英语Unit 4 My home Part C教学设计

这是一份英语Unit 4 My home Part C教学设计，共6页。

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，Jhn询问Mike钥匙在哪里，Jhn 告诉他在冰箱上。借此呈现了家具陈设类词汇：sfa, bed, phne, 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 n 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
能够听懂、会说、认读单词 sfa, bed, phne, table, fridge
能够听懂、会说、认读句式：Where are They are ...
能够熟练且正确地询问并回答物品的位置
课时重难点
重点：
能够听懂、会说、认读单词sfa, bed, phne, table, fridge
能够听懂、会说认读句式：Where are They are ...
难点：
能够熟练且正确地询问并回答物品的位置
教学准备
多媒体课件、录音机、磁带
单词图卡
教学过程
Step 1 Warm up
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: Lk at these pictures. Please say the wrd as quickly as yu can. Let,s see wh 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
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： Lk at this classrm. I can see a picture. Where is it? Yes, it's near the windw. I can see sme flwers. Where are they? Yes, they are n the windw. What can yu see? Where is it r 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 Presentatin
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： D yu see keys in the classrm? Where are they?
Teacher: Jhn are lking fr sme keys? Where are they? Listen and find.
Teacher: Answer the questin, please. Where are they keys? Yes, they are n 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.
讨论教材图片内容，帮助学生理解、熟悉新授词汇。
Teacher: Lk at the picture. What's this? Yes, it's a sfa.（板书单词）Bys read it, please. Girls read it, please. Is this a sfa? N, it isn't. It's a phne.（板书单 词）Read it tgether, please. And this is the table.（板书单词）Please read it tgether.
What,s this? It's a bed.（板书单词）Read it ne by ne, 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 I司O
Step 4 Practice
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 I司O
Teacher: Let's play a game. I pint yu say. I will pint t the wrds n the blackbard, please say it as quickly as yu can. Let's find wh 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。
出示单词图卡，请学生快速说出单词。
Teacher: Lk 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。
乱序呈现组成单词的字母，请学生猜出单词并拼写。
Teacher： Lk at these letters. Please put them in rder. What wrd is it? Yes, it's the wrd sfa. Let's try next ne. 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。
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: Lk at this picture. Is it a bedrm? N, it isn't. It's a living rm. What can yu see in the living rm? Where is the TV? Yes, it's n the table. Where is the phne? Yes, it's near the fridge.
Teacher: Please d a pair wrk.
Teacher: Which pair wants t shw yur dialgue?
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。
完成Let's play活动。
Teacher: Nw let's play a game. I say: Lk at that rm. Yu, please. Say my sentence. Yes. Lk at that rm. Then say anther sentence, please. N, yu shuldsay smething abut the rm. Yes,. Next ne, please. Say my sentence and his sentence, then yur sentence, please. Let's see wh can say mre.
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：Lk, where is the bed? Where is the phne? Where is the sfa?
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.
B. a
C. u
()2. b__d A. a
B. C. e
()3. fr _dgeA. e
B. i C. u
()4. ph ne A.
B. u C. a
()5. t ble A. e
B. 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. sfaB. tableC. key()2. A. bag
B. bedrm C. living rm
()3. A. kitchen
B. fridgeC. 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。
()
()()
Lk at that rm. It has a yellw sfa.
The bed is near the windw.
The phne is n the table.
答案：
一、1.A2.
二、
三、3,2, 1
板书设计
Unit Fur My hme
B. Let's learn
fridge table
phne
sfabed
Where is the
It's ...
Where are the
They are ...