(共38张PPT)
Unit
4
My
home
PEP·四年级上册
Part
A
Let’s
talk
&
Let’s
play
Sing
a
song.
A:
Where’s
the
ball?
B:
_____________________.
Free
talk
It’s
in
the
desk
It’s
on
the
desk
It’s
under
the
desk
A:
Where’s
the
book/pen/pencil…?
B:
_____________________.
It’s
in/on/under…
My
home
bedroom
living
room
kitchen
bathroom
study
Learn
the
new
vocabulary.
A:
What
can
you
see
in
this
room?
B:
_____________________.
A
bed.
A:
We
can
see
a
bed
in
the
room.
bed,
bed,
room,
room,
bedroom
bed
+
room
=
bedroom
卧室
A:
Is
this
a
bedroom?
B:
___________.
A:
It’s
a
study.
No,
it
isn’t
书房
We
can
see
a
computer
on
the
desk.
We
can
see
many
books
on
the
shelf.
We
study
hard
in
the
study.
Please
read
after
me.
If
I
read
it
in
a
low
voice,
you
read
it
loudly.
If
I
read
it
loudly,
you
read
it
in
a
low
voice.
A:
Is
this
a
study?
B:
___________.
A:
It’s
a
living
room.
No,
it
isn’t
客厅；起居室
A:
Is
this
a
living
room?
B:
___________.
A:
It’s
a
bathroom.
No,
it
isn’t
浴室；洗手间
A:
Is
this
a
bathroom?
B:
___________.
A:
It’s
a
kitchen.
No,
it
isn’t
厨房
My
home
bedroom
living
room
kitchen
bathroom
study
Amy’s
home
is
very
nice.
Guessing
A:
Where’s
the
dog?
B:
Is
she
in
the
_____?
A:
Yes,
she
is./
No,
she
isn’t.
Look,
this
is
Amy’s
home.
What
rooms
can
you
see
in
the
pictures?
I
can
see…
a
bedroom
a
living
room
a
kitchen
a
study
Listen
and
answer
the
questions.
Underline
the
key
words
of
the
answers
in
the
book.
Questions:
①What
are
Amy
and
Sarah
doing?
②Where
is
Amy's
cat?
—Is
the
cat
in
the
bedroom?
—No,
she
isn’t.
—Is
the
cat
in
the
living
room?
—No,
she
isn’t.
—Is
the
cat
in
the
study?
—No,
she
isn’t.
—Where
is
the
cat?
—She’s
in
the
kitchen.
Answers:
①What
are
Amy
and
Sarah
doing?
②Where
is
Amy's
cat?
They
are
looking
for
the
cat.
She’s
in
the
kitchen.
Read
and
act
①Read
the
dialogue
after
the
recording.
Please
listen
and
read
carefully.
②Read
the
dialogue
in
different
roles.
③Act
it
out.
I
have
a
cat.
She’s
cute.
Where
is
she?
Mmm.
Is
she
in
the
living
room?
No,
she
isn’t.
Is
she
in
the
study?
No,
she
isn’t.
Look!
She’s
in
the
kitchen.
Recognize
the
pictures.
kitchen
study
living
room
Let’s
play
hide-and-seek.
One
student
hides
a
pen
when
the
teacher
closes
his/her
eyes.
Then
open
the
eyes
and
guess.
A:
I
have
a
pen.
It’s
nice.
Where’s
my
pen?
B:
Is
it
on
your
desk?
A:
No,
it
isn’t.
B:
Is
it
in
your
desk?
A:
No,
it
isn’t.
B:
Is
it
under
your
desk?
A:
No,
it
isn’t.
B:
Is
it
in
your
hand?
A:
Yes,
it
is.
Let’s
play
Where’s
my
pen?
Is
it
in
your
desk?
No,
it
isn’t.
Is
it
in
your
hand?
Yes,
it
is!
Let’s
chant.
I
have
a
cat.
She
is
cute.
Where
is
she?
Where
is
she?
Is
she
in
the
bedroom?
No.
No,
she
isn't.
Is
she
in
the
study?
No.
No,
she
isn't.
Look!
Look!
She's
in
the
kitchen.
Change
the
words
to
adapt
the
chant.
