能夠聽(tīng)懂、會(huì)讀對(duì)話，并能分角色表演 2. 難點(diǎn) 能夠在真實(shí)或模擬的情景中正確使用句型Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. 來(lái)詢問(wèn)并人物、物品位置 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 單詞圖片 教學(xué)過(guò)程 Step 1 Warm up 1. 播放歌曲：Finger family. 學(xué)生先傾聽(tīng)，再學(xué)唱。 Teacher：Boys and girls, let’s listen to a song, finger family. Father finger, father finger, where are you? Here I am, here I am, how do you do? Mother finger, mother finger, where are you? Here I am, here I am, how do you do? Brother finger, brother finger, where are you? Here I am, here I am, How do you do? Sister finger, sister finger, where are you? Here I am, here I am, how do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do? Teacher: Now sing with it. And show me your hand. Let’s sing and do. 設(shè)計(jì)意圖：這首歌以五個(gè)手指作為一個(gè)家人，既在歌聲中復(fù)習(xí)并鞏固了家庭成員類的稱呼，又熟悉了詢問(wèn)位置的句式：Where are you?為本課時(shí)的學(xué)習(xí)奠定基礎(chǔ)。此外，這首歌在演唱時(shí)可以利用手指進(jìn)行動(dòng)作演示，充滿了樂(lè)趣，能夠極大地激發(fā)學(xué)生的學(xué)習(xí)興趣，為英語(yǔ)學(xué)習(xí)營(yíng)造良好的氛圍。 Step 2 Lead in 1. 詢問(wèn)自己物品的位置，請(qǐng)學(xué)生來(lái)回答。 Teacher：Where is my book? Is it in the desk? Is it in your schoolbag? Is it under the desk? Is it on the desk. 引導(dǎo)學(xué)生回答：No, it isn’t. Yes, it is. 設(shè)計(jì)意圖：通過(guò)詢問(wèn)自己的教材的位置來(lái)引導(dǎo)學(xué)生理解本課時(shí)重點(diǎn)句式。并學(xué)習(xí)如何使用Yes, it is. No, it isn’t來(lái)回答。 2. 展示貓的部分圖片，請(qǐng)學(xué)生猜一猜它是什么，講授單詞cute。 Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it a candy? Try to guess, please. Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And look at this cute dog. This tiger is cute, too. Do you like the cute cat? 設(shè)計(jì)意圖：以猜測(cè)使學(xué)生來(lái)練習(xí)一般疑問(wèn)句及其回答。同時(shí)通過(guò)貓的形象來(lái)使學(xué)生理解詞語(yǔ)cute的含義。 Step 3 Presentation 1. 提出問(wèn)題，引起學(xué)生閱讀興趣，呈現(xiàn)對(duì)話內(nèi)容。 Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find. 2. 播放對(duì)話錄音，學(xué)生找出答案。聽(tīng)完錄音后，請(qǐng)學(xué)生說(shuō)出自己的答案。 Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen. 設(shè)計(jì)意圖：通過(guò)提問(wèn)引起學(xué)生的閱讀興趣，并使學(xué)生帶著問(wèn)題認(rèn)真傾聽(tīng)課文內(nèi)容。 3. 出示教材中的圖片，使學(xué)生理解新詞含義和拼寫方法。 Teacher：Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. （板書單詞）Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. （板書單詞）Read it one by one, please. And where is it? Yes, it’s the kitchen. （板書單詞）Girls read it, please. Boys read it, please. 設(shè)計(jì)意圖：以一般疑問(wèn)句的形式來(lái)講授居室類單詞。 Step 4 Practice 1. 再次播放課文錄音。學(xué)生跟讀課文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 學(xué)生分角色朗讀課文。 Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles. 3. 