Lesson 1优质课一等奖教案

一、

教学内容

1、

A. bedroom, bathroom, living room, dining room, study, kitchen, 六个英语名称词；

2、

B. 句型Where is _____? She/It is in the_____.

二、

教学目标

1. 学习家庭中房间的八个英文名称词：living room, dining room, kitchen, bedroom, study, bathroom，能够正确认读及运用。

2. 能够听懂、会正确使用有关家庭住房的名称词，培养学生的语言运用能力；

3. 培养学生对家的热爱，鼓励学生大胆设想自己未来的家居。

4、了解西方国家的房屋结构及名称。

三、

学情分析

三年级的学生已有一定的英语学习的基础，此时的学生正处于感性认识向理性认识发

展的阶段，把握好他们的学习情感和认知趋势，相信对他们学习英语的“情感、态度、

价值观”的培养会收到事半功倍的效果的。但在语言的层次性、综合性表达方面还有一

定欠缺，需要教师创设情境，借助各个任务型活动的有效开展，发展学生的综合表达能

力。

四、

教学重点和难点

重点： 1、让学生通过看图，理解和熟悉有关家庭住房的各类房间的英文名称；认读这这几个有关房间的单词，明确每个单词含义；

2. 让学生通过已接触过的句型：Where is…? It’s/ She’s…

练习说出有关家庭住房的各类房间英文名称，并能熟练运用。

难点：1、正确朗读study; kitchen, 的读音；

运用单词和句型正确交流信息。

五、

教具准备

1. 教师准备录音机和磁带。

2. 本课新词的卡片和一些家的图片。

3. CAI课件。

4. 学生准备文具用品，如：铅笔、尺子、白纸以及彩笔等。

六、教学流程：

GreetingLet’s say and do

Warm-up /Review

Sing “hide and seek”

Lead in

Presentation

/Practice

根据学生对颜色的爱好来选取打开各种颜色门的顺序，然后

根据学生选取的顺序安排单词的教学顺序。

1．

单词study教学

2．

单词bedroom教学

3．

单词

living room 教学

4．

小循环（1）

5．

单词bathroom教学

6．

小循环（2）

7．

单词kitchen 教学

Task

设计一段出售房子的广告词

Consolidation

Task: 设计改造成自己心目中的房子

Let’s do

Add-activities Homework (1) Design a beautiful home

(2)Do the action of the Let’s do.

Let’s sing : In my bedroom

七、教学过程：

Step 1 Warming up 1. Let’s greet

T: Hello，boys and girls. Ss: Hello, Miss Jin. T: How are you? Ss: Fine, thank you. T: Nice to meet you. Ss: Nice to meet you, too. 设计目的：简单的问候,可以帮助学生建立英语语感,使学生自然地进入英语学习状态。

2.

Sing a song “Hide and Seek”

设计目的：课前唱一首与教学内容相关的歌曲，即调节情绪，使学生进入角色，又对

新授的知识做了铺垫。

Step 2 Revision (Use a bear and a box)

T: Look！What’s this? S1:

It’s a bear.

T:

And what’s this? S2:

It’s a box.

T:

Where’s the bear?

S3: It’s on the box.

…

设计目的：利用实物，显示不同方位,让学生观察,对问题不作汉语解释,而是通过肢体语

言进行描述,让学生在一个完整的语言环境中复习巩固句型：“What’s this ? It’s

a…”Where’s the…? It’s on\in\under…”

Step 3 Presentation 1.

Talk about our classroom. T: Boys and girls, we have a new classroom. What can you see in the classroom? S1: I can see 8 windows. S2:

I can see a board. S3: ... 2. Talk about a picture and learn to say “home”.

T:

Look at the blackboard, here is a picture. What’s in the picture?

S1

S2

S3 …Maybe It’s a …

T: Oh, this is a picture of my home, my home is a big. Read after me: home（Write “My home ”on the blackboard）

设计目的：通过谈论教室和图片,引出本课的话题“home”，

训练了学生的反应能力和听力能力，培养了学生用英语进行思维的习惯。

3. Teach the word “study”（by guessing riddle）

T:

Ok，now I have a riddle. Listen carefully.

There is a desk and a chair in the room. There are many books in the room, too. Where are the things? What room is it? Ss:

Wow, It’s a 书房. T:

Yeah, It’s a study, study, study. Follow me. Ss: study

study

Learn to say: study----my study-----This is my study.(One by one) T: What can you do in the study? S1: I can read the books in the study. S2: I can do our homework in the study. T: Oh, let’s go to the study and read a book, ok? Ss: Ok. Say and do together: ( play music ) Go to the study，Go to the study.

Read a book. Read a book. 设计目的：采用谜语形式引入到study的学习中来，活跃了课堂气氛，提高了学生学习的积极性。利用在某个房间做某个有代表性的动作来帮助学生唤起记忆，这同时也为后面的Let’s do 环节的教学做了准备。

4. Teach the word “bedroom”

T: I’m tired now. I want to have a sleep. Can I sleep on the teacher’s desk?

