北师大版（2024）三年级上册Unit 5 My home教学设计

这是一份北师大版（2024）三年级上册Unit 5 My home教学设计，共57页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，教学反思，板书设计等内容，欢迎下载使用。
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 5《My hme》的Lessn 1。教材主要围绕“家”这一主题展开，通过展示不同房间的图片及相关活动，引导学生学习与家庭房间有关的词汇，如rm（房间）、living rm（客厅）、bedrm（卧室）、kitchen（厨房）、bathrm（浴室）等，以及简单的介绍房间的句型“This is the... It's...”。教材中还配有生动有趣的插图，为学生提供了直观的视觉感受，有助于学生更好地理解和记忆单词和句型。同时，教材通过设置一些简单的对话和活动，如询问“Where ”“It's in/n/near...”等，初步培养学生用英语表达房间位置和进行简单日常交流的能力。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读单词rm、living rm、bedrm、kitchen、bathrm。
2. 学生能够理解并运用句型“This is the... It's...”来介绍家庭中的不同房间。
（二）能力目标
1. 学生能够准确识别不同房间的图片，并能用英语说出其名称。
2. 能够在实际情境中运用所学句型简单介绍自己家的房间布局。
3. 培养学生的观察能力、听说能力和语言运用能力。
（三）情感目标
1. 激发学生对英语学习的兴趣，培养学生积极参与课堂活动的意识。
2. 引导学生关注家庭生活，增强对家的热爱和归属感。
三、教学重难点
（一）教学重点
1. 掌握五个表示房间的单词的发音、拼写和意义。
2. 熟练运用“This is the... It's...”句型介绍房间。
（二）教学难点
1. 单词bathrm和kitchen的发音准确掌握。
2. 能够清晰、准确地用所学句型描述房间的位置和特征。
四、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源，以及一些与家庭房间相关的拓展图片和视频。
2. 单词卡片、房间图片、道具（如小型家具模型、玩具房子等）。
3. 奖励学生的小贴纸、小奖品。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和日常对话，营造轻松愉快的学习氛围，拉近师生距离，同时引出本节课的主题“家”。）
1. Greetings
T: Hell, bys and girls! Nice t see yu again.
Ss: Hell, teacher! Nice t see yu t.
T: Hw are yu tday?
Ss: I'm fine, thank yu. And yu?
T: I'm very well t.
2. Sing a sng
T: Nw, let's sing a sng tgether. The sng is "In My Hme". (Play the sng n the multimedia and lead the students t sing alng with actins)
In my hme, there's a living rm.
In my hme, there's a bedrm.
In my hme, there's a kitchen t.
In my hme, there's a bathrm.
This is my hme, I lve it s.
3. Free talk
T: After singing the sng, d yu knw what we are ging t talk abut tday?
Ss: Hme.
T: Very gd. D yu lve yur hme?
Ss: Yes.
T: What rms are there in yur hme?
Ss: Bedrm, living rm... (Sme students may answer in Chinese, and the teacher can guide them t say in English)
（二）Presentatin（设计意图：利用图片、实物和情境创设等方式，直观呈现新单词，帮助学生建立单词与实物的联系，加深记忆，激发学生的学习兴趣。）
1. Teach the new wrd "rm"
T: Lk at the screen. What's this? (Shw a picture f a simple rm) It's a rm. Rm means “房间” in Chinese. Read after me, "rm".
Ss: Rm.
T: We can say "a rm" r "rms". Fr example, there are many rms in ur hme. Nw, lk arund ur classrm. Can yu say "This is a rm."?
Ss: This is a rm. (Pint t the classrm)
2. Teach the wrd "living rm"
T: (Shw a picture f a living rm with a sfa, a TV, etc.) Lk at this rm. It's a special rm. We call it the living rm. Living rm means “客厅” in Chinese. Say "living rm".
Ss: Living rm.
T: What can yu see in the living rm?
Ss: Sfa, TV...
T: Yes, we usually watch TV and relax in the living rm. Nw, let's d an actin. Pretend yu are sitting n the sfa in the living rm and watching TV. This is the living rm. (The students d the actin and say the wrd tgether)
3. Teach the wrd "bedrm"
T: (Shw a picture f a bedrm with a bed, a desk, etc.) This is anther rm. It's a bedrm. Bedrm means “卧室” in Chinese. Read it, "bedrm".
Ss: Bedrm.
T: What d we usually d in the bedrm?
Ss: Sleep, read bks...
T: Gd. Nw, lie dwn n yur desk and pretend yu are sleeping. This is the bedrm. (The students d the actin and learn the wrd)
4. Teach the wrd "kitchen"
T: (Take ut a ty kitchen r shw a picture f a kitchen with sme kitchenware) Lk at this. It's a kitchen. Kitchen means “厨房” in Chinese. Say "kitchen".
Ss: Kitchen.
T: What can yu find in the kitchen?
Ss: Stve, fridge, pts and pans...
T: (Make the sund f cking) Listen, it sunds like we are cking in the kitchen. Nw, let's pretend t ck with ur hands. This is the kitchen. (The students d the actin and repeat the wrd)
T: But be careful, the prnunciatin f "kitchen" is a little difficult. The "ch" sunds like "/tʃ/". Let's practice it again. Kitchen, /ˈkɪtʃɪn/.
5. Teach the wrd "bathrm"
T: (Shw a picture f a bathrm with a bathtub, a tilet, etc.) And this is a bathrm. Bathrm means “浴室” in Chinese. Read it slwly, "bathrm".
Ss: Bathrm.
T: What d we d in the bathrm?
Ss: Take a bath, wash hands...
T: Nw, pretend yu are taking a shwer. This is the bathrm. (The students d the actin and say the wrd)
T: The prnunciatin f "bathrm" is als a bit tricky. The "th" sunds like "/θ/". Let's say it tgether slwly, bathrm, /ˈbɑːθruːm/.
6. Practice the new wrds
Game 1: "Flashcards"
T: Nw, let's play a flashcard game. I will shw yu the flashcards f the new wrds quickly. When yu see the card, say the wrd as quickly as pssible. Are yu ready?
Ss: Yes.
(Shw the flashcards f rm, living rm, bedrm, kitchen, bathrm ne by ne. The students respnd quickly. If a student answers crrectly, give them a small sticker as a reward)
Game 2: "What's missing?"
T: Lk at the screen. Here are all the five wrds we just learned. I will shw them fr a few secnds and then make ne f them disappear. Yu need t tell me which wrd is missing. OK?
Ss: OK.
(Shw the wrds n the multimedia and then make ne wrd disappear. Ask the students t guess)
Game 3: "Listen and pint"
T: I will say the wrds, and yu pint t the crrespnding pictures in yur bks r n the screen. Let's see wh is the fastest.
Ss: OK.
(Say the wrds, such as "living rm", "bedrm", "kitchen", "bathrm", "rm". The students pint t the crrect pictures quickly)
（三）Text Learning（设计意图：通过听、读、模仿等活动，让学生学习教材中的简单对话，理解并掌握如何用英语介绍家庭中的房间，培养学生的听力和口语表达能力。）
1. Listen t the dialgue
T: Nw, let's listen t a dialgue between tw friends. They are talking abut their hmes. Open yur bks and turn t Page XX. Listen carefully and see what they say. (Play the dialgue audi n the multimedia)
A: Hell, Ben. This is my hme. Cme in, please.
