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课件网) Unit 4 My home Part B Let’s learn 人教（PEP）四年级上册 Let’s sing bedroom kitchen living room bathroom study Review Whose（谁的） room is it It’s John’s room. Look and guess Look at John’s room. It has a _____. bear Where is the bear It’s on the _____. bed Let’s learn bed, bed The bed is near the window. Let’s learn Look at John’s room. It has a _____. phone Where is the phone It’s on the _____. table Let’s learn Where is the phone Phone, phone. The phone is on the table. Let’s learn Look at John’s room. It has three _____. books Where are the books They’re on the _____. sofa Let’s learn -Where are the book -Are they on the sofa Yes, they are. Let’s learn Look at John’s room. It has three _____. keys Where_____the____ They’re on the _____. fridge are keys Let’s learn Fridge, fridge. The fridge is near the table. Let’s learn Watch and imitate Let’s read --Where _____ the key -- _____ on the fridge. is It’s --Where _____ the keys -- _____ on the fridge. are They’re Practice --Where _____ the book -- _____ under the table. is It’s --Where _____ the books -- _____ under the table. are They’re Practice --Where _____ the bear -- _____ in the box. is It’s --Where _____ the bears -- _____ in the box. are They’re Practice A:Where is the _____ B:It’s on/in/under/near the _____. A:Where are the _____ B:They’re on/in/under/near the _____. Ask and answer Look at that room. Look at that room. It has a blue bed. Look at that room. It has a blue bed. The bed is near the window Let’s play Look at that room. Look at that room. It has a ____ _____. Look at that room. It has a ____ _____. The _____ is _____. Let’s play Emotion Keep our home clean! Don’t throw anything everywhere. 1. Listen and repeat P42 for 3 times.模仿课文第42页3遍。 2. Copy the new words 抄写单词，每个4遍 3.Clean your room and write about your room. 整理自己的房间，并尝试写一写,注意描述的逻辑性。 Homework中小学教育资源及组卷应用平台 PEP四上Unit4：My home单元整体设计 第一部分 单元教学设计总思路 一、教学理念 《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。 二、单元教材分析 （一） 单元主题意义分析 项目 内容 主题意义 ◎交往 √ ◎感情 ◎态度 单元功能：询问、介绍 育人价值 保管自己的物品，养成良好的生活习惯 （二） 教材分析 本单 ... ...
