Unit Four My home 教案

Unit
Four
My
home
单元整体分析
本单元是义务教育灵通版（pep）小学英语教科书四年级上册第四单元。单元主题为My
home（我的家）。主情景图展示了几个学生以及Zoom和Zip的家居生活，从而揭示本单元的主题：描述家里的居室及物品设施。
A部分共三页，分三课时。第一课时为情景对话和练习部分。Let’s
talk部分Amy向Sarah介绍自己的小猫，然后两个人在家里的房间找来找去，终于找到了它。以此介绍了询问物品或人物位置的句子：Is
she
in
the
...
以及表示房间名称的词汇：living
room,
study,
kitchen。之后的Let’s
play是个猜东西位置的游戏。以此来练习重点句式。第二课时为词汇学习课时，Let’s
learn中介绍了房间名称词汇：bedroom,
study,
living
room,
kitchen,
bathroom以及询问物品或人物位置的句子：Where
is
...
Is
she
in
the
... 之后的Let’s
do通过指令活动来练习房间名称以及在这个房间里能做的活动。第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个活动，让学生学习元音字母u在开音节中的发音/
ju:/。
B部分共四页，分两课时。第一课时仍然呈现情景对话和练习。Let’s
talk中John和妈妈到处找门钥匙，最后发现它在门上。以此来引出询问物品和人物位置的句子Where
are...
Are
they
...
以及词汇：table,
phone。
之后的Ask,
answer
and
write活动来练习重点句式与单词。第二课时以John和Mike的对话来学习新的词汇：sofa,
phone,
table,
fridge之后通过一个活动Let’s
play来练习句子。进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并判断的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。
C部分的故事这次是有关熊伯伯和熊爷爷的故事。他们在不同的地方找自己的眼镜，最后发现眼镜还给戴反了。学生们通过阅读这个有趣的故事来整合本单元的重点句式及词汇，并拓展自己的词汇。
单元教学目标
知识目标：
1.词汇：学生能够听、说、认读单词：bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
sofa,
phone,
table,
fridge
2.句型结构：能够听懂、会说、认读句型Where
is
she
She’s
in
the
kitchen.
Open
the
door,
please.
Look!
They
are
in
the
door.
3.
字母与语音：能够掌握字母u在开音节里的发音，即/
ju:/
能力目标
1.
能够正确使用重点词汇来描述家里的居室及物品设施
2.
能够在有意义的语境中抄写上述话题词汇
3.
能够在真实或模拟的情景中运用句型Is
she
in
the
...
Yes,
she
is.
/
No,
she
isn’t.
Where
are
the
...
Are
they
in
...
Yes,
they
are./
No,
they
aren’t.
询问物品、人物的位置并做出相应判断。
4.
能够在情景中运用句型Open
the
door,
please.
提出行动建议
5.
能够读出符合开音节发音规则的含有字母u的单词；并能根据发音拼写出符其发音规则的单词
情感态度、学习策略、文化意识目标
1.
在生活中能够主动询问或对别人的询问能够热情应答
2.
能够感受到家的温馨，从而激发学生爱家、爱家人的情感
3.
能够主动收拾物品并摆放整齐，养成良好的生活习惯
4.
能够逐步做到见到符合u-e发音规则的单词，并能够根据发音拼写符合u-e发音规则的单词。
教学重难点
教学重点
1.
能够听、说、认读单词：bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
sofa,
phone,
table,
fridge
2.
能够听懂、会说句型Where
is
she
She’s
in
the
kitchen.
Open
the
door,
please.
Look!
They
are
in
the
door.
3.
能够正确使用重点词汇来描述家里的居室及物品设施
4.
能够掌握字母u在开音节里的发音，即/
ju:/
教学难点
1.
能够在真实或模拟的情景中运用句型What’s
his/her
name
His/
Her
name
is
...
Who’s
he
/
she
He
/
She
is
...
询问他人的姓名或身份，并能回答
2.
能够认读并在情景中运用句型Is
she
in
the
...
Yes,
she
is.
/
No,
she
isn’t.
Where
are
the
...
Are
they
in
...
Yes,
they
are./
No,
they
aren’t.
询问物品、人物的位置并做出相应判断。
3.
能够在有意义的语境中抄写话题词汇
4.
能够根据u在开音节里的发音规则拼读单词，并能够根据其发音规则拼写单词
教学方法
情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法
教学时间
本单元教学用时两周，建议使用六课时完成教学任务
第一课时：A.
Let’s
talk.
Let’s
play
第二课时：A.
Let’s
learn.
Let’s
do
第三课时：A.
Let’s
spell.
第四课时：B.
Let’s
talk.
Ask,
answer
and
write
第五课时：B.
Let’s
learn.
Let’s
play
第六课时：C.
Story
time.
B.
Read
and
write.
Let’s
check.
Let’s
sing.
知识视窗
音译词
音译词是以读音相近的字翻译外族语言而形成的词。也就是说，原来本族语中并没形容这种物品的词语，只好借用与原族文字的音相近的字组成词语。比如我们的沙发来自英语发音：sofa，吉普来自英语发音：jeep，芒果来自英语：mango，芭蕾来自英语ballet,
保龄来自bowling,
迪斯科来自disco,
皮卡车来自pickup,
坦克来自tank，基因来自gene。读读看，是不是非常相近呢？不过其实英语中也有来自汉语里的音译词，比如tofu豆腐，kung
fu功夫，mahjong麻将。
宠物在家庭中的地位
在西方国家，由于受宗教等的影响，宠物也被大多数西方人认定为家庭的一员，具有和其他成员一样乃至更高的家庭地位。它们并不是一个用来陪伴的玩物，而是有尊严有权利的正式家庭成员。2013年美国人在宠物身上的花费为六千万美元。人们不仅为他们的宠物花很多钱，甚至还会冒着生命危险来拯救自己的宠物。而且，在某些法律案件里，因为宠物的死亡可能为主人带来心理、情绪上的损失，所以法官要据此考虑应有的赔偿。在西方，动物保护的各种法规越来越完善，善待宠物，与宠物平等友好相处并不仅仅是个人行为，可能还是法律义务。
第一课时
课时内容
A.
Let’s
talk；Let’s
play
课时分析
在Let’s
talk部分，Amy向Sarah介绍自己的宠物猫，告诉Sarah自己的猫非常可爱。Sarah想看看它。然后两个人在客厅、书房等地方都没有找到它，最后发现它在厨房的冰箱顶上。在这个过程中，学生可以了解三个居室的名称：living
room,
study,
kitchen，同时可以了解询问人物或物品的位置的句子：Where
is
she
Is
she
in
the
living
room
以及回答：She’s
in
the
kitchen.
No,
she
isn’t.
要注意提醒学生的是，在西方，宠物被视为家庭成员，所以在课文中没有用it，而是用的人称代词she来代指猫。
Let’s
play是个猜物品位置的游戏。一个同学把自己的文具藏起来，让另外一个同学找一找。在找的过程中，要使用句式：Where
is
my...
Is
it
in...
Is
it
on...
等。使学生在相对真实的语境中理解重点句式，感受重点句式的含义和用法。同时，在游戏中做到可以自由地表达。
课时目标
1.
能够听懂、会说句型：Where
is
she
Is
she
in
the
living
room
Is
she
in
the
study
Yes,
she
is.
/
No,
she
isn’t.
She
is
in
the
kitchen.
2.
能够听懂、会说以下词汇：living
room,
study,
kitchen
3.
