2015年日历表-六一活动主持词

四年级上册Unit 4 A Let's learn 教学设计
一、教学目标
1. 知识目标：能够听、说、认读living room，study，bedroom，kitc hen，
bathroom；能通过探究掌握读音规律，并能在模拟的生活环境中相互
交流有关 家庭居室的情况。
2．能力目标（1）能够简单描述自己的家，结合学过的语言描述各个
房间 的名称、特征等。（2）能够听懂并能发出一些指令，如：Go to
the living room，watch TV …
3. 情感、策略、文化等有关目标：（1）情感目标：培养学生 对家庭
的热爱，鼓励学生大胆设想自己未来的家居。
二、教学重、难点重点：让学生在呈现、 操练、输出及复习巩固的各
项活动中听、说、认读新词汇。难点：正确掌握单词bathroom，ki tchen
的发音。
三、教学设计
Step 1. Warm-up1. Let's sing: 学生边唱边拍手)
轻松愉快的歌曲既可活跃课堂气氛，又自然过渡到本课话题。
2. Free talk:
T: Hello! Boys and girls! (指着教室问学生) What's this?

Ss: This is our classroom.
T: How many boards windows ... can you see?
S: I can see two green boards six windows ...
T: What can you do in the classroom?
S1: I can wash the windows in the classroom．
S2: I can sweep the floor in the classroom．
...
T: Yeah. Our classroom is so big, so clean and so beautiful．
复习所学句型，拓宽学生思路；师生进行自由对话，为新授知识
做好铺垫。

Step 2. Presentation

1. living room
T: (课件呈现哆啦A梦) Who is he?
Ss: He is 哆啦A梦.

T: Is he in our classroom now?
Ss: No.
T: Where can you see哆啦A梦？
S: I can see哆啦A梦in the books pictures TV.
利用学生喜欢的卡通人物，激发学生的好奇心，引起学生想看、
想说的欲望。
T: (学生一说出TV就问) But where is the TV?
S1: It’s in the classroom.
T: Maybe.
S2: It's in the ...
通过想一想、说一说，激发学生积极思维，培养学生的口头表达
能力。
T: (课件呈现客厅) Look. It's in a living room. Read after me. v, v
living room.
Ss: (Read it together, four by four, one by one)
渗透音素教学。

T: What can you do in a living room?
S1: I can watch TV in a living room.
S2: I can sweep the floor in a living room.
...
T: OK. I want to watch TV now. Let's go to the living room and
watch TV.
Ss: (Say and act) (学生边说边做)
通过TPR活动，激发兴趣．帮助记忆。

2. study
T: I like to watch TV. I also like computer games. Do you like
computer games?
Ss: Yes. (学生大声回答)
T: Do you play computer games in a living room?
S1: Yes, I do.
Ss: Not for me. I play computer games in my 书房

T: Yes, we often play computer games in a
too long time．
寓思想教育于教学之中。
T: Read after me. (用升、降调领读)
Ss: (one by one)
T: (课件呈现书房) What can you see in the study?
S: I can see a desk a chair many books ... in the study.
联系学生生活实际进行操练，使他们既感兴趣，又能把学到的知
识运用到实际生活中去。
T: Do you like the study? Why?
S1: Yes. I can play computer games in the study.
S2: I like the study. I can read story-books in the study.
...
T: Yes. We all like reading books in the study. Let's go to the study.
OK? (教师用夸张的语气讲述，好象真地要带学生去书房)
Ss: OK.

T: Go with me. Go to the study. Read a book.
Ss: (学生起立跟着教师边说边做)
TPR活动。

3. bedroom
T: (课件呈现一名学生躺在床上看书) Can we read books in bed?
Ss: No, we can't.
培养学生良好的读书习惯．并为下一步活动做铺垫。
T: We can sleep in bed. Where is the bed?
S: It's in the 强调发音，防止学生读成bed-room)
T: Listen to me, please. bedroom, dr, u:, dru:, bedroom. (纠音)
Ss: (Say with me. Read it together, four by four and one by one.)
滲透音素教学。
T: OK. Look! What can you see in the bedroom? (课件呈现)
S1: ( I can see a bed a picture ... in the bedroom.

培养学生的观察力和语言表达能力。
T: Let's go to the bedroom and have a rest. (Sing the song
Bedroom
You can see my little teddy bear sleeping in my little bed)
S: (学生随着音乐跟唱)
T: (唱完后) Who's in the bedroom?
Ss: Teddy bear.
通过音乐教学，使学生在轻松愉快的教学中说、练单词，寓教于
乐．在乐中学、学 中乐，同时提高学生的听力水平。

4. kitchen
T: (紧接着点击课件，发出碗被打碎和猫叫的声音) What happened?
Who's coming?
Ss: Cat.
形象生动的声音引起学生的注意力，听音猜物，效果明显 。通过
猜的游戏给学生营造了一个想象的空间，不仅巩固了所学的词汇，还
锻炼了学生的语言表 达能力。

T: Where is the cat? Is it in the ...?
S1: Is it in the living room?
T: No, it isn't.
S2: Is it in the bedroom study ...?
T: (课件呈现小猫在厨房打碎碗的情景) Look! The cat is in the
升、降调) i i kitchen.
Ss: (Say with me. Read it together, four by four and one by one.)
创设语境，学习语言。
T: The cat is hungry. I'm hungry, too. I can have some noodles in the
kitchen. What about you?
S1: I can have some chicken in the kitchen.
S2: I can have some cake in the kitchen.
... (要求学生边说边做动作)
TPR活动。
T: We can also have a snack. Look! This is a snack. (出示实物．帮助
学生理解snack)

