Unit 4 My home A Let’s talk 表格式教案（含反思）

四年级英语
2021-2022
学年度第
1
学期学案设计
课题名称
Unit
4
My
home
A
Let’s
talk
课时
1
授课时间
教材分析
本单元的主题是围绕“home”展开的，围绕家里的各类房间：bedroom,
study,
living
room,
kitchen,
bathroom及一些常见的生活用品和家具：sofa,
bed,
phone,
table,
fridge等展开一系列话题。本部分学习的核心句型是Where
is
she?
Is
she
in
the
living
room?
Is
she
in
the
study?
Yes,
she
is./
No,
she
isn’t.以及She’s
in
the
kitchen.教材通过Sarah
与Amy寻找猫的情境，让学生感知句型的语义及语用功能。
学习目标
1.
语言知识目标：（1）能够听、说、认读句型：Where
is
she?
Is
she
in
the
...?
Yes,
it
is./
No,it
isn’t.
She’s
in
the
kitchen.（2）能够在情境中运用句型
Is
she
in
the
...?
Yes,
it
is./
No,it
isn’t.询问物品或人物的位置，同时做出判断。2.
语言技能目标：能够在情境中运用句型
Is
she
in
the
...?
Yes,
it
is./
No,it
isn’t.询问物品或人物的位置，同时做出判断。
学习重难点
（一）重点：能够在情境中运用句型
Is
she
in
the
...?
Yes,
it
is./
No,it
isn’t.询问物品或人物的位置，同时做出判断。（二）难点：1.在语境中理解新词或短语：living
room,
study,
kitchen的意思，并能够正确发音。2.一般疑问句Is
she/he
in
the
....?
Yes,
she/he
is.\
No,
she/he
isn't.的问答的正确使用。
评价任务
小组评价，课堂上任务完成情况及时给学生及时性评价，对小组最后的获得奖励情况进行总结。
所需条件
教学PPT、家庭照片、房间图片等。
学习过程学习过程
Step
I.
Show
the
learning
aims
(示标示导)（1分钟）T:
Good
morning,
boys
and
girls.
Nice
to
meet
you！This
class
we
are
going
to
learn
Unit
4
My
home.
A
Let’s
talk
.(书写课题)
First
let’s
see
the
learning
aims
on
the
screen,
please.(多媒体呈现学习目标)Step
II.
Show
in
class
and
Presentation（展示导入）（5分钟）1.
Show
in
class利用学生自己的文具之类的物品，两人之间进行问答练习。A:
Where
is
my
pen?
B:
Is
it
in
your
pencil-box?A:
No,
it
isn’t./
Yes,
it
is.
【设计意图】要求学生到讲台上说；做好小组评价。以小组和个人形式计入评价。通过这个活动，既可以激活学生大脑和已有知识储备，让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。2.
Presentation
（1）Let’s
enjoy
a
song
“Where
is
the
toy
car?”（指向目标1）（课件展示动画，师生一起拍手跟唱。）唱完后教师提问：Where
is
the
toy
car?
Help
the
Ss
answer:
It’s
on
your
chair.T:
Where
is
the
toy
ball?
Is
it
on
your
desk?
Ss:
No,
it
isn’t.T:
Is
it
on
your
chair?
Ss:
Yes,
it
is.
Look
at
the
picture.
Who
can
ask
and
answer
like
this?S1:
Where
is
the
toy
boat?
Is
it
on
your
desk?
S2:
No,
it
isn’t.S1:
Is
it
on
your
chair?
S2:
No,
it
isn’t.
It’s
on
the
teachers’
desk.
【设计意图】通过听、唱旋律优美的歌曲，给学生创造一个开放宽松的环境，营造和谐的英语学习氛围，使学生怀着轻松愉快的心情投入学习。同时引出了本节课的新授内容。Everyone
has
a
home.
In
my
home,
there
are
mother,
father,
sister
and
me.
（课前拍下自己家的照片，上课展示给学生。）T:
Home
means
love.
Where
is
home,
there
is
love.
I
love
my
home.
Do
you
want
to
go
to
my
home?Look,this
is
my
home.
Welcome
to
my
home.Let’s
go
and
have
a
look.
This
is
my
living
room.
This
is
my
study.（指向目标2）T:
I
have
a
cat.Where
is
my
cat?
Is
it
in
the
living
room?
Ss:
No,
it
isn’t.
Is
it
in
the
study?
Ss:
No,
it
isn’t.
Look,
this
is
my
kitchen.
Oh,
It’s
my
cat.Where
is
it?
Ss:
It’s
in
the
kitchen.
(板书句型并教授。）
Then
show
the
pictures
of
living
room,study
and
kitchen,
let
the
students
try
to
fill
in
the
blanks
and
ask
and
answer
like
this:A:
Where
is
it?B:
Is
it
in
the_______?A:
Yes,it
is./
No,it
isn't.【设计意图】从学生感兴趣的情境进入本课要呈现的话题：Where
is
she?
She’s
in
the..
然后出示各个房间的图片。让学生一步步地试着用所学内容进行对话练习。目的既复习学过的句子，也呈现并操练了新句型，做到了新旧结合，并达到了运用。Step
III.
To
learn
first
and
then
teach
(先学后教)
(20分钟左右)1.
Listen
and
answer.（第一次先学后教）（检测目标1）You
have
a
home,
I
have
a
home,
today
let’s
go
to
a
new
home.
