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1、Book3 Unit 4PartA Let* s talk基于课程标准的小学英语Unit 4 ALet飞talk教学设计主题：B00K3 Unit 4PartA Lefs talk (人民教育出版社)教学目标：(1) 100%的学生能够理解对话大意，能够用正确的语音、语调朗读对话，(2) 85%的学生能够在情景中运用句型 Is she/he in the.? Yes, She is. / No. she/lie isnt.询问物品或人物的位置，同时做出判断。并能够在情景中恰当运用句型：Where is she? She,s in the kitchen.(3) l(X)%的学生能够在语境中理解
2、新词或词组living room, study, kitchen的意思，并 能够正确发音。(4)情感态度：感受到家的温馨，从而激发学生爱家、爱家人的情感。教学重点：(1 )教学重点-*在情景中恰当运用句型:Is she/he in the*?Yes, She is. / No, she/he isn t.(2)教学难点-*kiichen/study的发音，在西方国家，cal用she来表示。教学过程与方法：本节课除了传统的情境教学法，还渗透了 SQ3R学习法、情感教学法、合作教学法等。教具：笑脸、哭脸句条、单词卡、头饰、房间实物模型，recorder教学过程：Step 1 Warm upLet,
3、s enjoy a song（设计意图：活跃课堂气氛，创设一个和谐、宽松的学习气氛，一方面渗透bedroomViving room等房间的名称；另一方面，为下一步的语言交际运用做好语言材料的准备。）Step 2 PresentationT: Boys and girls. I have a good friend. Shes cute. She has big eyes. She likes eating fish. She can catch the mouse. Mew mew（教师力口上动作表示）. Whos she?can you guess?S: cat.T: Yes! Shes a
4、 cat! look! （PPTI 呈现）Shes cute. yes?T: （ppt2呈现）小猫叫了几声就不见此时教师故作惊讶状问：Ah-oh .what happened?Where is she?T: Mmm.maybe shes in the study .maybe shes in the kitchen.（设计意图：通过the cat is missing.引出Where is she?激发学生好奇心与探究的欲望，并引 出 study/kitchen 的教学。）T: （ppt3 呈现）呈现大的 study. Follow me. study I I ./study u u u /A
5、/A/A/,T: （ppt4 呈现 duck 和 study）T:Can you read it?Ss: duck.T: Good try!Ss: bus.T:wow, you made it. Im proud of you!T: （ppt5 呈现大的 kitchen 并教读。）Maybe shes in the kitchen.T: （ppt6 呈现问题）Boys and girls, I cant find the cat. Where is she? Is she in the living room? Lets listen, watch and choose the right a
6、nswer.QI: Is she in the living room?T: boys and girls. Look at the blackboard.（师手指板书利用手势带动语调：Is she -in the-living-/ room/ ?（由慢到快！教读3遍T： Amy has two friends. Lets guess : Where is she/he?2、第二遍听Now, we all know .the cat is not in the living room. Can you guess where she is ?Ss: Is she in the classroo
7、m?Ss: Is she in the study?T: May be. Lets watch the video and answer the questions:QI： Is she in the study?Q2: Is she in the kitchen?T: Attention, please. Who can read the question?T:师根据同学的回答板书No, she isnt. She is in the kitchen.并拍手教读。（设计意图：通过问题的提出让学生整体感知文本，理解文本，解决文本难点。）T： Boys and girls. You all di
8、d a good job! Theres a song fbr you!（ppt8 呈现）Where is she? Where is she?Is she in the living room?No. She isnt. No. She isnt Is she in the kitchen?Yes. She is. Yes She is.She is in the kitchen.T: Do you like it?yes!T:Ok, lets sing together.(设计意图：用Sing的方式对本课所学主要句型进行小结，让学生在轻松的气氛中操练语 言，习得语言。)T: Boys an
9、d girls. Do you have any questions in this dialogue?SI:为什么 cat 要用 she 表示? T: Good question.T: In West Country. People regard the pel as a family member.(在西方国家，人们会把宠物当做 自己家庭成员来看待。所以这里的cat用she表示。比方，在我们语文教学中的拟人手法)Step 3 Practice(1) . Listen and try to imitate.(2) . Read in roles. Play a game: Hide and
10、Seek(设计意图：通过录音跟读，加动作跟读，角色表演等活动使学生养成良好的朗读习惯，形 成正确的语音、语调和语感。通过guessing game进一步巩固、操练本课目标语言。)1. challenge!put the sentences in order (排序)(pptlO 呈现)()No. she isn t.()Is she in the study?(1)1 have a dog. She s cute.( )Mmm. Is she in the living room?()Yes. She is. She, s in the study.( )where is she?(设计意图：
11、通过排序，对文本情景的变相呈现，让学生进行对话重构。)Step 4 Productiona. Make a storyT： Just now ,we played hide and seek with Amy. Now let s talk about it and make a story about it.T: PPT 呈现故事文本，Let s read it together.We are looking for Chen Jie.A: Where is Amy?Is she in the living room?B: No, she isnt.A: Is she in the stud
12、y?B: Yes, she is.Look, she, s in the study.I got you!T: Amy has four good friends. Look! Who are they?Ss:.T: Ah-oh! Where are they? Lets make a new story!We，re looking forWhere is ?Is (she/he) in the ?A: No, isn,t.B: Is (she/he) ?B:I got you! Ha Ha!（设计意图：通过情景创设，跳出文本，进行话题的拓展与应用，让学生在相对真实的语境中接触语言、理解语言、
13、操练语言、构建语言，从而开展学生的英语思维，实现提升口 语交际能力的目的。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。）b.小组展示。通过有梯度的任务型活动，最大限度的给学生创造了一个比拟真实、开放、和谐的学习空间，让其在参与活动与完成任务过程中有话可说，实现了课堂教学的有效延伸。让学生在 不知不觉中，学会语言，运用语言。这就是潜移默化中英语语言的流淌！c.渗透思想教育：T:（师手指板书）Look! Amy has a warm home. I hope everyone has a warm home.（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。）Step 5 Progress1. Design your future home .2. Listen and repeat the dialogue.