請(qǐng)學(xué)生戴上頭飾來(lái)扮演對(duì)話的角色，表演對(duì)話。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 設(shè)計(jì)意圖：通過(guò)以上三個(gè)活動(dòng)，使學(xué)生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動(dòng)中，使學(xué)生逐步理解并掌握本課的重點(diǎn)句型，為其達(dá)到熟練表達(dá)奠定基礎(chǔ)。 4. 出示不同房間的圖片，學(xué)生快速說(shuō)出單詞。 Teacher：Look at the pictures of the rooms. What is it? Say the word quickly. 設(shè)計(jì)意圖：幫助學(xué)生將語(yǔ)音與語(yǔ)義結(jié)合起來(lái)進(jìn)行記憶。 5. 做動(dòng)作，讓學(xué)生猜猜看這是在哪個(gè)房間。 Teacher：Look at me, what am I doing? I am watching TV. So what room am I in? Yes, I am in the living room. Teacher: Can you do some actions? Where is he? Where is she? Guess 設(shè)計(jì)意圖：通過(guò)動(dòng)作來(lái)猜測(cè)房間名稱，使學(xué)生更好地理解房間的意思，并能夠更好地理解重點(diǎn)句式的問(wèn)答。 6. 完成Let’s play. 活動(dòng)。 Teacher: Now, let’s play. Let’s play hide and seek. You, please.（請(qǐng)學(xué)生閉上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk. Teacher: Who wants to play this game? 設(shè)計(jì)意圖：以這種游戲來(lái)練習(xí)本課的重點(diǎn)句式。 Step 5 Summary 1.再次播放歌曲Finger family，學(xué)生齊唱歌曲并表演。 Teacher: Let’s sing the song finger family together. Please sing and do the actions. 設(shè)計(jì)意圖：利用熱身的歌曲來(lái)總結(jié)本課，讓學(xué)生在歌聲中熟悉本課詢問(wèn)位置的句式。 課堂作業(yè) 一、根據(jù)單詞選出正確的圖片。 ( ) 1. living room A. B. ( ) 2. study A. B. ( ) 3. kitchen A. B. 二、為下列問(wèn)句選擇正確的答句。 ( ) 1.Where is the book? A. He is in the living room. B. It is in the desk. ( ) 2.Is Amy in the study? A. Yes, it is. B. Yes, she is. ( ) 3. Is the pen in the pencil box? A. No, it isn’t. B. He is in the study. 三、連詞成句。 1. Is in your desk it (?) ________________________________________________________ 2. Where my is pen (?.) ________________________________________________________ 3. in She the is kitchen (.) ________________________________________________________ 答案： 一、1. B 2. B 3. A 二、1.B 2. B 3. A 三、1.Is it in your desk? 2. Where is my pen? 3. She is in the kitchen. 板書設(shè)計(jì) Unit Four My home A. Let’s talk living room study kitchen Where is ...? Is she in the ...? Yes, she is. / No, she isn’t. 第二課時(shí) 課時(shí)內(nèi)容 A. Let’s learn; Let’s do 課時(shí)分析 在Let’s learn部分，呈現(xiàn)了Amy家的截面圖，二樓的臥室，書房，一樓的客廳、廚房和浴室。Amy的爸爸在問(wèn)Amy在哪里。Amy的媽媽告訴他，Amy在書房里。以此為背景呈現(xiàn)居室名稱類詞匯：bedroom, study, living room, kitchen, bathroom。詢問(wèn)物品或人物在哪里的句型：Where is ...? Is she in the ...? Let’s do 是個(gè)與居室和活動(dòng)相關(guān)的指令性活動(dòng)。包括：Go to the living room. Watch TV. GO to the kitchen. Have a snack等等內(nèi)容。學(xué)生首先要熟悉這些居室的名稱，還要了解這些動(dòng)詞短語(yǔ)的意思和讀音，并能將兩者正確地匹配起來(lái)?？梢栽诮虒W(xué)中設(shè)計(jì)一些活動(dòng)，讓學(xué)生熟悉、操練這些內(nèi)容。 