Now,
Sarah
and
Amy
are
at
Amy’s
home.
Listen
to
the
tape
and
answer
my
question,
what
are
they
talking
about?
（出示自学指导一）【设计意图】教师结合现行小学英语教材图文并茂的特点，指导学生通过听录音来回答问题，便于学生更好地了解语言材料，从而培养学生的听力水平。2.
Listen
and
answer.（第二次先学后教）（检测目标1）Show
the
picture
and
play
the
tape.Where
is
Amy’s
cat?
Now,
listen
and
find.
（出示自学指导二）
Guide
2
listen
and
answerIs
she
in
the
living
room?Is
she
in
the
study?Where
is
she?教师问学生，为什么课文里小猫用she而不用it呢？先让学生讨论一下，再告诉学生：【设计意图】这三个问题是一步步呈现的，先听录音，然后学生根据所听的录音内容回答问题，再出示文本，最后学生进行朗读训练。
（2）Listen
and
find
the
answers
with
books
closed.
T:
Check
the
answers.3.Ask
and
answer.
（第三次先学后教）（检测目标2）
Ask
some
groups
to
ask
and
answer.
【设计意图】通过问答的形式讲述文本，这样让学生始终处于这个大情境中来学习对话。并且通过一个个问题，让学生理解整个文本的内容，降低学习难度，为下一步学习运用做准备。4.
Read
in
roles.（指向目标1，检测目标1）Show
the
guidance
to
Ss
and
have
the
Ss
cooperate
to
read
the
dialogue
aloud
in
groups
in
2
minutes.
(齐读、小组读，男生读、女生读等多种形式反复强化朗读)T:
Compare
which
group
behaves
the
best.（适时评价）5.
Act
in
roles.（指向目标1，检测目标1）Ask
some
groups
to
act
in
roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。）【设计意图】Read
in
roles
及Act
in
roles环节，教师指导学生通过小组合作的形式反复读对话、讨论交流，启发学生有效质疑，让学生对质疑点进行讨论，努力弄懂每一句话，进而理解对话的深层含义。Step
IV.
Production
(拓展提升)（5分钟左右）（指向目标2，检测目标2）
1.Guessing
game:
--
Where’s
the
fairy
(仙女)?
--
Is
she
in
the
_____?
--
Yes,
she
is.
/
No,
she
isn’t.
Show
in
class.（适时评价）【设计意图】通过这个活动，创造了一个开放的语言交际环境,让学生积极动起来，对所学的句型进行充分的练习，并练习了学生口头语言的表达能力。Ask
students
to
take
out
the
pictures
of
their
homes
and
introduce
to
us.Look!
This
is
my
home.
Welcome
to
my
home
.
There
are
five
rooms.
This
is
my
bedroom.
It’s
very
nice.
I
like
it
very
much.
Now
I
am
in
my
study.
Where
is
my
mother?
She
is
in
kitchen.
Where
is
my
father?
He’s
in
the
living
room.Step
V.
Summary（归纳小结）（1分钟左右）1.
Do
self-evaluation.
（指向目标2，检测目标2）Let
the
Ss
think
over
what
they
have
learned
in
this
class.
And
then
encourage
several
Ss
to
sum
up.
If
necessary,
the
teacher
gives
much
more
advice
in
details.2.
Let’s
see
which
group
is
the
best
(The
best
group
must
behave
better
and
got
more
scores
than
any
other
group.).【设计意图】创设自主评价与平台，引导学生进行自主总结评价本节课所学，一方面可以让学生感知本节课习得知识的掌握程度，另一方面有利于培养学生养成自我评价、自我总结的良好学习习惯。
当堂检测
Step
VI.
Test
in
class（训练达标）(10分钟左右）1.
Tell
the
Ss
about
the
demands
of
the
test
and
have
them
finish
it
by
themselves
in
5
minutes.（检测目标1，检测目标2）2.
Show
the
keys
to
the
test.3.
Let
the
Ss
discuss
the
mistakes
that
he/she
has
made
in
the
test
in
groups.
If
necessary,
they
can
ask
the
teacher
for
help.【设计意图】要求学生在规定的时间内有效完成当堂检测，不仅确保了学生在课堂上的学习时间，逼真地营造“真考”紧张的氛围，检测了学生对本堂课的知识与技能的掌握情况，同时通过这种即时检测又保证了学习（教学）目标的可控、可测与可实现，提升了教学效率。
作业内容
Step
VII.
Homework（布置作业）Try
to
act
the
dialogue
in
groups
next
lesson.Draw
some
pictures
about
the
home
and
describes
them
using
the
words
you
have
learned
today.
一致性
学生能够听说认读本课时对话，并在实际情境中运用本课时重点句型，教学目标与学生本课所学知识运用一致。
学后反思
1.本课主要学习了如何用英语询问某人是否在某地以及回答的句型，Where
is
she?
Is
she
in
the
...?
Yes,
it
is./
No,it
isn’t.
She’s
in
the
kitchen.
2.在听、说、读、写等学习方法中，本课你重点运用了哪些方法？是否帮助了你的学习？
3.你认为本课所学知识，有何用处。【设计意图】反思的第1条指导语，引导学生对本课目标语言、关键表达进行反思。第2条指导语，引导学生体会语言学习的方法及效果。第3条指导语，指向本课所学内容的价值和意义。