PEP小学英语四年级上册《Unit 4 My Home》Part A Let's learn & Let's do 教案
教学基本信息
- 课题: Unit 4 My Home (Part A Let's learn & Let's do)
- 年级: 四年级上册
- 课时: 第1课时 (Let's learn & Let's do)
- 课型: 新授课
教学目标
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知识与技能目标:
（图片来源网络，侵删）- 能听、说、认读单词:
study,kitchen,bedroom,bathroom,living room。 - 能听懂、会说并初步运用句型: "Where is...? It's in/on/under..." 来询问和回答物品或人物在室内的位置。
- 能听懂、会说并做出 "Go to the living room. Watch TV." 等指令性短语。
- 能听、说、认读单词:
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过程与方法目标:
- 通过情境创设、游戏、小组合作等方式，引导学生在真实或模拟的情境中感知、学习和运用语言。
- 培养学生观察、模仿和主动参与语言实践的能力。
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情感态度与价值观目标:
- 培养学生热爱家庭、热爱生活的积极情感。
- 激发学生学习英语的兴趣,乐于开口说英语，敢于展示自己。
教学重难点
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教学重点:
- 掌握五个表示房间的单词：
study,kitchen,bedroom,bathroom,living room的音、形、义。 - 理解并能做出 Let's do 部分的指令。
- 掌握五个表示房间的单词：
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教学难点:
（图片来源网络，侵删）- 单词
bathroom和living room的正确发音，特别是bathroom中的 /θ/ 音。 - 在真实情境中灵活运用句型 "Where is...? It's in..." 进行问答。
- 单词
教学准备
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教师准备:
- 多媒体课件,包含房间图片、音频、视频等。
- 五个房间的单词卡片和图片卡片。
- 一个“小熊”玩偶或一个学生喜欢的卡通人物模型。
- 作为奖励的小贴纸或印章。
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学生准备:
- 英语课本、练习本、铅笔。
- 一张自己家的简易平面图（可选，作为课后拓展）。
教学过程
(一) Warm-up & Lead-in (热身与导入) (约5分钟)
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Greeting (师生问好)
（图片来源网络，侵删）- Teacher: "Good morning, boys and girls!"
- Students: "Good morning, teacher!"
- Teacher: "How are you today?"
- Students: "I'm fine, thank you. And you?"
- Teacher: "I'm great! Let's sing a song together, OK?"
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Sing a Song (歌曲导入)
- 播放并带领学生唱歌曲 "In the Classroom"，歌词可以改编为 "In my home, in my home, what can you see? A sofa, a TV, for you and me."
- 设计意图: 通过轻松的歌曲活跃课堂气氛，并自然地引出 "home" (家) 的主题，为新课学习做好铺垫。
(二) Presentation (新课呈现) (约15分钟)
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创设情境，引出"Home"
- Teacher: (展示一张漂亮的房子图片) "Look! This is a beautiful house. It's my home. Welcome to my home!" (板书课题: Unit 4 My Home)
- Teacher: "But where is my little bear? Let's find it. Where is it?" (引导学生思考)
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逐一教授新单词
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教授
study:- Teacher: (点击课件，展示书房的图片，里面有书、书桌、电脑) "Wow! I find my bear! It's in the study. (强调发音) /'stʌdi/. Study. This is a study. Read after me."
- (领读，分组读，个别读，出示单词卡片，贴在黑板上。)
- Teacher: "What can you do in the study?" (引导学生回答: "Read a book.")
- 设计意图: 结合图片和功能描述，帮助学生理解单词含义，建立音、形、义的联系。
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教授
kitchen:- Teacher: (课件展示小熊从书房跑到厨房) "Oh, my bear runs away. Where is it now? It's in the kitchen. (做做饭的动作) /'kɪtʃɪn/. Kitchen. This is a kitchen. Read after me."
- (用同样的方式练习发音。)
- Teacher: "What's in the kitchen?" (引导学生说出 "fridge", "table" 等已学单词。)
- 设计意图: 利用小熊的移动创设寻找的情境，使学习过程更具趣味性。
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教授
bedroom:- Teacher: (课件展示小熊在卧室的床上睡觉) "Shh... My bear is sleeping. Where is it? It's in the bedroom. /'bedruːm/. Bedroom. This is a bedroom. Read after me."
- (做睡觉的动作，帮助学生记忆。)
- 设计意图: 通过动作和声音的模仿，加深学生对单词的印象。
-
教授
bathroom:- Teacher: (课件展示小熊在浴室洗手) "Look! The bear is washing hands. Where is it? It's in the bathroom. (放慢速度，强调 /θ/ 的发音) /'bɑːθruːm/. Bathroom. This is a bathroom. Let's try together. Th-th-bathroom."
- (可以让学生用手指轻轻点舌尖，感受 /θ/ 的发音。)
- 设计意图: 重点攻克发音难点，通过分解音素和夸张口型帮助学生掌握。
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教授
living room:- Teacher: (课件展示小熊在客厅看电视) "Finally, the bear is watching TV in the living room. /'lɪvɪŋ ruːm/. Living room. This is a living room. Read after me."
- (做看电视的动作。)
- 设计意图: 结合学生熟悉的生活场景，学习新词。
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整体认读，巩固单词
- Teacher: "Now, let's read these five words together. (手指黑板) Study, kitchen, bedroom, bathroom, living room."
- Teacher: "What's missing?" (展示卡片，抽走一张，让学生快速说出缺失的单词。)
- 设计意图: 通过游戏快速复习所有新单词，检查学生的掌握情况。
(三) Practice (趣味操练) (约10分钟)
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Let's do (指令活动)
- Teacher: "You all know the rooms in my home. Now let's play a game. Listen and do. Are you ready?"
- 播放 Let's do 的录音或教师发出指令:
- "Go to the living room. Watch TV." (学生做看电视的动作)
- "Go to the study. Read a book." (学生做读书的动作)
- "Go to the kitchen. Have a snack." (学生做吃东西的动作)
- "Go to the bedroom. Have a sleep." (学生做睡觉的动作)
- "Go to the bathroom. Take a shower." (学生做洗澡的动作)
- 设计意图: TPR (全身反应法) 活动能让学生在动中学，在玩中学，将语言与动作紧密结合，加深理解和记忆。
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Game 1: "Where is the Bear?" (句型初步感知)
- Teacher: (手持小熊玩偶) "Now, I have a question for you. Where is the bear? Is it in the study?" (把熊放进书房)
- Students: "Yes, it is."
- Teacher: "Good! Where is the bear? Is it in the kitchen?" (把熊放进厨房)
- Students: "No, it isn't." / "Yes, it is."
- Teacher: "Excellent! You can ask me too." (鼓励学生提问)
- 设计意图: 在游戏中自然引入 "Where is...?" 的句型，降低学习难度，让学生在无意识中感知语言。
**(四) Production (拓展运用) (约