B: Ww, it's very nice. What's this rm?
A: This is the living rm. We watch TV here.
B: And what's that rm?
A: That's the bedrm. I sleep in it.
2. Read the dialgue
T: Nw, let's read the dialgue tgether. Fllw me, please. (Read the dialgue sentence by sentence with the students, paying attentin t the prnunciatin and intnatin)
A: Hell, Ben. This is my hme. Cme in, please.
Ss: Hell, Ben. This is my hme. Cme in, please.
B: Ww, it's very nice. What's this rm?
Ss: Ww, it's very nice. What's this rm?
-...
3. Explain the dialgue
T: Let's lk at the dialgue again. When we want t intrduce ur hme t thers, we can say "This is my hme." If smene asks abut a rm, we can answer "This is the... It's..." Fr example, if smene asks "What's this rm?", we can say "This is the living rm. We watch TV here." Nw, lk at the pictures in yur bks and practice making dialgues with yur partners. Yu can ask abut different rms.
(The students practice in pairs, using the sentences frm the dialgue t talk abut the rms in the pictures. The teacher walks arund the classrm, listening t their cnversatins and prviding help if necessary)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act ut the dialgue. One student can be A and invite the ther student (B) t his/her "hme". Then they have a cnversatin abut the rms. Wh wants t try?
(Several students raise their hands. Select tw students t cme t the frnt and give them the crrespnding头饰 r name tags. They start t act ut the dialgue)
A: Hell, [Student B's name]. This is my hme. Cme in, please.
B: Ww, it's very nice. What's this rm?
A: This is the kitchen. We ck here.
B: And what's that rm?
A: That's the bathrm. I take a bath in it.
(After the rle-play, praise the students fr their gd perfrmance and give them sme small prizes)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的单词和句型，提高学生的语言运用能力和交际能力，让学生在实际情境中灵活运用英语进行交流。）
1. Pair wrk
T: Nw, it's yur turn t practice mre. Wrk in pairs. One student clses his/her eyes and the ther student pints t a rm in the classrm r uses a picture f a rm and says "This is the... It's...". Then the first student pens his/her eyes and guesses what rm it is. After that, yu can change rles. Let's start.
(The students practice in pairs. The teacher walks arund the classrm, bserving and helping the students. Encurage them t use mre cmplete sentences, such as "This is the bedrm. It's a rm where we sleep.")
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup draws a simple picture f their wn "dream hme" with different rms. Then each student takes turns t intrduce their "dream hme" t the grup members using the wrds and sentences we learned. Fr example, "This is the living rm. It's very big and beautiful. We can watch TV and play games here." After everyne finishes intrducing, chse ne best "dream hme" frm each grup and share it with the class.
(The students frm grups and start t wrk. They discuss, draw and intrduce. The teacher ges arund the grups, ffering guidance and inspiratin. When each grup presents their best "dream hme", the ther grups can ask questins r make cmments)
3. Listen and draw
T: Nw, let's d a listening exercise. I will describe a hme with different rms. Yu need t draw a simple picture accrding t my descriptin. Listen carefully. There is a living rm n the first flr. It has a sfa and a TV. Next t the living rm is a kitchen. There is a fridge and a stve in the kitchen. On the secnd flr, there is a bedrm. There is a bed and a desk in the bedrm. And there is als a bathrm. It has a bathtub and a tilet. Nw, start drawing.
(Describe the hme slwly and clearly. After the students finish drawing, ask sme students t shw their pictures and describe what they have drawn in English. Crrect their mistakes if any and praise their effrts)
（五）Summary（设计意图：帮助学生回顾本节课所学的内容，总结重点知识，强化记忆，培养学生的归纳总结能力，同时引导学生关注家庭，培养对家的热爱之情。）
1. T: Nw, let's summarize what we have learned tday. What wrds did we learn abut the rms in a hme?
Ss: Rm, living rm, bedrm, kitchen, bathrm.
T: Very gd. And what sentence did we use t intrduce the rms?
Ss: This is the... It's...
T: Yes, yu have learned a lt tday. Hme is a very imprtant place fr us. We live, play, study and rest at hme. We shuld lve ur hme and keep it clean and tidy. D yu agree?
Ss: Yes.
2. T: In this class, we als learned hw t use English t talk abut ur hme. Yu can g hme and shw yur parents what yu have learned. Tell them the names f the rms in English and intrduce yur bedrm r living rm t them. I believe they will be very happy t see yur prgress.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力，同时培养学生的观察能力和动手能力，增强学生对家庭的认知和情感。）
1. Listen t the dialgue n the tape and repeat it fr three times. Try t imitate the prnunciatin and intnatin.
2. Draw a picture f yur wn hme and label the rms with the English wrds we learned tday. Then describe yur hme t yur parents r friends in English.
3. Observe the rms in yur hme carefully and write a shrt passage abut yur favrite rm. Yu can use the sentence patterns we learned in class, such as "This is the... It's... I like it because..."