本課時(shí)內(nèi)容為重點(diǎn)話題的詞匯支撐，可結(jié)合上課時(shí)的重點(diǎn)句式內(nèi)容一起進(jìn)行學(xué)習(xí)。引導(dǎo)學(xué)生創(chuàng)設(shè)虛擬的情景來(lái)進(jìn)行交流，在交流中掌握新學(xué)習(xí)的知識(shí)，提高自己的語(yǔ)言表達(dá)能力。 課時(shí)目標(biāo) 1. 能夠聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀單詞：bedroom, study, living room, kitchen, bathroom 2. 能夠在真實(shí)或虛擬的情景中聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀句式：Where is ....? Is she / he in the ...? Yes, she/ he is. / No, she/ he isn’t. 3. 能夠聽(tīng)懂會(huì)說(shuō)Let’s do中的指令，并能做出正確的反應(yīng) 課時(shí)重難點(diǎn) 1.重點(diǎn)： 能夠使用重點(diǎn)詞匯來(lái)描述居室名稱 能夠在真實(shí)或越擬的情景中使用重點(diǎn)句式詢問(wèn)人物或物品的位置 2. 難點(diǎn)： 能夠聽(tīng)懂會(huì)說(shuō)Let’s do 中的語(yǔ)句，能夠正確匹配居室和活動(dòng) 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 居室單詞卡片 教學(xué)過(guò)程 Step 1 Warm up 1.呈現(xiàn)韻句：Where is it? 學(xué)生先傾聽(tīng)，再跟唱，最后齊唱。 Teacher: Let’s chant. Listen to me first. Where is it? Where is it? Is it on the desk? Is it in the bag? Is it under the chair? Where is it? Where is it? It’s in the book. It’s in my book. Teacher: Now please chant with me. Let’ s chant together. 設(shè)計(jì)意圖：以韻句來(lái)營(yíng)造良好的英語(yǔ)學(xué)習(xí)氛圍，帶領(lǐng)學(xué)習(xí)集中注意力開啟英語(yǔ)學(xué)習(xí)。同時(shí)，以韻句內(nèi)容來(lái)熟悉、回憶有關(guān)詢問(wèn)物品位置的句式，為接下來(lái)的學(xué)習(xí)做好知識(shí)與心理的雙重準(zhǔn)備。 Step 2 Lead in 1. 播放圖片來(lái)介紹自己的家。讓學(xué)生通過(guò)真實(shí)的場(chǎng)景來(lái)理解新授單詞的意思。 Teacher：Boys and girls, where is it? It’s my home. Welcome to my home. I will show the rooms in my house. This is my living room. I watch TV in the living room. This is my kitchen. I have a snack. I cook delicious food in it. This is my bathroom. I take a shower, wash my face in it. This is my study. I read books in it. This is my bedroom. I have a nap and sleep in it. Do you like my home?（介紹的同時(shí)板書居室名稱單詞） 設(shè)計(jì)意圖：本課時(shí)中學(xué)習(xí)到的各居室的名稱在漢語(yǔ)中學(xué)生應(yīng)該很清楚，但是英語(yǔ)名稱與漢語(yǔ)名稱的匹配可能并不是很清楚。以真實(shí)房間的圖片使他們一目了然地明白各個(gè)居室的英語(yǔ)名稱，同時(shí)通過(guò)老師的介紹使他們初步感受活動(dòng)類短語(yǔ)的意思，為進(jìn)一步的學(xué)習(xí)做好準(zhǔn)備。 Step 3 Presentation 1. 引起閱讀興趣，播放課文錄音。 Teacher：You know my home well. Do you want to see Amy’s home? Let’s listen and watch. And try to answer, where is Amy? 學(xué)生帶問(wèn)題認(rèn)真傾聽(tīng)錄音內(nèi)容，然后嘗試回答。 Teacher: Now show me you answer. Where is Amy? Yes, she is in the study. 設(shè)計(jì)意圖：引導(dǎo)學(xué)生帶著問(wèn)題去聽(tīng)錄音，培養(yǎng)其認(rèn)真傾聽(tīng)且在傾聽(tīng)中關(guān)注重要信息的能力。 2. 再次播放課文內(nèi)容，學(xué)生跟讀。 Teacher：Listen to the text again and read with it. 設(shè)計(jì)意圖：跟讀，以掌握正確的讀音 Step 4 Practice 1. I point you say.我指你說(shuō)。教師指向黑板上的單詞，學(xué)生快速讀出單詞。 