Unit2 In the classroom 表格式教案
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| 名称 | Unit2 In the classroom 表格式教案 |  | |
| 格式 | doc | ||
| 文件大小 | 5.6MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（刘兆义主编） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-06-30 14:46:53 | ||
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Unit 2 In the classroom 教学设计
1、 教学内容：
外研社《英语》（三年级起点）四年级上册Unit 2 In the classroom(4a,4b)。
本节课是Unit 2 In the classroom的第三课时，主要让学生能理解并正确运用Is there... Are there... 句型询问物品及位置；能听懂对话并正确回答。
2、 教学目标：
1、 知识目标：
（1） 能正确运用Is there... Are there... 句型询问物品及位置；
（2） 能听懂对话，读懂句子并作出正确回答。
2、 技能目标：
（1） 在任务型活动中，培养学生用英语思维的能力。
（2） 在听音活动中，培养学生从听中获取信息的能力。
3、 情感态度价值目标：
（1） 通过设计房间的活动，发展学生个性和团结合作的精神。
（2） 通过房间图片欣赏，教育学生要让房间整洁、干净。
3、 学情分析：
本校四年级的孩子对英语的学习兴趣较浓厚，经过一年多的英语学习，有了一定基础，他们能大胆交流，团结协作。通过前面的学习，四（3）班的孩子已经掌握了教室内物品的单词，in, on等5个方位介词，能运用there be句型描述物品的位置。这些为本节课打下了良好的英语基础。
4、 教学重难点：
1、 教学重点：
能理解并正确运用Is there... Are there... 句型。
2、 教学难点：
能听懂句型对话，并灵活运用句型交流。
5、 教具准备：
课件、图片、词卡、彩笔、胶棒等
六、教学过程：
教学步骤 媒体应用 教师行为 学生活动 设计意图
Step 1 Warming up Free talk: T： What’s in our classroom T：Is there... / Are there... Ss: There is ..../ There are ....Ss: Yes./No. 课前谈话，创设轻松和谐的教学氛围，并初步感知本节课核心句型。
Step 2 Presentation a. Think and guess. What’s in Toby’s room T：Look! Who is he T: Toby says, Hello, welcome to my room. Let’s look at Toby’s room.OK T: This is Toby’s room. The walls are yellow. The floor is white and blue. But what’s in Toby’s room I’ll give you some tips: d,b,2. Can you guess What’s in Toby’s room T: Yes, there is./ No, there isn’t. Yes, there are./ No, there aren’t. Ss: He is Toby.Ss: OK.Ss: Is there (a desk) in the room Are there (two chairs on the floor) .... 创设情境，带领同学们走进教材人物Toby的房间。通过给出小提示，让学生猜Toby的房间物品，让学生初步运用核心句型。
b. Guess: Where is the cat T: This is Toby’s room. Is there a box in the room T: What’s in the box T: Let’s open it.Oh, what’s this It’s a cat. Ss: Yes, there is.Ss: Is there ... in the box
教学步骤 媒体应用 教师行为 学生活动 设计意图
T: It is a naughty cat. Oh, it is running. Where is the cat T: Yes, there is./ No, there isn’t.T: Look. The cat is on the desk. Ss: Is there a cat... 通过猜“小猫在哪里？”这样的活动，让学生重点操练句型Is there... 的后半句，即描述位置。这是运用句型时的一个难点。
c. Listen and answer.Where is the cat ②Read the sentences, and answer Yes or No T: It is running again. Where is the cat Let’s listen to a dialogue and find the answer. T: Where is the cat T: Is there a mouse behind the curtains T: Let’s read some sentences.Are there any chairs in the room Is there a chair in front of the window Is there a board on the wall T: Are there any school things in the room There are two questions. Let’s listen again and find the answer. ( Ss listen)Ss: It’s behind the curtains.Ss: No, there isn’t.Ss: Yes, there are.Ss: No, there isn’t.Ss: Yes, there is.( Ss listen) 由“猜小猫的位置”的活动引入到教材中的听力材料，让学生带着问题去听，感知理解句型。完成课本中听对话，回答Yes/No的练习。将原本看图可知道的问题，变为让学生通过听对话来找出答案，让“听”更有意义，锻炼了学生从听中获取信息的能力。
教学步骤 媒体应用 教师行为 学生活动 设计意图
S1: Are there any books in the schoolbag S2: Yes, there are.S3: Are there any pens in the pencil case S4: No, there aren’t.
