Story time第一课时评课稿

Unit5 Our new home（Story time）

徐丹

教学目标：

1.理解故事内容，能有感情的朗读故事。

2.能听懂、会读、会说以下词汇: home, sofa, bedroom, living room, kitchen 3.能听懂、理解、会读并初步运用句型：Where’s/ Where are …?及其回答It’s/ They’re…

4.培养学生学会整理自己物品和“我爱我家”的综合人文素养。

教学重点：

1.理解故事内容，能有感情的朗读故事。

2.能正确的运用本课所学的词汇和日常交际用语谈论家居物品和物品的方位。

教学难点：

1.能在真实的情景中运用Where’s/ Where are …?It’s/ They’re…进行交际

2.掌握词汇：home, sofa, bedroom, living room, kitchen. 3.培养学生学会整理自己物品和“我爱我家”的综合人文素养。

教学准备：

多媒体课件，单词卡片

教学过程：

Step1. Warm up and lead in 1. Let’s enjoy two songs:《on in under》, 《I love my bedroom》

2.Greetings Step2. Pre-reading 1.Sing a song《Where's the bird?》

T: Class begins. First, let's sing a song together. 2. Free talk T: Boys and girls, do you remember this song?

Look, where’s the bird?

S: It’s in the tree. T：Look! Here come her friends. How many birds? S: Three birds. T: Yes, they are very lovely.(主要是引导学生注意下一句回答用they’re)

Where are the birds?

S: They’re in the tree. 【设计意图】复习以前所学的句型及歌曲，利用歌曲热身，既活跃课堂气氛，又为学习本节内容做了铺垫，一举两得。日常用语Where’s/Where are的练习，是根据孩子的好奇心和求知欲的心性，用图片调动孩子学习的积极性，使学生很快进入英语课堂学习氛围之中,为本课学习打下坚实的基础，同时视觉效果能够让孩子积极去思考和加深记忆。

3. Show a picture T: 出示小鸟在树上图片，问学生Where’s the bird? 学生答It is in the tree. Where are the birds? 学生答They are in the tree.（welcome to our new home.模拟小鸟们的声音）老师说大树是小鸟的家，PPT出示文字：The tree is the bird’s home.新授单词home. 4. T: 出示图片：Where are the birds now? S: They're at home. T: Look! This is Su Yang and Su Hai’s home. T: What do you think of their home? S:It's nice, clean, great, new…

T: Yes. It looks new. It's a new home.

(揭题) Unit 5 Our new home 【设计意图】

通过大树是小鸟的家很自然地过渡到苏阳与苏海的家，让学生看图描述她们的家看起来怎么样，同时也引出本单元的话题。

Step3. While-reading 1. Look, this is Su Yang and Su Hai’s new home.

They’re looking for something. Let’s help them. OK?

Watch and choose. (看课文动画，选出她们所要寻找的东西) 【设计意图】带着问题，总体感知动画。

2. Listen and repeat.

How do Su Hai and Su Yang ask? Please listen again and repeat the sentences. 【设计意图】训练学生的听的能力，找出课文中的寻找物品的问句。

3. Read and underline.

1) Where’s Su Yang's bag?

It’s in your bedroom.

Drill: bedroom

卧室

Let's chant: Bag, bag. Where’s the bag?

Bedroom, bedroom. It’s in the bedroom.

2）Where are Su Hai's skirts?

They’re in the living room, on the sofa.

Drill:

living room 客厅，起居室

sofa

沙发

Chant in groups: Skirts, skirts. Where are the skirts? Living room, living room. They’re in the living room.

4. Watch and choose Where’s my white cap?

It’s in the kitchen.

Drill: kitchen

厨房

Make a new chant with your partner: Cap, cap. Where's the cap? Kitchen, kitchen. It's in the kitchen. 【设计意图】

精读故事，通过任务型阅读的方式设置问题帮助学生在阅读时理解故事内容，找出东西分别在哪儿。任务的设置由易到难，层层递进，在此过程

中学习生词

bedroom, sofa, living room, kitchen。并通过教师自编的chant帮助学生及时巩固新知，第一首chant由教师示范，第二首chant由学生在小组内讨论说出，最后一首chant由学生通过思考自己创编并说出。

Step 4. Post-reading 1. Listen and repeat.

Drill: Come and look, Su Yang. Your cap is in the kitchen. (指导朗读) 2. Let's dub 3. Act in roles. ①三人小组内分角色朗读，相互帮助，注意语音、语调和语气，师生评价。

②指名分角色朗读，师生评价。

【设计意图】跟读故事录音，以及配音、分角色朗读扮演是为了让学生进一步理解故事内容，并能用正确的语音语调朗读，有感情的朗读。

4. Play a game Rules:请一位同学上讲台将老师手中的物品藏在教室里某处，

另一位同学闭上眼睛，猜一猜物品被藏在了哪里。等那位同学将物品藏好好后全班同学可以一起喊OK! 我们可以运用句型：

Where’s/Where are…?Is it/Are they …?来询问，班里其他同学做出回应：Yes，it is/they are.No, it isn’t/they aren’t.

【设计意图】通过游戏复习回顾和巩固本课知识点。

4. Emotional education T: Su Yang and Su Hai find their things. And they are happy. Because they have a new home. It's nice and clean. To keep our home nice and clean, we should keep our things in order. 【设计意图】通过本课的学习，进行情感教育，培养学生学会整理自己物品和“我爱我家”的综合人文素养。

Step5. Homework

1. 听磁带，有感情地模仿熟读课文并尝试背诵。

2. 用“Where’s/ Where are …?”句型讨论自己家里物品的位置。

3. 根据Fun time，完成绘画，为下一节课做准备。

Blackboard design:

Unit 5 Our new home bedroom.

Where’s…? It’s in the kitchen. Where are…? They’re in the living room.