Ss: Wow! Yummy! (学生表现出很想吃的样子)
T: Let's go to the kitchen. Have a snack.
(学生跟着教师边说边做动作)
通过实物呈现，使情境更趋真实，帮助学生认识新词。

5. bathroom
T: (教师吃完后看着自己的手说) Wow! My hand is so dirty. I can
wash my hands in the
Ss: (Say with me. Read it together, four by four and one by one.)
融入音素教学，解决难点。
T: (课件呈现四个不同的浴室) I have four bathrooms. Which
bathroom do you like best? Why?
S1: I like bathroom 3. It's big and clean.
S2: I like bathroom 1. It's blue. I like blue.
...
让学生通过判断拓展思维，增强学习兴趣。

T: What can you do in the bathroom? Discuss in four.
Ss: (学生讨论)
T: OK. Who wants to have a try?
S1: I can wash my hands face ... in the bathroom.
T: We can also take a shower in the bathroom. Let's do.
T: We can do different things in different rooms. Let's do.
(Ss listen to the tape and do actions.)
通过小组讨论，相互交流，使学生思维活跃，培养学生的发散性
思维。

3. Step 3. Extension Consolidation
活动一：Guessing game: Where is he she?
1. T (课件): It's time to play a game. Let's play a game. OK?
Ss: OK.
T: (Ask one student to come to the board and do actions. where he／
she is)

T: (做刷牙状) Where is Miss Zhu?
Ss: Miss Zhu is in the bathroom.
T: Who wants to have a try?
S: ...
生动的表演，激烈的竞猜，使课堂充满乐趣。该游戏 不仅能巩固
知识，培养学生想象力，还可以提高学生对肢体语言的理解力和表演
能力。

活动二：Find friends (Read and find out)
T: I have five friends who are they?
T: (课件呈现)
Friend one: I'm big. I have a TV. I have two sofas. Who am I?
Friend two: I'm big, too. I'm nice. I have a pink bed. I have many
pictures. Who am I?
Friend three: I' m small. I have many books. I have a white computer.
I have many friends. Who am I?
Fried four: I'm very small. I can make you clean. Who am I?

Fried five: I'm clean. I have many apples. I have hamburgers. I can
make you strong. Who am I?
Ss: (Read together and guess what rooms they are.)
在前面听说的基础上，用游戏教学来实现对单词和句子 的认读，
还可增加生活常识，培养学生的认读能力，进一步巩固所学语言知识。

活动三：Rent a house
(课件呈现；Kate wants to rent a house with a bedroom, a bathroom,
and a kitchen. Now you have a house for rent. You can introduce your
house to Kate.)
For example: I have a house for rent. Look! This is my house. A
bedroom, a bathroom and a kitchen. Look! This is the bathroom. It's so
big and nice. This is the bedroom. You can see a lamp and a bed in it.
This is the kitchen. It's so big and clean. Do you like my house?
模拟真实情境，使学生把所学 的语言运用到实际生活中，给学生
充分的表演空间，拓展学生思维，培养他们实际运用语言的能力。
T: Now, discuss in your group. You Can use theses sentences:
(课件呈现可用句型：I have ...

Look! This is the ... It's ...
You can see ...
Do you like my house?
(Ss discuss in four, then act out in class.)

四、教学反思

成功的外语课堂教学应当在课内创设更多的情境，让学生有机会< br>运用已学到的语言材料，突出语言的实践性和交际性，使学生能够“学
以致用”。针对小学生的年 龄特征和本课时的教学内容，如何设计出
能培养学生语言运用能力并使他们有兴趣进行交际的语言情境? 以下
是我在设计这堂课后的几点感受：

l. 渗入TPR，轻松学英语。 在本课中，我让学生做出走的姿势和看电视、吃点心、读书、洗
澡、睡觉等动作，边听边说边做，调 动了学生的肢体语言，让学生动
起来，让课堂活起来，使英语学习显得不那么枯燥。实验结果表明，多种感官参与学习活动，将会大大提高学习的有效性。新课程下的

PEP小学英语教 材中Let's do的形式，就是让学生通过听觉、视觉和
肢体动作来感知和学习英语。

2．拓展思维，开放教学。
本课中把新授的单词融入到学生学过的句子中。学习单词的目的< br>是灵活应用到句子中表达更加完整的意思；同时在句于中也能巩固所
学的单词，两者之间相辅相成 ，相互促进。例如在教授单词bathroom
时让学生回答问题：What can you do in the bathroom?诸如此类的问
句，使学生的学习不仅仅局限于单词而是语句。再如， 教师通过示范
让学生运用已学的知识模仿介绍自己的房间，为他们创造了平台学习
用英语来解决 问题。

3．联系实际，学以致用。
最后的“出租房子”活动模拟真实情境，将 学习内容和实际生活相
结合，从而达到学以致用的目的。情境教学使学生产生仿佛置身于英
语世 界的感觉，在轻松、愉快的语境中积极地学习，极大地激发了学
生的兴趣，培养了他们良好的学习习惯， 而且加大加深了语言信息输
入，促进了语言内化的过程，做到了学以致用，从而为学生进一步学
习英语奠定了良好的基础。