Lesson 1教案（名师）

硚口区行知小学课堂“教学做合一”教学案（学科：英语）

课题：My room 教学班级：四年级 2

班 执教人：

张鸣芳

一、教材分析：

本课的学习任务是学生能听、说、读、用十二个房间单词，能用there be句型介绍自己房间的物品，能用What’s in your room?和Have you got a ...?进行口语交流。遵循直观性和循序渐进性的教学原则，按照学生认识发展的顺序，引导学生直接感知事物，使学生获得丰富的感性认识

。采用问答法、讨论法、演示法和讲授法等多种教学方法，引导学生掌握知识技能，其中增添游戏环节，有效地提高学生学习的趣味性。本课以听说主先，认读结合，趣味入手，活动内容贴近学生的生活，实用意义较大。

二、学情分析

本单元的课题是My room，主要内容是和房间物品相关的词语和句子，是学生比较感兴趣和熟悉的话题。四年级的孩子英语逐渐两极分化，因此我更注重强调学生在体验中学习，让他们探究自己喜欢的学习方法。在学法上引导学生学会寻找规律：如在老师的提示下按读音规则记忆单词、在比较中寻找单词发音的规律。通过操练、游戏等互动环节让学生更直观的获得有关知识和体验。

三、学习目标：

知识与技能：

1、能听懂mirror,wardrobe, lamp, sofa, 能指认房间图片，并能根据图片认读、拼写单词。

2、能正确使用there’s..., Have you got a...等

句型进行口语交流。

过程与方法：

以小组合作及情景教学为主，同时运用游戏帮助学生理解与运用所学知识。

情感态度价值观：

增强学生用英语与人交际的意识，学会表达与合作，激发学生对英语学习的热爱之情。

四、学习重点、难点

学习重点：能听懂mirror,wardrobe, lamp, sofa,指认房间图片，并能根据图片认读、拼写单词。

学习难点：理解并运用What’s in your room? There’s ... Have you got a...? Yes, I have./No, I haven’t. 五、课前准备：

教师准备：PPT 单词卡片 教学助手 互动课堂

学生准备：英语书 自己房间的图片

六、课时安排：一课时

七、“教学做合一”活动过程

第一课时

学习

时段

做（学什么）

学（怎样学）

教（怎样教）

The teacher presents a picture, Students will answer points to a furniture and asks the the questions step by step: 课

堂

学

习

（1）

3 mins

导入本课主题：通过问答法，引导学生说出room这个单词，进而引导学生猜老师房间的物品，从而导入本课主题：My room。

students: 1.“What’s this?” , 2.“Where can I see a bed?”

3. “I have got a room, my room is cool, 1. “This is a bed.”

2. “In a room/bedroom.”

3. “There’s a desk, a chair can you guess what’s in my room?”

and a TV”/ “There’s a bed, Teacher leads them use “There’s...”to a window and a picture”

answer what’s in the teacher’s room.

Students read the title

After some students answered, the together: “My room”.

teacher presents her room, and tells the

students “This is my room”, then write down the title of this lesson “My room”.

学习新单词：

①Some students will ①The teacher asks students to introduce teacher’s room describe her room, and then introduces through the picture in front new words by introduction. The teacher of them and the words they presents a picture of curtains and two learned. By reading the contrasting words they learned: curtains words they have learned: and Thursday. These two words have a cola, am, Miss, color, same part: ur, sounds:/з/, the teacher warm, draw, feeling the leads the students to read Thursday and sounds of the same parts: /əfeel the sounds of “ur”, then read u/ /ə/,

/æm/, /mi/ /ə/, curtains. In this way, the teacher presents the new words one by one: cola--sofa,

am--lamp, 课

堂

学

习

（2）

12 mins

①. 引导学生

通过找规律，自己拼

读出新单词；

②. 利用There be 句型巩固新单词；

③. 通过听力练习强化对新单词的记忆。

/wɔ/ /dr/, students can read Miss--color--mirror, the new words gradually, warm--draw--wardrobe.

and make sentences: When the students can read the

“There’s a sofa in my new word correctly, use “There’s a...in room, there’s a lamp in my

my room” to make sentence. room, there’s a mirror in my room, there’s ②The teacher takes out a picture a and tells the students: “When I say ‘what’s in your room?’, you should say wardrobe in my room”. ②All the students ‘there’s a sofa in my room’”, then asks answer “There’s a sofa in

all the students “What’s in your room?”

my room, there’s a sofa and A little while, the teacher asks one a lamp in my room.”.Then student to answer this question. one student stands up and ③The teacher asks the students to answers: “There’s a sofa, a turn to page 32, and do a listening lamp and a mirror in my practice.After that check the answers room”/ “There’s a sofa , a together. lamp, a mirror and a wardrobe in my room.”

