Unit 5 Our new home（Period 1）教學設計

王露

一、教學內容

譯林版4A Unit 5 Our new home（story time）

二、教學目標

1.知識目標：

（1）聽說讀寫句型Wheres ...？/Where are ...？及其回答Its .../ Theyre ...

（2）感知認讀單詞home，sofa，bedroom，living room，kitchen。

（3）理解并朗讀story time部分的對話，并完成相關的任務。

2.能力目標：

（1）能夠在情景中運用所學詞句詢問家居物品的方位并注意單復數。

（2）能有感情地朗讀篇章、分角色朗讀對話，并能復述對話的大體內容。

（3）能夠運用新舊知識編造新的對話。

3.情感目標：

（1）通過對家居情況的討論，激發學生對自己家園的熱愛。

（2）通過多次小組合作，培養合作學習的精神。

三、教學重難點

1.聽說讀寫句型Wheres ...？/Where are ...？及其回答Its .../ Theyre ... 并能在情境中運用。

2.感知認讀單詞home，sofa，bedroom，living room，kitchen，并能在情境中運用。

3.理解、朗讀、表演story time部分的對話，并能復述對話內容。

四、教學過程

Step1. Lead-in

Enjoy an English song about rooms.

1.T：Boys and girls， at the beginning of the class，lets enjoy an English song first， and try to tell me what can you see in the song.

（通過觀看視頻歌曲，調動學生的積極性，引導學生關注房間類的單詞，方便后面的學習導入。）

2.T：Well， boys and girls， can you tell me what can you see in the song？

Ss：I can see some rooms. / I can see a bedroom.

（學生提前預習過課文，知道部分單詞。）

3.T：Where can we see such rooms？

Ss：In our home.

4.T：Yes， you are right.And today， we will learn a new unit：Unit 5 Our new home.（揭題，教師板書）

5.T：Look，its a picture about a home. There are many different rooms in it. And do you have any questions about the home？

Ss：What rooms are they？

What can we do in the rooms？

How do we name these rooms？

Whats in the room？

Whose home is it？

（給學生提問題的機會，激發學生的發散思維，為后面學習做好鋪墊。）

Step2. Presentation

T：In fact， this is Su Hai and Su Yangs new home. Lets go in and have a look what rooms do they have.

（一）學習bedroom

T：Listen， wheres the sound？ What room is it？

（打呼嚕的聲音）

T：Look ，whats this？

Ss：Its a bed.

T：And when we add another word “ room”，so we can get a new word：bedroom. Do you know what does bedroom mean？

（出示臥室的圖片，圈出床，引導學生bed+room構成的合成詞bedroom，通過老師的問題，提前滲透Where is...？這一重點句型。）

Ss：臥室。

T：Can you read the word？

（學生分小組讀單詞，三遍）

T：Well， bedroom is a compound word. This is a way of make new words. Can you list some others？

T：I will try first. For example， pencil case， basketball. Can you？

Ss：pineapple/schoolbag/lunchbox/football...

T：Wow， you know so many about compound words.

（二）學習living room

（孩子玩耍打鬧的聲音）

T：Look，here is a new room. Do you know wheres the sound？What room is it？

Ss：A living room.

（學生開火車讀單詞，三遍）

T：All of you did a good job.Look at the two pictures. Can you find the similarity and differences between the two words.

（出示bedroom和living room的圖片，引導學生觀察兩者的相同和不同之處，引導學生發現兩者都有room，并關注到兩個單詞拼寫的不同，bedroom中間沒有空隙，living room 有空隙，引導學生正確拼寫，注意room前面的詞不一樣。）

T：Can you spell the two words？

（和學生一起書空。）

T：Well done. Heres a tip for you. Can you read it together？

（注意合成詞的側重點，引導學生積累細節知識，內化并構建知識體系。）

T：So do you know the meaning of “classroom”？

（出示教室的圖片，加深對后綴room構成詞的理解。）

（三）學習kitchen

（做菜的聲音）

T：Lets go on. Where is the sound from？ Is it in the? ? ? ? ? ？

（學生分小組讀單詞，引導學生說出剩余的單詞，補全句子，繼續加深句型滲透。）

（四）引出a new home

1. T：The last one， lets listen carefully and try to guess where is the sound from？ Is it in the kitchen？ Or is it in the bedroom？

（街道路邊汽車喇叭的聲音）

T：Look， a truck is coming. This is Su Hai and Su Yangs new home.? They are moving into a new home. But they are not happy， because they cant find their things. Lets watch and find what cant they find.