Teacher：Now，I point you say. I will point to the word on the blackboard. Please read the word quickly. What’s this? What’s this? What about this one? 設(shè)計(jì)意圖：此活動(dòng)保證學(xué)生能夠正確認(rèn)讀單詞，使學(xué)生能將新詞的字義與字形字音結(jié)合起來(lái)進(jìn)行統(tǒng)一記憶。 2.出示居室圖片，請(qǐng)學(xué)生快速說(shuō)出其名稱。 Teacher：Look at this picture, what room is this? Yes. Read it one by one, please. And what about this one? What room is it? Boys repeat it, please. And what about this one? Girls read it, please. ... 設(shè)計(jì)意圖：通過(guò)看圖說(shuō)單詞，使學(xué)生再次將單詞的意思和單詞的讀音結(jié)合起來(lái)，統(tǒng)一進(jìn)行記憶。 3. 出示單詞卡片，學(xué)生先快速讀出單詞，再出示卡片的背面，讓學(xué)生猜單詞。 Teacher：Look at the cards of the new words. Please read it as quickly as you can. Teacher： I show the back of the cards. Guess, what word is it? You can say: is it a ...? Please have a try. 設(shè)計(jì)意圖：通過(guò)猜單詞，一方面培養(yǎng)學(xué)生認(rèn)真傾聽(tīng)的能力，另一方面使學(xué)生自然地多次重復(fù)說(shuō)出、聽(tīng)到新學(xué)習(xí)到的單詞，提高他們對(duì)于單詞的熟悉程度。 4. 針對(duì)各個(gè)房間進(jìn)行活動(dòng)問(wèn)答。 Teacher：What do you do in the living room? You read a book. You watch TV. You make a call....（板書短語(yǔ)watch TV）Read it and do the action with me, watch TV. Teacher: What do you do in the bedroom? You do your homework. You sleep. You listen to music. You have a nap. A nap means you sleep for a short time. (板書短語(yǔ)have a nap）Read it and do the actions with me. Teacher: What do you do in the kitchen? You have breakfast, lunch and dinner. You cook. Good. Oh, you wash the dishes. Good girl. （板書短語(yǔ)have a snack）Read it after me and do the action, please. Teacher: What do you do in the bathroom? You can take a shower. You can take a bath. （出示不同的圖片，幫助學(xué)生區(qū)別兩種活動(dòng)）And you wash your face and hands. （板書短語(yǔ)take a shower）Repeat it with me and do the action, please. Teacher: What do you do in the study? You read books and do your homework. （板書短語(yǔ) read a book）Repeat it with me and do the action, please. 設(shè)計(jì)意圖：將在房間能夠做的活動(dòng)與房間結(jié)合起來(lái)。使學(xué)生加深對(duì)于房間詞匯的理解和認(rèn)識(shí)，幫助他們更加地記憶單詞。同時(shí)，引出Let’s do中的短語(yǔ)，為下一步的活動(dòng)做好知識(shí)上的準(zhǔn)備。 5. 房間與活動(dòng)匹配。教師說(shuō)出居室名稱，學(xué)生說(shuō)出相應(yīng)的活動(dòng)。教師做出動(dòng)作，學(xué)生說(shuō)出活動(dòng)并說(shuō)出相應(yīng)的居室名稱。 Teacher: Now let’s match. I say the name of the rooms, you say what you do in it. Teacher： Now I do the action, Say what I do and where am I. Teacher: Who wants to do the actions? Show us, please. Where is he/ she? Are you in the... ? 設(shè)計(jì)意圖：通過(guò)這樣的活動(dòng)，使學(xué)生將活動(dòng)與居室名稱匹配起來(lái)，形成對(duì)于新授詞匯的立體記憶， 并對(duì)于Let’s do 指令的正確反應(yīng)奠定了基礎(chǔ)。 