③The students listen and fill in the numbers, then check the answers together. ①The 词句融合：

课

堂

学

习

（3）

6 mins students

①The teacher asks the students to take out their pictures of their take out the pictures of their rooms, some the students chooses ①通过小组合rooms, 作学习操练对话：

answer some students and asks questions “What’s in your room？”Then the A：What’s in your according to their

pictures: teacher asks the students to make room? B：There's... “There’s a wardrobe, a dialogues in their groups.In the mirror, a computer and a bed meanwhile, the teacher gives guidance in my room.”/ “There’s a to the groups in need. window, a wardrobe, a

②When the time is up, teacher mirror, a desk, a lamp and a asks some groups to perform their ②小组展示。

chair in my room.”

Then conversations. Before they begin, the students discuss their rooms teacher takes photos of the speakers’

in their groups. pictures. ②Some groups

are chosen to perform their conversations in the front, the rest students should look at the big screen and listen carefully.

①The teacher goes to one ①Some students student’s place and asks “Have you got 创编对话：

①通过小组合作学习创设情境，创编对话，中心句型课

堂

学

习

（4）

8 mins 为：What’s in your room?

There’s a ... Have you got a ...in your room? Yes, I have./No, I haven’t.

②小组展示。

are asked to answer the a wardrobe in your room?”, as the questions according to their student answers the question according pictures: “Yes, I have./ No , to his/her picture, , teacher should lead I haven’t.”

Then, students the student to answer like “Yes, I will create some new have./No, I haven’t.”

Teacher points a conversations around the few students to answer question in this central sentences in their way. groups. ②Then the teacher asks the ②When the time students to create new conversations is up, some groups are around the central sentences in their asked to perform in the groups. In the mean time, the teacher front. ③The goes around the groups, finds out the student best group and video a short movie. ③By the end of this part, the teacher shows them a short movie and gives a brief comments. should learn from the movie.

①The teacher shows the students the interface of the game and tells them how to play the game. The teacher simply dresses up the room and 游戏提升技能：

①让学生玩装课

堂

学

习

（5）

10 mins 扮房间的游戏，并在小组内以短文的形①The students follow introduces it in the form of a short the teacher’s steps, and essay. E.g. Look, this is my room.My play the games on their

room is big and clean.There’s a sofa, a ipads, then introduce their TV,a desk and a chair in my room. I have got a mirror and a picture in my 式介绍自己的房间。rooms in the groups. （http://wwwdoyo.9669.cn/playgame/141957.html）

②小组展示。

②The fastest group room, too. The sofa is under the pink can introduce its room

in clock, the chair is in front of the mirror, the front. and the picture is on

the wall. My room is beautiful, I love my room.

②The teacher asks the fastest group to show up.

查找一些没有课后延伸

学过的房间物品单

词，用本节课练习的句型造句。

老师给予评价，帮助学生拓展有关房间物品的新单词，用英文进行对话。

的词汇。

小组讨论交流自己查到作业必做题：Write down an article about your room. 设计

选做题：Dub online. 1 min

板书设计

Unit 4

My room mirror

wardrobe

lamp

sofa

What’s in your room ?

There’ s

…….

Have you got a……

？

Yes , I have . / No , I haven’t .

课后反思

1.

成功之处：较好地将知识教学与现代信息技术相融合，极大地提高了学生的学习兴趣，丰富了教学手段；分组合理，实现组间同质，组内异质，既为小组内部互相帮助提供了可能，又为各小组间的公平竞争打下了基础。

2.

不足之处：有少部分学生在最后的短文介绍方面比较薄弱，因此最后一个环节完成的没有前面几个环节好。

3.

在以后的教学和作业中采用分层教学的方式。对基础较好的同学提高要求，对基础较弱的同学根据其接受能力适当地调整要求。