四上U4Atalk教学设计.docVIP

PEP四上Unit 4 My home A Let’s talk Where is she? She is in the kitchen. Is she in the living room/study? Yes, she is./No,she isn’t. 拓展句型：Is he in the …？ Yes , is./No,he isn’t. 教学目标： 能正确听、说、认读Where is she? Is she in the living room? Is she in the study? Yes, she is. /No, she isn’t. 学生能够询问物品或人物的位置,能够在情境中恰当运用句型：Where is she? She’s in the kitchen. 2、能力目标：通过对话的学习，学生能灵活运用所学句子，交际能力得到进一步发展。 情感目标:通过活动、游戏使学生产生学习英语的兴趣，培养他们的合作意识和竞争意识，培养他们对家的热爱。国外家庭通常把宠物作为家庭成员看待，所以用she不用it 教学重难点： 1、教学重点型Is she/he/it in the …？肯定和否定回答，掌握特殊疑问句Where is …? 教学难点课，通过Sarah 与Amy 寻找猫的情景，让学生感知句型的语义及语用功能。在设计中，首先开课时，通过唱歌、相互问候、分组竞争等形式拉近师生间距离，营造英语学习氛围。再通过复习几个房间的单词后导入新课，通过创设猫丢失的情景导入Where is she ?Is she in the …？等新知内容。在突破重难点上，通过大量的机械操练、情境操练和表演等形式学习句型，并适当拓展Is he/it in the …？等句型，达到灵活运用该句型的目的，学会用英语去做事情 学情分析： 学生是荆州小学四年级学生，’s in/on/under/…. 并在上一课时已学了bed- room等几个表示房间的单词和句型Is she in the …?Yes, she is. 所以本节课进一步学习Where is …？Is she/he/it in the…?No, she/he/it isn’t.重点在于学会这个句型，并能在情境中运用；城市里的学生聪明可爱，调皮好动，自我控制能力差，所以设计的环节要从调动学生积极性，激发学生的兴趣上下功夫Step1 Warm up. (1)Sing a song ”Where is the toy car?” (2)Greetings: Good morning. How are you? Nice to meet you. What’s your name? Where is the book/eraser/ruler? (3)This lesson we are going to have a match. I’ll divide the class into two groups. If you can answer my question, you can get an apple. Step2 Revision Review the words: bedroom, study, kitchen, living room, bathroom, get the Ss to guess what it is. Step3 Presentation (1)Teacher draw a cat on the board and ask the Ss: What is it? Is she cute? (2)Design a situation: This is my cat. She is cute. Now she is missing. I can’t find her. Where is she? Can you help me? Look at the screen, ask: Is she in the living room? Isshe in the study? Yes, she is./No, she isn’t.从而引出对话中的核心句型。 (2) Practise the sentence many times according to the word cards: Is she in the …？Yes ,she is./No, she isn’t. Step 4 Let’s talk (1)Listen to the tape and answer the question: Where is the cat? (2)