Then
have
a
show.
I
have
a
___.
She
is
____.
Where
is
she?
Where
is
she?
Is
she
in
the
_____?
No.
No,
she
isn't.
Is
she
in
the
_____?
No.
No,
she
isn't.
Look!
Look!
She's
in
the
_____.
Look
for
Xiao
wu.
Who
is
he?
He’s
Xiaowu.
He
is
watching
TV
alone.
Oh,
he’s
missing!
Where
is
he?
Read
out
the
names
of
rooms
in
groups.
bedroom
study
living
room
kitchen
bathroom
A:
Is
he
in
the
_____?
B:
Yes,
he
is./No,
he
isn’t.
—Where
is
he?
—He
is
in...
Blackboard
design
Unit
4
My
home
I
have
a
cat.
She’s
cute.
—Is
she
in
the
bedroom/living
room
/study/kitchen/bathroom?
—Yes,
she
is./No,
she
isn’t.
—Where
is
she?
—She’s
in
the…
1.
Practice
the
dialogue.
2.
Practice
the
sentence
structures:
“—Is
she
in
the…?
—Yes,
she
is./No,
she
isn’t.”
with
your
partner.
3.
Do
the
exercises.
HomeworkUnit
4
My
home
教材分析
本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居生活来展开。教学重点是能够听、说、认读核心句型“—Where
is
she?
—She’s
in
the
kitchen.”“Open
the
door,
please.”“Look!
They’re
in
the
door.”“—Is
she
in
the…?
—Yes,
she
is./No,
she
isn’t.”“Where
are
the…?”“—Are
they
in…?
—Yes,
they
are./No,
they
aren’t.”；能够听、说、认读单词和短语“bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
phone,
table,
sofa,
fridge”。
教学目标
知识与能力目标:句型·
能够听、说、认读句型“—Where
is
she?
—She’s
in
the
kitchen.”“Open
the
door,
please.”“Look!
They’re
in
the
door.”·
能够在情景中运用句型
“—Is
she
in
the…?
—Yes,
she
is./No,
she
isn’t.”“Where
are
the…?”“—Are
they
in…?
—Yes,
they
are./
No,
they
aren’t.”询问物品或人物的位置并作出相应判断·能够在情景中运用句子“Open
the
door,
please.”提出行动建议·能够按意群朗读描述起居室（living
room）的小文段词汇·能够听、说、认读单词或短语“bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
phone,
table,
sofa,
fridge”·能够在有意义的语境中抄写单元话题词汇·能够正确使用上述词汇描述家里的居室及物品设施语音·能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/·能够读出符合u-e发音规则的单词，并能够根据发音拼写出符合u-e发音规则的单词情感态度、文化意识、学习策略目标：·能够在生活中主动询问别人或对别人的询问能够热情应答·能够感受到家的温馨,从而激发学生爱家、爱家人的情感·能够主动收拾物品并摆放整齐,养成良好的生活习惯·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼写
课时安排
第一课时：
Part
A
Let’s
talk
&
Let’s
play
第二课时：
Part
A
Let’s
learn
&
Let’s
do第三课时：
Part
A
Let’s
spell第四课时：
Part
B
Let’s
talk
&
Ask,
answer
and
write第五课时：
Part
B
Let’s
learn
&
Let’s
play第六课时：
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
The
first
period(第一课时)
Part
A
Let’s
talk
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够通过观察、谈论Let’s
talk板块的图片，在图片、PPT和老师的帮助下理解对话大意·能够用正确的语音、语调朗读对话·能够在情景中运用句型“—Is
she
in
the…?—Yes,
she
is./No,
she
isn’t.”询问物品或人物的位置,同时作出判断·能够在情景中恰当运用句型“—Where
is
she?
—She’s
in
the
kitchen.”·能够在语境中理解新词汇“living
room,
study,
kitchen”的意思,并能够正确发音
Let’s
play
·能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“—Is
it
in…?—Yes,
it
is./
No,
it
isn’t.”
?教学重点
1.
能够听懂、会说句型“—Where
is
she?—She
is
in
the
kitchen.”“—Is
she
in
the…?—Yes,
she
is./
No,
she
isn’t.”。
2.
