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視頻標簽：Our new home
所屬欄目：小學英語優質課視頻
視頻課題：小學英語譯林版四年級上冊Unit 5 Our new home 第一課時
教學設計、課堂實錄及教案：小學英語譯林版四年級上冊Unit 5 Our new home 第一課時張家港市實驗小學
教學目標
1、在情景中三會掌握單詞bedroom，living room, kitchen。
2、初步感知句型Where’s the …? It’s … Where are the … ? They’re … ，并嘗試運用這些句型來談論單復數物品的方位。
3、通過看圖、聽錄音和閱讀等方式學習文本，把握文章的主要內容。
4、通過合作探究，提高學生英語語言的思維能力和交際能力。
5、通過對家庭布置的交流，激發起學生對家的熱愛之情。
2學情分析
四年級學生活潑好動，喜歡直觀形象思維，對游戲、競賽、特別感興趣。而且他們接觸英語已經有三年時間，已具有初步的聽說能力。因此，在設計中，我注重如何調動學生學習積極性和培養孩子們的思維能力。
3重點難點
1.理解和掌句型Where’s the …? It’s … Where are the … ? They’re …
2.理解閱讀課文。
3.對復數物品的方位表述。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【講授】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”
【設計意圖】通過欣賞歌曲，學生能夠很快地融入英語學習的氛圍中去。
活動2【活動】Pre－reading
T: Look, this nice bedroom is in my new home. Today we’re going to talk about oue new home.(示題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(師表演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.
【設計意圖】通過老師的房子學習living room和kitchen兩個新單詞，并由一個chant來串聯起來，起到承上起下的作用。
活動3【練習】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 搬家圖片)
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?(做手勢) 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.
【設計意圖】通過Watch and circle、Read and match、Watch and remember等多種方式閱讀對話，讓學生有的放矢，能夠深入了解文本。
Ask and answer
T: You know, Su Hai and Su Yang are looking for things. How do they ask?
Ppt課本圖片
(1)
T：（師指）How does Su Yang ask?
S1:
S2:
S3:
S4:
S5:
T:Are you right?（PPT）Look，Bingo!
（錄音）Let’s follow the tape.
Ss read (兩句話)
(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!
（錄音）Let’s follow the tape.
Ss read (兩句話)
(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...?(師用激光教鞭指)
S1: No, it isn’t.
T: Now please work in pairs Like Miss and the ...
(如果學生不理解，就用中文解釋一下)
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?”(如果學生能說到the white cap， 那這句話就不用說了。)
(錄音)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，學生跟讀)
在讀到句子 Where are my skirts?(叫個三個人讀) They are in the living room, on the sofa. （叫個三個人讀）Is it in your bedroom?（叫個三個小組整體讀）
Come and look, Su Yang. Your cap is in the kitchen.（分男女生讀）時，叫同學起來讀。
T:Who can read? / Who can try?
學生讀得特別好的時候，說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?(師做舉手的動作)
叫個4個小組組表演，拿話筒說。
T: super! Very good! Super group!excellent!
Try to say
(看板書)
T: Look! Su Yang’s bag is in the ....
(引導學生一起說)
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.
【設計意圖】文本閱讀中，學生通過回憶提問的問句，進一步加深對文本的理解。同時結合文本跟讀、配音、演一演，引發了學生對故事的興趣和期待。
活動4【測試】After reading
T: We know Su hai and Su Yang’s new home.Now let’s talk about your new home.
活動規則：
(一)同學A拿練習紙1，同學B拿練習紙2。
(二)同學A提問并記錄：Where’s/ Where are the…?
同學B邊貼圖紙邊回答：It’s/ They’re in/on…
(三)完成任務后，同桌兩人核對練習紙1和2是否一致。
S1: Where is your ...?（提問并記錄）
S2: It’s in the ...(回答并貼紙)
T: let’s have a check.
(投影：練習紙2)
T:Where’s your ...?
Ss: It’s in the ...
（T核對練習紙1，并獎勵）
【設計意圖】在這里設計了信息溝的交流方式。同桌兩人分別持有不同的練習紙，但又得相互配合才能完成任務。同桌兩人通過問答、記錄、粘貼、核對等方式，進一步達到綜合運用語言的目的。
活動5【作業】Homework
T: Well done. Homework for you!
(1) Try to act the story.
嘗試表演故事。
(2)draw your own home, and talk about your home
with your friends, using the sentence “Where
is/are…?Thery are in/on …”
畫畫自己的家，用本課的語言與小伙伴說一說家。
【設計意圖】家庭作業打破了以往的常規方法，通過設計學生感興趣的畫與說的方式，讓學生把今天所學的語言運用起來。
視頻來源：優質課網 www.jixiangsibao.com
