范賢玲《Unit5Ournewhome》教學設計

1、黑林小學深化課堂改革 推進教學“五環(huán)節(jié)”案例評選本人承諾：本案例系本人撰寫，如有抄襲，自動取消參賽資格，并接受通報批評。學科：小學英語 編號： Unit 5 Our new home案例設計(Storytime)【教學內容】：義務教育課程標準實驗教科書四年級上冊?！窘滩姆治觥浚罕締卧闹黝}是“Our new home”,是對關于家庭居室、房屋格局及家具設施等日常生活知識的學習。讓學生理解掌握有關家居的單詞，并能在實際生活中介紹自己的家。教學Storytime時，教師可以結合學生的生活實際，積極創(chuàng)設各種生動的并較為真實的情境來引導學生理解和運用所學知識?！緦W情分析】：本單元主要學習如何談論家居物

2、品和物品的方位。本部分內容呈現了蘇海和蘇陽一家搬家的情景，雙胞胎姐妹對自己的很多物品的物質不是很清楚，于是詢問媽媽，引出本單元句型。三年級下冊已經學過on in under behind等介詞和Wheres.?句型，單復數的理解與不同用法 在本冊前幾個單元也重點操練，教師不必拘泥于家中擺設的單詞，可以結合前面所學物品的單詞，對物品方位進行操練，從而讓學生能自然流利的運用本課所學語言。【教學目標】：1. 能夠理解Story time部分內容，能夠模仿朗讀。2. 能掌握單詞bedroom, bathroom, living room, kitchen和sofa。3. 能聽懂、會說、會讀、會運用句型

3、Where are my/the ? Theyre in/on the 4. 能理解come and look5.培養(yǎng)孩子能整理自己物品的意識?！窘虒W重點】：1. 能夠理解Story time部分內容，能夠模仿朗讀。2. 能掌握單詞bedroom, bathroom, living room, kitchen和sofa。3. 能聽懂、會說、會讀、會運用句型Where are my/the ? Theyre in/on the 【教學難點】：了解Wheres my ?與Where are my ?的區(qū)別?！窘虒W準備】：詞卡、句條、多媒體課件、房間圖和物品圖、膠水【教學過程】： Step1. Wa

4、rming up and Greeting.1. Sing a song “Wheres the bird?”2. T: Good morning, class.S: Good morning, Miss Jiang.T: Nice to meet you.S: Nice to meet you, too.T: How are you?S: Fine, thank you. And you?T: Im fine, too.【設計意圖】通過唱一唱，激發(fā)學生興趣，引導學生快速地融入英語學習的氛圍中去。Step2. free talk.T: Wheres the bird?S: Its in the

5、 tree.T: Wheres your pencil?S: Its on my desk.T: Wheres my computer?S: Its on the desk.T: Theres a song in my computer. Lets enjoy it.Enjoy the song “In my home”.【設計意圖】Wheres ? 在三年級已經學習過，學生并不陌生，所以在這里聯(lián)系學生的生活實際說一說自己的物品，以小組為單位練習句型，培養(yǎng)學生合作交流的精神，為后續(xù)教學做準備。Step3. Presentation and practice1. T: This is Joe.

6、He has a new home. 教學homeT: He has four rooms in his home. 教學room2. T: Wheres Joe now? Look! Hes in the bed.單詞bed引出bedroom，教學T: Which room is the bedroom?S: Room 1.T貼詞卡bedroomT: Heres a chant about the bedroom. Listen to me, please.Chant: Where? Where? Wheres my bed? Bedroom! Bedroom! Its in the bed

7、room.(1)T示范chant(2)Ss齊說chant(3)個別S說3. T: (鬧鈴響) Listen! Its time for breakfast. We should saySs: Wake up, Joe.T: Whats for Joes breakfast? Look! A fruit salad. Wheres the banana? Guess! Is it in / on ?Ss guess.T: Look! The banana is in the kitchen.教學kitchenT: Which room is the kitchen?S: Room 4.T貼詞卡k

8、itchenT: Can you make a chant?(1)Ss編chant: Where? Where? Wheres my banana? Kitchen! Kitchen! Its in the kitchen.(2)個別說chant(3)齊說4. T: The salad is nice. Joe and his sister are having the salad and watching TV. They are in the living room.教學living roomT: Which room is the living room?S: Room 3.T貼詞卡li