Step 3 Drills Task 1 Make a sentence.Have Ss work in groups, then share in the class. T: Well done!Let’s play a game. I have some cards. What is it T: You, come here. Stand on a line. Now there is a question mark. Can you change and make a sentence T：OK. Let’s read together. T: Right or wrong Do you want to play Now let’s work in groups.T: Which group want to share Ss: behind the curtains, Is, there, a cat.(学生连词成句)Ss: Is there a cat behind the curtains Ss work in groups.Ss share in the class. 在理解并初步运用了核心句型的基础上，让学生通过“连词成句”的任务活动，进一步巩固核心句型的结构，弄清there be句型陈述句和一般疑问句之间的转换关系，让学生学会灵活运用两种句型。
Step 4 Consolidation a. Look at some pictures of rooms. T: This is Toby’s room. The school things everywhere. The pen is under the chair. Is it tidy or untidy Let’s share some pictures. Ss: Untidy. 情感价值观渗透，欣赏整洁、干净的教室、老师办公室、卧室等照片，并为下一个任务活动作好铺垫。
教学步骤 媒体应用 教师行为 学生活动 设计意图
b. Task 2 A small designer.Design a room with partners. T: Do you like them OK. Now you are a designer. Look Task 2 , a small designer.① Choose one. A classroom, a teacher’s office, a bedroom or others.②Design in groups.③Give you 4 minutes.T: Take out these.Here is a room. You can stick or draw. Work in groups. Ss work in groups. 让学生小组合作，当当小小设计师。选择设计教室、办公室、卧室或者其他房间进行设计，用老师所给的材料，画一画、贴一贴，培养动手能力和小组合作交流能力。
c. Show Time. T: It’s show time.Which group T: Let’s look.Oh, it’s beautiful and bright. I like it. S1: Hello. How is your (classroom) Is it big G1: Yes.S2: Is there a board on the wall G1: Yes, there is.S3: Are there any chairs in your classroom G1: Yes, there are.S4:... 小组展示。小组成员齐上阵，与台下同学互动交流。台下同学运用本节课重点句型轮流来询问该小组设计的房间情况，小组成员回答。最后展示房间图片。教师评价奖励。
1、 教学内容：
外研社《英语》（三年级起点）四年级上册Unit 2 In the classroom(4a,4b)。
本节课是Unit 2 In the classroom的第三课时，主要让学生能理解并正确运用Is there... Are there... 句型询问物品及位置；能听懂对话并正确回答。
2、 教学目标：
1、 知识目标：
（1） 能正确运用Is there... Are there... 句型询问物品及位置；
（2） 能听懂对话，读懂句子并作出正确回答。
2、 技能目标：
（1） 在任务型活动中，培养学生用英语思维的能力。
（2） 在听音活动中，培养学生从听中获取信息的能力。
3、 情感态度价值目标：
（1） 通过设计房间的活动，发展学生个性和团结合作的精神。
（2） 通过房间图片欣赏，教育学生要让房间整洁、干净。
3、 学情分析：
本校四年级的孩子对英语的学习兴趣较浓厚，经过一年多的英语学习，有了一定基础，他们能大胆交流，团结协作。通过前面的学习，四（3）班的孩子已经掌握了教室内物品的单词，in, on等5个方位介词，能运用there be句型描述物品的位置。这些为本节课打下了良好的英语基础。
4、 教学重难点：
1、 教学重点：
能理解并正确运用Is there... Are there... 句型。
2、 教学难点：
能听懂句型对话，并灵活运用句型交流。
5、 教具准备：
课件、图片、词卡、彩笔、胶棒等
六、教学过程：
教学步骤 媒体应用 教师行为 学生活动 设计意图
Step 1 Warming up Free talk: T： What’s in our classroom T：Is there... / Are there... Ss: There is ..../ There are ....Ss: Yes./No. 课前谈话，创设轻松和谐的教学氛围，并初步感知本节课核心句型。
Step 2 Presentation a. Think and guess. What’s in Toby’s room T：Look! Who is he T: Toby says, Hello, welcome to my room. Let’s look at Toby’s room.OK T: This is Toby’s room. The walls are yellow. The floor is white and blue. But what’s in Toby’s room I’ll give you some tips: d,b,2. Can you guess What’s in Toby’s room T: Yes, there is./ No, there isn’t. Yes, there are./ No, there aren’t. Ss: He is Toby.Ss: OK.Ss: Is there (a desk) in the room Are there (two chairs on the floor) .... 创设情境，带领同学们走进教材人物Toby的房间。通过给出小提示，让学生猜Toby的房间物品，让学生初步运用核心句型。