S1: No, maybe you have a cold. T: Then where can I sleep? S1: In the bedroom. T: Yes, you’re right. Look at this card. Learn to say: bedroom----my bedroom-----This is my bedroom. (One by one) T:

Ok now, look at the bedroom. There is a bed. It’s big and clean. What about your

bedroom? S1: My bedroom is small and yellow. There is a desk, a chair and a lamp. T:

What about your parents’ bedroom? S2: My parents’ bedroom is big and blue.

It’s very nice.

T: A good answer. Let’s do and say: (play music)

Go to the bedroom，

Go to the bedroom.

Have a sleep. Have a sleep. 设计目的：师生对话，自然引出单词bedroom,使学生乐学易学，同时让学生谈自己和父母的房间的特点，完成了英语教学中词不离句的教学规律，培养学生运用语言的能力。

5. Teach the word “living room”

T:

What can you see in this room? S1: I can see a TV. S2: I can see a sofa. …

T: What’s this room？

S1: Maybe it’s a living room.

T:

Yes. Learn to say: living room T: What can you do in the living room? S1: I can do my homework. S2: I can watch TV. …

T:

Let’s do and say: (play music)

Go to the living room，

Go to the living room.

Watch TV. Watch TV. 6. Teach the word “bathroom”

T: Now, Is this a living room? S1: No. T:

Is this a bedroom? S2:

No. T: Where can you wash your hands? S1: In the 洗手间

T:

Look at my mouth. Pay attention to your pronunciation. It’s a bathroom. Read after me. Ss: bathroom

bathroom

T: I wash my hands in my bathroom. What can you wash in your bathroom?

S1: I wash my face in the bathroom. S2: I wash my feet in the bathroom. S3: I wash my clothes in the bathroom. …

T:

I can take a shower in my bathroom, too. Learn to say:

take a shower Say and do: (play music) Go to the bathroom，

Go to the bathroom.

Take a shower. Take a shower. 设计目的：学生在这个环节中通过教师的引导，来谈论洗各种东西，刺激了学生”要说”的欲望，发展了学生的语言能力。

7. Teach the word “kitchen”

T:

Now, Are you hungry? Ss: Yes. T: Let’s have some snacks. Show some snacks. Guide to say: have a snack. T: What can you see in this room? (Use the CAI) S1: I can see a hamburger in the room S2: I can see a hamburger and an apple in the room. …

T:

Where do you have a snack? Ss: In the kitchen. Learn to say: kitchen. T: My kitchen is blue. What colour is your kitchen? S1: My kitchen is green. …

Do as I do: Teacher does the action of it: (play music) Go to the kitchen，

Go to the kitchen.

Have a snack. Have a snack. 设计目的：在课件中设计厨房的画面时，设置各种学生熟悉的食物，给学生提供充足的材料，在运用中巩固单词kitchen.同时通过用肢体语言帮助理解短语：have a snack. 8、

Teach the word “dining room”（CAI ）

9、Guide the students to say the sentences. T:

Look at the board. I put up the cards on it. This is my home. How many rooms can you

see？What are they？Can you see a study, a living room...? Ss: Yes. We can see five rooms. T:

Oh, you can see a study, a living room...Read after me. “This is...”

设计目的：在六个单词教学的基础上,引导学生将所学的知识和技能转化为语言运用的

能力。

9. Using “TPR”

T: Stand up, boys and girls. Watch the screen and do it. (Use the CAI) 设计目的：通过CAI课件的展示，全体学生听、做一系列的动作。这是对前面环节的一个整合。

10、Pattern Drills

a.做示范：把Andy贴在每个房间外面，引出句型：Where is Andy? It is in the…

b.做游戏：让学生闭住双眼，教师拿着Andy的图片贴在某个房间的后面，教师问学生：

Where is Andy? 鼓励学生说出：It is in the (living room). 设计目的：创设情境，运用句型，培养语言能力；游戏法教学，充分调动他们的积极性，从而达到学生学会的目的。

Step 4 Practice 1.

Play some games. 1) 2) 3) T: Let’s practice.Group 1, you are “study”. Group2 I, you are “living room”...I say a

word, the whole group stand up quickly and speak out the word”.

Teacher plays the music, have the Ss pass a thing. When music stops, the students who has the thing will answer the question with his / her friend. Then the students who answered should play the music and ask the others. 的兴趣，另一方面也集中了学生的注意力，既纠正了学生的口型和发音，

又锻炼了学生的反应能力。

2. The teacher changes the orders of “Let’s do”. Ask the students to choose the right picture

according to what they hear, and then choose a student A to be the teacher, and divide all the students into two groups, then choose two students B and C in every group. When student

A says an order, students B and C match the pictures, who match quickly who is the winner. T:

Listen! Read a book. Which picture? Ss: Picture 1. T:

That’s right. Let’s do it.

Ss: Go to the study，read a book.

…

T:

Let’s put them together.

设计目的：通过操练,使学生听说、认读have a snack / watch TV / take a

shower / have a sleep / read a book这几个词组。为句型学习打下基础。

Step 5 Consolidation 1.