六、教学反思
在本节课的教学中，通过多种教学方法和活动的设计，学生对与家庭房间相关的词汇和句型有了较好的掌握和理解。成功之处在于：
1. 情境创设和实物演示有效激发了学生的学习兴趣。例如，通过展示玩具厨房和模拟在不同房间的活动，让学生更直观地理解和记忆单词的含义，增强了学习的趣味性和参与度。
2. 游戏活动的设计丰富多样，如“Flashcards”“What's missing?”“Listen and pint”等，不仅巩固了新单词的学习，还活跃了课堂气氛，让学生在轻松愉快的氛围中学习英语，提高了学生的学习积极性和主动性。
3. 角色扮演和小组活动让学生有机会在实际情境中运用所学语言进行交流，培养了学生的口语表达能力和合作精神。学生在活动中积极参与，能够较好地运用句型“This is the... It's...”进行房间的介绍和描述。
然而，教学过程中也存在一些不足之处：
1. 在单词发音教学方面，虽然对一些较难发音的单词如“kitchen”和“bathrm”进行了重点强调和练习，但部分学生仍可能存在发音不准确的问题。在今后的教学中，应加强对个别学生的发音指导，采用更多样化的发音练习方法，如让学生互相倾听和纠正发音，或者通过发音游戏进行强化训练。
2. 在小组活动中，个别小组的讨论和合作不够积极主动，可能是对活动任务不够明确或者缺乏团队合作的经验。在今后的教学中，要更加明确活动的要求和规则，提前给予学生充分的指导和示范，培养学生的团队合作意识和能力，确保每个学生都能在小组活动中有所收获。
3. 在教学时间的把控上还需要进一步优化。在一些活动环节，如学生的展示和交流时间过长，导致后面的练习环节时间略显紧张，部分学生没有足够的时间进行充分的练习和表达。在今后的教学中，要更加合理地安排教学时间，根据学生的实际情况灵活调整教学进度，确保每个教学环节都能扎实有效地进行。
总之，通过这节课的教学，我深刻认识到在教学过程中要充分关注学生的学习情况，注重教学方法的选择和运用，不断改进教学中的不足之处，提高教学质量，让学生在轻松愉快的氛围中更好地掌握知识和技能。
北师大版（三起）（2024）三年级上册英语Unit5《My hme》Lessn 2教案
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 5《My hme》的Lessn 2。在Lessn 1学习家庭房间名称的基础上，进一步拓展与房间相关的内容，包括房间里的物品及位置的表达。教材中会出现一些新的词汇，如windw（窗户）、dr（门）、desk（书桌）、chair（椅子）、bed（床）等，以及用介词in、n、under、near等来描述物品在房间中的位置，如“The bk is n the desk.（书在书桌上。）”“The ball is under the chair.（球在椅子下面。）”等句型。教材还会通过图片、对话和活动等形式，引导学生学习如何用英语准确地描述房间里物品的位置，培养学生的空间意识和语言表达能力。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读单词windw、dr、desk、chair、bed。
2. 学生能够理解并运用介词in、n、under、near来描述房间里物品的位置，掌握句型“The... is in/n/under/near the...”。
（二）能力目标
1. 学生能够准确识别房间里的常见物品，并能用英语说出其名称。
2. 能够在实际情境中运用所学介词和句型描述物品在房间中的位置，提高语言运用能力和空间感知能力。
3. 培养学生的观察能力、听说能力和逻辑思维能力。
（三）情感目标
1. 通过学习，培养学生对生活环境的观察力和关注度，激发学生对英语学习的兴趣和热情。
2. 引导学生养成整理物品、保持房间整洁的良好习惯，培养学生的生活自理能力和责任感。
三、教学重难点
（一）教学重点
1. 掌握新单词windw、dr、desk、chair、bed的发音、拼写和意义。
2. 正确运用介词in、n、under、near描述物品的位置，理解并掌握句型“The... is in/n/under/near the...”的用法。
（二）教学难点
1. 区分介词in、n、under、near的用法差异，能够根据实际情境准确选择合适的介词进行表达。
2. 培养学生在实际生活中运用英语描述物品位置的能力，实现语言的灵活运用和知识的迁移。
四、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源，以及一些与房间和物品相关的拓展素材。
2. 单词卡片、房间图片、物品模型（如小型窗户、门、书桌、椅子、床等）、磁铁、眼罩。
3. 制作小组活动任务卡。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和复习活动，巩固旧知，活跃课堂气氛，激发学生的学习兴趣，为新知识的学习做好铺垫。）
1. Sing a sng
T: Let's start ur class with a sng. We sang "In My Hme" last time. Let's sing it again tgether.
(Play the sng "In My Hme" n the multimedia and lead the students t sing alng with actins)
In my hme, there's a living rm.
In my hme, there's a bedrm.
In my hme, there's a kitchen t.
In my hme, there's a bathrm.
This is my hme, I lve it s.
2. Review
T: Very gd! Yu sing very well. Nw, let's review the wrds we learned in Lessn 1. What are the rms in a hme? (Shw sme pictures f rms n the screen)
Ss: Living rm, bedrm, kitchen, bathrm.
T: Great! And hw d we intrduce them? Fr example, if I want t intrduce the living rm, what can I say?
Ss: This is the living rm. It's... (Sme students may describe the living rm briefly, such as "It's a rm where we watch TV.")
T: Excellent! Nw, I'll shw yu a picture f a rm. Can yu name the rms quickly and say smething abut them? (Shw a picture f a rm with sme simple furniture)
Ss: This is the bedrm. There is a bed and a desk in it. / This is the kitchen. There is a stve and a fridge in it. etc. (Encurage students t answer as much as pssible and give praise and encuragement)
（二）Presentatin（设计意图：利用实物、图片和情境创设等方式，直观呈现新单词和介词短语，帮助学生理解其含义和用法，激发学生的学习兴趣和好奇心。）
1. Teach the new wrds "windw", "dr", "desk", "chair", "bed"
Windw
T: (Pint t the windw in the classrm) Lk, what's this? It's a windw. Windw means “窗户” in Chinese. Read after me, "windw".
Ss: Windw.
T: Hw many windws are there in ur classrm? Let's cunt tgether. (The students cunt the windws in the classrm)
T: Nw, let's pen and clse the windw like this. (Demnstrate the actin f pening and clsing the windw) This is a windw.
Dr
T: (Stand near the dr) And this is a dr. Dr means “门” in Chinese. Say "dr".
Ss: Dr.
T: What clr is the dr in ur classrm?
Ss: It's... (The students answer the clr f the dr)
T: Open the dr, please. / Clse the dr, please. (Ask sme students t cme t the frnt and d the actins t practice the wrd "dr")
Desk
T: (Pint t a student's desk) Lk at this. It's a desk. Desk means “书桌” in Chinese. Read it, "desk".
Ss: Desk.
T: What's n yur desk?
Ss: Bks, pencils, rulers... (The students answer the things n their desks)
T: Put yur hands n the desk. This is a desk.
Chair
T: (Sit n a chair) And I'm sitting n a chair. Chair means “椅子” in Chinese. Say "chair".
Ss: Chair.
T: Stand up and tuch yur chair. Hw many legs des the chair have? (The students tuch their chairs and cunt the legs)
Bed
T: (Shw a picture f a bed) This is a bed. Bed means “床” in Chinese. Read it slwly, "bed".
Ss: Bed.
T: We sleep n the bed. What d yu d n the bed befre yu g t sleep? (Sme students may answer "Read bks", "Listen t music", etc.)
T: Nw, let's lie dwn n the flr and pretend it's a bed. This is a bed. (The students d the actin and learn the wrd)
2. Teach the prepsitins and phrases fr describing the psitin f bjects
On
T: (Put a bk n the desk) Lk, what's this? It's a bk. Where is the bk? It's n the desk. The bk is n the desk. "On" means “在……上面” in Chinese. Read after me, "n, n the desk".
Ss: On, n the desk.
T: Can yu find smething else that is n the desk in ur classrm?
Ss: The pencil bx is n the desk. / The eraser is n the desk. etc. (The students lk arund the classrm and answer)
In
T: (Put a pen in the pencil bx) Nw, where is the pen? It's in the pencil bx. The pen is in the pencil bx. "In" means “在……里面” in Chinese. Say "in, in the pencil bx".
Ss: In, in the pencil bx.
T: What can yu put in the desk drawer? (Ask the students t answer and then put sme bjects in the desk drawer t demnstrate)
Under
T: (Put a ball under the chair) Lk at this ball. Where is it? It's under the chair. The ball is under the chair. "Under" means “在……下面” in Chinese. Read it, "under, under the chair".
Ss: Under, under the chair.
T: Can yu find smething under yur chair r desk?
Ss: My bag is under the chair. / My shes are under the desk. etc. (The students lk fr things under their chairs r desks and answer)
Near
T: (Put a water bttle near the desk) This is a water bttle. Where is it? It's near the desk. The water bttle is near the desk. "Near" means “在……附近” in Chinese. Say "near, near the desk".
Ss: Near, near the desk.
T: Wh is sitting near yu? (The students lk arund and answer)
3. Practice the new wrds and prepsitins
Game 1: "What's missing?"