能够听懂、会读对话，并能分角色表演
4.
能够在真实或模拟的情景中正确使用句型Is
she
in
the
...
Yes,
she
is./
No,
she
isn’t.
询问物品或人物的位置
5.
能够大胆表达，乐于使用英语与他人进行交流
课时重难点
1.重点
能够听懂、会说句型：Where
is
she
Is
she
in
the
living
room
Is
she
in
the
study
Yes,
she
is.
/
No,
she
isn’t.
She
is
in
the
kitchen.
能够听懂并使用词汇：living
room,
study,
kitchen
能够听懂、会读对话，并能分角色表演
2.
难点
能够在真实或模拟的情景中正确使用句型Where
is
she
Is
she
in
the
living
room
Is
she
in
the
study
Yes,
she
is.
/
No,
she
isn’t.
来询问并人物、物品位置
教学准备
1.
多媒体课件、录音机、磁带
2.
单词图片
教学过程
Step
1
Warm
up
1.
播放歌曲：Finger
family.
学生先倾听，再学唱。
Teacher：Boys
and
girls,
let’s
listen
to
a
song,
finger
family.
Father
finger,
father
finger,
where
are
you
Here
I
am,
here
I
am,
how
do
you
do
Mother
finger,
mother
finger,
where
are
you
Here
I
am,
here
I
am,
how
do
you
do
Brother
finger,
brother
finger,
where
are
you
Here
I
am,
here
I
am,
How
do
you
do
Sister
finger,
sister
finger,
where
are
you
Here
I
am,
here
I
am,
how
do
you
do
Baby
finger,
baby
finger,
where
are
you
Here
I
am.
Here
I
am.
How
do
you
do
Teacher:
Now
sing
with
it.
And
show
me
your
hand.
Let’s
sing
and
do.
设计意图：这首歌以五个手指作为一个家人，既在歌声中复习并巩固了家庭成员类的称呼，又熟悉了询问位置的句式：Where
are
you 为本课时的学习奠定基础。此外，这首歌在演唱时可以利用手指进行动作演示，充满了乐趣，能够极大地激发学生的学习兴趣，为英语学习营造良好的氛围。
Step
2
Lead
in
1.
询问自己物品的位置，请学生来回答。
Teacher：Where
is
my
book
Is
it
in
the
desk
Is
it
in
your
schoolbag
Is
it
under
the
desk
Is
it
on
the
desk.
引导学生回答：No,
it
isn’t.
Yes,
it
is.
设计意图：通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes,
it
is.
No,
it
isn’t来回答。
2.
展示猫的部分图片，请学生猜一猜它是什么，讲授单词cute。
Teacher:
Look
at
this
picture.
Guess,
what
is
it
Is
it
a
book
Is
it
a
key
Is
it
a
candy
Try
to
guess,
please.
Teacher:
Yes,
it’s
a
cat.
Is
it
cute
Yes,
it
is
very
cute.
And
look
at
this
cute
dog.
This
tiger
is
cute,
too.
Do
you
like
the
cute
cat
设计意图：以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。
Step
3
Presentation
1.
提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：Do
you
like
cats
Do
you
have
a
cat
Amy
has
a
cat.
Is
it
cute
Where
is
it
Let’s
listen
and
find.
2.
播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher:
Answer
the
question,
please.
Yes,
Amy’s
cat
is
cute.
The
cat
is
in
the
kitchen.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.
出示教材中的图片，使学生理解新词含义和拼写方法。
Teacher：Look
at
this
picture.
Where
is
it
Is
it
the
kitchen
No,
it’s
the
living
room.
（板书单词）Read
it
together,
please,
living
room.
Look
at
this
one,
is
it
a
living
room
No,
it’s
the
study.
（板书单词）Read
it
one
by
one,
please.
And
where
is
it
Yes,
it’s
the
kitchen.
（板书单词）Girls
read
it,
please.
Boys
read
it,
please.
设计意图：以一般疑问句的形式来讲授居室类单词。
Step
4
Practice
1.
再次播放课文录音。学生跟读课文。
Teacher:
Boys
and
girls,
let’s
read
the
dialogue
after
the
tape.
Please
listen
carefully,
read
carefully.
2.
学生分角色朗读课文。
Teacher:
Now,
who
wants
to
be
Amy
Who
wants
to
be
Sarah
Let’s
read
it
in
roles.
3.
请学生戴上头饰来扮演对话的角色，表演对话。
Teacher:
Now
we’ll
find
the
best
actor
or
actress.
Please
come
to
the
front
and
show
the
dialogue.
设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
4.
出示不同房间的图片，学生快速说出单词。
Teacher：Look
at
the
pictures
of
the
rooms.
What
is
it
Say
the
word
quickly.
设计意图：帮助学生将语音与语义结合起来进行记忆。
5.
做动作，让学生猜猜看这是在哪个房间。
Teacher：Look
at
me,
what
am
I
doing
I
am
watching
TV.
So
what
room
am
I
in
Yes,
I
am
in
the
living
room.
Teacher:
Can
you
do
some
actions
Where
is
he
Where
is
she
Guess
设计意图：通过动作来猜测房间名称，使学生更好地理解房间的意思，并能够更好地理解重点句式的问答。
6.
完成Let’s
play.
活动。
Teacher:
Now,
let’s
play.
Let’s
play
hide
and
seek.
You,
please.（请学生闭上眼睛）Where
is
my
book
Ask
me,
please.
You
can
say
is
it
in
the
desk.
My
book
is
in
his
desk.
Teacher:
Who
wants
to
play
this
game
设计意图：以这种游戏来练习本课的重点句式。
Step
5
Summary
1.再次播放歌曲Finger
family，学生齐唱歌曲并表演。
Teacher:
Let’s
sing
the
song
finger
family
together.
Please
sing
and
do
the
actions.
设计意图：利用热身的歌曲来总结本课，让学生在歌声中熟悉本课询问位置的句式。
课堂作业
一、根据单词选出正确的图片。
(
)
1.
living
room
A.
B.
(
)
2.
study
A.
B.
(
)
3.
kitchen
A.
B.
二、为下列问句选择正确的答句。
(
)
1.Where
is
the
book
A.
He
is
in
the
living
room.
B.
It
is
in
the
desk.
(
)
2.Is
Amy
in
the
study
A.
Yes,
it
is.
B.
Yes,
she
is.
(
)
3.
Is
the
pen
in
the
pencil
box
A.
No,
it
isn’t.
B.
He
is
in
the
study.
三、连词成句。
1.
Is
in
your
desk
it
( )
________________________________________________________
2.
Where
my
is
pen
( .)
________________________________________________________
3.
in
She
the
is
kitchen
(.)
________________________________________________________
答案：
一、1.
B
2.
B
3.
A二、1.B
2.
B
3.
A
三、1.Is
it
in
your
desk
2.
Where
is
my
pen
3.
She
is
in
the
kitchen.
板书设计
Unit
Four
My
home
A.
Let’s
talk
living
room
study
kitchen
Where
is
...
Is
she
in
the
...
Yes,
she
is.
/
No,
she
isn’t.
第二课时
课时内容
A.
Let’s
learn;
Let’s
do
课时分析
在Let’s
learn部分，呈现了Amy家的截面图，二楼的卧室，书房，一楼的客厅、厨房和浴室。Amy的爸爸在问Amy在哪里。Amy的妈妈告诉他，Amy在书房里。以此为背景呈现居室名称类词汇：bedroom,
study,
living
room,
kitchen,
bathroom。询问物品或人物在哪里的句型：Where
is
...
