Unit 4 My home.Part B Read and write 表格式教案

四年级英语
2021-2022
学年度第
一学期教学设计
课题名称
Unit
4
My
home
B
Read
and
write
课时
授课时间
背景分析
本课时的授课对象是四年级学生。他们活泼好动，善于思考，对本单元“我的家”这一话题表现出浓厚的兴趣。
同时，经过三年级和四年级上半学期的学习和积累，学生已经掌握了一些阅读方面的技巧，并能运用意群来朗读短文。
学习目标
1.能读懂描述起居室的小短文，完成图片与文字的连线以及描述钥匙的位置的任务。能够在图片和语境的帮助下认读句子，并能够正确完成课后习题。2，能够在有意义的语境中抄写单元的话题词汇并将句子补充完整,
学习重难点
（一）重点：能读懂描述起居室的小短文，完成图片与文字的连线以及描述钥匙的位置的任务。能够在图片和语境的帮助下认读句子，并能够正确完成课后习题。（二）难点：能够以文段中的句子为范本，根据自己的真实生活进行口头表达。并且根据自己家里居室的布置情况完成句子。
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
1.教学PPT2.家庭居室图。3.家居物品图片
板书设计
Unit
4
My
home
B
Read
and
write
Living
room
books
on
the
sofa
Pens
on
the
fridge
bag
under
the
table
glasses
near
the
phone
Keys
?
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
At
the
farm.
B
Read
and
write(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）
（五分钟）1.
Show
in
classLet
the
students
act
the
dialogue
in
groups.【设计意图】要求学生到讲台上表演；做好小组评价。以小组和个人形式计入评价。通过这个活动，既可以让学生大胆开口说英语。又可以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
“My
home”.（课件展示动画，师生一起拍手跟唱。）【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单词：goat。This
song
is
about
home.You
have
a
home,and
I
have
a
home,
too.
Do
you
want
to
go
to
my
home
and
have
a
look?
Look,
my
home
is
big
and
beautiful.
It
has
a
study,
a
bathroom,a
kitchen
,
a
living
room
and
two
bedrooms,.
【设计意图】利用我家的平面图，一一呈现各个居室，既复习了A部分的单词，也创造了情境，让学生始终处于这个大情境下来进行本课的学习。说一说房间里有什么e
to
my
bedroom
and
have
a
look,
It’s
a
picture.
（指着图片）Look,
What’s
this
?
Yes,
It’s
a
picture.
Where
is
the
picture?
Is
it
on
the
bed?
Ss:
No,
it
isn’t.
T:
Is
it
on
the
wall?
Ss:
Yes,
it
is.（指着电话和电脑）T:
It’s
a
phone.
It’s
a
computer.
Who
can
ask
and
answer
like
this?A:
Where
is
the
phone?
B:
Is
it
on
the
floor?
C:
No,
it
isn’t.
Look,
It’s
near
the
bed.（指着钥匙）What
are
these?
Ss:
They’re
keys.
T:
Yes,
where
are
the
keys?
Are
they
on
the
desk?
Ss:
No,
they
aren’t.
They’re
on
the
bed.
（指着铅笔和书）They’re
pencils.
They’re
books.Who
can
ask
and
answer
like
this?A:
Where
are
the
books?B:
Are
they
on
the
desk?C:
Yes,
they
are.
学生自主练习The...is....
/The...are....
然后展示【设计意图】利用图画、电话，电脑这些物品来复习巩固单数物品该怎么询问位置，并能做出判断。接着利用钥匙，铅笔，书来复习巩固复数物品该怎样询问位置，并做出判断。既复习巩固了A、B部分所学内容，又达到了运用语言的能力。After
visiting
my
bedroom,
can
you
describe
my
bedroom?Now,
I’ll
give
you
a
text.You
must
observe
my
bedroom
carefully,
then
fill
in
the
blanks.【设计意图】这是上一个环节的延伸，把对话改成文本的形式，让学生在文本中感知整个卧室的物品摆放，既增加了难度，又贴近了本课的教学目标。Step
III.
To
learn
first
and
then
teach
(先学后教)
(20分钟左右)1.
Look
and
judge.（第一次先学后教）You
know
my
bedroom
has
a
picture,
a
phone,
a
computer,keys,
pencils
and
books.
How
about
Wu
Yifan’s
room?
Let’s
go
and
have
a
look.First,
look
at
the
picture
carefully,
and
answer
me:
What
can
you
see
in
Wu
Yifan’s
room?
Ss:
A
sofa,
phone,
phone,
table,
TV
and
keys.T:
Yes,
many
things
in
his
room.
Look,There
are
books,pens,
glasses
and
a
bag.
They
are
also
in
the
room,
but
we
don’t
know
where
they
are.
Now,
read
and
judge.
Read
the
text
carefully,3
minutes
for
you
.
You
can
underline
the
answers
on
the
book.
【设计意图】教师结合现行小学英语教材图文并茂的特点，指导学生通过首先通过快速看图来回答问题，了解短文大致讲解的内容。便于学生更好地了解语言材料，从而培养学生的阅读水平。2.
Read
and
match.（第二次先学后教）Read
the
text
quickly.
Then
match.
Put
the
bag,glasses,pens
and
books
in
the
right
place（出示自学指导二）【设计意图】这个问题的设置是先让学生快速朗读短文，然后连线。经过上一个自学指导之后，这个步骤就大大降低了难度。3.
Complete
the
dialogue.（第三次先学后教）This
is
my
living
room.
My
books
are
on
the
____,
and
my
pens
are
on
the
____.
My
bag
is
under
the
____,
and
my
glasses
are
near
the
____.
Where
are
my
keys?
They
are
near
the
____.T:
Check
the
answers.
4.
Retell
the
dialogue.（第四次先学后教）Listen
to
the
tape
and
repeat.
Pay
attention
to
the
pronunciation
and
intonation.Then
try
to
retell
the
text.【设计意图】通过一层层深入的剖析短文，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。5.
Read
in
roles.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）.【设计意图】Read
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）Listen,
tick
and
cross.Listen
and
tick.Look,
choose
and
write.
学习过程
Show
in
class（适时评价）.【设计意图】通过这些活动，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和书写能力。Step
V.
Summary（归纳小结）（1分钟左右）1.
Do
self-evaluation.
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。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.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。
当堂检测
课件出示练习题
作业内容
一致性
能够在图片和语境的帮助下认读句子，并能够正确完成课后习题。能够按意群和正确的语音语调朗读小短文。
教学目标与学生本课所学知识运用一致。
学后反思