T: Nw, let's play a game. I will put sme bjects n the desk, such as a bk, a pen, a ruler, and a ball. Then I will clse my eyes and yu take away ne bject quietly. When I pen my eyes, yu need t tell me what's missing and where it was. Fr example, if the bk is missing and it was n the desk, yu can say "The bk is missing. It was n the desk." Are yu ready?
Ss: Yes.
(Put the bjects n the desk and play the game. The students enjy the game and practice using the wrds and prepsitins t describe the psitin f bjects)
Game 2: "Magnetic bjects"
T: Nw, I will give each grup sme magnetic bjects (such as small magnetic windws, drs, desks, chairs, and beds) and a magnetic bard. Yu need t put the bjects n the bard and use the prepsitins we learned t describe their psitins. Fr example, yu can say "The windw is n the tp f the bard. The dr is near the windw." Let's see which grup can d it the best and the fastest.
(The students wrk in grups and start t place the bjects n the magnetic bard and describe their psitins. The teacher ges arund the grups t bserve and ffer help if necessary. After a few minutes, ask each grup t shw their wrk and describe the psitins f the bjects t the class)
（三）Text Learning（设计意图：通过听、读、理解和角色扮演等活动，让学生学习教材中的对话内容，深入理解如何用英语描述房间里物品的位置，培养学生的听力、口语表达和阅读理解能力。）
1. Listen t the dialgue
T: Nw, let's listen t a new dialgue between tw friends. They are talking abut a bedrm. Open yur bks and turn t Page XX. Listen carefully and see what they are saying abut the things in the bedrm. (Play the dialgue audi n the multimedia)
A: Lk at this bedrm. It's s nice.
B: Yes. Where is the bed?
A: The bed is near the windw.
B: And where is the desk?
A: The desk is in frnt f the windw. There is a lamp n the desk.
B: Oh, I see. Where is the chair?
A: The chair is under the desk.
B: That's cl. And what's n the bed?
A: There is a teddy bear n the bed.
2. Read the dialgue
T: Nw, let's read the dialgue tgether. Fllw me, please. (Read the dialgue sentence by sentence with the students, paying attentin t the prnunciatin, intnatin, and the use f prepsitins)
A: Lk at this bedrm. It's s nice.
Ss: Lk at this bedrm. It's s nice.
B: Yes. Where is the bed?
Ss: Yes. Where is the bed?
-...
3. Explain the dialgue
T: Let's lk at the dialgue again. They are describing the psitin f things in the bedrm. We use "Where " t ask abut the lcatin f an bject, and answer with "The... is in/n/under/near the..." Fr example, when B asks "Where is the bed?", A answers "The bed is near the windw." Nw, let's lk at the picture in the bk and practice asking and answering abut the psitin f things in the bedrm.
(The students practice in pairs, referring t the picture in the bk. They ask and answer questins like "Where is the lamp?", "The lamp is n the desk." The teacher walks arund the classrm, listening t their cnversatins and prviding help if needed)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act ut the dialgue. One student can be A and shw the bedrm t the ther student (B). Then they have a cnversatin abut the psitin f things in the bedrm. Yu can use the bjects and furniture in ur classrm t act it ut. Let's see wh can act it ut the mst vividly.
(Several students vlunteer t cme t the frnt and put n the crrespnding头饰 r name tags. They start t act ut the dialgue, using the classrm furniture t represent the things in the bedrm. Fr example, they may pint t a windw in the classrm and say "The bed is near the windw." Then pint t a desk and say "The desk is in frnt f the windw." After the rle-play, the class gives applause and the teacher cmments n their perfrmance, praising their creativity and language use)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的单词、介词和句型，提高学生的语言运用能力和综合表达能力，培养学生的合作意识和空间思维能力。）
1. Pair wrk
T: Nw, it's yur turn t practice mre. Wrk in pairs. One student clses his/her eyes and the ther student puts an bject (such as a bk, a pencil, r a ty) in a certain psitin in the classrm (n the desk, under the chair, near the dr, etc.). Then the first student pens his/her eyes and asks "Where is " The ther student answers "The... is in/n/under/near the..." After that, yu can change rles. Let's start.
(The students practice in pairs. The teacher walks arund the classrm, bserving and helping the students. Encurage them t use mre different bjects and psitins t practice)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup draws a picture f a rm (it can be a bedrm, a living rm, r a classrm) and puts sme bjects in it. Then each student takes turns t describe the psitin f the bjects in the picture t the grup members. The thers in the grup listen carefully and check if the descriptin is crrect. After everyne finishes describing, yu can exchange pictures with anther grup and try t guess the psitin f the bjects in their picture based n the descriptin.
(The students frm grups and start t wrk. They discuss, draw, and describe. The teacher ges arund the grups, ffering guidance and inspiratin. When the grups exchange pictures and guess the psitins, the teacher can jin in and help them if they have difficulties)
3. Listen and draw
T: Nw, let's d a listening exercise. I will describe the psitin f sme bjects in a rm. Yu need t draw a simple picture accrding t my descriptin. Listen carefully. There is a desk in the middle f the rm. The chair is near the desk. The bk is n the desk. The pencil is in the pencil bx and the pencil bx is under the desk. The ball is behind the chair. Nw, start drawing.
(Describe the psitin f the bjects slwly and clearly. After the students finish drawing, ask sme students t shw their pictures and describe what they have drawn in English. Crrect their mistakes if any and praise their effrts)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识体系，培养学生的归纳总结能力和语言表达能力。）
1. T: Nw, let's summarize what we have learned tday. What new wrds did we learn abut the things in a rm?
Ss: Windw, dr, desk, chair, bed.
T: Very gd. And what prepsitins did we use t describe the psitin f bjects?
Ss: In, n, under, near.
T: Yes, yu are all very clever. We can use these wrds and prepsitins t talk abut the things in a rm and their psitins. Fr example, we can say "The bk is n the desk." "The ball is under the chair." Remember these wrds and sentences, and we can use them t describe ur wn rms r ther places in English.
2. T: In this class, we als learned hw t bserve and describe the things arund us in English. This can help us cmmunicate better and understand ur envirnment mre clearly. When yu g back hme, yu can lk at the things in yur rm and try t describe their psitins in English t yur parents r friends. I believe yu can d it very well.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力和自主学习能力，同时培养学生的观察能力和动手能力，增强学生对生活环境的认知和表达能力。）
1. 基础作业
听录音跟读课文对话3遍，注意语音语调以及介词的正确发音和使用。
完成课本上相关的练习题，如根据图片填写介词或用所学句型描述物品位置等，巩固所学单词和句型。
2. 拓展作业
用所学单词和介词短语制作一张房间布局海报，标注出房间里各种物品的位置，并在旁边用英语写上简单的描述。例如：“The windw is n the wall. The bed is near the windw. The desk is in frnt f the chair.”
和家长一起玩“猜物品位置”的游戏。在家里选择一个房间，家长将一个物品放在房间的某个位置，孩子用英语询问物品的位置，如“Where is the bk?”家长回答“The bk is n the sfa.”孩子根据提示找到物品。然后交换角色进行游戏。
3. 实践作业
观察自己家里客厅或卧室的实际布局，然后用英语向家人介绍物品的位置。例如，在吃晚饭时可以对家人说：“In ur living rm, the TV is n the wall. The sfa is near the TV. The cffee table is in frnt f the sfa.”
