四年级上册 第五单元
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说：clock, fridge, sofa, table, bathroom, bedroom, kitchen, living room。
2. 能听懂、会读、会说日常用语：Where’s …?、Where are …?、It’s/They’re …。
3. 能正确地理解并朗读对话内容，在图片和语言提示下表演对话。
4. 能初步运用本课所学的词汇和日常用语谈论家居物品和物品的方位。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地理解并朗读对话内容，在图片和语言提示下表演对话。
教学难点：能初步运用本课所学的词汇和日常用语谈论家居物品和物品的方位。
Teaching procedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, …
T: What do you like?
S: I like …
T: What can you do?
S: I can …
2. Sing a song
T: Can you sing the English song “Where’s the bird?”?
S: Yes.
T: Let’s sing it together.
S: OK.
(播放歌曲伴奏，学生齐唱Where’s the bird?)
T: Where’s the bird?
S: It’s in the tree.
T: Where are her friends?
S: They are in the tree, too.
(师生根据歌曲内容问答)
3. Ask and answer
T: Where’s the bird now?
S: It’s in the bedroom.
(出示图片让学生回答，学习bedroom)
T: Where are her friends?
S: They are …
T: They are in the bathroom.
(先请学生猜一猜，再出示图片，学习bathroom)
T: Now, let’s sing the new song together. OK?
S: OK.
(根据本轮对话，将歌曲Where’s the bird?歌词改编再唱一唱)
【设计意图：以旧带新，通过演唱和改编歌曲Where’s the bird?（《英语》三下Unit 4），活跃课堂气氛，让学生感知本课重点句型，学习单词bedroom和bathroom，也为下一步学习进行铺垫。】
Step 2 Presentation & Practice
1. T: Look at the bathroom. Is it clean? Is the bedroom nice?
S: …
T: Look, whose home is it?
S: It’s Su Hai and Su Yang’s new home.
T: Yes. Today, let’s learn Unit 5 Our new home.
(教师板书课题：Unit 5 Our new home)
【设计意图：从歌曲自然过渡到本课时的重点学习内容。】
2. Watch and choose
T: What are Su Hai and Su Yang doing in their new home? Please watch the cartoon carefully and choose the best answer.
(播放课文动画，请学生了解苏海和苏洋正在新家里做什么，并完成练习)
S: …
T: Yes. It’s their first day in the new home. They are looking for their things.
3. Listen and circle
T: What things are they looking for? Let’s listen to their dialogue again!
S: They are looking for …
4. Read and answer
T: Open your books and read the dialogue by yourselves. Try to find where the things are. Then ask and answer in pairs.
(请学生自读课文，回答关于物品位置的问题，并请同桌进行问答练习)
T: Where are the things? Which pair would like to talk about it?
S1: Where’s Su Yang’s bag?
S2: It’s in the bedroom.
(教师板书：Where’s …?、It’s …)
S3: Where are Su Hai’s skirts?
S4: They are in the living room, on the sofa.
(教师板书：Where are …?、They are …，并教授：living room, sofa，并强调Where’s …?和Where are …?及其答句的正确运用)
S5: Where’s Su Yang’s white cap?
S6: It’s in the kitchen, in the dog’s mouth.
(教授：kitchen)
T: Where’s the dog?
S: It’s in the kitchen too.
【设计意图：培养学生自读获取信息的能力，感知并学习运用询问物品位置的句型，并能在教师的帮助下扫除生词障碍。】
5. Learn to read
(1) T: Listen to the audio and repeat. Pay attention to your pronunciation and intonation.
(2) T: Read in pairs. You may read in roles or read together.
(3) T: Let’s read the story together.
【设计意图：通过模仿录音、分角色朗读和齐读等方式的训练，纠正学生的语音、语调，并且引导他们揣测角色的语气与心情。】
6. Let’s chant
(1) T: Now, boys and girls, do you remember where the things are? Please close your books and let’s make a chant together.
Su Yang’s bag is in the bedroom.
Su Hai’s skirts are on the sofa.
The white cap is in the kitchen.
Come and look!
They are all here in our new home.
T: Good. Now let’s chant with the rhythm.
(2) T: Look, what are they?
S: They are …
(出示单词图片，学习生词：clock, fridge, table)
T: Where are they?
S: They are …
T: Try to make the chant in groups and chant together.
Sofa, sofa, it’s in the living room.
Clock, clock, it’s in the bathroom.
Fridge, fridge, it’s in the kitchen.