Is
she
in
the
...
Let’s
do
是个与居室和活动相关的指令性活动。包括：Go
to
the
living
room.
Watch
TV.
GO
to
the
kitchen.
Have
a
snack等等内容。学生首先要熟悉这些居室的名称，还要了解这些动词短语的意思和读音，并能将两者正确地匹配起来。可以在教学中设计一些活动，让学生熟悉、操练这些内容。
本课时内容为重点话题的词汇支撑，可结合上课时的重点句式内容一起进行学习。引导学生创设虚拟的情景来进行交流，在交流中掌握新学习的知识，提高自己的语言表达能力。
课时目标
1.
能够听懂、会说、认读单词：bedroom,
study,
living
room,
kitchen,
bathroom
2.
能够在真实或虚拟的情景中听懂、会说、认读句式：Where
is
....
Is
she
/
he
in
the
...
Yes,
she/
he
is.
/
No,
she/
he
isn’t.
3.
能够听懂会说Let’s
do中的指令，并能做出正确的反应
课时重难点
1.重点：
能够使用重点词汇来描述居室名称
能够在真实或越拟的情景中使用重点句式询问人物或物品的位置
2.
难点：
能够听懂会说Let’s
do
中的语句，能够正确匹配居室和活动
教学准备
1.
多媒体课件、录音机、磁带
2.
居室单词卡片
教学过程
Step
1
Warm
up
1.呈现韵句：Where
is
it
学生先倾听，再跟唱，最后齐唱。
Teacher:
Let’s
chant.
Listen
to
me
first.
Where
is
it
Where
is
it
Is
it
on
the
desk
Is
it
in
the
bag
Is
it
under
the
chair
Where
is
it
Where
is
it
It’s
in
the
book.
It’s
in
my
book.
Teacher:
Now
please
chant
with
me.
Let’
s
chant
together.
设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关询问物品位置的句式，为接下来的学习做好知识与心理的双重准备。
Step
2
Lead
in
1.
播放图片来介绍自己的家。让学生通过真实的场景来理解新授单词的意思。
Teacher：Boys
and
girls,
where
is
it
It’s
my
home.
Welcome
to
my
home.
I
will
show
the
rooms
in
my
house.
This
is
my
living
room.
I
watch
TV
in
the
living
room.
This
is
my
kitchen.
I
have
a
snack.
I
cook
delicious
food
in
it.
This
is
my
bathroom.
I
take
a
shower,
wash
my
face
in
it.
This
is
my
study.
I
read
books
in
it.
This
is
my
bedroom.
I
have
a
nap
and
sleep
in
it.
Do
you
like
my
home （介绍的同时板书居室名称单词）
设计意图：本课时中学习到的各居室的名称在汉语中学生应该很清楚，但是英语名称与汉语名称的匹配可能并不是很清楚。以真实房间的图片使他们一目了然地明白各个居室的英语名称，同时通过老师的介绍使他们初步感受活动类短语的意思，为进一步的学习做好准备。
Step
3
Presentation
1.
引起阅读兴趣，播放课文录音。
Teacher：You
know
my
home
well.
Do
you
want
to
see
Amy’s
home
Let’s
listen
and
watch.
And
try
to
answer,
where
is
Amy
学生带问题认真倾听录音内容，然后尝试回答。
Teacher:
Now
show
me
you
answer.
Where
is
Amy
Yes,
she
is
in
the
study.
设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。
2.
再次播放课文内容，学生跟读。
Teacher：Listen
to
the
text
again
and
read
with
it.
设计意图：跟读，以掌握正确的读音
Step
4
Practice
1.
I
point
you
say.我指你说。教师指向黑板上的单词，学生快速读出单词。
Teacher：Now，I
point
you
say.
I
will
point
to
the
word
on
the
blackboard.
Please
read
the
word
quickly.
What’s
this
What’s
this
What
about
this
one
设计意图：此活动保证学生能够正确认读单词，使学生能将新词的字义与字形字音结合起来进行统一记忆。
2.出示居室图片，请学生快速说出其名称。
Teacher：Look
at
this
picture,
what
room
is
this
Yes.
Read
it
one
by
one,
please.
And
what
about
this
one
What
room
is
it
Boys
repeat
it,
please.
And
what
about
this
one
Girls
read
it,
please.
...
设计意图：通过看图说单词，使学生再次将单词的意思和单词的读音结合起来，统一进行记忆。
3.
出示单词卡片，学生先快速读出单词，再出示卡片的背面，让学生猜单词。
Teacher：Look
at
the
cards
of
the
new
words.
Please
read
it
as
quickly
as
you
can.
Teacher：
I
show
the
back
of
the
cards.
Guess,
what
word
is
it
You
can
say:
is
it
a
...
Please
have
a
try.
设计意图：通过猜单词，一方面培养学生认真倾听的能力，另一方面使学生自然地多次重复说出、听到新学习到的单词，提高他们对于单词的熟悉程度。
4.
针对各个房间进行活动问答。
Teacher：What
do
you
do
in
the
living
room
You
read
a
book.
You
watch
TV.
You
make
a
call....（板书短语watch
TV）Read
it
and
do
the
action
with
me,
watch
TV.
Teacher:
What
do
you
do
in
the
bedroom
You
do
your
homework.
You
sleep.
You
listen
to
music.
You
have
a
nap.
A
nap
means
you
sleep
for
a
short
time.
(板书短语have
a
nap）Read
it
and
do
the
actions
with
me.
Teacher:
What
do
you
do
in
the
kitchen
You
have
breakfast,
lunch
and
dinner.
You
cook.
Good.
Oh,
you
wash
the
dishes.
Good
girl.
（板书短语have
a
snack）Read
it
after
me
and
do
the
action,
please.
Teacher:
What
do
you
do
in
the
bathroom
You
can
take
a
shower.
You
can
take
a
bath.
（出示不同的图片，帮助学生区别两种活动）And
you
wash
your
face
and
hands.
（板书短语take
a
shower）Repeat
it
with
me
and
do
the
action,
please.
Teacher:
What
do
you
do
in
the
study
You
read
books
and
do
your
homework.
（板书短语
read
a
book）Repeat
it
with
me
and
do
the
action,
please.
设计意图：将在房间能够做的活动与房间结合起来。使学生加深对于房间词汇的理解和认识，帮助他们更加地记忆单词。同时，引出Let’s
do中的短语，为下一步的活动做好知识上的准备。
5.
房间与活动匹配。教师说出居室名称，学生说出相应的活动。教师做出动作，学生说出活动并说出相应的居室名称。
Teacher:
Now
let’s
match.
I
say
the
name
of
the
rooms,
you
say
what
you
do
in
it.
Teacher：
Now
I
do
the
action,
Say
what
I
do
and
where
am
I.
Teacher:
Who
wants
to
do
the
actions
Show
us,
please.
Where
is
he/
she
Are
you
in
the...

设计意图：通过这样的活动，使学生将活动与居室名称匹配起来，形成对于新授词汇的立体记忆，
并对于Let’s
do
指令的正确反应奠定了基础。
Step
5
Summary
1.
完成Let’s
do
活动。
Teacher:
Listen
and
show
me
the
actions.
Go
to
the
living
room.
Watch
TV.
Go
to
the
study.
Read
a
book.
Go
to
the
kitchen.
Have
a
snack.
Go
to
the
bedroom.
Have
a
nap.
Go
to
the
bathroom.
