Unit 4《My home》 第一课时教学设计

永宁县第三小学   张晓彤

【教学概述】

本课是2013新人教版英语教材四年级上册的第四个主题。根据学情，本主题共需六课时。本课是第一课时。主要学习内容是五个有房间的单词：bedroom, living room, bathroom, kitchen, study. 此外，还有一个询问某人在哪个房间的一般疑问句句型“Is she in the living room?”拓展听读环节，让学生初步感知Let’s talk 这组对话，为下节课的学习做好准备。

【设计理念】

这节课以主要新授的5个关于房间的单词为主线，按照跨越式英语“以语言交际为中心”的教学理念，抓住儿童语言能力发展的关键期，以语言运用为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，以“听、说”为突破口，在课堂上设计了不同层次的言语交际活动，让学生在较为真实的语言情境中进行语言交际，使每一位学生在运用语言的过程中学习语言，提高语言的综合运用能力。

【教学目标】

知识目标：

1.能听说、认读词汇：bedroom, living room, bathroom, kitchen, study.

2.部分学生能听说句型：“Is she in the living room?”

3.拓展知识目标：初步感知Let’s talk 这组对话，为下节课的学习做好准备。

能力目标：

1.能运用本课时所学习的单词去介绍自己的家中各个房间。

2.能在具体情境中综合运用所学语言模拟在家中询问某人在哪个房间。

情感目标：

1.培养学生观察、记忆、思维及语言应用的能力，积极引导学生养成良好的学习习惯。

2.通过合理有效的教学活动，逐步建立良好的师生、生生关系，并不断加以强化；帮助学生克服学习中的畏惧情绪，增强学习的自信心。

【教学重难点】

重点：

1.能听说、认读词汇：bedroom, living room, bathroom, kitchen, study.

2.能听说句型：“Is she in the living room?”

难点：能初步了解“Is she in the living room?”这种一般疑问句的结构和运用。能在具体情境中综合运用所学单词及句型进行言语交际。

【学情分析】

1.经过三年的英语的学习，大部分学生已有了一定的英语基础。

2.学生之前接受的特殊疑问句较多，本次以5个关于房间的单词为基准，进一步学习和感知一般疑问句“Is she in the living room?”.

【资源准备】

1. 教师用的资源：PPT课件、对话资源，单词卡片。

2. 学生用的资源：教材、歌曲、动作。

【教学过程】

Step 1. Warm-up

T: Let’s chant. “My friend”

 (设计意图: 激发兴趣，让学生带着愉快的心情来进入英语氛围，既活跃了课堂气氛，复习了上单元的知识，同时也为下面的新授课做好了准备。)

Step 2. Review and Lead in

Show the key sentences and main words about friends.

T: Look, this is my friend, Amy. She is … Now please try to describe your friends.

(设计意图：通过复习环节，复习“She is tall and thin. She has long hair .”这两个个句型，为下面的新授和综合学习做好铺垫。)

Step 3: Presentation

T: Now，look, this is Amy’s home. Let's go and see.

1. Students learn the new words: bedroom, living room, bathroom, kitchen, study.

(设计意图：让学生听读资源Words to learn，初步感知本课新授单词发音，为下面的学习做好准备。)

2.Show the picture of Amy’s home of different rooms. Try to lead the students.

T: Where is Amy? Is she in the living room?

(1) Show the picture of living room and key points, learn the word“living room”( T: “living room”)

T: Where is Amy? Is she in the living room?

S: No, she isn’t.

(2) Show the picture of bathroom and key points, learn the word“bathroom”( T: “bathroom, bathroom”)

T: Where is Amy? Is she in the bathroom?

S: No, she isn’t.

(3). Show the picture of bedroom and key points, learn the word“bedroom” (T: “bedroom, bedroom”)

T: Where is Amy? Is she in the bedroom?

S: No, she isn’t.

(4) Show the picture of kitchen and key points, learn the word“kitchen”( T: “kitchen, kitchen”)

T: Where is Amy? Is she in the kitchen?

S: No, she isn’t.

 (5) Show the picture of study and key points, learn the word“study”( T: “study”)

T: Where is Amy? Is she in the study?

S: Yes, she is.

（设计意图：通过展示一幅Amy家的房间，来引导学生Amy在客厅、卧室等吗来学习新授单词和感知这个一般疑问句以及其肯定和否定回答。）

3. Play a game

What’ s missing?

（设计意图：既放松心情，又巩固了新授单词为后面的新授说做好铺垫。）

4. Let’s practice.Show the picture of Amy’s home of different rooms.

A: Is she in the living room?

B: No, she isn’t.

A: Is she in the study?

B: Yes, she is.

(1) Ask and answer               (2) Pair work

(3) Show

 (设计意图：综合巩固练习，这样做目的是抓住学生的认知规律，循序渐进的学习语言。)

5. Try to lead the students with the pictures.

T:  What can we do in the living room?

We watch TV in the___________.

We read a book in the __________.

We have a snack in the ________.

We take a shower in the __________.

We have a nap in the ___________.

(设计意图：综合拓展学习, 让学生借助图片明白我们在什么房间可以做什么,为let’s chant的学习做好铺垫。)

6. Let’s chant

Go to the living room, watch TV.

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.

(设计意图：在前面铺垫的基础上先让学生听,然后跟读,最后尝试可以自主去认读。)

Step 4: Extention

1. Listen to the text, and then answer the questions:

Questions:  Where is father?

          Where is grandmother?

          Where is grandfather?

(设计意图：通过听与本单元相关的资源并回答问题，既帮助学生巩固复习了前面学习过的单词和句型，又培养了学生捕捉关键信息的能力。)

2. Listen to a short dialogue.

Page 38, let’s talk.

Listen to the dialogue, and then answer the question:

Question : Where is the cat?

         She is in the kitchen.

 (设计意图：让学生在听的过程中既锻炼了听力，使学生能够感知单数的用法, 又巩固复习了新学习的句型，可谓是一举两得。)

3. Listen to another dialogue.

Page 41, let’s talk.

Listen to the dialogue, and then answer the question:

Question: Where are the keys?

         They are in the door.

（设计意图：让学生在听的过程中学会捕捉新的关键词，使学生能够感知单数的用法, 能够尝试去提取新信息。）

Step 5: Make a dialogue

Show the pictures of rooms and other things, and then make a dialogue.

A: Where is my English book? Is it in the desk?

B: Yes, it is. / No, it isn’t.

A: Where are my pencils? Are they in the pencil box?

B: Yes, they are. / No, they aren’t.

1. Model work            2. Pair work

3. Show

(设计意图：学习英语的目的是为了运用。创设情境，让学生自由选择，引导学生综合感知运用一般疑问句的单复数句型的区分,并尝试进行交际，培养了学生的综合语言运用能力。)

Step 6. Homework

Use the sentences that you learned to to make a dialogue with your partner. Try to describe the rooms in your home.

E.g.

This is the living room./ kitchen…

A: Is she in the living room?

B: No, she isn’t. / Yes, she is.

 (设计意图：培养学生课下说英语、用英语的习惯。)

修改）...

请在这里输入段落内容...