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视频标签：Our new home
所属栏目：小学英语优质课视频
视频课题：小学英语译林版四年级上册Unit 5 Our new home 第一课时
教学设计、课堂实录及教案：小学英语译林版四年级上册Unit 5 Our new home 第一课时张家港市实验小学
教学目标
1、在情景中三会掌握单词bedroom，living room, kitchen。
2、初步感知句型Where’s the …? It’s … Where are the … ? They’re … ，并尝试运用这些句型来谈论单复数物品的方位。
3、通过看图、听录音和阅读等方式学习文本，把握文章的主要内容。
4、通过合作探究，提高学生英语语言的思维能力和交际能力。
5、通过对家庭布置的交流，激发起学生对家的热爱之情。
2学情分析
四年级学生活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。而且他们接触英语已经有三年时间，已具有初步的听说能力。因此，在设计中，我注重如何调动学生学习积极性和培养孩子们的思维能力。
3重点难点
1.理解和掌句型Where’s the …? It’s … Where are the … ? They’re …
2.理解阅读课文。
3.对复数物品的方位表述。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【讲授】Warming up
Greeting
T: Good morning, boys and girls.
Ss: Good morning, Miss Shi.
Enjoy a song
T: Here’s a new song for you,Let’s enjoy.
Ss enjoy the song
T: Is it nice?
Ss: Yes.
T: Yes, it’s a nice bedroom.
Ss read “bedroom”
【设计意图】通过欣赏歌曲，学生能够很快地融入英语学习的氛围中去。
活动2【活动】Pre－reading
T: Look, this nice bedroom is in my new home. Today we’re going to talk about oue new home.(示题Unit 5 Our new home)
T: Look at my new home, I have some rooms. This is a bedroom, and this is a living room.
Ss read
T: What can you see in the living room?
S1: I can see a ...
S2: I can see a ...
T: Yes. The ... Is in the living room.(sofa/TV/table)
T: Well done!Look!We have some food here. Where is it?
Ss learn “kitchen”
T: Yes. The ... is in the kitchen.
S1:The ... is in the kitchen.(tomatoes/carrots/beans/potatoes)
T: Great(师表演chant)This is my new home.Come and look, The sofa is in the living room.The bed is in the bedroom. The carrots are in the kitchen. I love my new home.
【设计意图】通过老师的房子学习living room和kitchen两个新单词，并由一个chant来串联起来，起到承上起下的作用。
活动3【练习】While－reading
T: This is my new home, and this is a new home,too.Whose home?
Ss: Su Hai and Su Yang’s
T:Let’s look at it.
(ppt 搬家图片)
Watch and circle
T:They are moving.They can’t find their things.
What are they looking for? Here are some choices for you.
(ppt) T:A
Ss: cakes
T: B
Ss:...
...
T: Let’s watch the story.
Ss watch
T: Got it?
S1: cap
Bag
skirts
ppt Circle
Read and match
T: Your’re great! (ppt)Su Yang is looking for the bag, Yes or No?
Let’s read the books.Open your books, please.
Ss read the books.
T: Who is looking for the cap?
S1: Su Yang
T:What about the skirts?
S2: Su Hai
Watch and remember
T:But Where are they?(做手势) Close your books,please.
Let’s watch the story again.
Ss watch
T: The cap is
Ss: in the kitchen.
T: Yes. It’s in the kitchen, in the dog’s mouth.
T: The bag is
Ss: in the bedroom
T: You’re right.
T: The skirts are
S1: in the living room.
S2: on the sofa.
T: Yes, it’s in the living room, on the sofa.
【设计意图】通过Watch and circle、Read and match、Watch and remember等多种方式阅读对话，让学生有的放矢，能够深入了解文本。
Ask and answer
T: You know, Su Hai and Su Yang are looking for things. How do they ask?
Ppt课本图片
(1)
T：（师指）How does Su Yang ask?
S1:
S2:
S3:
S4:
S5:
T:Are you right?（PPT）Look，Bingo!