Take
a
shower.
Teacher:
Now
I
say
Go
to
the...
You
say
the
action.
Ready
Go
to
the
bathroom.
Yes,
take
a
shower.
Go
to
the
living
room.
Yes,
watch
TV.
Teacher:
Now
I
say
the
activities,
you
say
the
rooms.
Have
a
snack.
Yes,
you
should
say
Go
to
the
kitchen.
Read
a
book.
Good,
go
to
the
study.
设计意图：将指令活动改编成三个活动，学生先是熟悉两者的读音及匹配情况。接下来通过两个活动来帮助他们巩固匹配情况，以达到牢固掌握短语与居室名称的目的。
课堂作业
一、根据图片选择正确的单词。
(
)
1.
A.
bedroom
B.
living
room
(
)
2.
A.
living
room
B.
bathroom
(
)
3.
A.
kitchen
B.
study
(
)
4.
A.
bedroom
B.
kitchen
二、判断下列句子与图片是（T）否（F）相符。
(
)
1.
–Is
she
in
the
kitchen
--
Yes,
she
is.
(
)
2.—Where
is
she
---
She
is
in
the
study.
(
)
3.—Is
he
in
the
living
room
--
Yes,
he
is.
(
)
4.
–Where
is
she
--She
is
in
the
classroom.
三、将下列活动与相应的居室连起来。
Watch
TV
living
room
Take
a
shower
kitchen
Read
a
book.
bathroom
Have
a
snack.
study
Have
a
nap.
bedroom
答案：
一、1.
A
2.B
3.B
4.B
二、1.T
2.
F
3.
F
4.
T
三、略
板书设计
Unit
Four
My
home
A.
Let’s
learn
bathroom
study
kitchen
bedroom
living
room
Where
is
she
She
is
in
the
...
Is
she
in
the
...

Yes,
she
is.
/
No,
she
isn’t.
第三课时
课时内容
A.
Let’s
spell
课时分析
本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母u在单词中的发音，本课时主要学习其在开音节里发的双元音/
ju:
/。本活动中呈现的韵句为：One
cute
cat
uses
two,
two
balls.
Two
cute
cats
use
three,
three
balls.
Three
cute
cats
use
four
four
balls.
Four
cute
cats
use
five,
five
balls.
Five
cute
cats
use
six,
six
balls.
One,
two,
three,
four,
five,
six,
Five
cute
cats
playing
tricks.
韵句中呈现含有u的开音节词汇：cute,
use。同时在教材中以图片形式呈现语音例词use,
cute,
excuse。学生通过这些语音例词以及韵句的诵读，来感受并掌握字母u在开音节里的发音。之后的听一听，圈一圈，说一说的活动，让学生区分开音节与闭音节，将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母u在本单词中的发音是属于闭音节类还是开音节类，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。
在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。
课时目标
1.
能够感知并归纳字母u在开音节(u-e结构)中的发音规则
2.
能够读出符合u-e发音规则的单词
3.
能够根据单词的读音拼写出符合u-e发音规则的单词
课时重难点
1.重点：
能够感知并归纳字母u在开音节(u-e结构)中的发音规则
能够读出符合u-e发音规则的单词
2.
难点：
能够根据单词的读音拼写出符合u-e发音规则的单词
教学准备
1.
多媒体课件、录音机、磁带
2.
语音例词单词卡
教学过程
Step
1
Warm
up
1.
呈现韵句：Where
is
my
book
教师先示范，学生倾听后跟读，之后一起表演说。
Teacher：Boys
and
girls,
let’s
chant.
First,
please
listen
to
me.
Where
is
it
Where
is
it
Where
is
my
book
Is
it
on
the
desk
Is
it
on
the
desk
No,
it
isn’t.
It
isn’t
on
the
desk.
Is
it
in
the
desk
Is
it
in
the
desk
No,
it
isn’t.
It
isn’t
in
the
desk.
Is
it
under
the
desk
Is
it
under
the
desk
No,
it
isn’t.
It
isn’t
under
the
desk.
Where
is
it
Where
is
it
Where
is
my
book
It’s
in
my
schoolbag.
It’s
in
my
schoolbag.
Teacher：Now
please
chant
with
me.
Teacher:
Say
the
chant
together,
please.
设计意图：以学习过的文具作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。
Step
2
Lead
in
1.
与学生自由交流，引出语音例词。
Teacher:
Thank
you,
I
find
my
book.
Where
is
it
Yes,
it’s
in
the
schoolbag.
Oh,
I
don’t
have
my
pen.
Excuse
me,
can
I
use
your
pen
Thank
you.
Excuse
me,
can
I
use
your
pencil
Excuse
me,
can
I
use
your
ruler
...
设计意图：通过向学生借东西，使学生熟悉excuse，use两个语音例词的读音及其含义。
2.
请被借了东西的学生使用句式，要回自己的东西。
Teacher：Whose
ruler
is
this
Please
come
here
and
say
the
sentence:
Excuse
me,
can
I
use
the
ruler
And
the
pen,
the
pencil.
Come
here
please.
（板书单词：excuse,
use）Please
read
the
words
after
me,
first.
设计意图：衔接上一环节，让学生有机会来通过说句子练习本课的语音例词。
Step
3
Presentation
1.
播放语音韵句。学生先认真倾听。然后再跟读。
Teacher：Now,
let’s
listen
to
a
chant
about
these
words.
Listen
carefully.
Teacher:
We
have
many
cute
cats
in
the
chant,
isn’t
it
（板书cute）Read
it
please.
Teacher:
Listen
to
the
chant
again.
Now,
let’s
say
the
chant
after
it.
2.
学生自由说韵句，以自己的方式来打节奏。
Teacher:
Now,
say
the
chant
freely.
You
can
say
it
with
your
partner.
And
you
can
clap
your
hands
to
say
it.
3.
表演韵句。
Teacher：Now
let’s
act
the
chant
together.
设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。
4.
引导学生发现字母的发音规则。
Teacher：Look
at
these
words
on
the
blackboard.
What
can
you
find
Yes,
there
is
an
u
in
each
words.
What
is
the
sound
of
the
u
Let’s
read
and
find.
（和学生一起慢慢读每一个语音例词）What
is
the
sound
Yes,
it’s
/
ju:
/.
Look
at
my
mouth
and
say
with
me.
设计意图：通过拼读，让学生自己发现字母的发音规则，再模仿口型，获得发音的正确方式。
Step
4
Practice
1.
看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。
Teacher:
Boys
and
girls,
let’s
play
a
game.
I
will
say
a
word.
Look
at
my
mouth
carefully.
Guess
what
word
it
is.
And
try
to
say
it
loudly.
设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词的发音，以及字母u的发音方法。
2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。
Teacher:
Look
at
these
word
cards.
What’s
this
What’s
this
What
about
this
You
are
right.
Get
the
card,
please.
Teacher:
The
students
who
got
the
word
card
please
come
to
the
front.
I
will
say
the
word.
Please
put
up
the
correct
card.
设计意图：这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。
3.
读一读，听一听，圈出正确的单词。播放录音，学生根据听到的内容在字母串中圈出相应的单词。
Teacher:
Look
at
these
letters.
There
are
many
words
in
it.
Listen
and
find
the
word.
Circle
it.
Listen,
please.
Cute,
cut,
use,
fun,
tube,
excuse,
bus,
mum,
mule.
Teacher：Show
me
your
answer,
please.
Teacher：Now
let’s
read
these
words
together.