Do some exercises. (Use the power point) 设计目的：检查学生对这节课知识的掌握程度. 2. Group work: Design a beautiful home for oneself and introduce it to friends.

T:

Please take out a piece of paper, draw your favourite rooms and colour them, then talk

about your home. Let’s start in groups.

设计目的：采用任务型教学途径，让学生在任务中综合运用语言。

T:

One, two, three, sit down straight! 设计目的：用chant收回学生的注意力，很好地调控了课堂。

设计目的：

用游戏的方法代替普通的操练，将知识融入玩乐中,一方面提高了学生学习

T: Who can talk about your beautiful home? S1: Of the group4: This is my home. It’s clean and nice.

This is the study. It’s big. You can see many books in the study. It’s a super home! S2: Of the group 5: This is my home. Look, study, living room, bedroom, bathroom, kitchen.

It’s very big.

S1: Of the group 5:Look, (出示自己设计的房间) I color the bathroom’s door white. It’s clean. I color the bedroom’s door pink. It’s nice.

S2: Of the group7: (出示自己设计的房间) Look, I put the Teddy bear in the bedroom. I put the English book and bag in the study. Welcome to my home.

…

T: Well done. Great! Every group will get a star. 设计目的：抓住时机，鼓励学生增强学习的自信心。

3. Culture difference Compare the different culture between Chinese and western country. Guide the pupils to speaks out Chinese home. Introduce the western home. 设计目的：渗透文化差异,培养学生跨文化交际意识和能力,提高学生的文化素养。

Step 6、Summary\Homework 1. T: What did we learn in class？What activities do you like？Why？

Ss: …

2. T: Which is the best group？

Ss: …

设计目的：课堂上除了教师对学生的评价之外，学生间的评价也是判断课堂教学效果好坏的一个重要部分。开展学生间自评，让同学来确定自己的能力，能够更好地促进学生的学习和表演的欲望，使他们获得一种成功感，增强知识掌握的牢固性。

3. Do exercise of Activity book. (Ex1, 2 ) 4. Preview: Use some different pictures to drill the dialogue: Where’s the…? It’s in the kitchen\living room…

5. Use VCD and show the English song “In my bedroom”.

（In my bedroom，

in my bedroom, near the table and the chair, you can see my little Teddy bear sleeping in my little bed.）

设计目的: 用一首英语歌结束整节课,将所的知识进行扩展,使学生认识到课堂上知

识要“学以致用”。

T: Today, we’ve learned a lot. We’ll have a happy life in our nice home. Ok, class is over，

thank you. Good-bye! 八、板书设计

Unit Six

My Where is the…? Home It is in the…. Winner：

study bathroom bedroom kitchen living room

Group1: Group2:

Group3: Group4: Group5: Group6: Group7: 九、课堂作业设计：（Use、the power point) Look and draw a line.（

Put these back in their own room.）

bedroom

living room

kitchen

bathroom

study

十、教学反思：

1．

教学思路：

在本节课的教学设计中，我能够结合教材和小学生的心理特点，依据新课标的精神，从

激发学生的学习兴趣和参与意识入手，积极探索设计语言知识教学的情景。同时，在培

养学生自主学习能力和合作精神等方面做了有益的探索。在这节课教学中根据四年级学

生的特点，围绕本课的重点和难点，合理设计教学任务，采用猜一猜、做一做、比一比

等多种教学形式，让学生亲身体验，大胆实践，积极参与，共同合作与交流，让学生在

宽松的氛围中体验英语学习的快乐。帮助学生在任务型的教学途径下发展其综合运用语

言的能力，培养他们良好的学习习惯和学习策略。

2．

教学亮点：

在这节课的教学过程中，我设计了形式多样的活动，让学生在完成各式各样的活动中巩固和丰富自己的语言，将学生的主体的地位发挥得淋漓尽致，有效地激发了他们主动参与课堂的积极性。如对于五个新授词我都尽量安排不同的问题让学生思考，让学生在思维中运用语言，并真正体验到成功的乐趣。在做到语言操练足够的条件下，我在发展提高阶段，安排了拓展性的

活动（让学生自己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，涂好颜色。以小组为单位用英语介绍自己设计的房子）。在这个活动中学生通过与小组间的讨论交流和小组间的竞争，不仅培养了他们合作精神和竞争意识，而且充分挖掘出了学生的创造、想象能力。同时在活动中只要学生讲得合理得体，我都予以肯定。这一活动有效地锻炼了学生的综合语言表达能力，真正实现新课标中的让学生学到语言知识后能做什么的目的。

3．

有待完善之处：

在整堂课中，教师应注意处理好控制、主导和引导、放手之间的关系，应更好地把课堂

的时空交给学生。在语言运用方面，应鼓励学生进一步拓展，不能因为时间限制，而终止学生的语言表达。如遇出错，教师则讲究“导”，不必立即打断学生，急不可待的纠错或干脆当替身演员，而应等学生答完或者说完后，先给予鼓励与肯定，再给出答案，正确引导，再施强化。