Lesson 20 At home教学设计及教案分析

Beijing Haidian Foreign Language Shiyan School

教学设计

设计者

课题

学科

相关

领域

教材

姓名

江国梁

教学设计个人信息

准考证号：

单位

海淀外国语实验学校

教学基本信息

教学设计

联系方式

15527261292

英语

学段：1-3年级段

词句教学

年级

2年级

书名：《Kid’s Box》

出版社：

出版日期：2009年4月

1．指导思想与理论依据

英语学科能力包括五个方面：语言技能、语言知识、情感态度、学习策略和文化意识。学生在学习英语时，不仅要学习语言技能和语言知识，更为重要的是要拥有正确的情感态度、学习策略和丰富的文化意识。对于低年级英语教学来说，在学习语言知识的基础上，掌握相关语言技能，应培养学生在学习中产生浓厚的兴趣、对自己自信、对同伴赞赏，善于与他人合作，并了解英语国家的相关文化。教学中，教师充分发挥主导作用，尊重学生的主观能动性，调动学生们的学习兴趣，为学生创造真实的情境，培养学生的合作能力。在师生互动的过程中，教师积极引导学生，给学生做好示范，通过不同的问题来扩散学生的思维，形成良好的思维品质。

2．教学背景分析

(1)

教学内容分析

●本课为《Kid’s box》三年级上册第二单元Home sweet home中的第一课时，按照教材设计体例，本课为词汇新授课，所学词汇与house和flat 有关。

●教材分为A, B两项：

A项呈现了语言背景及语言学习内容：

词汇：basement, stairs, upstairs, downstairs, lift, balcony, village, town. 句型：

I live in a flat/house. It has got______,______.

看图回答问题Who can you see? 听力材料涉及的问题：

1. Who is moving house? 2. Has the flat got a garden? 3. How many floors are there in the flat? B项呈现了对所学词汇的检测.

●学生在二年级第四单元学习过

At home, 学生对家这一概念有比较系统了解，学习过家里

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的各个房间。

●本课所学的功能句型和词汇将在第三课时中继续进行综合操练和运用。

(2) 学情分析

●本班学生思维活跃，善于观察，具有形象直观的思维特点，所以图片、照片、实物容易帮助他们理解所学知识。本课的部分生词在以往的学习中已经接触过，如flat, house, town, home等，这些场所词汇可以帮助学生更好地理解其他的场所词汇。

●本班学生即将升入三年级，在之前的英语学习中，养成了两人合作以及小组合作的良好习惯，但在具体小组合作中，还需要说清楚小组合作的要求，让学生养成良好的小组讨论学习习惯。

3．教学目标(含重、难点) (1)教学目标

●能够在情境中，听音指出具体的与房子有关的词汇；

●能够模仿录音准确说出本课关于房子的单词；

●能够模仿和使用自己住公寓还是别墅的功能句型I live in a house/flat.

●学生能用It has got_________.句型来描述自己的住所。

●能够在多种活动中发展观察、识别、思考、想象和表达能力；

●能够在小组合作讨论、交流中，互帮互助，体会合作的乐趣。

(2)教学重点

●正确朗读和运用公寓和别墅涉及的词汇；

●能够使用功能句型对自己住公寓还是住别墅进行陈述，并描述自己的家里有什么。

(3)教学难点

●lift, stairs, balcony的正确发音；

●使用功能句型I live in a house/flat.和It has got_______进行自我陈述。

4．教学资源准备

（1）教师准备：电脑、多媒体课件、配套录音、教师单词卡片、公寓和房子模型、worksheet、，等。

（2）学生准备：铅笔、课本等。

5．教学流程示意图

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6．教学过程

(1) 激趣热身、复习旧知（预计2分钟）

①

师生问候

T:

Good morning, boys and girls.

What day is it today?

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Ss: It is Wednesday.

②

猜词游戏，激发兴趣

T: Now let’s play a riddle game. Ok?

I say a sentence, you say a word.

I sleep in the room, what room is it? Ss: It is bedroom. T: I cook in the room. What room is it? Ss: It is kitchen. T: I have dinner with my family. What room is it? Ss: It is dining room. T: I watch TV and sit on the sofa. What room is it? Ss: It is living room.

③

出示课件、导入主题

T: Yes, bedroom, kitchen, dining room and living room, they are in our homes.

Today we are going to learn Unit 2 Home sweet home.

