学科 英语 年级 三年级 课型 新授课 设计者 刘欣雨
课题 Unit6 My Home Lesson1 课时 1
课标要求 According to the New Curriculum Standard 2022, teaching design should based on the core competence of English subject. We should focus on the theme to organize the content, and also follow the English learning activity concept to achieve the integration of teaching, learning and evaluation, which is the most important rule through the design.
教材分析 According to the general objectives of the English curriculum and core competence of English discipline. My teaching concept is: Through English learning, students can develop listening ability and speaking ability. This is a listening and speaking lesson. It talks about rooms at home.
学情分析 Age Characteristics The students are in Grade3.They are interested in English. And they have a strong desire to learn things. Language Ability. They have already learned some knowledge related to family, home and rooms. They have already learned the main sentence patterns of this lesson: Where is ... He’s/She’s in the ... Want to develop. According to the new curriculum standards, level one goals, I want to continue to develop my students listening and speaking skills and develop their ability to work in a pair. At the same time, develop students to create their own text by using the learned knowledge.
核心 素养 目标 Language ability Students can understand and speak words and phrases related to home and rooms: home, bedroom, living room, bathroom, dining room, study, kitchen. Students can use the functional sentences they have already learned: Where is the... to ask someone where they are, and students can use He’s/She’s in the ...to answer. 3.Students try to use the sentence pattern: We can...to talk more about the rooms and understand the functionality of different rooms.
Learning ability Students can complete pair work with partners and feel the importance and joy of collaborating with others. Students can listen attentively to others during activities and try to express their opinions. 3.Most of students can independently complete the task of introducing their own home using the sentence patterns they have learned.
Thinking quality Students can develop thinking ability to build their own home.
Cultural awareness Students can understand the meaning and importance of family. Students can realize that a family together is a sweet home.
教学重点 1.Students can understand and speak words and phrases related to home and rooms: home, bedroom, living room, bathroom, dining room, study, kitchen. 2.Students can use the functional sentences they have already learned: Where is the... to ask someone where they are, and students can use He’s/She’s in the ...to answer.
教学难点 Students can independently complete the task of introducing their own home using the sentence patterns they have learned.
教学方法 情境教学法：通过创设家庭生活情境，结合图片、音频和实际活动，帮助学生理解并运用与房间相关的词汇和句型。 游戏教学法：利用“我说你做”等互动游戏调动学生积极性，复习动词短语，激活旧知。 任务型教学法：设计配对练习、小组对话等活动，让学生在完成任务中巩固句型。 多媒体辅助教学：通过PPT展示家庭场景、播放音频跟读，增强学生的视听感知，强化单词发音和意义记忆。 情感渗透法：在教学中融入节约粮食、保持房间整洁、分担家务等情感教育，培养家庭责任感。
教学过程
教学环节 教师活动 学生活动 设计意图
Step1 Warm-up Greetings. Introduce myself through rap. 3.Play a game:I say you do. 1.Greetings. 2.Listen and do the action. 热身环节：教师通过rap自我介绍，拉近与学生的距离。再通过我说你做的游戏，调动学生的积极性，同时复习了在房间内可做的动词短语，激活旧知。
Step2 Lead-in 1.Sing a chant together and ask:What does the chant about (Joy’s family) 2.Show Ss pictures and ask:Where are Joy’s family Who are at home Where are they 1.Sing a chant. 2.Look,think and answer. 导入环节：用唱chant的方式活跃课堂氛围，从chant过渡到Joy’s family，再引出本课的主题---家，再次询问谁在家，把家庭人物出示出来，为后面的教学做铺垫。
Step3 Presentation ·bathroom 1.Show a picture of brother and say:He’s washing hand. 2.Lead Ss to ask: Where is the brother 3.Play the tape:bathroom then teach(运用简单的拼读和组合词法教读) 4.Lead Ss to answer:He’s in the bathroom. 5.Let Ss to judge yes or no. ·dining room 1.Circle water bottle and ask:What’s this 2.Lead Ss to ask:Where is the sister 3.Play the tape:dining room then teach(运用简单的拼读教授) 4. Lead Ss to answer:She’s in the dining room. 5.Let Ss to choose A or B. 6.Show pictures about save food. ·living room 1.Guess:What’s this 2.Lead Ss to ask:Where… 3.Play the tape:living room then teach. 4.Lead Ss to answer:He’s… 5.Choose one S to put the card on the blackboard then ask. 6.Lead Ss to say:We can…in the… 7.Show Ss we can do so many things with our family.We have a good time. ·bedroom 1.Ask:What’s grandmother doing What’s this 2.Lead Ss to ask:Where… 3.Let Ss to choose the word and try to read it then play the tape to check. 