整理自己的书包或书桌，一边整理一边用英语描述物品的摆放位置，如“The pencil is in the pencil case. The ntebk is n the desk. The ruler is under the bk.”培养自己整理物品的好习惯的同时，加强对英语知识的实际运用。
七、板书设计
Unit 5 My hme: Lessn 2
1. New wrds:
windw（窗户）
dr（门）
desk（书桌）
chair（椅子）
bed（床）
2. Prepsitins:
in（在……里面）
n（在……上面）
under（在……下面）
near（在……附近）
3. Sentence patterns:
The... is in/n/under/near the...（……在……里面/上面/下面/附近。）
Where is （……在哪里？）
It's in/n/under/near the...（它在……里面/上面/下面/附近。）
北师大版（三起）（2024）三年级上册英语Unit5《My hme》Lessn 3教案
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 5《My hme》的Lessn 3。在之前学习房间名称和物品位置表达的基础上，进一步拓展关于家庭活动和对家的情感表达的内容。教材可能会通过对话、短文或故事的形式，呈现家庭成员在不同房间进行的各种活动，如在客厅看电视、在卧室睡觉、在厨房做饭等，以及表达对家的喜爱和珍惜之情的语句，如“I lve my hme. It's a warm and happy place.（我爱我的家。它是一个温暖又快乐的地方。）”等。同时，教材还会设置一些相关的练习活动，如根据描述判断家庭活动发生的房间、用所学词汇和句型编写关于家庭的小短文等，以巩固学生对知识的掌握和运用能力。
二、核心素养目标
（一）语言能力目标
1. 学生能够听懂、会说、认读与家庭活动相关的词汇和短语，如watch TV（看电视）、read a bk（看书）、have a meal（吃饭）、take a shwer（洗澡）等，并能在实际情境中正确运用。
2. 能够熟练运用句型“In the... (rm), we... (activity).（在……房间，我们……活动。）”来描述家庭成员在不同房间进行的活动。
3. 进一步巩固和运用关于房间名称、物品位置的词汇和句型，提高学生的语言综合表达能力。
（二）学习能力目标
1. 通过观察图片、听录音、阅读短文等多种学习方式，培养学生的观察力、听力和阅读理解能力。
2. 引导学生在小组活动和交流中积极思考、主动参与，培养学生的合作学习能力和语言表达能力，提高学生的学习效率和自主学习能力。
（三）思维品质目标
1. 培养学生的逻辑思维能力，让学生能够有条理地描述家庭活动和房间之间的关系，以及对家的感受和认识。
2. 鼓励学生发挥想象力，创新地运用所学语言表达自己对家庭生活的独特体验和情感，培养学生的批判性思维和创造性思维能力。
（四）文化意识目标
1. 让学生了解不同文化背景下家庭生活的差异和共同点，增强学生对多元文化的理解和包容，培养学生的跨文化交际意识。
2. 引导学生认识到家的重要性，培养学生对家庭的责任感和关爱之情，传承和弘扬家庭美德等优秀文化传统。
三、教学重难点
（一）教学重点
1. 掌握与家庭活动相关的新词汇和短语的含义及用法。
2. 正确运用句型“In the... (rm), we... (activity).”描述家庭活动与房间的对应关系，实现语言的准确表达和流畅交流。
（二）教学难点
1. 如何引导学生将家庭活动、房间名称和物品位置等知识有机结合起来，进行综合运用和拓展表达，培养学生的语言综合运用能力和思维能力。
2. 帮助学生理解和表达对家的情感，让学生在语言学习中体会家的温暖和重要性，培养学生积极的情感态度和价值观。
四、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源，以及一些与家庭生活相关的视频片段和拓展资料。
2. 单词卡片、房间图片、人物头饰、道具（如电视模型、书籍、餐具等）。
3. 制作小组活动任务卡、写作练习纸。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和游戏复习旧知，激发学生的学习兴趣，营造轻松愉快的课堂氛围，同时为新知识的学习做好铺垫，引导学生快速进入学习状态。）
1. Sing a sng
T: Let's start ur class with a sng. We have learned the sng "In My Hme" befre. Let's sing it tgether again and d the actins.
(Play the sng "In My Hme" n the multimedia and lead the students t sing alng with actins)
In my hme, there's a living rm.
In my hme, there's a bedrm.
In my hme, there's a kitchen t.
In my hme, there's a bathrm.
This is my hme, I lve it s.
2. Review
T: Great! Yu sing very well. Nw, let's play a quick review game. I will shw yu sme pictures f rms and bjects. Yu need t say the wrds as quickly as pssible and describe their psitins using the prepsitins we learned in the last lessn. Are yu ready?
Ss: Yes.
(Shw pictures f a bedrm with a bed, a desk, a chair, and a bk. The bk is n the desk and the chair is under the desk.)
Ss: This is a bedrm. The bed is in the bedrm. The desk is in the bedrm t. The bk is n the desk. The chair is under the desk.
(Cntinue t shw ther pictures and ask the students t describe, giving praise and encuragement fr crrect answers)
（二）Presentatin（设计意图：利用图片、情境创设和动作演示等多种方式呈现新词汇和短语，直观形象地帮助学生理解其含义和用法，激发学生的学习兴趣和求知欲，为学生的语言学习提供丰富的素材和语境。）
1. Teach the new wrds and phrases abut family activities
Watch TV
T: (Shw a picture f a family watching TV in the living rm) Lk at this picture. What are they ding? They are watching TV. We say "watch TV" in English. Read after me, "watch TV".
Ss: Watch TV.
T: What d yu usually watch n TV? (Ask sme students t answer)
Ss: Cartns, news, mvies...
T: Nw, let's pretend t watch TV. Sit n the chair and lk at the blackbard as if it were a TV. This is watching TV. (The students d the actin and say the phrase tgether)
Read a bk
T: (Take ut a bk and pretend t read it) What am I ding nw? I'm reading a bk. "Read a bk" means “看书” in Chinese. Say "read a bk".
Ss: Read a bk.
T: Where d yu usually read a bk?
Ss: In the bedrm, in the living rm, in the library...
T: Gd. Nw, take yur bk and d the actin f reading a bk. This is read a bk. (The students hld their bks and act ut reading)
Have a meal
T: (Shw a picture f a family having a meal in the kitchen) Lk at this picture. They are having a meal. We can als say "have a meal" r "eat dinner/lunch/breakfast". Read it, "have a meal".
Ss: Have a meal.
T: What d yu have fr breakfast/lunch/dinner usually? (Have a shrt cnversatin with the students abut their meals)
T: Nw, let's pretend t have a meal. Put yur hands n the table as if yu were eating. This is having a meal. (The students d the actin and learn the phrase)
Take a shwer
T: (Shw a picture f a persn taking a shwer in the bathrm) What's this? It's a persn taking a shwer. We say "take a shwer" in English. Say it slwly, "take a shwer".
Ss: Take a shwer.
T: When d yu take a shwer?
Ss: In the mrning, in the evening...