【设计意图】在进入本课主题前，运用以前学过的知识My home进行谜语游戏。复习旧知的同时，激发学生的兴趣，活跃课堂，同时导入本课的主题内容。

(2) 呈现新知，讲解操练（预计15分钟）

①

看图理解，学习新知

T: Now let’s look at the picture. Who can you see? Ss: I can see Suzy, Lenny and Alex.

T: Yes, Suzy, Lenny and Alex are in the picture. They are talking their homes.

Now let’s look at the two buildings. They have got different names. What’s this? Ss: It’s a house/flat.

T: This one is called house. And this one is called flat.

Houses and flats are our homes.

Look, what’s this? Ss: It’s a flat.

For me, I live in a flat. (出板书I live in a flat).

And I live on the 9th floor. Now please think, how can I get there?

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Ss: You can walk there. T: Look, I can take the lift to get there. (lift自然拼读L sounds l , I sounds i)

We can say “ It has got

a lift. ”（出句型It has got_____）.

There is a small place in the flat. Let look at the picture.

What can you see? Ss: I can see some flowers. T: Yes, it’s a very small place for planting the flowers. It is called balcony. (balcony自然拼读, a sounds æ, c sounds k, y sounds

i)

We can say, it has got a balcony.

Different people live in different homes. Some people live in a flat, and some people live in a house. I live in a flat. Do you live in a flat? Ss: Yes, I do. No, I don’t. I live in a house. T:

Usually the house is big, there is always a big garden. What can you do in the garden? I can eat burgers in the garden. Ss: I can drink tea in the garden. I can eat sausages in the garden. I can play football in the garden. T: Yes , we can do different activities in the garden. (看板书) It has got a garden. The flat has got a lift. Has the house got a lift? Ss: No, it hasn’t.

T: If you are on the 1st floor, you want to go to the 2nd floor, how can you go to the 2nd floor? Ss: I can walk to the 2nd floor.

T: Yes, there are stairs in the house. （自然拼读when t meets s, we say sd, air sounds eə, s sounds z. ）We can say”

It has got stairs”. Are there any stairs in our classroom/school? Ss: Yes , there are stairs. Has the flat got stairs? Yes. T: When you go up, we say upstairs. And when you want to go down, we say downstairs.(做手势进行操练，伸出左胳膊，右手伸出食指和中指，食指和中指从左手手指移动至胳膊上方，同时说出upstairs。反方向即是downstairs)

When you are in the 1st floor, you go downstairs, you can see this. It is basement.（a sounds eɪ

, 拿出house的模型讲base 和top）

【设计意图】在教授新词时，在学生理解词汇的基础上，做到词不离句，使用

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I live in ____. 和It has got ____.句型

进行操练，用句带词，加强理解和运用。

②

看板书读单词，复习词汇

老师先带读两遍单词，一次从前往后，一次从后往前。

随后I point, students read. （学生能说出指到的词汇，及时表扬，说不出或发音不准，及时示范并给出正确的发音。）

学习了house和flat 的词汇后，回归板书，带读单词。通过我指你读，来检测学生掌握情况）。

【设计意图】通过带领学生看板书，复习所学关于house和flat的词汇，机械操练，加强记忆。

③

听音检测所学词汇

看书中第三部分检测单词的图片，听录音并回答。

Look at the pictures. Listen and say the letter. T: Class, how many pictures are there? There are ____ pictures.

Now read the pictures with your friend.(Pair work) Tape script: A basement, a village, a lift, upstairs, a balcony, a town, downstairs. Keys: d, b, g, e, c, a, f. 【设计意图】听之前让学生看图片，了解每幅图的大致内容。并通过小组讨论来互相交流，互相帮助，进行听前热身。

(3) 活动操练，巩固新知（预计8分钟）

①

看图猜测，听录音获取对话信息，整体感知听力对话。

T: Now we know the words about the house and the flat. Now I have three questions for you.

Who wants to read question1,2,3? If you can read the questions very fluently, you can get a sticker. Ss: Read 1. Who is moving house?

2. Has the flat got a garden?（引导学生看板书，garden在house的下方，学生可以根据板书推测出答案）

3. How many floors are there in the flat? 【设计意图】在学习完新词并对新词进行了检测后，原声输入，让学生听音来获取相关信息。由对词的理解拓展到对整篇文章大意的理解。

②把每个问题分开听，逐个听，并核对答案。

根据出示的三个问题，将音频截取三段，分别让学生听。再问学生答案。

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【设计意图】先是整体感知本文听力内容，然后降低难度，逐个问题听。对个别信息进行处理。

③对听力问题进行总结

T：Meera is moving house, she will live in a flat. The flat has got a balcony. There are five floors.