Tables, tables, they are in the bedroom.
Come and look!
They are all here in our new home.
T: Which group would like to show us your chant?
(邀请几组学生朗读自创歌谣)
【设计意图：本环节是对对话内容的总结与复述，也是在情境中学习更多家居物品和房间相关词汇的环节。词不离句，句不离景，学生在情景中学习语言知识，在吟诵中巩固，也为接下来的表演环节打下基础。】
Step 3 Acting time
T: What do you think of Su Hai and Su Yang’s new home?
S: …
T: Yes, it’s very nice and clean. They are very happy to be in the new home. But it’s a little messy. Can you act the dialogue in groups of three? You can get four stars if you act Story Time well. And if you can talk about the other things in their new home, you may get two more stars!
T: Which group would like to show us your dialogue?
(请几组学生上台表演自编对话)
【设计意图：表演课文，并且鼓励学生在原有对话的基础上进行加工和续编。激励式的评价方式可以激发学生的表演欲望，并促进综合语言运用能力的训练。】
Homework 家庭作业
1. 熟读并且表演对话。
2. 抄写单词，并试着了解更多家居物品类单词。
3. 整理自己的房间，并准备一幅《我的房间》的画或房间照片供下节课交流用。
Teaching aids 教学准备（含板书设计）
教学准备：课件及相关音、视频文件、单词卡片
板书设计：
说课
在本节课的导入环节，以《英语（三下）》教材中的“Where’s the bird?”这一歌曲活跃课堂气氛，唤起学生与本课学习内容的相关旧知。通过对歌词内容的回忆，让学生感知本课的重点句型Where’s …?、Where are …?及其回答。由“小鸟”带出单词bedroom和bathroom的学习，引导学生用新词改编歌曲唱一唱，并揭示本课课题。
在对话学习过程中，要求学生先通过看动画了解苏海和苏洋正在新家做什么事情，再通过听对话内容关注双胞胎正在寻找的物品，最后通过阅读找出物品所在位置、学习房间类的单词以及再次感知和学习运用句型Where’s …?、Where are …?。
在朗读的训练中，教师要注意指导学生使用正确的语音和语调，并能够揣测说话人的语气与心情，为接下来的表演环节打好语言基础。
有节奏的吟唱是学生很感兴趣的活动。首先，根据课文内容引导学生把韵律小诗补充完整，再通过展示新房里的其他家居物品引导学生合作编写新的小诗。既学习了新词clock, fridge, table，也巩固了之前学习的sofa, bathroom, bedroom, kitchen和living room。小诗的设计综合运用了本课的语言知识，训练了学生读和说的能力，并重点解决本课的教学难点。
表演环节的设计结合对话和自编的韵律小诗的内容，鼓励学生进行小组合作并对文本进行续编，教师应给予学生充分的准备和展示时间。
四年级上册 第五单元
第2课时 教案
Teaching contents 教学内容
Fun time & Song time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说：clock, fridge, sofa, table, bathroom, bedroom, kitchen, living room。
2. 能听懂、会读、会说日常用语：Where’s my …?、Where are my …? 、It’s/They’re …。
3. 能运用本课所学的词汇和日常用语谈论自己卧室中的物品和物品的方位。
4. 会唱歌曲“I love my bedroom”。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能正确地使用本课所学的词汇和日常用语。
2. 会唱歌曲“I love my bedroom”。
教学难点：
能运用本课所学的词汇和日常用语谈论自己卧室中的物品和物品的方位。
Teaching procedures 教学过程
Step 1 Warm up
1. Sing a song: Where’s the bird?
2. Free talk:
T: Where’s the bird? Where are her friends?
S: It’s in the bedroom. They are in the bathroom.
T: Where are you? Where are your friends?
S: I’m in the classroom. They are in the classroom too.
【设计意图：通过复习歌曲再次呈现本课重点句型，并在师生对话中联系实际运用。】
Step 2 Review
1. T: If we can’t find something, we can ask and answer like this …
S: Where’s …? It’s …
Where are …? They are …
(教师一边板书，一边引导学生齐读句型)
2. T: Su Yang and Su Hai have a new home. Where do they find the things? Let’s complete the song together. (可以继续使用歌曲“Where’s the bird?”的曲调)
“Where, where, where’s ?
It’s .
Where, where, ?
They are .
Where, where, where’s ?
It’s .
Where, where, ?
They are .”