T: Nw, stand up and pretend t take a shwer with yur hands. This is take a shwer. (The students d the actin and repeat the phrase)
2. Practice the new wrds and phrases
Game 1: "Act and Guess"
T: Nw, let's play a game called "Act and Guess". I will ask ne student t cme t the frnt and act ut ne f the new phrases we just learned. The ther students need t guess what he/she is ding. Fr example, if a student acts ut watching TV, the thers shuld say "Watch TV". The ne wh guesses crrectly first can have a chance t cme t the frnt and act next. Let's start.
(A student cmes t the frnt and acts ut "read a bk". The ther students guess and say "Read a bk". Then anther student cmes t the frnt and cntinues the game. This activity helps students cnslidate the new wrds and phrases in a fun way)
Game 2: "Wrd and Picture Matching"
T: Nw, I will shw yu sme wrds and pictures n the multimedia. Yu need t match the wrds with the crrect pictures as quickly as pssible. Fr example, when yu see the wrd "watch TV", yu shuld find the picture f a family watching TV. Are yu clear?
Ss: Yes.
(Shw the wrds and pictures n the multimedia and ask the students t d the matching. Check the answers tgether and give feedback)
（三）Text Learning（设计意图：通过听、读、理解和角色扮演等活动，让学生学习教材中的短文或对话内容，深入理解家庭成员在不同房间进行的活动以及对家的情感表达，培养学生的听力、口语表达和阅读理解能力，同时让学生在情境中感受语言的实际运用和情感内涵。）
1. Listen t the text
T: Nw, let's listen t a shrt passage abut a family's day at hme. Open yur bks and turn t Page XX. Listen carefully and see what they d in different rms. (Play the text audi n the multimedia)
In the mrning, we get up in the bedrm. Then we g t the bathrm and take a shwer. After that, we cme t the kitchen and have breakfast. My father reads a newspaper in the living rm while my mther is cking in the kitchen. I like t watch TV in the living rm after breakfast. In the evening, we have a meal tgether in the dining rm. I lve my hme. It's a warm and happy place.
2. Read the text
T: Nw, let's read the text tgether. Fllw me, please. (Read the text sentence by sentence with the students, paying attentin t the prnunciatin, intnatin, and the stress f the wrds)
In the mrning, we get up in the bedrm.
Ss: In the mrning, we get up in the bedrm.
Then we g t the bathrm and take a shwer.
Ss: Then we g t the bathrm and take a shwer.
-...
3. Explain the text
T: Let's lk at the text again. It tells us what the family members d in different rms thrughut the day. Fr example, in the mrning, they get up in the bedrm. Then they g t the bathrm t take a shwer and have breakfast in the kitchen. We can use the sentence pattern "In the... (rm), we... (activity)." t describe these actins. Nw, let's practice this sentence pattern with the activities in the text. I'll say the rm, and yu say the activity. Fr example, I say "bedrm", yu say "get up".
T: Bedrm.
Ss: Get up.
T: Bathrm.
Ss: Take a shwer.
-... (Cntinue this practice fr a few mre rms and activities)
T: Besides the activities, the text als expresses the feeling f lving the hme. Why des the authr say "I lve my hme. It's a warm and happy place."? What makes yur hme a warm and happy place? (Have a shrt discussin with the students and encurage them t share their thughts and feelings abut their hmes)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act as the family members in the text. Each student chses a rle and acts ut the activities in the crrespnding rm. Let's see wh can act it ut the best and remember t use the English wrds and sentences we learned.
(Several students vlunteer t cme t the frnt and put n the crrespnding头饰 r name tags. They start t act ut the family's day at hme, fr example, ne student acts as the father reading a newspaper in the living rm, anther student acts as the mther cking in the kitchen, and s n. After the rle-play, the class gives applause and the teacher cmments n their perfrmance, praising their use f language and acting skills)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的词汇、短语和句型，提高学生的语言运用能力和综合表达能力，培养学生的合作意识和思维能力，让学生在实际情境中灵活运用英语进行交流和表达，同时加深学生对家庭生活和家的情感的理解。）
1. Pair wrk
T: Nw, it's yur turn t practice. Wrk in pairs. One student asks the ther student abut what his/her family members usually d in different rms at hme, and the ther student answers using the sentence pattern "In the... (rm), we... (activity)." Fr example:
A: What des yur father usually d in the living rm?
B: In the living rm, he usually watches TV r reads a bk.
A: What des yur mther d in the kitchen?
B: In the kitchen, she ften cks meals and washes dishes.
(After a few minutes f practice, ask sme pairs t cme t the frnt and have a shrt cnversatin, and encurage the ther students t listen carefully and give cmments)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup imagines a day at their wn hme and makes a timetable f the family activities in different rms. Then write a shrt passage t describe it using the wrds and sentences we learned. Yu can start like this: "In the mrning, in my hme, my family members..." After yu finish writing, each grup can read their passage alud t the class.
(The students frm grups and start t wrk. They discuss, make the timetable, and write the passage. The teacher ges arund the grups, prviding supprt and guidance. When each grup presents their passage, the ther grups can listen and ask questins if they have any)
3. Listen and rder
T: Nw, let's d a listening exercise. I will describe sme family activities and the rms they happen in. Yu need t listen carefully and number the pictures in the crrect rder. Fr example, I say "The mther is cking in the kitchen.", yu shuld number the picture f the kitchen first. Are yu ready?
Ss: Yes.
(Describe several family activities and rms, such as "The child is reading a bk in the bedrm.", "The father is taking a shwer in the bathrm.", "The family is having a meal in the dining rm." etc. The students listen and number the pictures. Then check the answers tgether)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识体系，培养学生的归纳总结能力和语言表达能力，同时引导学生再次感受家的重要性和温暖，培养学生对家庭的积极情感和价值观。）
1. T: Nw, let's summarize what we have learned tday. What new wrds and phrases abut family activities did we learn?
Ss: Watch TV, read a bk, have a meal, take a shwer.
T: Very gd. And what sentence pattern did we use t describe family activities in different rms?
Ss: In the... (rm), we... (activity).
T: Yes, yu have learned a lt tday. We nt nly learned the English expressins fr family activities and rms, but als understd hw imprtant and warm ur hme is. Hme is where we have happy times with ur family, d many interesting things, and feel lved and cared fr. S, we shuld cherish ur hme and spend mre gd time with ur family.
2. T: I hpe yu can use what yu have learned tday t talk abut yur hme and family activities with yur parents and friends in English. Yu can als share yur feelings abut yur hme with them. Remember, hme is always a special place fr us.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力和自主学习能力，同时培养学生对家庭生活的观察和体验能力，增强学生对家的情感和责任感，促进学生在语言学习和生活实践中不断成长和进步。）
1. Write a shrt diary abut yur family's activities at hme n a weekend. Use the wrds, phrases, and sentence patterns we learned in class t describe what yu and yur family members d in different rms. Try t write at least five sentences.
2. Make a pht album r a mini-presentatin abut yur hme. Take sme pictures f the rms in yur hme and label them with the English names. Then, fr each rm, write a shrt descriptin f the activities that usually happen there. Yu can present it t yur classmates next time.
