PEP小学英语四年级(上)第4单元第2课时学案
Unit 4 My home
A Let’s learn
【学习目标】
1.能够听、说、认读单词bedroom，living room，study，kitchen，bathroom。
2.能够熟练运用句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.进行询问并作出回答。
【重点难点】
重点：1．学生能够听、说、认读单词bedroom，living room，study，kitchen，bathroom。
2．学生能够熟练运用句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.进行询问并作出回答。
难点：Kitchen和study的发音。
【新知预习】给下列图片选择正确的单词或词组。
living room B. kitchen C. bathroom D. study E. bedroom
1 . 2. 3. 4. 5.
( ) ( ) ( ) ( ) ( )
【课堂探究】
1.拆拼法记单词
这是把一个生词分成一个已经认识的单词和另外一个或几个字母，或者把一个生词分成两个或两个以上的单词来记忆的方法。例如：football=foot+ball
【针对练习】你能利用拆拼法记忆下列单词吗？
(1) classroom=_________+________
(2) bathroom=_________+_________
(3)bedroom=_________+_________
(4)schoolbag=________+__________
2. Is she/he in the…?该句是一般疑问句，询问某人是否在某处，它的回答方式分为肯定回答和否定回答。肯定回答：Yes, shehe is.否定回答：No, shehe isn’t.
【针对练习】
Is he in the living room? 肯定回答_________________
Is she in the study? 否定回答_________________
【达标练习】
I. 单项选择
( ) 1.—Where is her book? --_______
A. It’s in the box. B. They are in the box. C. We are in the living room.
( )2.-- Is Mary in the bathroom?--________
A. Yes, it is. B.No, he’s in the kitchen. C.Yes, she is.
( )3.--Are they in the classroom?--_________
A. No, they aren’t. B.No, it isn’t. C.Yes, it is.
( )4. –Who’s he?--______
A.She’s my father. B.He’s John. C.He’s in the bedroom.
( )5. The book is ______the desk.
A.on B.at C. or
II.情景选择
（ ）1.想问Amy在哪里时，你可以说：
Is it in your hand? B.Where is my pen? C.Where is Amy?
（ ）2.当想让对方去厨房时，可以说：
A.Go to the kitchen. B.Go to the bedroom. C.Go to the bathroom.
（ ）3.想让对方休息一会时，可以说：
A.Have a snack B. Take a shower. C.Have a nap.
（ ）4.当想问钢笔是否在对方的书桌里时，你可以说：
A.Yes,the pen is in your desk. B.Is the pen in your desk? C.Is the pen on your desk?
●Time, Time again, I ask myself （请写出这节课你的收获，完成下面的反思）
【学后反思】
____________________________________________________________________
答案
【新知预习】
1. E 2. D 3. B 4. C 5. A
【课堂探究】
1.(1)class room (2) bath room (3)bed room (4)school bag
2. Yes, he is. No, she isn’t.
【达标练习】
I.1.A 2.C 3.A 4.B 5.A
II. 1. C 2. A 3. C 4. B
PEP小学英语四年级(上)第4单元第2课时当堂达标题
Unit 4 My home
A Let’s learn
I.图片与对应的单词或词组连线。
1 . A. bedroom
2. B. bathroom
3. C. study
4. D. living room
5. E. kitchen
II.选出与下列房间名称对应的活动。
( ) 1. study A.read a book
( )2. kitchen B. watch TV
( )3. bedroom C. have a snack
( )4.bathroom D. take a shower
( )5.living room E. have a nap
III.问答配对
( )1. Where is your mother?
( )2. Is he in the bedroom?
( )3.I have a cute cat.
( )4. Is it near the window?
( )5.Where is the picture?
No, he’s in the study.
Is it in the bedroom?
Yes, it is.
It’s on the wall
She’s in the living room.
答案
I.图片与对应的单词或词组连线。
1. E 2. C 3. D 4. B 5. A
II. 选出与下列房间名称对应的活动。
1.A 2. C 3. E 4. D 5.B
III. 问答配对
1. E 2. A 3. B 4. C 5.D
PEP小学英语四年级(上)第4单元第2课时
Unit 4 My home
A Let’s learn
一、【教材分析】
教
学
目
标
知识
目标
能够听、说、认读单词bedroom，living room，study，kitchen，bathroom。
能够熟练运用句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.进行询问并作出回答。
能力
目标
1．能够听、说、认读单词bedroom，living room，study，kitchen，bathroom。
2.能够熟练运用句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.进行询问并作出回答。
情感
目标
感受到家的温馨，从而激发学生爱家、爱家人的情感，升华到爱国。保持家的干净、整洁。了解Amy有良好的学习习惯，养成良好的生活习惯。
教学重点
1．学生能够听、说、认读单词bedroom，living room，study，kitchen，bathroom。
2．学生能够熟练运用句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.进行询问并作出回答。
教学难点
kitchen和study的发音。
教学方法
情境教学法；任务型教学法
二、【教学流程】
环节
师生活动
二次备课
I.复习
热身
1.Free talk.
2.Sing a song，and answer what’s the song about?
3.T: Boys and girls. Look! This is my home.There are many rooms.What’s my home like?
Ⅱ.新知
呈现
T:How about Amy’s home? Yes, it’s nice, too.
