Story time第一课时教学实录

Unit 5 Our new home

第2课时

教案

Teaching contents

教学内容

Fun time & Song time

Teaching aims and learning objectives

教学目标

1. 能听懂、会读、会说：clock, fridge, sofa, table, bathroom, bedroom, kitchen, living room。

2. 能听懂、会读、会说日常用语：Where’s my …?、Where are my …?

、It’s/They’re …。

3. 能运用本课所学的词汇和日常用语谈论自己卧室中的物品和物品的方位。

4. 会唱歌曲“I love my bedroom”。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：

1. 能正确地使用本课所学的词汇和日常用语。

2. 会唱歌曲“I love my bedroom”。

教学难点：

能运用本课所学的词汇和日常用语谈论自己卧室中的物品和物品的方位。

Teaching procedures

教学过程

Step 1 Warm up 1. Sing a song: Where’s the bird?

2. Free talk: (1)

T: Where’s the bird? Where are her friends?

S: It’s in the bedroom. They are in the bathroom.

(2)

T: Where are you? Where are your friends?

S: I’m in the classroom. They are in the classroom too.

【设计意图：通过复习歌曲再次呈现本课重点句型，并在师生对话中联系实际运

用。】

Step 2 Review 1. T: If we can’t find something, we can ask and answer like this …

S: Where’s …? It’s …

Where are …? They are …

(教师一边板书，一边引导学生齐读句型) 2. T: Su Yang and Su Hai have a new home. Where do they find the things? Let’s complete the song together. (可以继续使用歌曲“Where’s the bird?”的曲调) “Where, where, where’s

? It’s

. Where, where,

? They are

. Where, where, where’s

? It’s

. Where, where,

? They are

.”

S: …

3. T: Let’s sing about Su Hai and Su Yang’s new home.

“Where, where, where’s the bag?

It’s in the bedroom . Where, where, are the skirts?

They are in the living room.

Where, where, where’s the cap?

It’s in the kitchen.

Where, where, are the twins?

They are in their new home.”

(请学生回忆Story time内容并根据图片填示，口头填空，把歌曲补充完整) 4. Play a game T: Now, do you know how to ask questions about the things and their positions? Let’s play a game and check. Choose the correct thing and finish the question

quickly.

(通过游戏进一步巩固和强化重点知识，明确句型的正确使用规则) 【设计意图：通过填歌词活动复习Story time内容，并巩固重点句型。通过游戏进一步巩固和强化学生的知识，为接下来的板块学习奠定语言基础。】

Step 3 Draw and say 1. Listen and draw

(1)

T: What’s this in English?

S: It’s a …

(出示图片，让学生齐回答，复习单词) (2)

T: Open your books. Turn to Page 34. There are four rooms. What are they? S: They are a living room, a kitchen, a bedroom and a bathroom. T: Take out your pencils. Please listen and draw.

Draw a table in the living room. Draw a fridge in the kitchen. Draw two sofas in the bedroom.

Draw a clock in the bathroom.

(请学生根据指令画画，学生可以参考PPT已呈现的图片) (3)

T: Where’s your fridge?

S1: It’s in the kitchen.

T: Where are your sofas? S2: They are in my bedroom.

T: Where’s your clock?

S3: It’s in the bathroom.

T: Where’s your table?

S4: It’s in the living room.

(通过师生问答检查学生的画画) 2. Look and say (1) T: Where are the other things? Please talk in pairs. And try to remember their positions.

(PPT呈现单词和图片，请学生讨论其余物品的位置) (2) T: Do you remember their positions? Where’s the football?

S1: It’s in the bathroom. Where’s Kitty?

S2: It’s in the kitchen. Where are the toy bears?

S3: They are in the bedroom. Where are the chairs? S4: They are in the living room.

(通过问答接龙，请同学回忆物品的位置，并巩固句型。) 3. Talk show (1)

Show the picture of my bedroom.

T: Look, this is my bedroom. The pictures are on the wall. They are nice. The bed is big and clean. It’s near the desk. The books are in the bookcase. They are very good. Oh, come and look. Where are my shoes? They are under the chair. Where’s my dress? It’s on the bed. I like my bedroom. How about your bedroom?

(2)

Show pictures of students’ bedrooms.

T: Do you have pictures of your bedrooms? S: …

T: What do you think of their bedrooms?

S: They are nice and clean.

(3)

Talk about your bedrooms in groups.

T: Now, talk about your bedrooms in groups.

(4)

Talk show: My bedroom.

【设计意图：环节1通过PPT给不善于绘画的学生提供了简笔画的参考，可有效提高环节2的效率，将学生的注意力引导到语言的学习和运用上。环节3是此板块内容的延伸与提高，教师要注意指导与示范，可根据学情调整。】

Step 4 Sing a song T: Do you like your bedroom? Let’s learn the song I love my bedroom.

(1)

Listen to the song and try to sing.

(2)

Sing together.

【设计意图：歌曲板块符合本课时的话题和活动，适合学生一边展示自己的卧室照片，一边唱一唱。】

Homework

家庭作业

1. 把歌曲“I love my bedroom”唱给父母听。

2. 用英语向小伙伴们介绍自己的卧室或家。

Teaching aids

教学准备（含板书设计）

教学准备：课件及相关音频文件，卧室的照片

板书设计：

Unit 5 Our new home A: Where’s …? B: It’s …

A: Where are …?

B: They are …