Unit 5 Our new home（Period 1）教学设计

王 露

一、教学内容

译林版4A Unit 5 Our new home（story time）

二、教学目标

1.知识目标：

（1）听说读写句型Where’s ...？/Where are ...？及其回答It’s .../ They’re ...

（2）感知认读单词home，sofa，bedroom，living room，kitchen。

（3）理解并朗读story time 部分的对话，并完成相关的任务。

2.能力目标：

（1）能够在情景中运用所学词句询问家居物品的方位并注意单复数。

（2）能有感情地朗读篇章、分角色朗读对话，并能复述对话的大体内容。

（3）能够运用新旧知识编造新的对话。

3.情感目标：

（1）通过对家居情况的讨论，激发学生对自己家园的热爱。

（2）通过多次小组合作，培养合作学习的精神。

三、教学重难点

1.听说读写句型Where’s ...？/Where are ...？及其回答It’s .../ They’re ... 并能在情境中运用。

2.感知认读单词home，sofa，bedroom，living room，kitchen，并能在情境中运用。

3.理解、朗读、表演story time 部分的对话，并能复述对话内容。

四、教学过程

Step1. Lead-in

Enjoy an English song about rooms.

1.T：Boys and girls，at the beginning of the class，let’s enjoy an English song first，and try to tell me what can you see in the song.

（通过观看视频歌曲，调动学生的积极性，引导学生关注房间类的单词，方便后面的学习导入。）

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.

（学生提前预习过课文，知道部分单词。）

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.（揭题，教师板书）

5.T:Look，it’s 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？

What’s in the room？

Whose home is it？

（给学生提问题的机会，激发学生的发散思维，为后面学习做好铺垫。）

Step2. Presentation

T：In fact，this is Su Hai and Su Yang’s new home. Let’s go in and have a look what rooms do they have.

（一）学习bedroom

T：Listen，where’s the sound？ What room is it？

（打呼噜的声音）

T：Look ，what’s this？

Ss：It’s 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？

（出示卧室的图片，圈出床，引导学生bed+room构成的合成词bedroom，通过老师的问题，提前渗透Where is...？这一重点句型。）

Ss:卧室。

T：Can you read the word？

（学生分小组读单词，三遍）

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

T：Iwilltryfirst.Forexample，pencilcase，basketball.Can you？

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

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

（二）学习living room

（孩子玩耍打闹的声音）

T：Look，here is a new room. Do you know where’s the sound？What room is it？

Ss：A living room.

（学生开火车读单词，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 的图片，引导学生观察两者的相同和不同之处，引导学生发现两者都有room，并关注到两个单词拼写的不同，bedroom 中间没有空隙，living room 有空隙，引导学生正确拼写，注意room 前面的词不一样。）

T：Can you spell the two words？

（和学生一起书空。）

T：Well done. Here’s a tip for you. Can you read it together？

（注意合成词的侧重点，引导学生积累细节知识，内化并构建知识体系。）

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

（出示教室的图片，加深对后缀room 构成词的理解。）

（三）学习kitchen

（做菜的声音）

T：Let’s go on. Where is the sound from？ Is it in the______？

（学生分小组读单词，引导学生说出剩余的单词，补全句子，继续加深句型渗透。）

（四）引出a new home

1. T：The last one，let’s listen carefully and try to guess where is the sound from？ Is it in the kitchen？Or is it in the bedroom？

（街道路边汽车喇叭的声音）

T：Look，a truck is coming. This is Su Hai and Su Yang’s new home. They are moving into a new home.But they are not happy，because they can’t find their things. Let’s watch and find what can’t they find.

（出示表格，提前给学生认知人物和物品。）

2.T：Let’s watch the video and try to tell what can’t they find.

（播放视频）

3.T：Can you tell me what can’t they find？

（和学生核对表格，初步了解课文。）

4.T：Do you remember，when they can’t find their things.How can we ask？

（引出关键词where）

Ss：Where...？

T：So we can say：...

（引导学生说出重点句型。）

Ss：Where’s my bag？ Where’s my cap？Where’re my skirts？

Step 3. Practice

T：Let’s listen and circle. Where is Su Yang’s bag？

（播放录音，让学生在课本上圈图片，单独感知句子。训练学生认真听，并能仔细观察图片。）

Ss：It’s in the bedroom.

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

（学生齐说，通过告诉Su Yang 的方式，强化重点句型，加强学生语感。）

T：Thank you for your help. Now Su Yang found her bag. Let’s listen and choose，where are Su Hai’s skirts？

4.Ss：They’re in the living room ，on the sofa.

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

（邀请一位学生上讲台，指出裙子所在的正确位置，感知这句话的意思，培养学生图文结合的学习能力。）

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

7.T：Let’s read the story and try to find where is Su Yang’s cap.

（学生自读课文，找到帽子的地点，培养学生正确理解文本、找出关键句的能力。）

T：So right now，can you tell Su Yang where’s her cap？

Ss：It’s in the kitchen，in the dog’s mouth.

T：Can you image，when Su Hai see the cap is in the dog’s mouth，how does she feel？ Can you try to read it？

（学生自读课文，培养学生的推测感知能力，并积极开口表达，加强语感训练。）

Step 4. Consolidation

1.T：Right now，we’ve known the cap is in the kitchen，in the dog’s 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？

（这是对话内容的总结，更是知识迁移的运用，引导学生用刚刚学过的句型，更加详细地表达物品的具体位置，激发学生主动思考，实现从新到旧、新旧结合的知识构建。）

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 let’s listen and imitate.Please pay attention to the pronunciation and tone.

3.T：Wow，your voice is so nice. Now it’s your reading time. You choose any way you like to read the dialogue.

（多种方式供学生选择，鼓励学生认真读，学生分小组，用自己喜欢的方式读课文。）

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 can’t find his T-shirts and jacket. Can you help him？

Ss：Where’s my jacket？/ Where’re my T-shirts？

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

（学生分小组练习，编造新对话。从生活到文本，再从课文回到生活，创设合理的情境让学生积极思考，将学过的知识用起来。）

Step 5. Strill

T：Thank you for your help，they found their things now. Look，they’re smiling. Can you know why they can’t 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

（引导学生爱家、爱校、爱国，从小家到大家，都要感恩、珍惜，明白家不仅是一个简单的屋子，以滋养学生心灵，提升其综合素养。）

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

Ss：引出Keep it clean ，protect it well

（引导学生明白要为家做有益处的事情，实现从学校到生活、从文本到文明，让学生明白做一个文明的社会人。）

Step6. Homework

Read the dialogue and try to recite it.

Draw a picture about your dream home.

（作业分层，让每个学生都有事做，有输入有输出，引导学生有美好的生活理念，倡导积极的生活态度。）