小学英语四年级上册Unit4 A Let’s learn教案

一、教学目标

　1. 知识目标：

　能够听、说、认读living room，study，bedroom，kitchen，bathroom；能通过探究掌握读音规律，并能在模拟的生活环境中相互交流有关家庭居室的情况。

　2．能力目标：

　（1）能够简单描述自己的家，结合学过的语言描述各个房间的名称、特征等。

　（2）能够听懂并能发出一些指令，如：Go to the living room，watch TV / …

　3. 情感、策略、文化等有关目标：

　（1）情感目标：培养学生对家庭的热爱，鼓励学生大胆设想自己未来的家居。

　（2）文化目标：了解西方国家的房屋结构及各部分的名称。

　二、教学重、难点

　重点：让学生在呈现、操练、输出及复习巩固的各项活动中听、说、认读新词汇。

　难点：正确掌握单词bathroom，kitchen的发音。

　三、教学设计

　Step 1. Warm-up

　1. Let's sing: "In the Classroom" (学生边唱边拍手)

　轻松愉快的歌曲既可活跃课堂气氛，又自然过渡到本课话题。

　2. Free talk:

　T: Hello! Boys and girls! (指着教室问学生) What's this?

　Ss: This is our classroom.

　T: How many boards / windows / ... can you see?

　S: I can see two green boards / six windows / ...

　T: What can you do in the classroom?

　S1: I can wash the windows in the classroom．

　S2: I can sweep the floor in the classroom．

　...

　T: Yeah. Our classroom is so big, so clean and so beautiful．

　复习所学句型，拓宽学生思路；师生进行自由对话，为新授知识做好铺垫。

　Step 2. Presentation

　1. living room

　T: (课件呈现哆啦A梦) Who is he?

　Ss: He is 哆啦A梦.

　T: Is he in our classroom now?

　Ss: No.

　T: Where can you see哆啦A梦？

　S: I can see哆啦A梦in the books / pictures / TV.

　利用学生喜欢的卡通人物，激发学生的好奇心，引起学生想看、想说的欲望。

　T: (学生一说出TV就问) But where is the TV?

　S1: It’s in the classroom.

　T: Maybe.

　S2: It's in the ...

　通过想一想、说一说，激发学生积极思维，培养学生的口头表达能力。

　T: (课件呈现客厅) Look. It's in a living room. Read after me. /v/, /v/ living room.

　Ss: (Read it together, four by four, one by one)

　渗透音素教学。

　T: What can you do in a living room?

　S1: I can watch TV in a living room.

　S2: I can sweep the floor in a living room.

　...

　T: OK. I want to watch TV now. Let's go to the living room and watch TV.

　Ss: (Say and act) (学生边说边做)

　通过TPR活动，激发兴趣．帮助记忆。

　2. study

　T: I like to watch TV. I also like computer games. Do you like computer games?

　Ss: Yes. (学生大声回答)

　T: Do you play computer games in a living room?

　S1: Yes, I do.

　Ss: Not for me. I play computer games in my "书房".

　T: Yes, we often play computer games in a "study". But we can't play too long time．

　寓思想教育于教学之中。

　T: Read after me. (用升、降调领读)

　Ss: (one by one)

　T: (课件呈现书房) What can you see in the study?

　S: I can see a desk / a chair / many books / ... in the study.

　联系学生生活实际进行操练，使他们既感兴趣，又能把学到的知识运用到实际生活中去。

　T: Do you like the study? Why?

　S1: Yes. I can play computer games in the study.

　S2: I like the study. I can read story-books in the study.

　...

　T: Yes. We all like reading books in the study. Let's go to the study. OK? (教师用夸张的语气讲述，好象真地要带学生去书房)

　Ss: OK.

　T: Go with me. Go to the study. Read a book.

　Ss: (学生起立跟着教师边说边做)

　TPR活动。

　3. bedroom

　T: (课件呈现一名学生躺在床上看书) Can we read books in bed?

　Ss: No, we can't.

　培养学生良好的读书习惯．并为下一步活动做铺垫。

　T: We can sleep in bed. Where is the bed?

　S: It's in the "bedroom". (强调发音，防止学生读成bed-room)

　T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom. (纠音)

　Ss: (Say with me. Read it together, four by four and one by one.)

　渗透音素教学。

　T: OK. Look! What can you see in the bedroom? (课件呈现)

　S1: ( I can see a bed / a picture / ... in the bedroom.

　培养学生的观察力和语言表达能力。

　T: Let's go to the bedroom and have a rest. (Sing the song "My Bedroom" In my bedroom, in my bedroom, near the table and the chair. You can see my little teddy bear sleeping in my little bed)

　S: (学生随着音乐跟唱)

　T: (唱完后) Who's in the bedroom?