设计意图：此活动让学生将单词的字音与字形结合起来，同时帮助学生区分字母u在开音节与闭音节里的发音的区别。
4.
听一听，圈一圈，写一写，根据听到的内容，判断单词是闭音节（u）还是开音节(u-e)，圈出相应的规则字母，然后写一写听到的单词。
Teacher：Now,
please
listen,
circle
and
write.
Write
the
word
that
you
heard.
Duck
is
it
for
u
or
u-e
It’s
for
u.
So
circle
the
letter
u,
then
write
the
word
duck.
Now,
listen
carefully
and
write
the
words.
Duck,
cute,
up,
use.
Teacher:
Show
me
your
answer,
please.
Teacher:
Read
these
words
together,
please.
设计意图：学生先根据听到单词的发音判断其属于闭音节还是开音节，圈出相应的代表符号，再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式，另一方面也在书写中进一步体会字母在单词里的发音。
5.
编写语音小韵句，学生学唱。
Teacher:
It’s
chant
time.
Listen
first,
then
say
it.
U,
u,
u;
u,
u,
u;
u
is
in
use,
/ju:
/,./ju:
/,
/ju:
/.
U,
u,
u;
u,
u,
u;
u
is
in
cute,
/ju:
/,./ju:
/,
/ju:
/.
U,
u,
u;
u,
u,
u;
u
is
in
excuse,
/ju:
/,./ju:
/,
/ju:
/.
6.
表演韵句。给学生练习的时间，鼓励他们加入自己的动作，也可以小组合作，选择小组展示韵句节拍的方式，来有创意地表演韵句。
Teacher：Now，let’s
work
in
groups.
Please
act
the
chant
out.
You
can
choose
the
way
to
show
it.
设计意图：通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中，学生不知不觉地在重复、强调字母u在单词中的发音，为总结、巩固其发音规律奠定了基础。
Step
5
Summary
展示语音例词图片，学生快速抢读单词，之后再齐唱韵句。
Teacher：I’ll
show
some
words
quickly.
Please
say
it
loudly.
Teacher:
Well
done.
Let’s
chant
together.
设计意图：通过抢读单词和齐唱韵句的小活动，再现了本课的语音例词和语音知识，起到了总结所学的目的。
课堂作业
一、听录音，圈出正确的单词。
1.
cute
cut
2.
use
us
3.
tube
up
4.
mum
mule
5.
excuse
use
6.
bus
us
二、判断以下单词中划线部分的发音是（T）否（F）一致。
(
)
1.
up
us
(
)
2.
fun
tube
(
)
3.
cut
cute
(
)
4.cute
excuse
(
)
5.
us
bus
(
)
6.
use
tube
三、听录音，写单词，补全句子。
1.
___________
me,
may
I
have
your
pen
2.
Can
I
_______
your
pen
3.
Look
at
that
cat.
It’s
very
_______.
答案：
一、1.
cut
2.use
3.
up
4.
mum
5.
use
6.
us二、1.
T
2.
F
3.
F
4.
T
5.T
6.
T三、1.
Excuse
me,
may
I
have
your
pen
2.
Can
I
use
your
pen
3.
Look
at
that
cat.
It’s
very
cute.
板书设计
Unit
Four
My
home
A.
Let’s
spell
excuse
cute
use
bus
cut
us
第四课时
课时内容
B.
Let’s
talk,
Ask,
answer
and
write
课时分析
本部分在A部分的单词及句型学习的基础上，继续学习如何询问人物或物品位置的句式：Are
they
...
教材中，John
和妈妈回家之后，发现钥匙找不到了，他们先后在桌上、电话旁找，没有发现，最后John发现钥匙还在门上插着呢。这个故事场景是学生在生活中可能遇到的。有趣而又易理解。在对话过程中，学生能够感受并学习如何询问复数的物品或人物的位置及回答：Are
they
in/
on/
near/...
Yes,
they
are./
No,
they
aren’t.
句式结构与前几课时学习到的重点句式一样，但是单复数形式不同，要让学生在学习中关注到数量的变化，选择使用正确的句式。
Ask,
answer
and
write部分是两人活动。学生按自己的想法把钥匙、日记本、钢笔、眼镜等代表字母写在不同的位置。然后两人一组进行猜位置的活动。通过使用本课时的一般疑问句来询问同学把物品写在了哪个位置上。从而练习本课时中的重点句式。
本课中的table,
phone都为下课时要学习的重点词汇。在本课时中，只要求学生可以听懂会说即可。
课时目标
1.
能够听懂、会说句式：Where
are
they
Are
they...
Yes,
they
are.
No,
they
aren’t.
2.
能够理解并能正确认读课文对话，发音准确，语调自然
3.
能够在真实的语境中运用本课的句型来询问物品或人物的位置
课时重难点
1.重点：
能够听懂、会说句式：Where
are
they
Are
they...
Yes,
they
are.
No,
they
aren’t.
能够理解并能正确认读课文对话，发音准确，语调自然
2.
难点：
能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答
教学准备
1.
多媒体课件、录音机、磁带
2.
单词卡片
教学过程
Step
1
Warm
up
1.
呈现韵句：Where
is
my
book
教师先示范，学生倾听后跟读，之后一起表演说。
Teacher：Boys
and
girls,
let’s
chant.
First,
please
listen
to
me.
Where
is
it
Where
is
it
Where
is
my
book
Is
it
on
the
desk
Is
it
on
the
desk
No,
it
isn’t.
It
isn’t
on
the
desk.
Is
it
in
the
desk
Is
it
in
the
desk
No,
it
isn’t.
It
isn’t
in
the
desk.
Is
it
under
the
desk
Is
it
under
the
desk
No,
it
isn’t.
It
isn’t
under
the
desk.
Where
is
it
Where
is
it
Where
is
my
book
It’s
in
my
schoolbag.
It’s
in
my
schoolbag.
Teacher：Now
please
chant
with
me.
Teacher:
Say
the
chant
together,
please.
设计意图：以学习过的文具作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。
Step
2
Lead
in
1.
和学生进行猜宝游戏。请学生猜一猜自己的书和其他文具放在了哪里。
Teacher:
What’
s
this
Yes,
it’s
my
book.
Now
close
your
eyes,
please.
（将书放在一个位置）Open
your
eyes,
please.
Guess,
where
is
my
book
now
You
should
say
like
this:
Is
it
in
the
desk
Is
it
in
the
bag
Guess,
please.
Teacher:
What
are
these
They
are
my
pens.
Close
your
eyes,
please.
Now,
open
your
eyes,
please.
Where
are
my
pens
No,
you
should
say:
Are
they
in
the
desk
Read
after
me,
are
they
in
the
desk
（板书句子）
设计意图：通过不同数量物品的询问，使学生感受单复数之间的区别，
为课文对话的学习做好准备。
Step
3
Presentation
1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。
Teacher：You
are
good
at
finding.
Let’s
help
John
and
his
mother
find
their
keys.
Now
listen
and
find.
Where
are
their
keys
2.
讨论课文内容，帮助学生理解重点词汇及句式的意思，进而理解对话的内容。
Teacher:
Are
their
keys
on
the
table
（展示桌子的图片）Look,
this
is
a
table.
（指向学生的书桌）Is
this
a
table
No,
it’s
a
desk.
Are
their
keys
on
the
table
No,
they
aren’t.
（板书句式）Read
after
me,
please.
NO,
they
aren’t.
Are
they
near
the
phone
（出示电话图片）This
is
the
phone.