能够听懂并使用词汇“living
room,
study,
kitchen”。
3.
能够听懂、会读对话，并能分角色表演。
?教学难点
能够在情景中正确使用句型“—Where
is
she/
it?
—She/
It
is…”来询问和描述人物或物品的位置；使用句型“—Is
she/
it
in…?
—Yes,
she/
it
is./
No,
she/
it
isn’t.”来询问人物或物品的位置，同时作出判断。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Sing
a
song—Short
vowel
song.（课件出示：三下教材P69歌曲的视频）
3.
Free
talk.
Review
the
sentence
structures
“—Where’s…?
—It’s
in
/
on
/
under…”（课件出示：球在课桌不同方位的图片）
T:
Where’s
the
ball?
Ss:
It’s
in/
on/
under
the
desk.
Ask
and
answer
with
other
things.
T:
Where’s
the
book/
pen/
pencil…?
Ss:
It’s
in/
on/
under…
Step
2:
Presentation
1.
Learn
the
new
vocabulary.
（1）Present
the
picture
of
Amy’s
home
in
the
main
scene.（课件出示：Unit
4主情景图中Amy家的图片）
T:
Look,
this
is
Amy’s
home.
Let’s
go
and
have
a
look.
This
is
the
bedroom/
study/
living
room/
kitchen/
bathroom.
So
in
Unit
4
we’ll
talk
about
“home”.
Write
down
the
topic
“Unit
4
My
home”
on
the
blackboard.
T:（Point
to
the
bedroom.）Look!
What
can
you
see
in
this
room?
Ss:
A
bed.
T:
Great!
We
can
see
a
bed
in
the
room,
bed
+
room=bedroom.
Write
down
the
word
“bedroom”
on
the
blackboard
and
teach
it.
T:
Follow
me:
bed,
bed,
room,
room,
bedroom.
Practice
the
word
“bedroom”
in
groups
or
one
by
one.
T:（Point
to
the
study.）Is
this
a
bedroom?
Ss:
No,
it
isn’t.
T:
It’s
a
study.
We
can
see
a
computer
on
the
desk.
We
can
see
many
books
in
the
bookcase.
We
study
hard
in
the
study.
Write
down
the
word
“study”
on
the
blackboard
and
teach
it.
T:
Please
read
after
me.
If
I
read
it
in
a
low
voice,
you
read
it
loudly.
If
I
read
it
loudly,
you
read
it
in
a
low
voice.
Teach
the
new
vocabulary
“living
room,
kitchen,
bathroom”
in
the
same
way
as
above.
T:
Amy’s
home
is
very
nice.
（2）Present
the
pictures
of
a
home
and
a
dog.（课件出示：家庭居室图和小狗在厨房的图）Talk
with
students.
T:
Look!
I
have
a
dog.
She’s
cute.
I
love
my
dog.
But
I
can’t
find
her
now.
Oh!
Where’s
the
dog?
Is
she
in
the
living
room/
bedroom/
study/
bathroom?
(Help
students
answer
the
questions.)
Ss:
No,
she
isn’t.
T:
Is
she
in
the
kitchen?
Ss:
Yes,
she
is.
2.
Let’s
talk.
（1）Present
the
pictures
of
“Let’s
talk”
and
lead
students
to
predict
the
main
idea
of
the
dialogue.（课件出示：教材P38
Let’s
talk
板块的图片）
T:
Look,
this
is
Amy’s
home.
What
rooms
can
you
see
in
the
pictures?
Ss:
I
can
see
a
bedroom,
a
living
room,
a
study
and
a
kitchen.
(2)
Present
the
questions
about
“Let’s
talk”
on
the
PPT.
Play
the
recording.
(出示课件)
Ask
students
to
answer
the
questions
and
underline
the
key
words
of
the
answers
in
their
books.
T:
What
are
Amy
and
Sarah
doing?
Ss:
They
are
looking
for
the
cat.
Show
the
four
pictures
of
“Let’s
talk”
in
turn
on
the
PPT.
(课件依次出示：教材P38
Let’s
talk
板块的四幅图片)
T:
Amy
and
Sarah
are
in
the
bedroom.
Is
the
cat
in
the
bedroom?
S1:
No,
she
isn’t.