　Ss: Teddy bear.

　通过音乐教学，使学生在轻松愉快的教学中说、练单词，寓教于乐．在乐中学、学中乐，同时提高学生的听力水平。

　4. kitchen

　T: (紧接着点击课件，发出碗被打碎和猫叫的声音) What happened? Who's coming?

　Ss: Cat.

　形象生动的声音引起学生的注意力，听音猜物，效果明显。通过猜的游戏给学生营造了一个想象的空间，不仅巩固了所学的词汇，还锻炼了学生的语言表达能力。

　T: Where is the cat? Is it in the ...?

　S1: Is it in the living room?

　T: No, it isn't.

　S2: Is it in the bedroom / study / ...?

　T: (课件呈现小猫在厨房打碎碗的情景) Look! The cat is in the "kitchen" (升、降调) /i/ /i/ kitchen.

　Ss: (Say with me. Read it together, four by four and one by one.)

　创设语境，学习语言。

　T: The cat is hungry. I'm hungry, too. I can have some noodles in the kitchen. What about you?

　S1: I can have some chicken in the kitchen.

　S2: I can have some cake in the kitchen.

　... (要求学生边说边做动作)

　TPR活动。

　T: We can also have a snack. Look! This is a snack. (出示实物．帮助学生理解snack)

　Ss: Wow! Yummy! (学生表现出很想吃的样子)

　T: Let's go to the kitchen. Have a snack.

　(学生跟着教师边说边做动作)

　通过实物呈现，使情境更趋真实，帮助学生认识新词。

　5. bathroom

　T: (教师吃完后看着自己的手说) Wow! My hand is so dirty. I can wash my hands in the "bathroom". /a:/ /ba:/, bathroom.

　Ss: (Say with me. Read it together, four by four and one by one.)

　融入音素教学，解决难点。

　T: (课件呈现四个不同的浴室) I have four bathrooms. Which bathroom do you like best? Why?

　S1: I like bathroom 3. It's big and clean.

　S2: I like bathroom 1. It's blue. I like blue.

　...

　让学生通过判断拓展思维，增强学习兴趣。

　T: What can you do in the bathroom? Discuss in four.

　Ss: (学生讨论)

　T: OK. Who wants to have a try?

　S1: I can wash my hands / face / ... in the bathroom.

　T: We can also take a shower in the bathroom. Let's do.

　T: We can do different things in different rooms. Let's do.

　(Ss listen to the tape and do actions.)

　通过小组讨论，相互交流，使学生思维活跃，培养学生的发散性思维。

　3. Step 3. Extension / Consolidation

　活动一：Guessing game: Where is he / she?

　1. T (课件): It's time to play a game. Let's play a game. OK?

　Ss: OK.

　T: (Ask one student to come to the board and do actions. where he／she is)

　T: (做刷牙状) Where is Miss Zhu?

　Ss: Miss Zhu is in the bathroom.

　T: Who wants to have a try?

　S: ...

　生动的表演，激烈的竞猜，使课堂充满乐趣。该游戏不仅能巩固知识，培养学生想象力，还可以提高学生对肢体语言的理解力和表演能力。

　活动二：Find friends (Read and find out)

　T: I have five friends who are they?

　T: (课件呈现)

　Friend one: I'm big. I have a TV. I have two sofas. Who am I?

　Friend two: I'm big, too. I'm nice. I have a pink bed. I have many pictures. Who am I?

　Friend three: I' m small. I have many books. I have a white computer. I have many friends. Who am I?

　Fried four: I'm very small. I can make you clean. Who am I?

　Fried five: I'm clean. I have many apples. I have hamburgers. I can make you strong. Who am I?

　Ss: (Read together and guess what rooms they are.)

　在前面听说的基础上，用游戏教学来实现对单词和句子的认读，还可增加生活常识，培养学生的认读能力，进一步巩固所学语言知识。

　活动三：Rent a house

　(课件呈现；Kate wants to rent a house with a bedroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.)

　For example: I have a house for rent. Look! This is my house. A bedroom, a bathroom and a kitchen. Look! This is the bathroom. It's so big and nice. This is the bedroom. You can see a lamp and a bed in it. This is the kitchen. It's so big and clean. Do you like my house?

　模拟真实情境，使学生把所学的语言运用到实际生活中，给学生充分的表演空间，拓展学生思维，培养他们实际运用语言的能力。

　T: Now, discuss in your group. You Can use theses sentences:

　(课件呈现可用句型：I have ...

　Look! This is the ... It's ...

　You can see ...

　Do you like my house?

　(Ss discuss in four, then act out in class.)