4.Lead Ss to answer:She’s… 5.Choose one S to put the card on the blackboard then ask. 6.Lead Ss to say:We can…in the… 7.Show Ss pictures of clean and messy rooms. ·study 1.Ask：What’s the father doing 2.Guess and ask:… 3.Listen ,repeat and try to answer… 5.Choose one S to put the card on the blackboard then ask. 6.Lead Ss to say:We can… ·kitchen 1.Guide Ss to ask… 2.Play a tape for Ss then let Ss guess where is it 3.Play the tape：kitchen then teach. 4. Lead Ss to answer:… 5. Choose one S to put the card on the blackboard then ask. 6.Ask Ss：Who often cooks and washes dishes in your family 1.Look and think. 2.Listen and repeat. 3.Read after the teacher. 4.Judge yes or no. 1.Answer the question. 2.Listen and repeat. 3.Read after the teacher. 4.Choose A or B. 1.Guess 2.Listen and repeat. 3.Put the card on the blackboard and ask. 4.Think and say. 1.Think and answer. 2.Choose and read. 3. Put the card on the blackboard and ask. 4.Think and say. 1.Look and answer. 2.Guess and answer. 3.Listen,repeat and say. 4. Put the card on the blackboard and ask. 5.Think and say. 1.Think and ask. 2.Think and guess. 3.Listen and repeat. 4. Put the card on the blackboard and ask. 5.Answer the question. 在呈现bathroom时：通过简单的拼读掌握th的发音。让学生判段在卫生间的行为是否可以，强化卫生间的功能性，同时让学生将单词的音与义结合起来，记忆单词。 在呈现dining room 时：提问water bottle这个旧知来激发学生问出句型，通过简单的拼读掌握dining的发音。通过选择题让学生了解饭厅的功能是吃饭而非做饭，同时利用图片判断浪费粮食的行为是不好的，渗透要节约粮食，不浪费的观点。 在呈现living room时：让学生猜测激疑，抽学生将卡片贴到家里考察学生是否理解单词意思，通过让学生思考回答能在客厅里做的活动，了解客厅的功能性，拓展学生的思维同时操练新单词，并进行情感教育，家庭时光很美好。 在呈现bedroom时：通过已知学习新知，从bed过渡到bedroom，让学生自己选择并尝试拼读，抽学生将卡片贴到家里考察学生是否理解单词意思，通过让学生思考回答能在卧室里做的活动，了解卧室的功能性，拓展学生的思维同时操练新单词。利用图片让学生选择喜欢干净的还是脏乱的房间，渗透要打扫房间，爱干净的情感教育点。 在呈现study时：通过询问、猜测，引导学生独自提问，并尝试自己作答。抽学生将卡片贴到家里考察学生是否理解单词意思，通过让学生思考回答能在书房里做的活动，了解书房的功能性，拓展学生的思维同时操练新单词。 在呈现kitchen时：通过听厨房洗碗的声音猜测人物所在的房间，放手让学生自己提问，自己回答。最后通过提问让学生了解厨房的功能性并引导学生在家可以帮长辈洗碗，分担家务，渗透家庭劳动教育。
Step4 Practice 1.Play the tape for Ss. 2.Show Ss a pair work demonstration. A:Where is the... B:He’s/She’s in the... 4.Show Ss a picture of teacher’s home then introduce the home to Ss. 5.Let Ss match and talk based on the sentence patterns. 1.Listen and repeat. 2.Listen and number. 3.Do pair work. 4.Match and talk with partners. 通过听音跟读、听音排序检测学生单词掌握情况。通过两人对话练习，检测学生是否掌握主要句型，同时锻炼学生合作能力。通过学生自己介绍自己的家，生成一篇新的文本，培养学生的思考能力，语言组织能力，同时在介绍中体会到家和家人的重要性。
Homework Share your home with other classmates.
Blackboard Design
Teaching Reflection 优点： 课堂活动丰富，学生参与度高，尤其在游戏和对话环节表现积极。 结合生活实际，学生能快速理解房间功能并运用句型。 情感教育自然渗透，如通过图片对比强调节约和劳动意识。 改进点： 部分学生在独立介绍家庭时语言组织较吃力，需增加句型支架（如提供关键词提示）。 时间分配可优化，单词操练环节可适当压缩，留更多时间给学生自主表达。 需关注基础较弱的学生，通过分层任务确保全员参与。 总结：整体达成教学目标，学生能掌握房间词汇和功能句型，但需加强语言输出的多样性和流畅性。(共18张PPT)
Unit 6 My Home
Lesson 1
人教版（新起点）三年级上册
Know about me.
Nice to meet you everybody!
I’m not tall but I am pretty.
I like running and I like jumping.
I can cook and I can read.
I can draw and I can swim.
I can dance and I can sing.
Let’s sing.
It’s about(关于) .
A.Joy’s family
B.Joy’s school
Look and say.
at the zoo
at school
at home
This is Joy’s home.
Look,think and say.
bathroom
Where is the brother
He’s in the .
We can in the bathroom.
We can in the bathroom.
We can in the bathroom.
Look,think and say.
Where is the sister
She’s in the .
dining room
We can in the dining room.
A.
B.
eat
cook
Look,guess and say.
Where
living room
We can in the living room.
is the grandfather
He’s in the
.
Look,choose and say.
She’s .
Where
A.dining room
B.living room
is the grandmother
We can in the .
sleep
C.bedroom
bed
in the bedroom
Look,think and say.
Where is the father
He’s in the
study
.
We can .
Look,listen and say.
Where is the mother
She’s in the
kitchen
.
wash dishes
We can .
Activity:Listen and repeat.(听音跟读)
Activity:Listen and number.(听音标号)
①
②
③
④
⑤
⑥
Activity:Pair work. (两人活动)
Where is the__________
He’s /She’s in the __________.
A:
B:
My father is in the living room.
Look and say.
This is my home.
My mother is in the bedroom.
My grandfather is in the dining room.
My grandmother is in the kitchen.
My sister is in the study.
My brother is in the bathroom.
I love my home.
Activity:Let’s talk.
1: Match. （将家庭成员和房间连线）
2: Talk with your partners.（和同桌说一说你的家）
3: Show time.
Family is important to everyone!
Love your family and love your home!
Homework:
Level 1:Finish the worksheet and share it with your classmates.
Level 2:Make a video to talk about your home.
Goodbye!
