Unit 3 Home life教学设计(教案)

4B M2U3 Home life教学设计

本课时执教的是第3课时，属于阅读拓展课，其教学目标为：

1、

能用Where和What引导的特殊疑问句进行问答。

如：Where is / are …? What is/are …doing? 2、

能运用现在进行时态的陈述句表达人物正在发生的行为和所在的空间。

如：…am/is/are（doing）) …(place).

3、通过学习和讨论What makes sweet home life?感受家人之间的相互关爱。

4、通过交流自己的家庭生活，分享家庭生活的幸福快乐。

重点1——句型学习：

1.能用Where is / are …? What is/are …doing？等句型进行问答。

2.能运用现在进行时态的陈述句表达人物正在发生的行为和所在的空间。

如：…am/is/are（doing）) …(place).

重点2——综合描述：

1.通过阅读和描述他人的家庭生活，感受家人的相互关爱是家庭生活快乐的源泉。

2. 通过相互交流自己的家庭生活，分享家庭生活的幸福甜蜜。

其中“重点2”也是本课时的难点。

教学准备

教学过程

1.

课件“What makes sweet home life?”的PPT准备。

1.

阅读材料、课堂练习和课后练习打印。

教学目标

教学重点

教学难点

师生活动

1. Sing a song: 2. Ask and answer e.g. Do you have a happy family? 教学意图

通过歌曲，创设轻松愉快的课堂学习氛围。

创设

“家庭演播室”的情境，通过“前期回顾”、“学校采访”、“电子邮件”激发学生学习兴趣。

激发学生

自主参与

Do you watch TV with your parents?

Do like watching ‘Family Studio’?

3. Family Studio Previous：

How is your home life? 4. A school interview about ‘How is your home life?’

5. Read E-mails from the students. 1. Today’s Family Studio 引出本课话题，鼓励学生自己提出一些关于Sally’s home life想了解的问题。

诱发学生

自主质疑

Topic: What makes sweet home life? Guest: Sally 2. Students ask questions about Sally’s home life. 1. Watch the video about Sally’s home life, then answer the 通过观看视频，回答问引发学生

自主探究

questions:

How many people? Who are they? 2. Read and match: 题，初步了解Sally 的家庭。

Where are they? What are they doing? 3. Picture 1 1) Ask and answer: Where is Grandma? What is she doing? 2) Learn: care for everyone, usually 3) Ask: Does your grandma care for everyone?

What does she usually do? 4) Read the passage. 4. Picture 2 1) Ask and answer in pairs: Where is Mum? What is she doing? 2) Discuss: Does your mum care for you?

What does she do for you?

3) Read the passage. 5. Picture 3

1) Look and complete: Dad and Peter are in the _____________. Dad ____________________.

Peter___________________. They ___________________ .

They usually help her __________________.

2) Read the passage. 6. Discuss :

How is Sally’s home? What makes sweet home life? 通过阅读短文进行配对，初步感知，了解各个人物在哪里？在干什么？

运用不同的方式, 针对三幅图中的四个人物进行问答、讨论和交流，学会用Where is / are …? What is/are …doing？等句型进行问答，并用简单的语句描述人物所在的空间和正在做的事。

Read: My home life is busy but sweet, because we care for each

other. And we love each other.

In my eyes, love makes sweet home life. I love my home, my

sweet home! 7. Read the passages about Sally’s home life. 通过阅读、讨论、交流，感悟What makes sweet home life?

启发学生

自主完善

1. Watch the video from the audience. 2. Read and fill. Linda’s home life

My name is Linda. It is Grandma’s b________.

Grandma is

busy in the garden. Mum is in the kitchen. She is m______ a

birthday cake for Grandma. Dad is in the living room. He is 通过观看视频，填空完blowing the balloons for G________. I am in my bedroom. I’m 成短文，

拓展语言，体making a birthday c_____ for Grandma. Here comes Grandma. 会家人之间的关爱。

Now we are s_______ ‘Happy Birthday’ to Grandma. Grandma has a big big smile. We care for Grandma. We l_____ Grandma. Our home life is warm and h______. I love my home, my s_____ home.

3. Read the passage about Linda’s home life.

1. Show the lucky audiences: Is your home life sweet? Why? 2. Students talk about their sweet home life.

My sweet home life

It is __________________. We are __________________.

I am___________________________________________.

开发学生

自主发展

My________ is __________________________________.

My ____________________________________________.

________________________________________________

My home life is ______, because_____________________.

I ______ my home, my __________ home!

3. Coming soon next time (下期预告):

How is your home life during Earth Hour? 4. Enjoy the song. 利用幸运观众的家庭生活照片，作简单的采访和交流，深化本课主题。

联系实际，通过相互交流，分享自己幸福快乐的家庭生活。

下期主题预告，体现单元整体性。

1. ★Read the passages: , .

2. ★★Choose one passage and retell: / .

作业设计

3. ★★★Write an e-mail about your sweet home life and send it to me.

回家作业，进一步巩固本课所学内容。同时通过布置层次性的作业，通过朗读、复述、写话，让不同学习能力的学生有不同的提高和发展。