Read
it
one
by
one,
please.
Are
the
keys
near
the
phone
No,
they
aren’t.
Where
are
the
keys
Yes,
they
are
in
the
door.
设计意图：通过提问，使学生对即将学习的内容充满阅读兴趣。带着问题倾听，可以集中他们的注意力，并训练他们在倾听中抓住关键信息的能力。听后的讨论使他们能够更好地理解对话的内容，并能正确理解新词汇的意义。
Step
4
Practice
1.
播放课文内容，学生跟读，注意发音、语调。
Teacher：Now
read
the
dialogue
with
the
tape.
Please
read
it
carefully
and
loudly.
Pay
attention
to
the
pronunciation.
2.自由读对话内容，分角色表演课文。
Teacher：Read
the
dialogue
freely.
Then
I
will
ask
you
to
act
it
out.
Let’s
find
the
best
pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3.
展示图片，学生观察位置，接龙问答。
Teacher：Look
at
this
picture.
Where
are
the
notebooks
Are
they
on
the
desk
Yes,
they
are.
Please
ask
and
answer
one
by
one.
You
can
ask
Where
are
they.
And
you
can
ask
Are
they
in/
on/
under/
near
...
Please
do
it
now.
Teacher:
Look
at
this
picture.
Ask
and
answer
one
by
one
again.
设计意图：通过观察图片中物品的位置，学生自由进行问答。一个接一个地接龙使他们既可以练习问句，也可以练习答语。
4.
游戏：猜猜是什么。教师展示一幅图片，然后描述某件或某些物品的位置，使学生猜出教师说的物品是什么。
Teacher：Look
at
this
picture.
What
can
you
see
Teacher:
Now,
I
will
say
a
thing.
Please
guess
what
it
is
or
what
they
are.
Listen
carefully.
They
are
near
the
phone.
What
are
they
Yes,
they
are
book.
Teacher：Let’s
do
a
pair
work
like
this.
Ask
and
answer
in
pairs.
Teacher:
Which
pair
wants
to
show
your
dialogue
设计意图：通过游戏的方式使学生在真实的语境中使用重点句式，从而掌握其用法。
5.
完成活动：Ask，answer
and
write.
Teacher：Look
at
the
picture.
You
can
write
k,
b,
p,
g
in
the
circles.
Then
guess
where
your
partner
writes
them.
Guess
it
like
Sarah
and
Wu
Yifan.
Now,
please
write.
Teacher:
Please
read
what
Sarah
and
Wu
Yifan
say.
Teacher:
Now
play
it
in
pairs.
Teacher:
Which
pair
wants
to
show
your
dialogue
设计意图：因为学生填写单词的位置是随机的，所以就产生了信息差。学生通过使用本课时的重点句式询问出同学写的物品的位置。这为学生提供了一个相对真实的语境来使用语言，帮助他们更好地掌握语言，提高自己的口语表达能力。
Step
5
Summary
1.
呈现韵句：Where
is
my
book
学生齐说。然后请学生利用本课的重点句式改写韵句并表演。
Teacher：Let’s
say
the
chant
where
is
my
book
together.
Teacher:
Now
try
to
make
a
chant
with
the
sentences
on
the
blackboard.
Teacher:
Show
your
chant,
please.
设计意图：通过改编韵句，使学生在吟唱中再一次重点句式的表达。
课堂作业
一、根据图片内容选出正确的单词，将序号填入括号内。
(
)
1.
A.
table
B.
desk
(
)
2.
A.
phone
B.
computer
(
)
3.
A.
keys
B.
door
(
)
4.
A.
glasses
B.
pens
二、为下列问句选出正确的答句。
(
)
1.
Where
is
the
pen
A.
It’s
on
the
table.
B.
They
are
on
the
desk.
(
)
2.
Where
are
my
notebooks
A.
It’s
in
the
desk.
B.
They
are
in
the
schoolbag.
(
)
3.
Is
it
on
the
table
A.
Yes,
it
is.
B.
Yes,
they
are.
(
)
4.
Are
they
near
the
phone
A.
No,
it
isn’t.
B.
No,
they
aren’t.
三、连词成句。
1.
keys
are
Where
the
( )
________________________________________________
2.
near
Are
the
they
phone
( )
________________________________________________
3.
door
the
Open
please
(,
)
(.)
________________________________________________
答案：
一、1.
A
2.
B
3.
A
4.
B二、1.
A
2.
B
3.
A
4.
B三、1.
Where
are
they
keys
2.
Are
they
near
the
phone
3.
Open
the
door,
please.
板书设计
Unit
Four
My
home
B.
Let’s
talk
Where
are
the
keys
Are
they
on
the
table
No,
they
aren’t.
Are
they
in
the
door
Yes,
they
are.
第五课时
课时内容
B.
Let’s
learn;
Let’s
play
课时分析
本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地利用本单元的句式，描述居室内的物品陈设。
Let’s
learn中，呈现了一个客厅的图片，John询问Mike钥匙在哪里，John告诉他在冰箱上。借此呈现了家具陈设类词汇：sofa,
bed,
phone,
table,
fridge,
以及本单元询问物品的位置的句式：Where
are
they
keys
以及回答They’
re
on
the
fridge.
本课时中的物品都是学生日常生活中常常见到的，非常熟悉的东西，所以理解起来应该不难。要在教学中帮助学生认读并拼写这些重点词汇。
Let’s
play部分是个考验记忆力和表达能力的游戏。学生需要逐次增加一个句子来进行游戏。这考验了学生的句式储备量和记忆、反应能力。可以两人一组进行比赛，也可以在全班范围内进行挑战赛，找出最棒的一位。
词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。
课时目标
1.
能够听懂、会说、认读单词sofa,
bed,
phone,
table,
fridge
2.
能够听懂、会说、认读句式：Where
are
the...
They
are
...
3.
能够熟练且正确地询问并回答物品的位置
课时重难点
1.重点：
能够听懂、会说、认读单词sofa,
bed,
phone,
table,
fridge
能够听懂、会说认读句式：Where
are
the...
They
are
...
2.
难点：
能够熟练且正确地询问并回答物品的位置
教学准备
1.
多媒体课件、录音机、磁带
2.
单词图卡
教学过程
Step
1
Warm
up
1.
通过多媒体课件出示学习过的教室里的陈设的图片，请学生抢读单词。
Teacher:
Look
at
these
pictures.
Please
say
the
word
as
quickly
as
you
can.
Let’s
see
who
is
the
first.
设计意图：以快速读出单词的方式来复习有关教室里的陈设的单词。这些单词与本课时要学习的单词有相似之处。以复习来热身，可以帮助学生唤醒已有知识，为新知识的学习做好准备。
Step
2
Lead
in
1.
展示一幅教室的图片，请学生描述教室里各种陈设的位置。
Teacher：Look
at
this
classroom.
I
can
see
a
picture.
Where
is
it
Yes,
it’s
near
the
window.
I
can
see
some
flowers.
Where
are
they
Yes,
they
are
on
the
window.
What
can
you
see
Where
is
it
or
where
are
they
Please
say
it.
设计意图：利用与上一环节中相关的教室的陈设来使学生复习和熟悉如何描述物品的位置的句式，为新知识的学习做好准备。
Step
3
Presentation
1.提出问题，引起阅读兴趣，播放课文录音，学生认真倾听，并尝试回答问题。
Teacher：Do
you
see
keys
in
the
classroom
Where
are
they
Teacher:
John
are
looking
for
some
keys
Where
are
they
Listen
and
find.
