Unit 1 Welcome to my new home！ Lesson 4 教案

Unit 1 Welcome to my new home. Lesson 4
教学目标
本部分通过Kate 邀请Li Yan到自己家做客并向li Yan 介绍自家的书房陈设的真是情景,引导学生继续学习用英语询问并介绍某处有某物的功能句。
教师通过创设情境的方式,运用听录音,绘本和手偶书展示,情境模仿以及角色表演等方法激励学生感知,模仿,学习和体验,最终引导学生能够在生活情境中运用这些功能语句进行交流。
学情分析
在本单元的前几课中,学生已经初步掌握了there be 句型的功能句。并且能够对家里物品进行简要的介绍。为本节新课奠定了基础。
重点难点
本节的教学重点是要求学生能够听,说,认读 study, computer 和picture,能够听,说,读,写home和study,并能够熟练掌握重点句子:What's in the study There is a new computer.本节的教学难点是学习巩固表达某处有某物的There is a `````结构,并把词汇融入句子中进行学习,操练。
教学过程
【导入】1.Warm－up　and　Revision
T:Good morning ,boys and girls(出示手偶书)
Ss: Good morning, teacher!
T:No,I am not your teacher.I'm peppa.I come from America.Today,would you like to play with Peppa
Ss: Yes!
T:well,today i will also introduce another new friend to you.Her name is LuLu(手偶书扮演)拿出LULU的卡通图片贴于黑板上。Lulu
says hello to you. Please say hello to her!
Ss: Hello!
T: Look!(指向lulu的包)What's in the bag (并把这个句子的卡片贴于黑板上)
S1: There is a rabbit.
T: Yes. Excellent!(把带there is a 的云彩贴于黑板上,领读此句子)There is a rabbit.
Ss: There is a rabbit.
T: Now, look carefully. How many rabbits are there in the bag (老师把lulu包里的第二只兔子也拿出来)
S2: There are two rabbits.
T: Bingo! There are two rabbits.(把带are的云彩贴于黑板上,领读此句子)
Ss: There are two rabbits.
T:(拿起手偶书)Dear friends,today lulu doesn't only take the rabbits ,but also take a flaps book of her home.Would you like to read it with me
Ss: Sure!
T:Now follow me to visit lulu’s home and use "there is a "or "there are "to describe lulu’s home.(拿出 绘本打开到房子的一页) welcome to lulu’s home. Where is Lulu She is here!(打开翻翻书的门,打开到卧室一页)look at the bedroom. can you describe the bedroom with “there is a " or "there are”
Ss: Ok!
T:出示幻灯片,竞赛,以组为单位来描述绘本的房间,小组回答人数最多的可以赢得小粘贴。
S1: There is a new bed.(老师用手指出物品引导)
S2.There is a rabbit .
S3:There is a desk.
S4:There are two chairs.
S5: There are two cups.
T:Excellent!(给发言的小组粘贴奖励)Now look at the living room.
S:There is a sofa(老师用手指出物品)
S2:There is a girl.
S3.There are three balloons.
S4:There are seven balloons.
T:Great!(给发言的小组粘贴奖励)look at this page (翻到书房一页)There are many books. Dear friends,(手偶书)where are they
S:Study!
T:Yes,study.(贴单词卡片,领读,拼读)
Look, it’s so pity.There is nothing else in the study.Would you like to watch my study (拿手偶书扮演Peppa)
S1;Yes
T:翻开手偶书,Look, what’s in my study (贴此句子卡片语黑板上,领读)
Ss: What’s in my study
T:What’s in my study
S1; There’s a new computer.
T: Yes, There’s a new computer.(贴此句子卡片语黑板上,领读)
Ss:····
T: Anything else
S2: There are some books.
T: Well, would you like to study more about the study
S: Yes.
T:Ok, let’s study some more new words about study, lesson 4 what's in the study (贴标题于黑板)Open you book, page 8.
设计意图::利用手偶书唤起学生们的学习热情,并以聊天和竞赛的形式复习旧知,引出新知。使新知的引入自然生动。同时也丰富了文化意识,让孩子们了解美国知名卡通人物粉红猪小妹和露露绘本,开拓孩子们的眼界,
【讲授】Presentation
1>Cooperation
T: 每组合作找出课文中的新单词,新句型,查阅字典,归纳知识点记录于学案中。汇报时每组成员分别完成以下任务:
讲单词
讲句型
领读拼读单词
领读课文
T:Finish (展台展示同学的导学案。每小组组员分别承担不同任务。每小组评价奖励粘贴)
Group1;汇报
S1:队长讲解知识点
S2: 领读单词(其他同学跟读)
S3:领读句子(其他同学跟读)
S4:领读课文(其他同学跟读)
T:Excellent!(奖励)
Group2:汇报
S1:队长讲解知识点
S2: 领读单词(其他同学跟读)
S3:领读句子(其他同学跟读)
S4:领读课文(其他同学跟读)
T:Wonderful!(奖励)
Group3:汇报
S1:队长讲解知识点
S2: 领读单词(其他同学跟读)
S3:领读句子(其他同学跟读)
S4:领读课文(其他同学跟读)
T: Very good!(奖励)
Group4:汇报
S1:队长讲解知识点
S2: 领读单词(其他同学跟读)
S3:领读句子(其他同学跟读)
S4:领读课文(其他同学跟读)
T: You did a good job!(奖励)
T:yes ,study 作为动词是学习的意思。(强调知识点,老师补充)学生记录笔记
2> Listen and read(放映课件,出示图片和蓝色字体,)
T: Listen to the record and read the news words and the key sentences three times .
Ss:```````
T:Listen to the conversation
SS:````````
Y:listen to the dialogue and read sentence by sentence.
SS:````````
设计意图:学生是课堂的主题,自主互助学习型课堂,即培养了学生的自主学习精神,又体现了同学之间互助团结。另外,字典的使用时为了更好的让学生理解单词和培养他们良好的学习习惯。
【练习】Practice
T:Now look at the screen(出示幻灯片) do the execises.
1.连词成句
S:What's in the study
S2:There is a new computer.
2.单词与图片连线
T:Great!next,match the words and the picture.
S:study
S2:picture.
S3:computer
3.补全单词
T:Well done! next fill in the blank
S1:study
S2: picture
S3:computer
设计意图:巩固加强本节课新知。
【活动】Activity　and　Language　use
T:watch the cartoon and make a conversation
(场景设置)
一名组员当kate
其他组员是客人,拜访kate家。利用there be 句型描述主人家里有什么物品。
表演生动真实的给予奖励
(放映PPT,提供语言支持)
Ss:···
T:Performance(实物房子玩具)(小组内编排对话)
Group1:表演
T:评价并奖励
Group2.:表演
T:评价并奖励
Group3:表演
T:评价并奖励
Group4.:表演
T:评价并奖励
T:Now listen to the chant!(学生听歌谣并模仿跟唱)(学生领唱)
Ss:
设计意图:通过小组内自编对话和表演,达到了良好的知识输出效果,同时创设情境,语言由情而生,语言因境而实。也体现了语言的工具性。
【作业】Extended－activities
Task : design a study for LULU (出示活动规则,每四人一组,为Lulu设计书房的物品及物品摆放,在设计时请用there be 句型表达书房内有某些物品)
设计意图:利用动手制作,使知识与艺术和情感相结合。具有感彩的脑力劳动才会真正的在学生的大脑中和记忆中持久