Step 5 Summary 1. 完成Let’s do 活動(dòng)。 Teacher: Listen and show me the actions. Go to the living room. Watch TV. Go to the study. Read a book. Go to the kitchen. Have a snack. Go to the bedroom. Have a nap. Go to the bathroom. Take a shower. Teacher: Now I say Go to the... You say the action. Ready? Go to the bathroom. Yes, take a shower. Go to the living room. Yes, watch TV. Teacher: Now I say the activities, you say the rooms. Have a snack. Yes, you should say Go to the kitchen. Read a book. Good, go to the study. 設(shè)計(jì)意圖：將指令活動(dòng)改編成三個(gè)活動(dòng)，學(xué)生先是熟悉兩者的讀音及匹配情況。接下來(lái)通過(guò)兩個(gè)活動(dòng)來(lái)幫助他們鞏固匹配情況，以達(dá)到牢固掌握短語(yǔ)與居室名稱的目的。 課堂作業(yè) 一、根據(jù)圖片選擇正確的單詞。 ( ) 1. A. bedroom B. living room ( ) 2. A. living room B. bathroom ( ) 3. A. kitchen B. study ( ) 4. A. bedroom B. kitchen 二、判斷下列句子與圖片是（T）否（F）相符。 ( ) 1. –Is she in the kitchen? -- Yes, she is. ( ) 2.—Where is she? --- She is in the study. ( ) 3.—Is he in the living room? -- Yes, he is. ( ) 4. –Where is she? --She is in the classroom. 三、將下列活動(dòng)與相應(yīng)的居室連起來(lái)。 Watch TV living room Take a shower kitchen Read a book. bathroom Have a snack. study Have a nap. bedroom 答案： 一、1. A 2.B 3.B 4.B 二、1.T 2. F 3. F 4. T 三、略 板書設(shè)計(jì) Unit Four My home A. Let’s learn bathroom study kitchen bedroom living room Where is she? She is in the ...? Is she in the ... ? Yes, she is. / No, she isn’t. 第三課時(shí) 課時(shí)內(nèi)容 A. Let’s spell 課時(shí)分析 本部分分為語(yǔ)音學(xué)習(xí)和單詞書寫兩部分內(nèi)容。通過(guò)聽(tīng)一聽(tīng)，讀一讀，唱一唱的活動(dòng)，讓學(xué)生通過(guò)聽(tīng)、讀、拆音等練習(xí)體會(huì)并掌握字母u在單詞中的發(fā)音，本課時(shí)主要學(xué)習(xí)其在開音節(jié)里發(fā)的雙元音/ ju: /。本活動(dòng)中呈現(xiàn)的韻句為：One cute cat uses two, two balls. Two cute cats use three, three balls. Three cute cats use four four balls. Four cute cats use five, five balls. Five cute cats use six, six balls. One, two, three, four, five, six, Five cute cats playing tricks. 韻句中呈現(xiàn)含有u的開音節(jié)詞匯：cute, use。同時(shí)在教材中以圖片形式呈現(xiàn)語(yǔ)音例詞use, cute, excuse。學(xué)生通過(guò)這些語(yǔ)音例詞以及韻句的誦讀，來(lái)感受并掌握字母u在開音節(jié)里的發(fā)音。之后的聽(tīng)一聽(tīng)，圈一圈，說(shuō)一說(shuō)的活動(dòng)，讓學(xué)生區(qū)分開音節(jié)與閉音節(jié)，將單詞的讀音與字形結(jié)合起來(lái)，進(jìn)一步訓(xùn)練學(xué)生的聽(tīng)音辨音能力。聽(tīng)一聽(tīng)，圈一圈，寫一寫的活動(dòng)學(xué)生需要判斷字母u在本單詞中的發(fā)音是屬于閉音節(jié)類還是開音節(jié)類，圈出相應(yīng)的代表字母，并寫出單詞。這個(gè)活動(dòng)幫助學(xué)生進(jìn)一步掌握拼讀規(guī)則，并根據(jù)拼讀規(guī)則拼寫出單詞。 在教學(xué)過(guò)程中，需要通過(guò)多種活動(dòng)，使學(xué)生自己發(fā)現(xiàn)、感悟字母的發(fā)音規(guī)律。 課時(shí)目標(biāo) 1. 能夠感知并歸納字母u在開音節(jié)(u-e結(jié)構(gòu))中的發(fā)音規(guī)則 2. 能夠讀出符合u-e發(fā)音規(guī)則的單詞 3. 