Unit 4 My Home 教学设计
Unit 4 My Home
教学设计
课题：人教版小学英语 PEP 四年级上册 Unit4 My Home
一、教材与学生分析
本节的内容是PEP 教材四年级上册 Unit 4 My home，主要让学生在课堂中学习本单元的重点句型“Where is/are .? “Is it/ Are they in/on/under/ncar the..”“Yes, itis./ they are.” “No, it isn't/ they aren't.” "I can.. in the ..” wTt has .”，在句子中复习关于房间的单词 kitchen, study,bathroom, bedroom, living room， 和重点物品家具单词 sofa, fridge, table,bed, phone.
二、教学目标
（一）知识目标
1能够对重点句型“Where is/are .2” “Is it/ Are they in/on/under/ncar the ..” wYes, itis/ they arc. “No, it isn't/ they aren 't.” "T can... in the ..” “Tt has …”进行现固，且在情景中获取有效信息并运用句型进行对话。
2. 能够巩固重点单词 kitchen, study, bathroom, bedroom, living room, sofa, phone,table,fridge, bed，并能够正确使用上述词汇描述家里的居室及物品设施；
3．能够读出符合 ue 发音规则的单词，并能够根据发音拼写出符合 ue发音规则的单词；
4. 能够正确使用特殊疑问句和一般疑问句询问和猜测物品的位置。
（二）能力目标
1•学生能够在图片、实物或情境的帮助下运用句型来描述物品的位置，培养学生的知识运用能力和观察能力；
2. 学生能够组建自己的思维网络，提高学生的思维逻辑能力
2. 学生通过感知、体验、实践、参与和合作，培养孩子的英语口头表达能力，锻炼学生合作学习的能力。
三）思维品质目标：
1 能够街接新1日知识，及扩展新内容，激发思维活跃度；
2.构建树状思维网络图，提高学生思维的条理性。
四） 情感目标
1. 能够感受到家的温馨,从而激发学生爱家、爱家人的情感;
2 能够主动收拾物品并摆放整齐,养成良好的生活习惯；
3.能够由家拓展到地震中重建家园，建立重建家园的概念。
4. 学生能够了解到汶川地震并了解地震逃生技巧。
三、教学重难点
（一）教学重点
1 巩固句型“Where is/are ..2 “Is it Are they in/on/under/near the
.." "Yes, it is./ theyare." "No, it isn't/ they aren't." "I can... in the ..." 2复习房间和家具物品单词，并对房间的功能与摆设位置进行梳理和拓展。
3.整理思维导图。
（二）教学难点
！根据自己制作的思维导图，对房间的陈设和功能进行简单的描述和演绎。
2根据思维导图，绘制‘A home for the bcar”，并用重点句型写下对新家的描述。
四、教学过程
Step 1: Warm up& Lead-in
1. Let's sing: Play the song of --My Home
(Teaching aims： 以主题歌曲作为引入话题和热身活动，吸引学生注意力，激发学生的学习兴趣。）
2. Let's chant
Look and answer：教师通过 chant 问答
• Chant together
(Tcaching aims:以 chant 的方式与学生问答互动，配合着律动快速复习学过的单词和人称代词，进一步活跃学生思维。）
3. Free talk:
Q1: Do you love your home?
Q2: How many rooms are there in your home? What are they?
Step 2: Presentation (Revision）：教师以帕丁顿熊为主线创设情景。
Watch a video and answer the question: Whose home?
2. Look and say: Teacher shows the picture of the bear's self-introdution and review the word"cute" "excuse" "use".
3. Play a game: Sharp eyes.
T: Now, please use the bear's hat to catch the sandwiches! Are you ready?
Ss: Yes! Kitchen! Bedroom! Bathroom! Living room! Study!
T: Good job! The bear says: Thank you! I am full! Now, let me tell you a story about me. I am from the froest of Peru...
4 Look and say： 看图猜词，学生在活动中总结房间名称。
• Let's guess: What's in my home?
Correct the word：教师出示熊拼错的单词，让学生帮忙订正，订正后出示板书。
5. Look and answver: What can 1 do in my room？学生在问答中总结房间功能，教师出示板书。
T: What can you do in the study/kitchen/'ivino reom/bedroom?
Ss: I can read a book/have a snack/watch TV/have a nap.
T: There are only 4 rooms! What's missing?
Ss: Bathroom!
T: What can you do in the bathroom?
Ss: Take a shower!
6. Arrange the words in lists:
• Let's think: What's in the room? It has...
教师将家具单词 sofa,phone, table, bed, fidge 不按顺序贴在黑板上。
•教师出示两张图。一张是整洁房问，一张是乱糟糟的房问，让学生思考：Which roomdo you prefer？总结： We should put the thingss in order.
• Let the Ss put the things in order：学生上讲台将打乱的单词归类到各个房问，完成思维导图。
Summary ： 学生根据思维导图进行口语复述。
(Teaching aims:通过主题问题的输出让学生回答，学生在回答的同时复习了本单元的句型与词汇，并建立本单元的思维导图，建立起本节课的思维逻辑一有什么房问，房间里有什么，我能在房问里做什么，训练了学生的看图能力以及提高了学生的逻辑思维能力。）
Step 3: Practice (Extension reading)
交代背景：教师以帕丁顿熊的口吻描述
T: Something bad happened! I have to go to London to find the explorer! Let's go!
1. Practice makes perfect
• Watch a video of Brown's home
T: London is so beautiful! But I can't find the explorer. Luckily, I met a woman! Can you
guess, who is she?
Ss:Mrs Brown!
T: Good job ! Let's go and see what’s in Brown's home!
• Read and fill in the blank.
Step 4: Production
1. Free talk：通过问答引出熊来伦敦的原因
Q1: Why does he go to London?
Q2: What about his home in the forest?
2. Watch a video：通过观看视频得出熊是因为地震失去了家园来到了伦敦。
T: Because of the earthquake, the bear lost his home. Can you help him rebuild the home?
3. We are designers:
•教师出示自己绘制的 New Home 范本，学生通过模仿与根据思维导图进行 home的绘制和文本描写。