The flat will be Meera’s home. Do you want to have a look at my home?

【设计意图】通过总结听力问题，来复习所学的词汇和句型。同时将话题引入my home.让学生看一看老师住的公寓。

(4) 教师示范，学生生成

（预计13分钟）

①

观看图片，使用句型操练

T: Class! Look, this is my flat.

I live in a flat. It has got a balcony.

This is my living room. What can you see in the living room?

Ss: I can see a TV, a sofa and a desk. T: The TV, sofa and the desk are in the flat. We can say It has got a TV, a sofa and a desk. Now let’s look, what room is it? Ss: It is bedroom. T: What can you see in the bedroom. Ss: I can see a bed, a TV, two lamps. T: It has got a bed ,a TV, two lamps.

Now here is a picture of my study room. It has got a bed. Who wants to say with the sentence it has got_____. Ss: It has got a computer.

It has got many books.

It has got a football.

It has got a cupboard.

It has got a desk and a chair. 【设计意图】通过真实的图片，将所学知识运用到真实的生活情境中。

②

师生问答，拓展思维

教师和一名能力较强的学生进行交际示范：

T: This is my home. It/My flat has got so many things. What about you?

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S: My flat/It has got a TV and a guitar. T: What about you? S: It has got a bed and some toys.

It has got a sofa and some books.

It has got a bike and a piano. 【设计意图】通过师生问答，操练句型的同时，引导学生说出家里的更多事物。

③

学生生成，互相分享

老师讲解如何填写任务单part 2。

If you live in a house, you can write house after I live in a. If you live in a flat, you can write flat. If your house or flat has got a TV, you can tick it and then write a TV. For the last sentence, if you live in a house, you can write My house is big or small or clean or beautiful.

学生再根据自己的实际情况，写出自己是居住在公寓还是别墅。并根据所给的图片，进行选择，再将其书写到任务单上。先写完的同学，可以互相分享。

④

合作展示、体验成功

学生上台展示自己的家。

I live in a flat/house. It has got a TV, a sofa, a desk, a computer, a cupboard and some books. My flat/home is big/ clean/ fashion. I love my home. 【设计意图】让学生根据自己的实际情况，对自己的家进行描述。将所学知识运用到真实的生活中，做到学以致用。学生先在小范围内分享自己的家，互相交流，获取信息。

（5）小结课堂，情感升华

（预计2分钟）

教师总结所学内容，我们有的住在公寓，有的住在别墅，不管我们住在哪里，不管我们的家是大是小，我们都应该爱我们的家，爱我们的家人。Some homes are big, some homes are small. No matter it’s big or small, we should love our home, our parents and our family. 作业：

将得到的奖励图片贴在worksheet的part3中，并向同伴介绍自己的家。

7．板书设计

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Unit2

Home sweet home

I live in a flat.

flat

house

It has got a _______.

lift

garden

balcony

upstairs

downstairs

basement

8．学习效果评价设计

(1)

学生学习效果的评价

①

教师对学生给予小卡片奖励及语言的激励。

②

学生之间相互评价，学生给有错误的同学纠错。

(2)

教师自身教学效果的评价

①

对学生在课堂上的情况进行观察，如有问题及时控制。

②

对本课的重点内容进行测评，并及时向学生反馈。

活动

点读单词

听音回答

标准

在指到某到单词时，能迅速准确说出读音 师评

师评

生评、师评

评价

在听音时，能找到问题所对应的答案

展示住所

学生上台展示自己的家，熟练使用功能句型。

9．本教学设计与以往或其他教学设计相比的特点(300-500字数) (1)

课堂用语简洁，讲解清晰，生动活泼，符合低龄段英语教学特征。

环节紧凑，给学生的示范到位。学生能够通过讲解、操练以及示范，能够掌握本课学习的词汇和句型。

(2) 操练活动多样，并设置相应情境。

操练前先进行讲解，再分男女生、分组、大小声、运用TPR进行操练，随后放在语境中进行操练，词不离句。

(3)联系生活，创设真实情境，学以致用。

课上使用到了公寓和别墅的模型，让学生有直观的认识，利于学生理解。同时老师联系自己的实际情况，让学生来欣赏老师的公寓，吸引学生的注意力，增强学生的学习兴趣。老师给出示范后，引导学生说出自己的住所。

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