T:
Now
they
are
in
the
living
room.
Is
the
cat
in
the
living
room?
S2:
No,
she
isn’t.
T:
Now
they
are
in
the
study.
Is
the
cat
in
the
study?
S3:
No,
she
isn’t.
T:
The
cat
isn’t
in
the
bedroom,
the
living
room
or
the
study.
Where
is
she?
Ss:
She’s
in
the
kitchen.
T:
Very
good!
(3)
Read
after
the
recording.
T:
Boys
and
girls,
let’s
read
the
dialogue
after
the
recording.
Please
listen
and
read
carefully.
(4)
Read
the
dialogue
in
different
roles.
(5)
Act
it
out.
T:
Now
we’ll
find
the
best
actor
or
actress.
Please
come
to
the
front
and
show
the
dialogue.
Step
3:
Practice
1.
Recognize
the
pictures.
Present
the
pictures
quickly.
（课件出示：客厅、厨房和书房的图片）
T:
Say
the
words
or
the
phrase
quickly.
2.
Let’s
play
hide-and-seek.
Ask
students
to
play
the
game
in
pairs.
Make
a
model
with
a
student.
Let
the
student
hide
a
pen
when
the
teacher
closes
his/her
eyes.
Then
open
the
eyes
and
guess.
S1:
I
have
a
pen.
It’s
nice.
Where’s
my
pen?
T:
Is
it
on
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
in
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
under
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
in
your
hand?
S1:
Yes,
it
is.
T:
Now,
play
hide-and-seek
with
your
partner.
Step
4:
Consolidation
&
Extension
1.
Let’s
chant.
Make
up
a
chant
according
to
the
dialogue
of
“Let’s
talk”.
Change
the
words
to
adapt
the
chant.
Then
have
a
show.
2.
Play
a
game—“Look
for
Xiaowu.”
（1）Present
the
picture
of
Xiaowu.（课件出示：小五在客厅看电视的图片）Ask
students
to
compete
in
groups.
T:
Who
is
he?
He’s
Xiaowu.
He
is
watching
TV
now.
Oh,
he’s
missing!
Where
is
he?
Let’s
go
and
look
for
him.（课件出示：小五家的居室图）
(2)
Read
out
the
names
of
the
rooms
in
groups.
Practice
the
vocabulary
“bedroom,
living
room,
kitchen,
bathroom,
study”.
(3)
Look
for
Xiaowu.
The
group
that
finds
Xiaowu
first
will
be
the
winner.
Practice
the
sentence
structures
“—Is
he
in
the…?
—Yes,
he
is.
/
No,
he
isn’t.”“—Where
is
he?
—He
is
in…”
?板书设计
?作业设计
1.
Practice
the
dialogue.
2.
Practice
the
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is.
/
No,
she
isn’t.”
with
your
partner.
3.
Do
the
exercises.
?教学反思
1.
由歌曲视频引入，带领学生边唱边复习句型“—Where’s…?
—It’s
in/
on/
under…”，再在自由谈话中巩固该句型，进而激发学生的兴趣，为新课做好铺垫。
2.
创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。环环相扣，层层深入，让学生轻松地掌握教学重点。
3.
设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学生为本，以解决问题为导向，引导学生自主学习。
4.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
pictures.
·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
·Be
able
to
use
the
key
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is./
No,
she
isn’t.”
to
ask
and
judge
the
location
of
objects
or
characters
in
situations.
·Be
able
to
use
the
key
sentence
structures
“—Where
is
she?
—She’s
in
the
kitchen.”
properly
in
situations.
·Be
able
to
understand
the
new
vocabulary
in
context
and
pronounce
correctly.
Let’s
play
?
·Be
able
to
practice
and
consolidate
the
key
sentence
structures
by
the
provided
teaching
activity.
?Teaching
Priorities
·Be
able
to
understand
and
speak
the
sentence
structures
“—Where
is
she?
—She
is
in
the
kitchen.”
“Is
she
in
the…?
—Yes,
she
is./
No,
she
isn’t.”
·Be
able
to
understand
and
use
the
key
vocabulary
“living
room,
study,
kitchen”.