Teacher:
Answer
the
question,
please.
Where
are
they
keys
Yes,
they
are
on
the
fridge.
（展示冰箱图片，讲授单词的发音）Read
after
me,
please,
fridge.
（板书单词，再次提醒学生单词发音）Repeat
it,
please.
2.
讨论教材图片内容，帮助学生理解、熟悉新授词汇。
Teacher:
Look
at
the
picture.
What’s
this
Yes,
it’s
a
sofa.
（板书单词）Boys
read
it,
please.
Girls
read
it,
please.
Is
this
a
sofa
No,
it
isn’t.
It’s
a
phone.
(板书单词)Read
it
together,
please.
And
this
is
the
table.
（板书单词）Please
read
it
together.
What’s
this
It’s
a
bed.
(
板书单词)
Read
it
one
by
one,
please.
设计意图：通过交流使学生直观地理解重点词汇的意思，帮助其理解掌握单词。
Step
4
Practice
1.
游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。
Teacher：Let’s
play
a
game.
I
point
you
say.
I
will
point
to
the
words
on
the
blackboard,
please
say
it
as
quickly
as
you
can.
Let’s
find
who
is
the
fastest.
设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。
2.
出示单词图卡，请学生快速说出单词。
Teacher:
Look
at
my
cards.
What
is
it
What
is
this
What
are
these
设计意图：以此活动来帮助学生理解并说出本课重点单词，并复习之前学习过的教室陈设的单词。
3.
乱序呈现组成单词的字母，请学生猜出单词并拼写。
Teacher：Look
at
these
letters.
Please
put
them
in
order.
What
word
is
it
Yes,
it’s
the
word
sofa.
Let’s
try
next
one.
What’s
this
设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。
4.
呈现一个纷乱的客厅的图片，指定某个物品，请学生找出其位置。然后请学生两人小组针对图片进行对话。
Teacher:
Look
at
this
picture.
Is
it
a
bedroom
No,
it
isn’t.
It’s
a
living
room.
What
can
you
see
in
the
living
room
Where
is
the
TV
Yes,
it’s
on
the
table.
Where
is
the
phone
Yes,
it’s
near
the
fridge.
Teacher:
Please
do
a
pair
work.
Teacher:
Which
pair
wants
to
show
your
dialogue
设计意图：以这个以寻物为形式的问答活动来使学生在较为真实的语境中操练学习到重点词汇及句式。在使用、交流中掌握所学内容。
5.
完成Let’s
play
活动。
Teacher：Now
let’s
play
a
game.
I
say:
Look
at
that
room.
You,
please.
Say
my
sentence.
Yes.
Look
at
that
room.
Then
say
another
sentence,
please.
No,
you
should
say
something
about
the
room.
Yes,.
Next
one,
please.
Say
my
sentence
and
his
sentence,
then
your
sentence,
please.
Let’s
see
who
can
say
more.
设计意图：这既是个记忆游戏，也是个挑战自己的句式积累的游戏。学生需要记住前几个人说过什么，还要想出与之相关的句子增加上去。这个游戏难度会随着人数的增加而增加，能够很好培养学生的记忆能力和竞争意识。同时让他们在游戏中复习、练习学习过的句子。
Step
5
Summary
1.
教师使用客厅的图片，快速进行位置问答。
Teacher：
Look,
where
is
the
bed
Where
is
the
phone
Where
is
the
sofa
设计意图：快速问答的方式，既复习了本课学习到重点词汇，又复习到了本课及本单元的重点句式。帮助学生巩固了所学的知识。
课堂作业
一、根据图片提示，选择正确的字母补全单词。
(
)
1.
s___fa
A.
o
B.
a
C.
u
(
)
2.
b__d
A.
a
B.
o
C.
e
(
)
3.
fr__dge
A.
e
B.
i
C.
u
(
)
4.
ph__ne
A.
o
B.
u
C.
a
(
)
5.
t__ble
A.
e
B.
o
C.
a
二、选出下列各项中不是一类的单词，将其序号填入题前括号内。
(
)
1.
A.
sofa
B.
table
C.
key
(
)
2.
A.
bag
B.
bedroom
C.
living
room
(
)
3.
A.
kitchen
B.
fridge
C.
study
(
)
4.
A.
fridge
B.
desk
C.
table
三、匹配图片与句子，将正确句子的序号填入图下括号内。
(
)
(
)
(
)
1.
Look
at
that
room.
It
has
a
yellow
sofa.
2.
The
bed
is
near
the
window.
3.
The
phone
is
on
the
table.
答案：
一、1.
A
2.
C3.
B
4.
A
5.
C二、1.C
2.
A
3.
B
4.
A三、3,
2,
1
板书设计
Unit
Four
My
home
B.
Let’s
learn
sofa
bed
fridge
table
phone
Where
is
the
...
It’s
...
Where
are
the
...
They
are
...
第六课时
课时内容
B.
Read
and
write;
Let’s
check;
Let’s
sing.
C.
Story
time
课时分析
本课时是在基本掌握本单元重点词汇和句型的基础上，进行的练习测试与故事阅读课。
Read
and
write部分包括两个活动，第一个活动为Read
and
match
学生先要读一读教材中所给的句子，根据句子所描述物品的位置，将所给出的物品匹配在真正确的位置上。之后的Look,
choose
and
write活动中，学生要先观察图片所呈现出的物品位置关系，选择正确的单词写在四线三格上，完成句子。之后，根据自己房间的物品的位置，选择单词填空，写出句子。这两个活动将词汇的字义与字形结合起来，检验学生有否理解并书写重点词汇，同时复习重点句式结构。
Let’s
check部分也包括两个活动，Listen
and
tick
or
cross中学生会听到四组对话，然后根据对话的内容判断与图片内容是否相符。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look
and
tick活动中呈现了两个出租单，上边列出了出租房里的物品，学生需要根据图片提供的内容来判断哪张出租单上的信息是相符的。这检验了学生能否正确认读本单元的重点词汇。
Let’s
sing的歌词内容为My
home.我的家。呈现句式：Where
has
the
TV
gone
Where
can
it
be
It’s
in
the
bedroom
with
me.
学生学唱歌曲的过程中会复习到本单元的重点词汇。
Story
time部分是熊爷爷和熊伯伯的故事。他们两个眼睛都有问题，都需要戴眼镜。两个人都找到不眼镜了。他们在不同的地方寻找，找到后才发现眼镜戴错了。在故事中，学生会复习到glasses,
fridge,
table,
bed等重点词汇，同时还会复习到Are
they
on
the
fridge
Where
are
my
glasses
My
glasses
are
on
the
table.等本单元中询问并描述物品位置的句式。同时还呈现了句子：Do
you
see
my
glasses
Let’s
change
our
glasses.
学生通过阅读故事，理解这些句子的意思，从而拓展自己的词汇与语言，为以后的文本阅读做好准备。
课时目标
1.
能够听懂、会说、认读本单元重点单词
2.
能够听懂故事，并表演
3.
能够会唱歌曲My
home
4.
能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式
课时重难点
1.重点：
能够听懂、会说、认读本单元重点单词
能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式
2.
难点：
能够听懂故事，并正确表演
教学准备
1.
多媒体课件、录音机、磁带
2.
单元重点词汇图片
教学过程
Step
1
Warm
up
1.
播放歌曲：My
home，学生先倾听。
Teacher:
Boys
and
girls,
let’s
listen
to
a
song.