S: …
3. T: Let’s sing about Su Hai and Su Yang’s new home.
“Where, where, where’s the bag?
It’s in the bedroom .
Where, where, are the skirts?
They are in the living room.
Where, where, where’s the cap?
It’s in the kitchen.
Where, where, are the twins?
They are in their new home.”
(请学生回忆Story time内容并根据图片填示，口头填空，把歌曲补充完整)
4. Play a game
T: Now, do you know how to ask questions about the things and their positions? Let’s play a game and check. Choose the correct thing and finish the question quickly.
(通过游戏进一步巩固和强化重点知识，明确句型的正确使用规则)
【设计意图：通过填歌词活动复习Story time内容，并巩固重点句型。通过游戏进一步巩固和强化学生的知识，为接下来的板块学习奠定语言基础。】
Step 3 Draw and say
1. Listen and draw
T: What’s this in English?
S: It’s a …
(出示图片，让学生齐回答，复习单词)
T: Open your books. Turn to Page 34. There are four rooms. What are they?
S: They are a living room, a kitchen, a bedroom and a bathroom.
T: Take out your pencils. Please listen and draw.
Draw a table in the living room.
Draw a fridge in the kitchen.
Draw two sofas in the bedroom.
Draw a clock in the bathroom.
(请学生根据指令画画，学生可以参考PPT已呈现的图片)
T: Where’s your fridge?
S1: It’s in the kitchen.
T: Where are your sofas?
S2: They are in my bedroom.
T: Where’s your clock?
S3: It’s in the bathroom.
T: Where’s your table?
S4: It’s in the living room.
(通过师生问答检查学生的画画)
2. Look and say
(1) T: Where are the other things? Please talk in pairs. And try to remember their positions.
(PPT呈现单词和图片，请学生讨论其余物品的位置)
(2) T: Do you remember their positions? Where’s the football?
S1: It’s in the bathroom. Where’s Kitty?
S2: It’s in the kitchen. Where are the toy bears?
S3: They are in the bedroom. Where are the chairs?
S4: They are in the living room.
(通过问答接龙，请同学回忆物品的位置，并巩固句型。)
3. Talk show
Show the picture of my bedroom.
T: Look, this is my bedroom. The pictures are on the wall. They are nice. The bed is big and clean. It’s near the desk. The books are in the bookcase. They are very good. Oh, come and look. Where are my shoes? They are under the chair. Where’s my dress? It’s on the bed. I like my bedroom. How about your bedroom?
Show pictures of students’ bedrooms.
T: Do you have pictures of your bedrooms?
S: …
T: What do you think of their bedrooms?
S: They are nice and clean.
Talk about your bedrooms in groups.
T: Now, talk about your bedrooms in groups.
Talk show: My bedroom.
【设计意图：环节1通过PPT给不善于绘画的学生提供了简笔画的参考，可有效提高环节2的效率，将学生的注意力引导到语言的学习和运用上。环节3是此板块内容的延伸与提高，教师要注意指导与示范，可根据学情调整。】
Step 4 Sing a song
T: Do you like your bedroom? Let’s learn the song I love my bedroom.
Listen to the song and try to sing.
Sing together.
【设计意图：歌曲板块符合本课时的话题和活动，适合学生一边展示自己的卧室照片，一边唱一唱。】
Homework 家庭作业
1. 把歌曲“I love my bedroom”唱给父母听。
2. 用英语向小伙伴们介绍自己的卧室或家。
Teaching aids 教学准备（含板书设计）
教学准备：课件及相关音频文件，卧室的照片
板书设计：
说课
本课时的教学以Fun time和Song time板块为主要教学内容。
上课开始的师生互动环节中，教师可以继续利用歌曲“Where’s the bird”的曲调把Story time的内容编成歌曲唱一唱，再通过游戏帮助学生进一步巩固对Where’s …?和Where are …?的认知，促使他们更好地掌握和运用本课重点知识。
其中Draw and say板块要求学生根据所提供的四个房间的图片，结合已学过的一些家居物品的单词，将他们画在相应的图片上，然后运用本课所学的句型Where’s/Where are …?互相问答。教学设计中，此环节侧重培养学生说的能力，并且不拘泥于课本的内容。
“介绍自己的卧室”是上节课布置的作业之一。课上，通过教师的示范与指导，学生能够正确地运用本课的重点知识介绍自己的卧室的物品和位置，进一步训练听和说的能力。
歌曲板块除了活跃课堂气氛以外，还可以作为本课时的情感升华，提醒学生爱惜自己的卧室，保持美观和整洁。
四年级上册 第五单元
第3课时 教案
Teaching contents 教学内容
Cartoon time & Sound time
Teaching aims and learning objectives 教学目标
1. 能运用本课所学的词汇和日常用语谈论物品和物品的方位。
2. 能了解字母k在单词中的读音并正确朗读这些单词。
3. 能够理解并且表演卡通板块故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能了解字母k在单词中的读音并正确朗读这些单词。
2. 能够理解并且表演卡通板块故事。
教学难点：能够理解并且表演卡通板块故事。
Teaching procedures 教学过程
Step 1 Free talk
T: Look at the bedroom. How is it?