Look , it’s six o’clock. 课件出示下午六点的钟表Amy’s family are at
home.
1.教study
T:Where’s Amy? Look ,she’s in the study.
课件呈现单词duck和 study，然后让学生试着拼读出study.
教师出示词卡，教读study .
T示词卡检查个人读，板书，贴词卡。
Let the students ask and answer in pairs.
A: Where is Amy?
B: She’s in the study.
Look!This is a study. There are many books in the study .We can read books
in the study.She is in the study.
Let's do.Go to the study. Read a book.(师生一起边说边做动作)
情感渗透：I think Amy is a good girl. Why? S:回家就做作业。T：She works
hard.
2.教kitchen
T:Where is Amy’s mother? Is she in the study?引导学生回答：No, she
is’nt.
Look, Amy’s mother is busy.She’s cooking. She is in the Kitchen.
教师出示词卡，教读单词kitchen.
T：Listen !(原声输入)T:kitchen 教师示词卡检查个人读，板书，贴词卡。
T：Is she in the kitchen?引导学生回答：Yes, she is.
Then ask and answer in pair.
Now I’m a little hungry. But dinner is not ready. Let’s go to the kitchen.
Have a snack. (师生一起边说边做动作)
3.教living room
T:Look! Amy’s father is reading a newspaper.T：He is in the living room.T：
Listen !(原声输入)T:living room T:Look at me !v/v/上齿咬下唇。T示词卡
检查个人读，板书，贴词卡。Let's do.(教师加上动作表示)
4. 教bathroom
T:Look!Mother says“Dinner’s ready!” So Amy goes to the bathroom .T：
Listen !(原声输入)T:bathroom T:Look at me ! Th / /牙齿咬住舌尖。示词卡
检查个人读，板书，贴词卡。Let's do.(教师加上动作表示)
5. 教bedroom
T:Look! It’s 9 O’clock.It’s time to go to bed .T：Let’s read!
classroom,bathroom,bedroom.示classroom ，bathroom，bedroom。
Listen !(原声输入)T:bedroom T:Look at me ! dr /dr /。T示词卡检查个人
读，板书，贴词卡。Let's do.(教师加上动作表示)
6.小结构词的相同点，都有room.
7. Listen to the tape.
Listen and watch.
Listen,point and repeat. (Open your book,turn to P39)
Read by yourself.
Ⅲ.练习
巩固
1.Sharp eyes.(Let’s check,who has sharp eyes?You can stand up and say it.)
T:You have sharp eyes!Let’s do some actions.
2.Let’s do.(T讲解，做动作。第二遍师生齐做。）
T：Boys and girls. You all did a good job! Let’s play a game.
3.Play a game: Hide and Seek
(设计意图：通过guessing game进一步巩固、复习本课目标语言。)
T与生示范，放手给学生问答。Where is she?Is she in the study？No. she isn’t. Is she in the living room? Yes. She is.
Ⅳ.实践
应用
1.Make a report.
T：Just now ,we played hide and seek with Amy. Now Amy show us a picture of her home.Look!
T戴Amy头饰介绍自己的家。T: Let’s read it together.
T，Ss: This is my home.It's big.
This is the bedroom.This is the study.
This is the living room.My dad is in the living room.
This is the kitchen.My mum is in the kitchen.My cat is in the kitchen,too.
This is the bathroom.I love my home.
（设计意图：通过情景创设，让学生在相对真实的语境中构建语言，从而发展学生的英语思维。进一步培养他们的想象力和创造力，确保了学生思维的延续性，进而提高其语言运用的能力。）
2. 个人展示。T:It’s your show time.
Ⅴ.总结
反馈
Sum up生总结
渗透思想教育：
T: Look! Amy has a warm home. You have a warm home,too.
East（东）or west（西）, home is the best.金窝银窝，不如自己的狗窝（设计意图：通过对学生进行情感教育，激发学生爱家、爱家人的情感，有效的提升了文本的主题，把学习、生活、和社会紧密结合起来，真正实现了英语课程工具性和人文性的统一。）
T:Love our family.Love our home.
Love our small home.Love our big home.Love our country---China.
Ⅵ.作业
布置
1.Show your home to your family (展示自己设计的家给家长看。）
2.Say “I love you !” to your family.(对家人说“我爱你们！”）
三、【板书设计】
Unit 4 My home
A Let’s learn
Where is Amy?
study
kitchen
Is she in the living room ?
bathroom
bedroom
Yes, she is.
No,she isn’t.
四、【教后反思】
本节课通过谈论Amy的家而呈现了句型Where’s Amy ?Is she in the study? —Yes, She is. / No, she isn’t.以及bedroom，living room，study，kitchen，bathroom。等单词，这部分内容与学生的学习生活息息相关，能激起学生表达的欲望。因此在设计本节课时，以本单元my home这一情境为主要情景，并在这统一的情景下引领学生谈论了Amy的 家，最后谈论自己的家，实现了学习语言、操练语言、运用语言等一系列教学目标。
因为在let’s talk 中已经学过主要的句型，因此在本节课中在熟练的操练后应该更多的侧重语言知识的运用，让学生在真实的情景中，在多种形式的活动中表达、运用句型和这部分的单词，从而真正的培养学生的综合语言运用能力。