Listen
carefully,
please.
2.
再次播放歌曲，学生跟唱。
Teacher：Listen
to
the
song
again,
please
sing
with
it.
3.
齐唱歌曲。
Teacher:
Now
let’s
sing
the
song
together.
设计意图：以歌曲来热身，可以使学生在韵律中集中自己的注意力，并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关，可以让学生在轻松欢快的氛围中准备好本课内容的学习。
Step
2
Lead
in
1.
出示熊爷爷的图片，请学生描述。
Teacher：Look
at
the
picture,
boys
and
girl.
Is
he
Zoom
No.
He
is
Grandpa.
What’s
he
like
What
colour
is
he
Does
he
have
glasses
Yes,
he
has
glasses.
Where
is
he
He
is
in
the
living
room.
设计意图：通过描述熊爷爷的形象，来帮助学生复习相关内容，并为故事的学习做好铺垫。
Step
3
Presentation
1.
提出问题，激起学生的阅读兴趣。然后播放故事视频，学生认真观察，并尝试回答问题。
Teacher:
Look
at
this
picture.
Can
you
see
Grandpa
Yes,
here
he
is.
What’s
the
difference
He
doesn’t
have
his
glasses.
Where
are
his
glasses
Let’s
watch
the
story
and
see.
Teacher：Where
are
his
glasses
Are
they
on
the
fridge
No.
Those
aren’t
his
glasses.
Where
are
Grandpa’s
glasses
They
are
on
the
table.
2.
再次播放故事，学生认真观察，之后和教师一起讨论故事内容。
Teacher：Does
Uncle
Bear
see
Grandpa’s
glasses
No,
he
doesn’t.
Where
does
Grandpa
find
his
glasses
Yes.
He
finds
them
on
the
bed.
Whose
glasses
are
on
the
table
Yes,
Uncle’s
glasses
are
on
the
table.
Why
do
they
change
their
glasses
Because
they
made
a
mistake.
They
take
the
wrong
glasses.
3.
再次播放故事，学生跟读，提醒学生注意语音及语调。
Teacher:
Watch
the
story
again.
This
time
please
read
with
it.
Pay
attention
to
the
pronunciation.
设计意图：通过听回答问题、读后细致的交流，跟读等活动，保证学生可以理解故事内容，并能正确朗读故事内容。
Step
4
Practice
1.
学生自由读故事。
Teacher：Read
the
story
freely,
please.
（教师巡视，帮助学生解决读中的问题）
2.
小组合作，表演故事。
Teacher:
Now,
let’s
act
the
story
out.
We’ll
find
the
best
group.
设计意图：通过表演，使学生内化故事中的语言，提高自己的语言表达能力。
3.
出示Read
and
match中的照片，谈论图片。
Teacher:
We
help
Grandpa
find
his
glasses.
Can
you
help
Wu
Yifan
find
his
things
Look
at
this
picture.
What
can
you
see
Let’s
read
and
match.
Read
the
text,
please.
Teacher:
Now
please
put
these
things
in
the
right
places.
Teacher:
Show
your
answer,
please.
设计意图：先让学生观察图片内容，再根据句子来选择正确的图片。检验学生是否能够正确认读并理解句式及词汇。
4.
完成Look,
choose
and
write
先出示图片，，学生讨论图片中物品的位置，然后再选择正确的单词进行填空活动。
Teacher:
（展示活动中的图片）Where
is
the
sofa
Where
is
the
picture
Look
at
this
picture.
Where
is
the
bed
Where
are
the
chairs
Teacher:
Now
please
choose
the
correct
words
according
to
the
pictures
and
write.
Teacher:
Show
me
your
answers,
please.
Teacher:
Please
read
the
sentences.
Teacher：Choose
the
correct
words
to
write
about
your
room.
Teacher:
Show
us
your
answer
and
say
it,
please.
设计意图：先引导学生观察图片中的内容，
然后再根据自己观察到的图片中的位置来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来介绍自己的房间，让学生在使用中巩固所学知识。
5.
完成Listen
and
tick
or
cross.
先让学生观察图片位置，再去听音判断正误。
Teacher：（展示图片）Can
you
see
the
glasses
Where
are
they
Can
you
see
the
keys
Where
are
they
Where
are
the
books
Where
is
Mike
Teacher:
Now,
please
listen
and
tick
or
cross.
Teacher:
Show
me
your
answer,
please.
设计意图：在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力习惯之前先获取信息的习惯。
6.
完成
Look
and
tick
的活动。先出示图片，让学生观察图片内容，并描述，然后再判断哪张出租房子的单据是正确的。
Teacher：Look
at
this
house.
It’s
for
rent.
（帮助学生理解rent的意思）What’s
in
it
Please
talk.
Teacher:
Now,
look
and
tick.
Which
is
right
Teacher:
Show
me
your
answer,
please.
设计意图：这个活动是检验学生单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词，如果他们能够正确认读单词，就能很轻松地完成这个活动。
Step
5
Summary
播放歌曲My
home.
学生齐唱。
Teacher：Let’s
sing
the
song
my
home
together.
设计意图：以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式。达到总结的目的。
课堂作业
一、看图片写单词。
____________
_________
________
_________
___________
二、选出与所给句子内容相符的图片。
(
)
1.
This
is
a
bedroom.
A.
B.
(
)
2.
This
is
my
study.
A.
B.
(
)
3.
She
is
in
the
kitchen.
A.
B.
(
)
4.
I
have
a
blue
bed.
A.
B.
三、选择正确的单词补全句子。
(
)
1.
I
read
a
book
in
the
__________.
A.
bathroom
B.
kitchen
C.
study
(
)
2.
I
________
in
the
kitchen.
A.
take
a
shower
B.
read
a
book
C.
have
a
snack
(
)
3.
I
watch
TV
in
the
____________.
A.
living
room
B.
bathroom
C.
kitchen
(
)
4.
I
sleep
in
the
_________.
A.
kitchen
B.
bedroom
C.
study
四、阅读短文，判断正（T）误（F）。
Hello,
I’m
Lucy.
Welcome
to
my
house
This
is
my
living
room.
It’s
big.
It
has
a
big
TV.
I
like
to
watch
TV
in
the
sofa.
This
is
my
kitchen.
It’s
not
big.
But
it’s
nice.
My
mother
cooks
good
food
here.
This
is
my
bathroom.
It’s
clean.
I
take
a
shower,
wash
my
hands
and
face
here.
This
is
my
study.
I
do
my
homework
and
read
a
book
in
it.
This
is
my
bedroom.
It’s
not
big.
But
it’s
nice
There
is
a
desk
near
the
bed.
My
books
are
on
the
desk.
Near
the
window,
there
is
a
picture
on
the
wall.
It’s
beautiful.
I
like
my
bedroom.
I
like
my
house.
(
)
1.
My
living
room
is
big.
(
)
2
There
is
a
small
TV
in
the
living
room.
(
)
3.
I
take
a
shower
in
my
bathroom.
(
)
4.
My
bedroom
is
big
and
nice.
(
)
5.
The
window
is
near
the
desk.
答案：
一、sofa,
bed,
fridge,
table,
phone二、1.A
2.
A
3.
B
4.
A三、1.
C
2.
C
3.A
4.
B
四、1.
T
2.
F
3.T
4.
F
5.
F
板书设计
Unit
Four
My
home
C.
Story
time
Do
you
see
my
glasses
Are
they
on
the
fridge
Where
are
my
glasses
Let’s
change
our
glasses.
25