b. Guess: Where is the cat T: This is Toby’s room. Is there a box in the room T: What’s in the box T: Let’s open it.Oh, what’s this It’s a cat. Ss: Yes, there is.Ss: Is there ... in the box
教学步骤 媒体应用 教师行为 学生活动 设计意图
T: It is a naughty cat. Oh, it is running. Where is the cat T: Yes, there is./ No, there isn’t.T: Look. The cat is on the desk. Ss: Is there a cat... 通过猜“小猫在哪里？”这样的活动，让学生重点操练句型Is there... 的后半句，即描述位置。这是运用句型时的一个难点。
c. Listen and answer.Where is the cat ②Read the sentences, and answer Yes or No T: It is running again. Where is the cat Let’s listen to a dialogue and find the answer. T: Where is the cat T: Is there a mouse behind the curtains T: Let’s read some sentences.Are there any chairs in the room Is there a chair in front of the window Is there a board on the wall T: Are there any school things in the room There are two questions. Let’s listen again and find the answer. ( Ss listen)Ss: It’s behind the curtains.Ss: No, there isn’t.Ss: Yes, there are.Ss: No, there isn’t.Ss: Yes, there is.( Ss listen) 由“猜小猫的位置”的活动引入到教材中的听力材料，让学生带着问题去听，感知理解句型。完成课本中听对话，回答Yes/No的练习。将原本看图可知道的问题，变为让学生通过听对话来找出答案，让“听”更有意义，锻炼了学生从听中获取信息的能力。
教学步骤 媒体应用 教师行为 学生活动 设计意图
S1: Are there any books in the schoolbag S2: Yes, there are.S3: Are there any pens in the pencil case S4: No, there aren’t.
Step 3 Drills Task 1 Make a sentence.Have Ss work in groups, then share in the class. T: Well done!Let’s play a game. I have some cards. What is it T: You, come here. Stand on a line. Now there is a question mark. Can you change and make a sentence T：OK. Let’s read together. T: Right or wrong Do you want to play Now let’s work in groups.T: Which group want to share Ss: behind the curtains, Is, there, a cat.(学生连词成句)Ss: Is there a cat behind the curtains Ss work in groups.Ss share in the class. 在理解并初步运用了核心句型的基础上，让学生通过“连词成句”的任务活动，进一步巩固核心句型的结构，弄清there be句型陈述句和一般疑问句之间的转换关系，让学生学会灵活运用两种句型。
Step 4 Consolidation a. Look at some pictures of rooms. T: This is Toby’s room. The school things everywhere. The pen is under the chair. Is it tidy or untidy Let’s share some pictures. Ss: Untidy. 情感价值观渗透，欣赏整洁、干净的教室、老师办公室、卧室等照片，并为下一个任务活动作好铺垫。
教学步骤 媒体应用 教师行为 学生活动 设计意图
b. Task 2 A small designer.Design a room with partners. T: Do you like them OK. Now you are a designer. Look Task 2 , a small designer.① Choose one. A classroom, a teacher’s office, a bedroom or others.②Design in groups.③Give you 4 minutes.T: Take out these.Here is a room. You can stick or draw. Work in groups. Ss work in groups. 让学生小组合作，当当小小设计师。选择设计教室、办公室、卧室或者其他房间进行设计，用老师所给的材料，画一画、贴一贴，培养动手能力和小组合作交流能力。
c. Show Time. T: It’s show time.Which group T: Let’s look.Oh, it’s beautiful and bright. I like it. S1: Hello. How is your (classroom) Is it big G1: Yes.S2: Is there a board on the wall G1: Yes, there is.S3: Are there any chairs in your classroom G1: Yes, there are.S4:... 小组展示。小组成员齐上阵，与台下同学互动交流。台下同学运用本节课重点句型轮流来询问该小组设计的房间情况，小组成员回答。最后展示房间图片。教师评价奖励。