S: It’s nice/clean …
T: Where’s the picture? Where are the flowers?
S: It’s on the wall./They are in the vase.
T: Do you love it? Do you love your bedroom? Let’s sing the song I love my bedroom.
【设计意图：通过演唱本课歌曲活跃课堂气氛，再次复习重点句型，并在师生对话中联系实际并加以运用。】
Step 2 Sound time
1. T: What’s that?
S: It’s a kite.
T: Where is it? Let’s look at the picture.
S: It’s in the sky.
2. T: It’s the boy’s kite. How’s the boy?
S: He’s happy.
T: Yes! Why is he so happy? Listen!
(播放语音板块句子录音，请学生听一遍)
3. Try to read
(1) Listen and repeat the sentence.
(2) Read the words and learn the sound of K /k/.
(3) Read the sentence loudly.
(4) Find more words with the letter K.
【设计意图：通过听、读、说的活动，让学生体会字母K的读音。还可以让学生回忆已学过的含有字母K的单词，并鼓励学生读出含有/k/的新单词。】
Step 3 Cartoon time
1. Watch and answer.
T: I’m happy today. How are you?
S: I’m fine …
T: Look, the boy is happy today. How is the bird? Let’s watch the cartoon.
(播放卡通)
S: The bird is hungry.
2. Listen and order.
(1) T: Look at the pictures. Let’s listen to the story again and put them in the right order.
(2) Check the answer together.
3. Read and choose.
(1) T: The bird is hungry. What would it like? Open your books and read. Try to choose the answer.
(2) T: What would you like, little bird?
S: I’d like that.
Learn to read: What would you like? I’d like that (worm).
T: Where is the worm?
S: It’s in the tree.
T: The bird can’t fly well. So he can’t get the worm.
(3) T: Look at this picture (picture 2). What do Bobby and Sam say? Let’s listen and try to imitate.
Learn to read: Would you like an orange? What about a hot dog?
4. Listen and repeat the whole story.
5. Read or act in groups.
【设计意图：通过师生询问How are you?自然过渡到卡通板块的学习。从了解“小鸟怎么了”，到理清故事脉络，并重点关注“小鸟想吃什么”。朗读训练时要注意指导学生模仿角色的语音与语调，增添朗读的趣味性。】
Step 4 Consolidation
1. T: The bird is not hungry now. He wants to find some food for Bobby and Sam. What will they say?
S: … (Try to think and say.)
2. Read the useful sentences together.
3. Make a new dialogue in groups of three.
4. Act the dialogue out.
【设计意图：结合本课Cartoon time的故事，通过编对话的活动引导学生综合运用本课重点句型与知识。充分的语言铺垫与活动指导可以降低活动的难度，应鼓励学生大胆想象与表演！】
Homework 家庭作业
1. 了解更多含有字母K的单词并试着读一读。
2. 有感情地朗读或背诵卡通故事给父母听。
Teaching aids 教学准备（含板书设计）
教学准备：课件及相关音、视频文件
板书设计：
说课
本课时的教学以Sound time和Cartoon time板块为主要教学内容。
语音板块的教学呈现了字母K在单词中的读音。辅音字母的读音较容易掌握，教师应着重训练学生说的能力，并且及时总结和复习含有字母K的单词及其发音规律。通过模仿、比赛的形式可以激励学生说得更准、更快、更好。
动画板块提供的阅读材料为下一个单元的新句型埋下伏笔，对于故事中的两个新句子理解意思即可，不要进行过多的讲解和操练。教师应引导学生理解故事内容，并着重指导学生进行朗读的训练，激发他们表演的兴趣，提高语言表达的能力。
编对话这一活动既是卡通故事的延伸与拓展，也是本单元学习的一个小结。教师应鼓励学生揣测动画角色的语气与心理大胆想象与表演，可适当给予奖励。
四年级上册 第五单元
第4课时 教案
Teaching contents 教学内容
Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 能熟练运用本课所学的词汇和日常用语谈论家居物品和物品的方位。
2. 能向他人介绍自己的家居物品和物品的方位。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能向他人介绍自己的家居物品和物品的方位。
教学难点：能向他人介绍自己的家居物品和物品的方位。
Teaching procedures 教学过程
Step 1 Warm up & Review
1. Greeting
T: Hello, boys and girls.