?·Be
able
to
understand,
read
and
act
the
dialogue
in
different
roles.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
correctly
in
situations
to
ask
and
describe
the
location
of
characters
or
objects
and
make
a
judgement
at
the
same
time.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.
2.
Sing
a
song—Short
vowel
song.3.
Free
talk.
Show
some
pictures.
Ask
some
questions.
1.
Greetings.2.
Sing
a
song.
3.
Answer
the
questions.
Cultivate
students’
learning
interest.
Review
and
consolidate
the
sentence
structures
“—Where
is…?—It’s
in/
on/
under…”
Lay
the
foundation
for
this
class.
Presentation
1.
Learn
the
new
vocabulary.（1）Present
the
picture
of
Amy’s
home.
Teach
the
new
vocabulary“bedroom,
study,
living
room,
bathroom,
kitchen”.（2）Present
the
pictures
of
a
home
and
a
dog.
Talk
with
students.
Teach
the
new
sentence
structures.
（1）Learn
the
new
vocabulary.（2）Talk
with
the
teacher.
Learn
the
new
sentence
structures.
Let
students
learn
the
new
vocabulary
and
perceive
the
new
sentence
structures
in
the
situation.
Lead
students
to
practice
the
general
questions
and
the
answers
by
guessing.
2.
Let’s
talk.(1)
Present
the
pictures.
Ask
students
to
predict
the
main
idea
of
the
dialogue
and
describe
the
pictures
simply.(2)
Play
the
recording
and
ask
the
questions.(3)
Play
the
recording
again.(4)
Ask
students
to
read
the
dialogue
in
different
roles.(5)
Ask
students
to
act
it
out.
(1)
Predict
the
main
idea
and
describe
the
pictures
simply.(2)
Listen
to
the
recording,
then
answer
the
questions.(3)
Read
after
the
recording.(4)
Read
the
dialogue
in
different
roles.(5)
Act
it
out.
Help
students
understand
the
content
of
the
dialogue
and
read
the
dialogue
correctly.
Lead
them
to
master
the
key
sentence
structures
of
this
lesson
by
different
forms.
Lay
the
foundation
for
their
skillful
expression.
Practice
1.
Present
the
pictures.2.
Let’s
play
hide-and-seek.Ask
students
to
play
the
game
in
pairs.
Make
a
model
with
a
student.
1.
Say
the
new
vocabulary
quickly.2.
Play
hide-and-seek
with
the
partner.
Further
consolidate
and
practice
the
new
vocabulary
and
sentence
structures
by
the
game
hide-and-seek
provided
in
this
section.
Consolidation&Extension
1.
Let’s
chant.Make
up
a
chant
according
to
the
dialogue
of
“Let’s
talk”.2.
Play
a
game—“Look
for
Xiaowu.”Show
the
pictures.
1.
Make
up
a
chant
and
have
a
show.2.
Compete
in
groups.Look
at
the
pictures.Read
out
the
names
of
the
rooms
in
groups.
Look
for
Xiaowu
by
asking
and
answering
with
the
key
sentence
structures.
By
making
up
a
chant
and
play
the
game,
arouse
students’
enthusiasm
of
learning
English.
Lead
students
to
practice
the
sentence
structures
actively.
Cultivate
their
sense
of
competition
and
responsibility.
Homework
1.
Practice
the
dialogue.2.
Practice
the
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is.
/
No,
she
isn’t.”
with
your
partner.3.
Do
the
exercises.
Teaching
purpose
再通过互动问答的方式，引导学生进一步操练，为本课时的学习奠定基础。
Teaching
purpose
通过设置情景，让学生在情景中熟悉新词汇和感知新句型。通过猜测的方式让学生练习一般疑问句及其答语。
Teaching
purpose
通过问题引导学生观察并讨论图片，借助问题和图片预测文本内容，使学生带有目的性地去听录音。
Teaching
purpose
通过三个活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。
Teaching
purpose
通过hide-and-seek游戏进一步巩固和练习新词汇及句型“—Is
it
in
the…?
—Yes,
it
is./
No,
it
isn’t.”。
Teaching
purpose
通过“寻找小五”的游戏，充分调动学生的积极性。让学生在情境中合理运用所学句型，可以激发学生的英语学习动力，并培养学生的竞争意识。
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