Story time公开课教案

Unit5 Our new home 邗江区公道中心小学

薛庆兰

教学目标：

（一）知识目标：

1.感知并学习和理解家居类单词sofa和房间类单词

bedroom, kitchen, living room并能在语境中运用。

2.感知并理解Where's .../Where are ...?句型及其回答It's .../ They're ...并能够在语境中运用。

（二）语言技能目标：

1. 听：能听懂文本的意思，在文本推进中理解新单词、新句型的含义

；能听懂文本所体现的语言含义和情感态度。

2. 说：能根据所给单词和句型开展对话和描述。

3. 读：能有感情朗读篇章、分角色朗读对话；

能读懂文本，理解文本内容。

4. 用：能在语境中运用新旧知识说话；能根据情境编演新对话。

（三）情感态度与价值观

通过学习，教育学生养成自己整理、保管个人物品的良好习惯。

教学重点：

1.感知并学习和理解家居类单词sofa和房间类单词

bedroom, kitchen, living room并能在语境中运用。

2.感知并理解句型Where's .../Where are ...?句型及其回答It's .../They're ...并能够在语境中运用。

3.能有感情朗读篇章、分角色朗读对话；

能读懂文本，理解文本内容。

4.能参根据情境口头复述文本。

教学难点：

1.能根据情境口头复述文本。

2.在语境中运用Where are ...?句型及其回答

教学准备：

PPT, 卡片

教学过程：

Step1 Greeting and free talk 1.

T: Hello, boys and girls. Nice to meet you. Ss: Nice to meet you, too. 2. T: Let’s have a look, what’s in our classroom.

S1: We have a blackboard.

S2: We have some chairs.

…

Step2 Lead in T: I have a sweet family. I have a husband, a lovely daughter.

We eat here. We sleep here. What’s this? S1: A house. T: Yes, it’s my home too.

T: Look, this is our home. How is the home? Ss: The home is big/nice/pretty/clean. 3.

T: I have a dog in the home. Do you like my dog? Ss: Yes. T: Why? S1: It’s cute. S2: It’s nice. …

T: It’s cute and nice. It can run here and there. Look, where is it now? S1: It’s on the sofa. S2: It’s in the box.

S3: It’s behind the sofa.

S4: It’s under the table.

【设计意图】本环节通过在不同的地方找小狗，让学生回忆对旧知Where’s …以及方位介词。小狗一会在再沙发上出现，一会在椅子下出现，整个画面生动活泼，学生感兴趣，对于方位介词也有个直观的复习。

Step3 Presentation 1. T: This home is new too. Look, who are they? S: Su Hai and Su Yang. T: Yes, it’s Su Hai and Su Yang’s new home. They’re looking for the things.

T: Take out your paper, listen and tick, what are they looking for? (Check the answer: bag, skirts, cap) 【设计意图】本环节没有采用再构的文本，而是让学生听书中的文本，并回答问题，他们在找什么东西？通过对旧文本的听，可以让学生对于本课有一个初步的整体感知。书中的文本较简单，学生能很快解决教师所提的问题，同时对于学生的听力也起到了操练的效果。

2.T: What is Su Yang looking for? Where is it? Listen and answer.

(Check the answer: Su Yang is looking for a bag. It’s in the bedroom. 完成板书) T: Su Yang is looking for a bag. So she says “Mum, I’m looking for a_____? Where’s the____? (让学生补充对话) T: Which room is bedroom?

S1: Picture A （教授单词bedroom）

T: I have a bed in the bedroom. I have some pictures in the bedroom. What do you have in your bedroom? S1: I have a…in the bedroom. S2: I have some… in the bedroom. 【设计意图】熟悉的情境更能激发学生说的欲望，在这个环节中，我让学生对自己的卧室用I have…in the bedroom.进行描述. I have…是旧知，对于学生来说没有难度，利用旧知训练新知bedroom，同时也对单词复数起到了复习巩固的作用，为之后的chant“Where are…?”做准备。

3. T: Su Yang gets the bag, she is very happy. What is Su Hai looking for? Read the passage by yourself, try to get the key words. T: What is Su Hai looking for?

S: Skirts

T: What color are they?