3. Help yur parents d sme husewrk at hme and describe what yu are ding in English while yu are ding it. Fr example, when yu are sweeping the flr, yu can say "I'm sweeping the flr in the living rm." This way, yu can practice using English in real life and als shw yur lve and care fr yur hme.
六、教学反思
在本节课的教学过程中，通过多种教学方法和活动的设计，学生在语言知识和情感体验方面都取得了一定的收获。成功之处在于：
1. 情境创设和活动设计丰富多样，如“Act and Guess”“Wrd and Picture Matching”等游戏以及角色扮演活动，能够充分激发学生的学习兴趣和参与度，让学生在轻松愉快的氛围中学习和巩固新词汇和短语，同时提高了他们的语言运用能力和表演能力。
2. 在教学过程中注重引导学生将语言学习与实际生活相结合，通过讨论家庭活动和对家的感受，让学生深刻体会到英语在日常生活中的实用性，增强了学生学习英语的动力和积极性。同时，也培养了学生对家庭的情感认知和责任感。
3. 小组合作活动的开展有助于培养学生的合作学习能力和团队精神。学生在小组中共同完成任务，如制作家庭活动时间表和编写短文，相互交流和协作，提高了学生的语言表达能力和思维能力，也促进了学生之间的友谊和互动。
然而，教学过程中也存在一些不足之处：
1. 在时间把控上，部分活动的时间安排不够合理，导致后面的小组展示和总结环节略显仓促。在今后的教学中，需要更加精细地规划每个教学环节的时间，确保教学进度的顺利进行，同时给予学生充分的展示和交流机会。
2. 在学生个体差异关注方面，虽然在教学过程中尽量鼓励每个学生参与，但仍有个别学生表现不够积极主动，可能是对知识的掌握不够熟练或者缺乏自信心。在今后的教学中，要更加关注这些学生，给予他们更多的指导和鼓励，提供更多适合他们的学习机会和任务，帮助他们逐步提高英语水平和学习兴趣。
3. 在教学评价方面，虽然在课堂上对学生的表现进行了及时的评价和反馈，但评价方式还可以更加多样化。除了教师评价，还可以增加学生自评和互评的环节，让学生更加积极地参与到评价过程中，提高他们的自我认知和反思能力。
总之，通过这节课的教学实践，我深刻认识到在教学过程中需要不断改进和完善教学方法和策略，关注学生的学习需求和个体差异，以提高教学质量和效果，让学生在英语学习中获得更多的知识和成长。同时，也要注重培养学生的情感态度和价值观，让英语教学不仅仅是语言知识的传授，更是学生全面发展的助力。
北师大版（三起）（2024）三年级上册英语Unit5《My hme》Lessn 4教案
一、学情分析
三年级学生刚刚接触英语学习，对英语有着浓厚的兴趣和好奇心。他们具有较强的模仿能力和表现欲望，但注意力集中时间较短，抽象思维能力尚未发展成熟。在知识储备方面，学生已经学习了一些简单的日常用语和词汇，如数字、颜色、动物等，对本单元“My hme”的主题也有了一定的了解，认识了一些家中常见的房间名称。然而，他们对于用英语描述房间里的物品以及位置关系还需要进一步的学习和练习。此外，三年级学生活泼好动，喜欢游戏和互动式的学习方式，因此在教学过程中应设计多样化的活动，激发学生的学习积极性，让学生在轻松愉快的氛围中学习英语。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、认读单词：table（桌子）、chair（椅子）、sfa（沙发）、fridge（冰箱）、bed（床）。
2. 学生能理解并运用句型：“Where is It's in/n/under...”来询问和描述物品的位置。
（二）能力目标
1. 学生能够在实际情境中准确运用所学单词和句型描述家中物品的位置，提高语言运用能力。
2. 通过观察、模仿、游戏等活动，培养学生的听、说、读、写能力和合作学习能力。
（三）情感目标
1. 培养学生对英语学习的兴趣，让学生积极参与课堂活动，体验学习英语的乐趣。
2. 引导学生关注生活中的英语，培养学生观察生活的习惯和能力。
3. 让学生了解家中物品的摆放要整洁有序，培养学生良好的生活习惯和整理意识。
三、教学重难点
（一）教学重点
1. 掌握单词table、chair、sfa、fridge、bed的发音和拼写。
2. 理解并运用句型“Where is It's in/n/under...”询问和描述物品的位置。
（二）教学难点
1. 区分介词in、n、under的用法，并能准确运用它们描述物品的位置。
2. 培养学生在实际情境中灵活运用所学知识进行交流的能力。
四、教学准备
1. 多媒体课件、单词卡片、实物道具（桌子、椅子、沙发、冰箱、床的小模型）、图片、奖励贴纸。
2. 学生准备自己画的家中一个房间的图片（简单画出一些物品）。
五、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Nice t see yu again.
Ss: Hell, teacher. Nice t see yu, t.
设计意图：通过简单的问候，拉近师生距离，营造轻松愉快的课堂氛围。
2. Sing a sng
T: Let's sing a sng tgether. “In my hme”.（播放歌曲视频，师生一起唱）
In my hme, in my hme.
There's a living rm, a bedrm.
In my hme, in my hme.
There's a kitchen, a bathrm.
设计意图：以歌曲的形式复习上节课学习的家中房间的名称，激发学生的学习兴趣，同时为引出本节课的学习内容做铺垫。
（二）Lead-in
1. Shw a picture f a messy rm
T: Lk at this picture. What d yu see?
Ss: I see a rm. It's very messy.
T: Yes, it's a messy rm. There are many things in the rm. D yu knw what they are?
设计意图：通过展示一张杂乱的房间图片，引起学生的好奇心，激发他们的学习兴趣，同时引出本节课关于房间内物品的学习内容。
2. Free talk
T: What's in yur rm at hme?
S1: There is a bed in my rm.
S2: There is a desk and a chair in my rm.
...
设计意图：让学生结合自己的实际生活，运用已学知识谈论房间里的物品，复习旧知，为新知识的学习做好铺垫。
（三）Presentatin
1. Learn new wrds
(1) Table
T: Lk at this picture. What's this?（展示一张桌子的图片）
Ss: It's a table.
T: Yes, it's a table. Fllw me, table, table.（教师带领学生读单词，强调发音）
T: Nw, lk at this table.（指着教室里的一张桌子）This is a table, t.
设计意图：通过图片和实物展示，让学生直观地认识单词“table”，加深记忆。
(2) Chair
T: What's next t the table?（展示桌子旁边有一把椅子的图片）
Ss: It's a chair.
T: Right, it's a chair. Chair, chair.（教师示范发音，学生跟读）
T: Can yu find a chair in ur classrm?（让学生在教室里找椅子）
S: Yes, here is a chair.
设计意图：利用图片和教室中的实物，引导学生学习单词“chair”，并让学生在实际情境中寻找椅子，增强学习的趣味性。
(3) Sfa
T: Lk at this.（展示一张沙发的图片）What's this? It's very sft. We can sit n it and relax.
Ss: It's a sfa.
T: Gd jb. Sfa, sfa.（教师领读，注意发音）
T: Wh has a sfa at hme? Raise yur hand.
S1: I have a sfa at hme.
S2: My grandparents have a sfa at hme.
...