（出示表格，提前給學生認知人物和物品。）

2.T：Lets watch the video and try to tell what cant they find.

（播放視頻）

3.T：Can you tell me what cant they find？

（和學生核對表格，初步了解課文。）

4.T：Do you remember， when they cant find their things.How can we ask？

（引出關鍵詞where）

Ss：Where...？

T：So we can say：...

（引導學生說出重點句型。）

Ss：Wheres my bag？ Wheres my cap？ Wherere my skirts？

Step 3. Practice

T：Lets listen and circle. Where is Su Yangs bag？

（播放錄音，讓學生在課本上圈圖片，單獨感知句子。訓練學生認真聽，并能仔細觀察圖片。）

Ss：Its in the bedroom.

T：So，we can tell Su Yang， your bag is in the bedroom.

（學生齊說，通過告訴Su Yang 的方式，強化重點句型，加強學生語感。）

T：Thank you for your help. Now Su Yang found her bag. Lets listen and choose， where are Su Hais skirts？

4.Ss：Theyre in the living room ，on the sofa.

5.T：Look ，they are skirts. Who can come the blackboard and show us where are they？

（邀請一位學生上講臺，指出裙子所在的正確位置，感知這句話的意思，培養學生圖文結合的學習能力。）

6. T：So，we can tell Su Hai，“Su Hai， your skirts are in the living room， on the sofa.”

7.T：Lets read the story and try to find where is Su Yangs cap.

（學生自讀課文，找到帽子的地點，培養學生正確理解文本、找出關鍵句的能力。）

T：So right now， can you tell Su Yang wheres her cap？

Ss：Its in the kitchen， in the dogs mouth.

T：Can you image， when Su Hai see the cap is in the dogs mouth， how does she feel？ Can you try to read it？

（學生自讀課文，培養學生的推測感知能力，并積極開口表達，加強語感訓練。）

Step 4. Consolidation

1.T：Right now， weve known the cap is in the kitchen， in the dogs mouth. The skirts are in the living room， on the sofa. Can you try to say the bag is in the bedroom like this way？

（這是對話內容的總結，更是知識遷移的運用，引導學生用剛剛學過的句型，更加詳細地表達物品的具體位置 ，激發學生主動思考，實現從新到舊、新舊結合的知識構建。）

Ss：The bag is in the bedroom， under the desk/ on the bed/ behind the door...

2.T：Thank you for your help. They find their things. Next lets listen and imitate.Please pay attention to the pronunciation and tone.

3.T：Wow， your voice is so nice. Now its your reading time. You choose any way you like to read the dialogue.

（多種方式供學生選擇，鼓勵學生認真讀，學生分小組，用自己喜歡的方式讀課文。）

4.T：You are so kind. Today we helped Su Hai and Su Yang to find their things. Now they are very happy. But I have a question.Where is their Dad？ Look Dad is looking for something too.

He cant find his T-shirts and jacket. Can you help him？

Ss：Wheres my jacket？/ Wherere my T-shirts？

5.T：You can use the follow sentences to help their Dad.

（學生分小組練習，編造新對話。從生活到文本，再從課文回到生活，創設合理的情境讓學生積極思考，將學過的知識用起來。）

Step 5. Strill

T：Thank you for your help， they found their things now. Look，theyre smiling. Can you know why they cant find their things？

T：How can they find the things easily and quickly？

T：Ok， everyone， look at the screen. This house is our home. The classroom is our home. Zhangzhuang primary school is our home. China is our home. The earth is our home. What do you want to say about our home？

Ss：引出I love my home

（引導學生愛家、愛校、愛國，從小家到大家，都要感恩、珍惜，明白家不僅是一個簡單的屋子，以滋養學生心靈，提升其綜合素養。）

T：Yeah， all of us love our home. What can we do for our home？

Ss：引出Keep it clean ，protect it well

（引導學生明白要為家做有益處的事情，實現從學校到生活、從文本到文明，讓學生明白做一個文明的社會人。）

Step6. Homework

Read the dialogue and try to recite it.

Draw a picture about your dream home.

（作業分層，讓每個學生都有事做，有輸入有輸出，引導學生有美好的生活理念，倡導積極的生活態度。）