S: A blue one and a red one.

T: Where are the skirts?

S: They’re in the living room, on the sofa.（形成板书）

T: Is it a living room.

Ss: No, it’s a bedroom.

T: Is it a living room.

Ss: Yes, it’s a living room. (教授单词living room)

T: I have a ball in the living room. I’m looking for the ball. Can you help me?

Ss: Yes.

T: Look, my dog puppy is here. He can find it. Try to ask it.

S1: Hey, puppy. Where is the ball?

T: Look, puppy finds the ball.

Where is the ball?

S2: It’s behind the sofa.（学生回答）

T:

I’m looking for the grapes.

S1: Hey, puppy. Where are the grapes?

T: Look, puppy finds the grapes. Where are the grapes? S2: They’re on the table.（学生回答）

形成chant:

Ball, ball. Where is the ball?

Sofa, sofa. It’s behind the sofa.

Grapes, grapes. Where are the grapes?

Table, table. They’re on the table.

(学生集体读，选择个别学生来读) 4.（展示bedroom的图片，学生自由问答）

S1: Where’s the…?

S2: It’s…

S3: Where are the…/

S4: They’re…

根据学生的问题，自编chant

_______, _______. Where is the _______?

_______, _______. It’s on the _______.

_______, _______. Where are the _______?

_______, _______.They’re in the _______.

T：It’s your show time. Show your chant for us. 【设计意图】教师在课堂教学中应当要处处体现学生的主动性。在本环节中，我让学生用句型“Where’s…? Where are…?”向小狗询问东西的所在地，并由学生说出答案，形成chant. 学生自己问，自己答，对于重点句型Where are…?有一个深刻的了解。，在进行chant的操练时，学生也比较感兴趣，自己构造自己的chant,将自己想要找的东西能大声的说出来。

5.

T: What is Su Yang looking for now?

S: Mum, I’m looking for my cap. （出示帽子的图片，让学生根据图片填空）

T: Is it red?

S: No, it’s white.

T: Where’s my white cap?

T: Is it in your bedroom? S: No, it isn’t. It isn’t in the bedroom. T: Now it’s your turn. Try to guess“Is it…”

S1: Is it in your living room?

S2: No, it isn’t. It isn’t in the living room.

S3: Is it in the box? T: Let’s have a look.

S4: No, it isn’t. It isn’t in the box. S5: Is it on the sofa?

S6: No, it isn’t. It isn’t on the sofa. S7: Is it behind the sofa? T: Let’s have a look.

S8: No, it isn’t. It isn’t behind the sofa. T: Listen! The dog is in the kitchen. Maybe it’s in the kitchen.

6.

(走路的声音)（人进来）

(听录音Aha, come and look, Su Yang. Your cap is in the kitchen.) T：Where is the cap? Ss: It’s in the kitchen. （完成板书）

Step4 Consolidation 1.

T: Take out your text, read it after the tape. 2.

T: Read the text in different roles. 3.

T: Su Yang is looking for a bag. The bag is in the bedroom. Su Yang is looking for a cap. It isn’t in the bedroom. It’s in the kitchen. Su Hai is looking for the skirts. They’re in the living room. The home is big.

T: Choose one person to retell the text.

S1: I’m Su Yang. I’m looking for a …

4.

T: Su Yang says “Mum, where’s…?”

Su Hai says “Mum, where are…?”

Are they good girls?

Ss: No.

T: They’re too lazy. DIY. Do it by yourself. Can you?

Ss: Yes, I can. 【设计意图】英语课堂不仅仅是知识的传授，更要进行情感教育。在本环节中，我通过重复句型“Mum, where’s…?”

“Mum, where’s…?”以及妈妈辛苦工作的图片让学生了解到妈妈很辛苦，自己的事情可以自己做，要学会爱自己的父母，爱自己的家庭。

5.

T: A song for you. 《Table and chair》You can sing it together. Step5 Homework 1.Read the text after the class. 2.Try to find out the other(其它的) rooms in your home. 板书设计：

Unit5 Our new home

What

Where

Color Su Yang

bag

bedroom

cap

kitchen

white Su Hai

skirts

living room

blue, red