Unit 4 My home  A  let’s learn

苏秀丽

一、教学目标

　　1. 知识目标：

　　能够听、说、认读living room，study，bedroom，kitchen，bathroom；能通过探究掌握读音规律，并能在模拟的生活环境中相互交流有关家庭居室的情况。

　　2．能力目标：

　　（1）能够简单描述自己的家，结合学过的语言描述各个房间的名称、特征等。

　　（2）能够听懂并能发出一些指令，如：Go to the living room，watch TV / …

　　3. 情感、策略、文化等有关目标：

　　（1）情感目标：培养学生对家庭的热爱，鼓励学生大胆设想自己未来的家居。

　　（2）文化目标：了解西方国家的房屋结构及各部分的名称。

　　二、教学重、难点

　　重点：让学生在呈现、操练、输出及复习巩固的各项活动中听、说、认读新词汇。

　　难点：正确掌握单词bathroom，kitchen的发音。

　　三、教学设计

　　Step1. Warm-up

　　1、Review

　　2、Free talk

　　T: Hello! Boys and girls! (指着Amy问学生) Who is she?

　　Ss: She is Amy.

T: Where is Amy? Is she in the study?(出示书房的卡片)

　 Step2. Presentation

1.  study（reading one by one/group by group.）

T: (呈现卡片Amy) Who is she?

　　Ss: She is Amy

　　T: Is she in the study? (把Amy 的卡片贴在study的卡片里面）

　　Ss: Yes, She is.

　　T: What can you do in a study?

　　S1: I can play computer game a living room.

　　S2: I can read a book in a living room.

　　...

　　T: Yes, go to the study. Read a book

　　Ss: (Say and act) (学生边说边做)

　　通过TPR活动，激发兴趣．帮助记忆。

2、bathroom
T:) Wow! My hand is so dirty. I can wash my hands in the "bathroom". /a://ba:/, bathroom.
Ss: (Say with teacher. Read it together, four by four and one by one.)
融入音素教学，解决难点。
T: (课件呈现四个不同的浴室) I have four bathrooms. Which bathroom do you like best? Why?
S1: I like bathroom 3. It's big and clean.
S2: I like bathroom 1. It's blue. I like blue.
...
让学生通过判断拓展思维，增强学习兴趣。
T: What can you do in the bathroom? Discuss in four.
Ss: (学生讨论)
T: OK. Who wants to have a try?
S1: I can wash my hands / face / ... in the bathroom.
T: Go to the bathroom. Take a shower

SS: (Say and act) (学生边说边做)

.通过小组讨论，相互交流，使学生思维活跃，培养学生的发散性思维。

3.bedroom
T: (课件呈现一名学生躺在床上看书) Can we read books in bed?
Ss: No, we can't.
培养学生良好的读书习惯．并为下一步活动做铺垫。
T: We can sleep in bed. Where is the bed?
S: It's in the "bedroom". (强调发音，防止学生读成bed-room)
T: Listen to me, please. bedroom , /dr/, /u:/, /dru:/, bedroom. (纠音)
Ss: (Say with me. Read it together, four by four and one by one.)
滲透音素教学。
T: OK. Look! What can you see in the bedroom? (课件呈现)
S1: ( I can see a bed / a picture / ... in the bedroom.
培养学生的观察力和语言表达能力。
T: Go to the bedroom. Take a shower?

Ss：No, go to the bedroom. Have a nap.(学生边说边做动作)

Step3. Extension / Consolidation

1.  Ask and answer

Is she in the…….?

Yes, she is/No, she isn’t.

2、Reading the words

Step4. Presentation

1. living room
T: (呈现卡片) Look. Amy is in a living room. Read after me. /v/,/v/ living room.
Ss: (Read it together, four by four, one by one)
渗透音素教学。
T: What can you do in a living room?
S1: I can watch TV in a living room.
S2: I can sweep the floor in a living room.
...
T: OK. I want to watch TV now. Let's go to the living room and watch TV.
Ss: (Say and act) (学生边说边做)
2. kitchen
T: Is she in the living room?（把Amy 的卡片贴在Kitchen的卡片的里面）

Ss: No, she isn’t.

T: She is in the Kitchen     "kitchen" (升、降调) /i/ /i/ kitchen.
Ss: (Say with me. Read it together, four by four and one by one.)
创设语境，学习语言。
T: What can you do in the Kitchen?

 S1: I can have some chicken in the kitchen.
S2: I can have some cake in the kitchen.
... (要求学生边说边做动作)
TPR活动。
T: We can also have a snack. Look! This is a snack. (出示实物．帮助学生理解snack)
Ss: Wow! Yummy! (学生表现出很想吃的样子)
T: Let's go to the kitchen. Have a snack.
(学生跟着教师边说边做动作)
通过实物呈现，使情境更趋真实，帮助学生认识新词。

Step5.

1.  Listen and number

2.  Reading the words and sentences

3.  Listen and follow

4.  Reading the words and sentences

5.  Group-job(reading)

6.  Let’s do

教学反思

成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已学到的语言材料，突出语言的实践性和交际性，使学生能够“学以致用”。针对小学生的年龄特征和本课时的教学内容，如何设计出能培养学生语言运用能力并使他们有兴趣进行交际的语言情境?以下是我在设计这堂课后的几点感受：

l. 渗入TPR，轻松学英语。
在本课中，我让学生做出走的姿势和看电视、吃点心、读书、洗澡、睡觉等动作，边听边说边做，调动了学生的肢体语言，让学生动起来，让课堂活起来，使英语学习显得不那么枯燥。实验结果表明，多种感官参与学习活动，将会大大提高学习的有效性。新课程下的PEP小学英语教材中Let's do的形式，就是让学生通过听觉、视觉和肢体动作来感知和学习英语。

2．拓展思维，开放教学。
本课中把新授的单词融入到学生学过的句子中。学习单词的目的是灵活应用到句子中表达更加完整的意思；同时在句于中也能巩固所学的单词，两者之间相辅相成，相互促进。由于个别学生预习不够深入，加上接受能力差，个别单词掌握得不是很好，课后要加强辅导他们。