C教学设计方案

U nit 4 第二课时Let’s learn &Let’s do 教学目标：

1.

学生能够听、说、认读表示家庭中各居室的五个单词bedroom，

living room，

study，

kitchen，

bathroom。

2.

能够熟练运用句型Where’s Amy? Is she in the study? Yes, she is. 进行询问并作出回答。

教学重点：

五个单词的认读（分音节拼读，读准确，看到单词能认读，并发现其相似构词法——room）

教学难点：

句型Where’s Amy? Is she in the study? Yes, she is.的运用，学生在猜测时，一般疑问句容易说不完整。

教学准备：

幻灯片，单词卡，各居室图片，房子背景图

教学时间：1课时

教学过程：

1.

课前活动：a guessing game T: Look, boys and girls!

I have a red bag and a desk. Where is my pencil? Can you guess?

S1: Is it in …? S2: Is it in…? T: Where is my book?(students guess同上)

T:Where is my eraser? (students guess同上) （设计意图：练习一般疑问句Is it in …? 为课堂学习做铺垫，并活跃气氛）

2.

课堂导入:listen to a song T：I have a friend. He is a little dragon. Now he is singing at home. Let’s listen to the song and after listening, please tell me “What rooms are there in little dragon’s home?”

听In my home 这首歌并且跟唱

S1：kitchen S2：living room …

T:Yes, there are so many rooms in little dragon’s home. His home is so big. Our friend Amy’s home is big, too. Let’s go to Amy’s home. 3.

新课呈现

1.

Amy’s home is big, too. Look! This is a room. How many rooms? Let’s count. 1 room, 2 rooms, 3 rooms, 4rooms ,5 rooms. There are 5 rooms. 幻灯片呈现room一词，并拼读。

2.

Look at this picture. What can you see in this room?(出示卧室图片) S1：I can see a bed.

S2: I can see green walls. T: Yes, we can have a nap in this room. It’s a bedroom. 将图片贴在房子背景中。幻灯片出示bedroom，分音节朗读，学生跟读。Bed，

bed，

room，

room，

bedroom，

pay attention to the pronunciation of“dr”. （幻灯片同时出示相应字母组合）

3.

出示书房图片

T：What can you see in this room？

S1：I can see a computer, many books…

S2:

I can see …

T: What can we do in this room? S1: We can read a book. S2: We can study Chinese. T: We can also study maths and English. This is a study. 将图片贴在房子背景中。领读第一个音节stu，

第二个音节dy，合并起来study。（幻灯片同时出示相应字母组合）

4.

出示客厅图片，先后询问What can you see in this room ? What can you do in the room? 学生描述所见事物和在房间中能做的活动。

依次学习单词living room，

kitchen，

bathroom。（同前两个单词学习方法）

5.

引导学生观察某些居室名称相似的构词法。幻灯片出示

bed + room

bedroom ____+ room

________ ____+ room

________ Ask students to fill in the blank. 6.

Play a game. 老师说出某个音节，请学生说出含有该音节的单词，比如：stu，

学生说

study。老师说ving，

学生说living room。…

7.

The 2 nd game. 依次出示五张单词卡，学生朗读，从中抽出一张，请学生猜是哪一个单词。猜中后，请六位学生（六张单词卡中有一个单词是重复的）来教室前方拿着单词卡，背面向外，请其他学生来猜。全部猜中后，齐读所有单词。（目的是使学生能熟练认读单词）结束后，六位学生把单词贴在相应图片下，全体学生检查是否正确。

8.

Look at the picture. Amy’s father and mother are talking. What are they talking about? Please listen to the radio.

听“Where’s Amy? Is she in the study?”请学生回答S1:Yes, she is. 教师板书

Where’s ______? Is she in _______? Yes, she is./ No, she isn’t. 全班齐读，老师继续问“Where’s Amy ‘s father? Is he in the

kitchen? Is he in the living room?”再问Amy 的妈妈，再请学生来询问小猫的位置。

9.

Group work （1）

活动目的：让学生练习询问及猜测某人在哪个房间的问句及肯定与否定的回答。

（2）

活动准备：1.背景是印有五个房间的一幅图

2.七个人物的头像

3.含有各个人物在哪个房间的信息纸

Wu Yifan----------kitchen

John

----------living

room Mike

---------study Chen Jie ----------study Zhang Peng ---------bedroom Sarah

---------- bathroom （3）

四人一小组，组长SA,三个成员分别为SB, SC, SD. 组长SA持有信息纸，询问某个人物在哪，其他成员来猜，组长告之对或错。

（4）

学生活动语言：Where’s ______?

Is she/he in the ______?

No, she/he isn’t. / Yes, she/he is.

Eg:

SA: Where is John?

SB: Is he in the kitchen?

SA: No, he isn’t. SC:Is he in the study? SA: No, he isn’t. SD: Is he in the living room ? SA: Yes, he is. 由成员C将John 的头像贴在起居室。

其他人物位置的猜测均照此进行。活动结束，师生一起核对答案。

10.

幻灯片出示起居室图片

T：What’s this room？

Ss：It’s a living room. T: What can we do in this room?(手指向电视) Ss：

Watch TV. T：Yes, we can watch TV. Let’s chant,

go to the living room, watch TV.(第二遍领读时加上动作，引导学生跟着做) 照此学习Go to the study. Read a book.

Go to the kitchen. Have a snack.

Go to the bedroom. Have a nap. Go to the bathroom. Take a shower. 播放光盘中的chant，学生跟唱并做动作。

11.

请学生描述一下自己的家。（老师可以示范）In my living room, I have an orange sofa. My bed is pink and my bedroom is all pink. I also have a kitchen. My home is nice and big. I love my home. 12.

Ss: Yes. 出示谚语

East, west, home is best.(学生感悟家的温暖与重要) 13.

Homework：

T: Do you like you home? Boys and girls. Draw a picture of your home and introduce it to your friend.