（录音）Let’s follow the tape.
Ss read (两句话)
(2)
(ppt)
T: Su Hai is looking for her skirts, too. How does she ask?
S1: Where are ...?
T: you, please!
S2:
T: you ,please!
S3:
T: How about you?
S4:
T: What about you?
S5:
T:Are you right?Let’s see.（PPT）
T: You’re great!
（录音）Let’s follow the tape.
Ss read (两句话)
(3)
(ppt)
T: But where is Su Yang’s white cap? How can she ask?
Now I’m Su hai. Who can be Su Yang?
S1: Where...?
T: Is it...?(师用激光教鞭指)
S1: No, it isn’t.
T: Now please work in pairs Like Miss and the ...
(如果学生不理解，就用中文解释一下)
Ss work in pairs.
T: Who can try?
S1&S2: ....
S3 &S4 ...
T: Let’s see. Oh you’re right. And the cap is white. You can say “Where’s my white cap?”(如果学生能说到the white cap， 那这句话就不用说了。)
(录音)T:let’s follow the tape.
Read and imitate
T: Oh, you did a good job! Let’s read the whole story. Please open your books.
(放音，学生跟读)
在读到句子 Where are my skirts?(叫个三个人读) They are in the living room, on the sofa. （叫个三个人读）Is it in your bedroom?（叫个三个小组整体读）
Come and look, Su Yang. Your cap is in the kitchen.（分男女生读）时，叫同学起来读。
T:Who can read? / Who can try?
学生读得特别好的时候，说wow, so great! Let’s follow him.
Let’s dub
T:Now I’m Mum. Group 1\23\4 you are Su Yang, Group 5\6\7\8 you are Su Hai. Are you ready? Let’s begin!
Ss read
Let’s change. Group1234 youare Su Hai, Group 5678 you are Su Yang.
Who can be Mum? Ready ,Go!
Ss read
read in roles.
Role play
T: wonderful! Now pleas5 work in three. One is Su Hai. One is Su Yang. And one is Mum.
Ss work in three
Ss act
T: Which group?(师做举手的动作)
叫个4个小组组表演，拿话筒说。
T: super! Very good! Super group!excellent!
Try to say
(看板书)
T: Look! Su Yang’s bag is in the ....
(引导学生一起说)
Su Yang’s bag is in the bedroom. Su Hai’s skirts are in the living room, on the sofa. Su Yang’s white cap is in the kitchen.
【设计意图】文本阅读中，学生通过回忆提问的问句，进一步加深对文本的理解。同时结合文本跟读、配音、演一演，引发了学生对故事的兴趣和期待。
活动4【测试】After reading
T: We know Su hai and Su Yang’s new home.Now let’s talk about your new home.
活动规则：
(一)同学A拿练习纸1，同学B拿练习纸2。
(二)同学A提问并记录：Where’s/ Where are the…?
同学B边贴图纸边回答：It’s/ They’re in/on…
(三)完成任务后，同桌两人核对练习纸1和2是否一致。
S1: Where is your ...?（提问并记录）
S2: It’s in the ...(回答并贴纸)
T: let’s have a check.
(投影：练习纸2)
T:Where’s your ...?
Ss: It’s in the ...
（T核对练习纸1，并奖励）
【设计意图】在这里设计了信息沟的交流方式。同桌两人分别持有不同的练习纸，但又得相互配合才能完成任务。同桌两人通过问答、记录、粘贴、核对等方式，进一步达到综合运用语言的目的。
活动5【作业】Homework
T: Well done. Homework for you!
(1) Try to act the story.
尝试表演故事。
(2)draw your own home, and talk about your home
with your friends, using the sentence “Where
is/are…?Thery are in/on …”
画画自己的家，用本课的语言与小伙伴说一说家。
【设计意图】家庭作业打破了以往的常规方法，通过设计学生感兴趣的画与说的方式，让学生把今天所学的语言运用起来。
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