9、ving roomT: Look! What are those?S: Theyre books.T: Where are my books?出示句型Where are my ? 教學S: Theyre in the living room.出示句型Theyre in the 教學T說chant: Where? Where? Where are my books? Living room! Living room! Theyre in the living room.(1)Ss listen to the teacher.(2) Ss齊說chant(3) 個別說chant5. T: Joe w

10、ants to play with the toys. Where are the toys?Look! They are taking a bath.教學bath, take a bath 引出單詞bathroomT: Can you say the chant with the toys?(1)Ss編chant: Where? Where? Where are my toys? Bathroom! Bathroom! Theyre in the bathroom.(2)個別說(3)齊說【設計意圖】通過欣賞歌曲“In my home”引出Joe的房子，運用Joe的活動來逐一教學4個房間單詞。

11、通過房間中的物品復習了句型Wheres?，學習了新句型Where are ?。學生通過chant說一說，鞏固詞匯和句型。6. T: This is Joes new home. Its very beautiful. So Joe is happy.Today, Su Hai and Su Yang are happy, too. They move to a new home.Today, we learn “Unit5 Our new home”.揭題Unit5 Our new home 齊讀7. Watch and tick.T: What rooms do they have? Ple

12、ase watch the cartoon and tick.Ss欣賞動畫Ss回答8. Read and find.T: Today, they move to a new home. But they cant find some things. Can you help them? What are they looking for? Where are they?Tips: Circle what they are looking for. Underline where the things are.Ss自讀課文，圈圈、劃劃T: What are they looking for?Ss

13、回答，出示物品和問句，朗讀問句T: pay attention: wheres, where are“are” two and more.T: Wheres my bag?S: Its in the bedroom.T: Wheres my white cap?S: Its in the kitchen.T: Where are my skirts?S: Theyre in the living room, on the sofa.Ss回答問題，并朗讀教學sofa, on the sofaRead in pairs.Ss act out.9. Read(1) Read after the ta

14、pe.(2) Read together.(3) Read in roles.(4) Act in roles.【設計意圖】通過勾一勾、回答問題等多種方式閱讀對話，讓學生有的放矢，能夠深入了解文本。文本閱讀中，學生自我認讀新詞，能夠結合文本演一演，引發(fā)了學生對故事的興趣和期待。Step4. ConsolidationT: Su Hai and Su Yangs home is beautiful. They should keep the home clean and tidy.Read the sentence: Keep the home clean and tidy.T: Here ar

15、e some things. Su Hai and Su Yang should put them in their home. Can you help them?Look at me!(1) T示范布置房間(2)T&S示范對話A: Look at my new home.B: How nice!A: Wheres my ? / Where are my ?B: Its in / on / Theyre in / on A: Thank you.(3)Ss貼圖，并對話(4)Ss show the room and act the dialogue.【設計意圖】在這里滲透情感教育，讓同

16、桌兩人聯(lián)系生活實際討論一下怎樣才能合理地擺放物品，要保持家中的整潔。 Step5. Summary1. T: Today, we learnt “Unit5 Our new home”. And we learnt the words: bedroom, bathroom, living room, kitchen. We learnt the sentences: Wheres my/the ? Its in/on Where are my/the ? Theyre in/on 2. Exercise.Step6. Homework1. Listen to the tape, read th

17、e story.2. Act the story with your friends.【板書設計】：Wheres my/the ? Its in/on the Where are my/the ? Theyre in/on the Unit 5 Our new home（Storytime） bedroombathroomliving room kitchen 【教學反思】：本課圍繞蘇海蘇陽搬新家這一主題而展開。通過闖關，完成任務后來參觀她們的新家這一活動來學習單詞，living room, bathroom, kitchen, bedroom, table, fridge和句型WheresIts. Where are? They are最后通過幫助她們整理物品來實踐語言。整個教學過程具有情境性、整體性，并且活動的設計有層次性，師生間的語言交流融洽。但整節(jié)課下來，對于學生的評價過于籠統(tǒng)，不夠細致，不能讓學生真正的體會到自己好在哪。另外，在學生朗讀方面的指導不夠細化，要照顧到個別