Story time优质课一等奖

Unit 5 Our new home 教学设计

一、教学内容： 译林版四年级上册

《Unit 5 Our new home》 Story time 二、教学目标： 1. 能够理解 Story time 部分内容，能够模仿朗读。 2. 在情景中三会掌握单词bedroom, bathroom, living room, kitchen 和

sofa。 3.

初步感知句型 Where are my/the ···? They’re in/on the ···并尝试运用这些句型来谈论单复数物品的方位。

4、通过合作探究，提高学生英语语言的思维能力和交际能力。

5、通过对家庭布置的交流，激发起学生对家的热爱之情。

三、教学重点： 1. 能掌握单词 bedroom, bathroom, living room, kitchen 和 sofa。 2. 能听懂、会说、会读、会运用句型 Where are my/the „? They’re in/on the

3.理解阅读课文。

4. 能理解 come and look 四、教学难点： 1.

了解

Where’s my

···?与 Where are my ···?的区别。

2.

对复数物品的方位表述。 五、教学方法：

情境教学法、小组合作学习

六、教学准备： 词卡、句条、多媒体课件、房间图和物品图、胶水 七、教学过程： Step1. Warming up and Greeting. Sing a song “Where’s the bird?”

3.

T: Good morning, class. S: Good morning, Miss Hu. T: Nice to see you. S: Nice to see you, too. T: How are you? S: Fine, thank you. And you? T: I’m fine, too.

【设计意图】通过日常对话，学生能够很快地融入英语学习的氛围中去。

1

Step2. free talk. T: Where’s the bird?

S: It’s in the tree.

T: Where’s your pencil?

S: It’s on my desk.

T: Where’s my computer?

S: It’s on the desk.

T: There’s a song in my computer. Let’s enjoy it. Enjoy the song “In my home”.

【设计意图】先是师生对话通过图文并茂的方式谈乱各种物品的位置，引导学生回忆三年级所学内容：Where’s „?为后续教学做准备。 Step3. Presentation and practice 1. T: This is David. He has a new home. 教学 home T: He has four rooms in his home. 教学 room 2. T: Where’s David now? Look! He’s in the bed. 单词 bed 引出 bedroom教学（dr读音要注意，可以与dress联系加强理解）

T: Which room is the bedroom? S: Room 1. T PPT呈现 bedroom T: Here’s a chant about the bedroom. Listen to record, please. Chant: Where? Where? Where’s my bed? Bedroom! Bedroom!

It’s in the bedroom. (1)T 示范 chant (2)Ss 齐说 chant (3)个别 S 说 4.

T: (闹铃响) Listen! It’s time for breakfast. 5.

Ss: Wake up,David. T: What’s for David’s breakfast? Look! A

fruit salad. Where’s the apple? Guess! Is it in / on „? Ss guess. T: Look! The apple is in the kitchen. 教学 kitchen T: Which room is the kitchen? S: Room 4. T PPT呈现 kitchen T: Can you make a chant? (1)Ss 编

chant: Where? Where? Where’s my banana? Kitchen! Kitchen! It’s in the kitchen. (2)个别说 chant (3)齐说

2

4. T: The salad is nice. David and Mike are having the salad and watching TV. They are in the living room. 教学 living room T: Which room is the living room? S: Room 3. T PPT呈现living room T: Look! What are those? S: They’re bananas. T: Where are the bananas? 出示句型

Where are my „? 教学 S: They’re in the kitchen. 出示句型

They’re in the ···教学 T 说 chant: Where? Where? Where are my books? Living room! Living room! They’re in the living room.

(1)

Ss listen to the teacher. (2) Ss 齐说 chant (3) 个别说 chant 5. T: Su yang wants to play with the toys. Where are the toys? Look! They are taking a bath. TPR做出洗澡动作教学 bath, take a bath 引出单词 bathroom T: Can you say the chant with the toys? (1)Ss 编 chant: Where? Where? Where are my toys? Bathroom! Bathroom! They’re in the bathroom.

(2)个别说 (3)齐说 【设计意图】通过欣赏歌曲“In

my

home”引出

Su yang

的房子，运用

Su yang

的

活动来逐一教学 4 个房间单词。

通过房间中的物品复习了句型

Where’s···学习了新句型

Where are ···学生通过 chant 说一说，巩固词汇和句型。在口语训练中对词汇的操练逐步过渡到重点句型的操练。并且在游戏中中加深巩固本课知识。 6. T: This is David’s new home. It’s very beautiful. So David is happy. Today, Su Hai and Su Yang are happy, too. They move to a new home. We learn “Unit5 Our new home”. 揭题 Unit5 Our new home 齐读 7. Watch and tick. T: What rooms do they have? Please watch the cartoon and tick. Ss 欣赏动画Ss 回答 8. Read and find. T: Today, they move to a new home. But they can’t find some things. Can you help them? What are they looking for? Where are they? Tips: Circle what they are looking for. Underline where the things are. Ss 自读课文，圈圈、划划 T: What are they looking for? Ss 回答，出示物品和问句，朗读问句

3

T: pay attention: where’s, where are “are” two and more.

T: Where’s my bag?

S: It’s in the bedroom.

T: Where’s my white cap?

S: It’s in the kitchen.

T: Where are my skirts? S: They’re in the living room, on the sofa.

Ss 回答问题，并朗读

教学 sofa, on the sofa Read in pairs. Ss act out. 9. Read (1) Read after the tape. (2) Read together. (3) Read in roles. (4) Act in roles.

Summary （1）

这节课我们掌握了三个表示房间的词，它们是:

bedroom，living room，kitchen （2）当你想知道某件物品在哪里，可以问：

Where is …？并且用It’s···来回答

（3）当你想知道某些物品在哪里，可以问：

Where are···？并且用They’re···来回答

（4）当你想邀请别人过来看看，你可以说： Come and look. 【设计意图】总结本课知识点，构建学生本课的知识框架，进一步巩固本课所学。

通过勾一勾、回答问题等多种方式阅读对话，让学生有的放矢，能够深入了解文本。文本阅读中，学生自我认读新词，能够结合文本

演一演，引发了学生对故事的兴趣和期待。 Step4. Consolidation T: Su Hai and Su Yang’s home is beautiful. They should keep the home clean and tidy. T: Here are some things. Su Hai and Su Yang should put them in their home. Can you help them? Look at me! (1) T 示范布置房间 (2)T&S 示范对话

A: Look at my new home. B: How nice! A: Where’s my „? / Where are my „? B: It’s in / on „ / They’re in / on „ A: Thank you. (3)Ss 贴图，并对话 (4)Ss show the room and act the dialogue (5)让学生拿出事先准备好的家庭照片，试着描述房间内的物品摆放，让学生树立有序摆放物品的意识，并渗透出East or west, home is the best.的主题

【设计意图】在这里渗透情感教育，让同桌两人联系生活实际讨论一下怎

样才能合理地摆放物品，要保持家中的整洁，爱自己的家，珍惜家庭环境。

4

Step6. Homework 1. Listen to the tape, read the story with your partner. 2. Act the story with your family. 八、板书设计：

Unit 5 Our new home

Where’s my/the …? It’s in/on the …

bedroom

bathroom Where are my/the …?

They’re in/on the …

living room

kitchen

5