S: Hello, Mr/Miss …
T: Do you love games? Let’s play games!
2. A Guessing Game
T: This is my room. (出示课件图片) I have a …
S: Kitchen, bathroom, bedroom and a living room. (请学生齐说房间类的单词)
T: Yes. My room is not big. But I have many things! Look, what are they?
(请学生读一读物品类单词，并强调名词复数的形与音)
Where are the things? Do you want to know? You can guess and ask me questions.
S: Is/Are … in …?
T/S: Yes/No …
(请学生试着问与答关于“我”房间物品的方位，通过课件图片和触发器效果展示物品的位置，可以由教师回答学生的猜想，也可以启发同学们相互问答)
3. A Memory Game
T: Where’s the table?
S: It’s in the living room.
T: Where are the toy cars?
S: They are in the bedroom.
T: Now, I put my things in some other places. Look carefully and try to remember where the things are!
(请学生注意观察课件中物品方位的变化，并根据记忆回答；通过小组计分等竞赛方式，激发学生参与的积极性和表达欲)
【设计意图：游戏是学生非常感兴趣的学习方式，通过小组竞赛和过程性评价等方式可以激发学习热情，提高学习效率。猜一猜和记忆力游戏给学生提供运用本课重点语言知识的机会，在不知不觉中复习了本课的重点词汇和句型，为进一步表达做铺垫。】
Step 2 Look and say
1. Introduce the teacher’s home.
T: This is my home. I have a kitchen, a bathroom, a bedroom and a living room. I have a table in the living room. I have a fridge and a clock in the kitchen. How about your room?
2. Talk about “My home”.
(1) T: How to talk about “My home”? Let’s read the sentences.
(2) T: What else can we say?
(3) Talk about “My home” in groups.
(4) Presentation.
【设计意图：复习环节与教师示范可以帮助学生进一步掌握谈论家居物品及其方位时可以“说什么”和“怎样说”。充分的准备和练习可以增加学生说英语时的自信，促进学生语言表达能力的提升。】
Step 3 Read and draw
1. Finish the exercise on Page 25 of English exercise book.
2. Check the answer.
【设计意图：完成教材配套《补充习题》相应阅读练习。通过读一读和画一画的活动，让学生进一步理解和运用本课重难点。】
Step 4 Ticking time
1. T: Can you talk about your home now? How?
2. T: Can you say where your things are? How?
3. T: Do you know the sound of the letter “K”. What is it?
4. T: How many stars can you get? How to get more stars?
【设计意图：自我评价环节有利于学生对本单元的重点知识学习情况和语言能力进行自我反省。根据学生的回答，教师可以帮助学生进一步梳理与总结。】
Step 5 Exercise
1. Finish the exercise of this unit in the English exercise book.
2. Check the answer.
【设计意图：通过完成《补充习题》的练习，进一步训练学生听、读、写的能力。注意指导学生捕捉关键信息的能力，以及训练学生在情景中运用英语进行交际的能力和阅读能力。】
Homework 家庭作业
1. 学习更多关于家居物品的名称。
2. 向你的朋友介绍你的家。
3. 帮助妈妈做家务。
Teaching aids 教学准备（含板书设计）
教学准备：课件及相关音、视频文件，单词卡片
板书设计：
说课
本课时的主要教学内容是Checkout time、Ticking time和完成《补充习题》。
作为本单元的最后一个课时，教学设计更侧重于帮助学生梳理和总结知识点，训练语言能力。
为了增加学习的趣味性，并为Look and say环节进行语言铺垫，复习环节中设计了两个有效的游戏活动。通过竞赛和激励，可以调动学生参与的积极性与学习兴趣。
考虑到Checkout time环节中的活动只有一个，教学设计时精选了《补充习题》中的Look and say以及Read and draw进行会话与阅读的训练。通过充分的听、说、读、写活动，可以帮助学生进一步掌握本课的重点语言知识，并促进语言能力的提升。