能夠根據(jù)單詞的讀音拼寫出符合u-e發(fā)音規(guī)則的單詞 課時(shí)重難點(diǎn) 1.重點(diǎn)： 能夠感知并歸納字母u在開音節(jié)(u-e結(jié)構(gòu))中的發(fā)音規(guī)則 能夠讀出符合u-e發(fā)音規(guī)則的單詞 2. 難點(diǎn)： 能夠根據(jù)單詞的讀音拼寫出符合u-e發(fā)音規(guī)則的單詞 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 語(yǔ)音例詞單詞卡 教學(xué)過(guò)程 Step 1 Warm up 1. 呈現(xiàn)韻句：Where is my book? 教師先示范，學(xué)生傾聽(tīng)后跟讀，之后一起表演說(shuō)。 Teacher：Boys and girls, let’s chant. First, please listen to me. Where is it? Where is it? Where is my book? Is it on the desk? Is it on the desk? No, it isn’t. It isn’t on the desk. Is it in the desk? Is it in the desk? No, it isn’t. It isn’t in the desk. Is it under the desk? Is it under the desk? No, it isn’t. It isn’t under the desk. Where is it? Where is it? Where is my book? It’s in my schoolbag. It’s in my schoolbag. Teacher：Now please chant with me. Teacher: Say the chant together, please. 設(shè)計(jì)意圖：以學(xué)習(xí)過(guò)的文具作為韻句的支撐詞匯，由上一課時(shí)與本課的重點(diǎn)句式作為韻句的主要結(jié)構(gòu)來(lái)進(jìn)行熱身，幫助喚醒學(xué)生的已有知識(shí)，并為下一環(huán)節(jié)的學(xué)習(xí)做好準(zhǔn)備。 Step 2 Lead in 1. 與學(xué)生自由交流，引出語(yǔ)音例詞。 Teacher: Thank you, I find my book. Where is it? Yes, it’s in the schoolbag. Oh, I don’t have my pen. Excuse me, can I use your pen? Thank you. Excuse me, can I use your pencil? Excuse me, can I use your ruler? ... 設(shè)計(jì)意圖：通過(guò)向?qū)W生借東西，使學(xué)生熟悉excuse，use兩個(gè)語(yǔ)音例詞的讀音及其含義。 2. 請(qǐng)被借了東西的學(xué)生使用句式，要回自己的東西。 Teacher：Whose ruler is this? Please come here and say the sentence: Excuse me, can I use the ruler? And the pen, the pencil. Come here please. （板書單詞：excuse, use）Please read the words after me, first. 設(shè)計(jì)意圖：銜接上一環(huán)節(jié)，讓學(xué)生有機(jī)會(huì)來(lái)通過(guò)說(shuō)句子練習(xí)本課的語(yǔ)音例詞。 Step 3 Presentation 1. 播放語(yǔ)音韻句。學(xué)生先認(rèn)真傾聽(tīng)。然后再跟讀。 Teacher：Now, let’s listen to a chant about these words. Listen carefully. Teacher: We have many cute cats in the chant, isn’t it? （板書cute）Read it please. Teacher: Listen to the chant again. Now, let’s say the chant after it. 2. 學(xué)生自由說(shuō)韻句，以自己的方式來(lái)打節(jié)奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韻句。 Teacher：Now let’s act the chant together. 設(shè)計(jì)意圖：學(xué)生先傾聽(tīng)韻句，初步感受韻句內(nèi)容。然后跟讀，獲取正確的語(yǔ)音。自由讀可以使學(xué)生以自己喜歡的方式操練韻句，以達(dá)到熟練說(shuō)韻句的目的。 4. 引導(dǎo)學(xué)生發(fā)現(xiàn)字母的發(fā)音規(guī)則。 Teacher：Look at these words on the blackboard. What can you find? Yes, there is an u in each words. What is the sound of the u? Let’s read and find. （和學(xué)生一起慢慢讀每一個(gè)語(yǔ)音例詞）What is the sound? Yes, it’s / ju: /. Look at my mouth and say with me. 設(shè)計(jì)意圖：通過(guò)拼讀，讓學(xué)生自己發(fā)現(xiàn)字母的發(fā)音規(guī)則，再模仿口型，獲得發(fā)音的正確方式。 