PEP小学英语教学案例 四年级（上）Unit 4 My home (Part A Let’s learn & Let’s do)学生学习活动评价设计在本课中，设计了一些新颖的教学模块，在学生学习活动中，学习新知，在看视频、听录音，做游戏的过程中，巩固新知；在活动中，老师能够针对学生所出现的问题，及时反馈信息，避免错误，让学生在当堂解决学习中所存在的问题，从而达到教学目的学情分析 四年级学生的年龄在十、十一岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣而且他们接触英语已经有一年半时间，已具有初步的听说能力.在本单元A部分他们已经掌握了classroom等单词,也进行了一些房间物品的介绍,学生兴趣很浓.本节课的内容其实就是起到复习旧知识，开展新教学任务的作用. 教学目标能力目标 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，如：This is my house .It’s big . I have a living room .This is my bed .2.能够听懂并发出指令，如：Go to the living room ,watch TV.知识目标 熟练掌握单词bedroom ,bathroom ,living room, kitchen ,study.理解Let’s do 部分的内容并能听指令做动作。
情感态度 培养学生对家的热爱，鼓励学生大胆想象自己未来的家居注重合作学习教学重点和难点 掌握单词bedroom ,bathroom ,living room, kitchen ,study.让学生在语言的学习和活动中听说认读单词教学过程： Step 1 Warm-up 1. Free talk: T: What’s this in English? S: It’s a monkey/panda/…. T: Where are they? S: They are in the zoo. 2. Sing:《They are in the zoo》 (观看歌曲VCD，跟唱) T: Now, let’s sing the song 《They are in the zoo》, OK? Ss: OK. Step 2 Presentation T: Boys and girls, where are you now? (Back-up: Are you in the zoo? ) Ss: (No.) We are in the classroom. (由已学单词classroom引入bedroom, living room等新词的教学，并穿插Let’s do内容的教学。
) 1．呈现一个house (黑板上的房子）T: What’s this? Ss: It’s a house. T: This is my home.. Let’s go inside and have a look. Ss: OK. T: Welcome to my home .（多媒体课件）2．随着house门的打开进入到一个bedroom.(通过bed 图片room图片 的闪动组合，使学生有深刻的印象）T: Go, go, go, look! What’s this? Ss: It’s a bed . T: (Point to the bed and ask) What’s this? Ss: It’s a room. T: Good! So this is a bedroom.. （将单词 bedroom呈现在画面上，并带读，同时要注意孩子们的发音是否正确，勿将bedroom念成bed-room T: Look! What can you see in the bedroom?Ss: I can see a bed .T: Look, he is sleeping. and I can have a sleep, too. (教师辅以手势，帮助学生理解have a sleep，并与学生一起边做边学。
) T & Ss: Go to the bedroom. Have a sleep. 3.呈现图片bath 和图片 room T: Look! There is a small room. It’s a---bathroom. (呈现新词，带读，注意bathroom 的发音，尤其是/th /的发音 ) T: I am tired, I will take a shower. (带着动作教学，帮助学生理解take a shower，并使学生跟说跟做) T & Ss: Go to the bathroom. Take a shower. 4．随着画面的切换，进入到一间有TV的房间. T: Then I want to watch TV. I should go to the living room. Look,it’s a living room. (带读，read it one by one.) T: What can you see in the living room? Ss: I can see a TV. (chair, desk, ….) T: Good. So I can watch TV in the living room. (做动作感受watch TV) T & Ss: Go to the living room. Watch TV. 4．看图片，猜房间，（既能复习新学的单词，又通过灶具引出kitchen）T: Oh, I am hungry now. (教师做出hungry的样子) Let’s have a snack. (重复若干遍，并使学生跟学，然后呈现kitchen的画面) T: Look! The kitchen. Let’s go to the kitchen and have a snack. (呈现新词kitchen，带读，个别读，提醒学生勿把kitchen念成chicken) T & Ss: Go to the kitchen. Have a snack. 5．从read a book引出study的教学 T: Hm…, I am full now. I want to read a book. (呈现一幅read a book的画面，让学生理解跟说read a book) T:（呈现背景study）Where is Miss…? Is she in the bedroom? Ss: No. T: Is she in the living room? Ss: No. T: Is she in the kitchen? Ss: No. T: Oh, she’s in the----study. (呈现新词study，带读，个别读) T & Ss: Go to the study. Read a book. Step 3 Practice T: This is my home. Do you like it? Ss: Yes./ No. T: Let’s have a look again. 1. Go through the words “bedroom, living room, kitchen, study, bathroom” with pictures. 2. 指单词竞赛：Go to the living room/…. Rules: 将全班同学分成两组（男生组和女生组），教师先将bedroom等单词图卡贴在黑板上，每组每次分派一名选手到台前，听老师（或某一学生）口令：Go to the….，看哪一位同学先指到该单词图卡，哪一组就得一分。
3．“看家居，猜房间” Example: T: Look! Which room is it? Can you guess? S1: Living room.. S2: Kitchen.. S3: Bedroom. T: Let’s see who’s right. Oh, … is right. (为该组加一分) 4．“看动作，猜房间” 过程：（1）先由老师表演动作，请学生来猜房间 T: I can read a book.. (表演动作read a book) S: Study. （2）由学生表演，学生猜 5．Let’s do (1) Listen to the teacher and do: (2) Listen to the tape and do: （Try to say and do）. Step 4 Extension 任务：小小设计家：my dream home充分发挥想象，设计一套房子并布置各个房间，在各个房间里画上一些学过的物品并介绍给大家Step 5 Homework 优秀小导游：参观好友的家，并介绍给其他的朋友Welcome to my home板书设计Unit 4 My home A Let’s learn let’s do bedroom bathroom living room kitchen study This is …I have a …It’s …教学反思 本课主要围绕家展开一系列的话题，这些房间都是我们非常熟悉，而且和我们息息相关的。
在设计过程中，我力求以开展有意义的活动为核心，使学习和生活有机结合，通过在活动中完成教学，让学生在轻松愉快的气氛中学会英语，培养学生的学习兴趣和自主学习能力这堂英语课虽然有点儿乱，但是这是实实在在的任务型教学，体现了学中用，用中学的《新课标》精神我基本做到了把课堂让给学生，让学生在自主、合作的氛围中实现任务，感受成功，促进了英语语言实际运用能力的提高在这堂课中，学生们充分展示自我，表现自我，成为学习的主人但是也有以下几个问题值得我去思考：①在每一次的活动中，如何更有效地让全体学生积极参与，提高他们的语言技能？②现在的班额过大，人数过多，在分组讨论或表演过程中，教师很难及时地对每个组进行指导久而久之，必定影响实际教学效果。