Unit 3 Home life优秀公开课教案

4B Module 2 Unit 3 Home Life Kitty’s busy home life

Teaching aims:

1. 在语境中，学生能正确认读、理解并在语境中运用核心词汇bedroom, living room, bathroom, kitchen, model plane, homework, wash,dinner。

2. 在语境中，初步感知主题文本，能正确理解掌握和运用特殊疑问句Where am/is/are…?以及现在进行时的问句What am/is/are …doing…? 并根据实际情况进行正确应答。

3. 学生能够在了解他人家庭生活的同时，产生共鸣，激发学生对于自己家庭生活的喜爱之情。

Language focus: 1.

在语境中能够正确掌握核心词汇living room, bedroom, bathroom, kitchen的词义读音。

正确掌握易读错词汇model，homework，cook的词义读音。形似词wash, watch的词义读音。

2. 在语境中，能正确理解、掌握和运用特殊疑问句Where am/is/are…?以及现在进行时What am/is/are …doing…? 的正确问答。

3. Chant, tongue twister等朗读时的语音语调。

Teaching difficulties:

1. 学生能正确认读、理解并在语境中运用词汇bedroom, living room, bathroom, kitchen, model plane, homework, wash,dinner。

2. 学生能够通过学习Kitty一家四口的行为正确理解现在进行时的意义以及正确表达。

3. 学生能够在语境中正确运用特殊疑问句Where am/ is/ are … What am/ is/ are …doing…?询问相关信息，并给予正确应答。

Teaching aids:

多媒体课件，图片。

Teaching procedure: Procedure Pre-task preparation

While-task procedure

Contents 1. Learn the sound

1. Welcome to ‘Super family’

Methods Purpose 1-1 Teach the pronunciation of 语音导入，并通过主人–oy, -oy- and –oi- by practising

公Billy引出电视节目reading words “boy”, “toy”, “Super Family”，为“Joyce” and “noise”.

接下来的教学创设情1-2 Try to say. 境。

1-1Introduce: Amy and Kitty 创设访谈节目“Super 1-2 Watch and think: Family”的情境，使核

How many people? 心词汇以及句型的教

Who are they?

学都能够在情境中展

2. About Kitty

3. About Ben

4. About Maggie

5. About Sam

Introduce: Kitty. Ben, Maggie, Sam

2-1 Listen and learn:

Where are you? 2-2 Let’s guess which room it is.

Introduce: living room 2-3 Try to answer. 2-4 Listen and learn:

What are you doing? 2-5 Think and choose.

Introduce: I am doing my homework. 2-6 Teachers and students read. Boys and girls read. 2-7 Pair work.

3-1 Try to ask:

_____ is Ben? 3-2 Think and learn:

What’s in this room?

There’s a bed in this room.

Introduce: bedroom 3-3 Read and judge. 3-4 Ask and answer in pairs.

4-1 Listen and guess:

What can you hear in this room?

Where is Maggie?

Introduce: bathroom 4-2 Say a chant. 4-3 Make a new chant. 4-4 Try to answer. 4-5 Pair work.

5-1 Watch and think:

Who is cooking dinner? 开，学生能够有目的地使用语言。整体感知文本，使学生对要学的内容形成初步的印象，为之后的深入学习奠定基础。

学生运用旧知识并结合思维过程猜一猜这是什么房间，而不是直接出示。

让学生观察问句结构，自己思考答句结构，结合思考过程，化被动为主动，加深对新知识的掌握。

及时巩固新授知识，由读到填，体现递进。

学生及时运用所学知识。

通过阅读关于Ben及其卧室的短文，自然引出对Ben家庭生活的介绍，同时锻炼了学生的阅读能力。

学生通过四个不同的地点以及models及时巩固所学知识。

结合听和回答，一步步引导学生思考“Where is Maggie?”

通过一个朗朗上口的chant，巩固学生的知识。学生先模仿练习，再根据图片编一个chant。

通过观看Maggie与Sam的对话以及问

Post-task activity

1. Talk about home of Kitty’s family

Introduce: cook dinner

Where can people cook dinner? 5-2 Introduce: kitchen 5-3 Tongue twister 5-4 Pair work

1-1 Pair work

1-2 Read the blackboard

Introduce: busy 题，思考“Where is Sam?”

学生通过绕口令练习分辨“kitchen”与“chicken”的发音。

展示Kitty家的家庭生活照，让学生挑选一名家庭成员并运用所学的核心句型完成对话。检验学生掌握情况，及时纠正学生。

家庭作业是课堂教学的延伸，作文的形式巩固所学。

Write an e-mail to ‘Super Family’ . Task 1: Read the passage Assignment Task 2:Read and write Task 3:Write about your home life M2U3 Kitty's busy home life Where am/is/are...?

What am/is/are/...doing...? Who

What

Where Kitty

do homework

in the living room

doing Blackboard Ben

make a model plane

in the bedroom design:

making Maggie

wash hair

in the bathroom

washing Sam

cook dinner

in the kitchen

cooking