Step 4 Practice 1. 看口型，猜單詞。教師說(shuō)出語(yǔ)音例詞中的一個(gè)，但不出聲，學(xué)生通過(guò)觀察老師的口型，猜出單詞，并大聲讀出來(lái)。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 設(shè)計(jì)意圖：通過(guò)觀察教師口型來(lái)猜單詞，有助于學(xué)生感受字母在單詞的發(fā)音，以及字母u的發(fā)音方法。 2.聽(tīng)一聽(tīng)，舉一舉。學(xué)生聽(tīng)教師說(shuō)出的語(yǔ)音例詞，舉起相應(yīng)的單詞卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 設(shè)計(jì)意圖：這個(gè)活動(dòng)鍛煉學(xué)生能否正確聽(tīng)懂所學(xué)的語(yǔ)音例詞。提高學(xué)生的聽(tīng)音辨音能力。 3. 讀一讀，聽(tīng)一聽(tīng)，圈出正確的單詞。播放錄音，學(xué)生根據(jù)聽(tīng)到的內(nèi)容在字母串中圈出相應(yīng)的單詞。 Teacher: Look at these letters. There are many words in it. Listen and find the word. Circle it. Listen, please. Cute, cut, use, fun, tube, excuse, bus, mum, mule. Teacher：Show me your answer, please. Teacher：Now let’s read these words together. 設(shè)計(jì)意圖：此活動(dòng)讓學(xué)生將單詞的字音與字形結(jié)合起來(lái)，同時(shí)幫助學(xué)生區(qū)分字母u在開音節(jié)與閉音節(jié)里的發(fā)音的區(qū)別。 4. 聽(tīng)一聽(tīng)，圈一圈，寫一寫，根據(jù)聽(tīng)到的內(nèi)容，判斷單詞是閉音節(jié)（u）還是開音節(jié)(u-e)，圈出相應(yīng)的規(guī)則字母，然后寫一寫聽(tīng)到的單詞。 Teacher：Now, please listen, circle and write. Write the word that you heard. Duck is it for u or u-e? It’s for u. So circle the letter u, then write the word duck. Now, listen carefully and write the words. Duck, cute, up, use. Teacher: Show me your answer, please. Teacher: Read these words together, please. 設(shè)計(jì)意圖：學(xué)生先根據(jù)聽(tīng)到單詞的發(fā)音判斷其屬于閉音節(jié)還是開音節(jié)，圈出相應(yīng)的代表符號(hào)，再在四線三格上寫一寫單詞。一方面體會(huì)單詞在四線三格中的書法方式，另一方面也在書寫中進(jìn)一步體會(huì)字母在單詞里的發(fā)音。 5. 編寫語(yǔ)音小韻句，學(xué)生學(xué)唱。 Teacher: It’s chant time. Listen first, then say it. U, u, u; u, u, u; u is in use, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in cute, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in excuse, /ju: /,./ju: /, /ju: /. 6. 表演韻句。給學(xué)生練習(xí)的時(shí)間，鼓勵(lì)他們加入自己的動(dòng)作，也可以小組合作，選擇小組展示韻句節(jié)拍的方式，來(lái)有創(chuàng)意地表演韻句。 Teacher：Now，let’s work in groups. Please act the chant out. You can choose the way to show it. 設(shè)計(jì)意圖：通過(guò)韻句來(lái)完整呈現(xiàn)本課的重點(diǎn)語(yǔ)音知識(shí)。在逐句的跟讀中，學(xué)生不知不覺(jué)地在重復(fù)、強(qiáng)調(diào)字母u在單詞中的發(fā)音，為總結(jié)、鞏固其發(fā)音規(guī)律奠定了基礎(chǔ)。 Step 5 Summary 展示語(yǔ)音例詞圖片，學(xué)生快速搶讀單詞，之后再齊唱韻句。 Teacher：I’ll show some words quickly. Please say it loudly. Teacher: Well done. Let’s chant together. 設(shè)計(jì)意圖：通過(guò)搶讀單詞和齊唱韻句的小活動(dòng)，再現(xiàn)了本課的語(yǔ)音例詞和語(yǔ)音知識(shí)，起到了總結(jié)所學(xué)的目的。 課堂作業(yè) 一、聽(tīng)錄音，圈出正確的單詞。 1. cute cut 2. use us 3. tube up 4. mum mule 5. excuse use 6. bus us 二、判斷以下單詞中劃線部分的發(fā)音是（T）否（F）一致。 ( ) 1. up us ( ) 2. fun