设计意图：通过描述沙发的特点，让学生猜出单词，激发学生的学习兴趣，并让学生联系生活实际，说说家里有没有沙发，加深对单词的印象。
(4) Fridge
T: Nw, let's lk at this big bx.（展示一张冰箱的图片）It's in the kitchen. We can put fd and drinks in it. What's this?
Ss: It's a fridge.
T: Yes, fridge, fridge.（教师带读，纠正发音）
T: Open yur bks and turn t page XX. Lk at the picture in the bk. Where is the fridge?
Ss: It's in the kitchen.
设计意图：结合图片和教材中的情境，让学生学习单词“fridge”，并引导学生观察教材图片，说出冰箱在厨房，巩固所学单词和句型。
(5) Bed
T: When we are tired, we need t lie dwn n it. What's this?（展示一张床的图片）
Ss: It's a bed.
T: Very gd. Bed, bed.（教师示范发音，学生跟读）
T: Shw me yur hands. Let's make a bed with ur hands.（教师示范用双手做出床的形状，学生跟着做）
设计意图：通过动作演示和图片展示，帮助学生理解和记忆单词“bed”，增加学习的趣味性。
2. Practice new wrds
(1) Flash cards
Shw the wrd cards f “table”, “chair”, “sfa”, “fridge”, “bed” quickly t the students. The students read the wrds alud as fast as they can.
设计意图：利用闪卡游戏，快速呈现单词卡片，让学生快速认读单词，提高学生的反应能力和对单词的熟悉度。
(2) What's missing?
Shw all the wrd cards n the blackbard. Then turn arund and take away ne f the cards. Ask the students t guess which wrd is missing.
设计意图：通过“什么不见了”的游戏，巩固学生对单词的记忆，培养学生的观察力和注意力。
(3) Pint and say
Put the real bjects r the small mdels f “table”, “chair”, “sfa”, “fridge”, “bed” in different places in the classrm. Ask a student t cme t the frnt and pint t an bject and say the wrd. Then ask ther students t repeat.
设计意图：让学生在教室里实际指出物品并说出单词，将单词与实物相结合，加深学生对单词的理解和记忆，同时锻炼学生的口语表达能力。
3. Learn the sentence pattern
(1) Presentatin
T: Nw, let's play a game. I'll hide a ball under the table.（教师把一个球藏在桌子下面）Where is the ball? Can yu guess?
S1: Is it n the table?
T: N, it isn't.
S2: Is it in the table?
T: N, it isn't.
S3: Is it under the table?
T: Yes, it is. Yu're s clever. S we can say “Where is the ball? It's under the table.”（板书句型“Where is It's in/n/under...”）
设计意图：通过游戏的方式，自然地引出询问物品位置的句型，并让学生在猜测的过程中理解和感受句型的用法。
(2) Practice
① Pair wrk
Ask the students t wrk in pairs. One student hides a pencil r ther small bject in the classrm and asks “Where is ”, and the ther student answers “It's in/n/under...”
设计意图：让学生通过两两合作的方式，进行句型的练习，提高学生的口语表达能力和合作学习能力。
② Guessing game
Shw sme pictures f bjects in different psitins n the screen. Fr example, a bk n the desk, a pen in the pencil bx, a ball under the chair. Ask the students t guess where the bject is using the sentence pattern “Is it ” The teacher answers “Yes, it is.” r “N, it isn't.”
设计意图：利用图片进行猜测游戏，增加学习的趣味性，让学生在游戏中进一步巩固句型的用法。
（四）Text learning
1. Listen and watch
Open the multimedia curseware and play the vide f “Let's talk”. The students listen and watch carefully, and try t understand the dialgue.
设计意图：让学生通过观看视频，初步感知课文内容，培养学生的听力和理解能力。
2. Listen and repeat
Play the dialgue again sentence by sentence. The students listen and repeat, paying attentin t the prnunciatin and intnatin.
T: Nw, listen and repeat after me. Where is the cat?
Ss: Where is the cat?
T: It's n the sfa.
Ss: It's n the sfa.
...
设计意图：通过逐句跟读，让学生模仿正确的发音和语调，提高学生的口语表达能力。
3. Rle-play
Divide the students int grups f tw. One student acts as Amy and the ther acts as Mike. They rle-play the dialgue accrding t the pictures in the bk. Then ask sme grups t cme t the frnt and perfrm.
设计意图：让学生进行角色扮演，将所学知识运用到实际情境中，增强学生的语言运用能力和表演能力，同时培养学生的合作精神。
4. Explain the text
T: Nw, let's lk at the text again. Amy asks “Where is the cat?”. Mike answers “It's n the sfa.”. S we knw the cat is n the sfa. Then Amy asks “Where is the fish?”. Mike answers “It's in the fridge.”. The fish is in the fridge. Can yu understand?
Ss: Yes.
T: Gd. If yu want t ask abut the psitin f smething, yu can use “Where is ”. And t answer, yu can use “It's in/n/under...”
设计意图：对课文内容进行详细讲解，帮助学生理解对话的含义和句型的用法，培养学生的阅读理解能力。
（五）Practice
1. Lk and say
Shw sme pictures f rms with different items in them. The students lk at the pictures and describe the psitins f the items using the sentence pattern “Where is It's in/n/under...” Fr example:
T: Lk at this picture. What can yu see?
S1: I can see a bed, a table and a chair.
T: Very gd. Nw, where is the table?
S1: It's next t the bed.
T: Where is the chair?
S1: It's under the table.
...
设计意图：通过看图说话的练习，让学生巩固所学的单词和句型，提高学生的语言运用能力和观察能力。
2. Draw and say
Ask the students t take ut the pictures they drew befre. They wrk in pairs. One student asks “Where is ” abut the items in the partner's picture, and the ther student answers “It's in/n/under...” Then they exchange rles.
设计意图：让学生结合自己画的图片进行对话练习，增加学习的趣味性和实用性，同时培养学生的创造力和表达能力。
（六）Summary
1. Review the wrds and sentence patterns
T: What have we learned tday? Let's review tgether. We learned sme wrds abut things in the hme, such as table, chair, sfa, fridge, bed. And we als learned a sentence pattern t ask and answer the psitin f things. What is it?
Ss: Where is It's in/n/under...
T: Very gd.
设计意图：通过回顾本节课所学的单词和句型，帮助学生巩固知识，加深记忆。
2. Emphasize the imprtance f keeping the hme tidy
T: We knw there are many things in ur hme. We shuld put them in the right place and keep ur hme tidy. D yu agree?
Ss: Yes.
T: S, remember t tidy up yur rm after class.
设计意图：在总结知识的同时，对学生进行情感教育，引导学生养成良好的生活习惯，培养学生的整理意识。
（七）Hmewrk
1. Listen t the dialgue and repeat it three times.
设计意图：通过听读作业，巩固学生的听力和口语表达能力。
2. Use the wrds and sentence patterns we learned tday t describe the psitins f the items in yur wn rm t yur parents.
设计意图：让学生将所学知识运用到实际生活中，增强学生的语言运用能力，同时增进亲子之间的交流。
3. Tidy up yur wn rm and take a pht. Share it with yur classmates next class.
设计意图：通过实际行动，培养学生的整理能力和良好的生活习惯，同时让学生在课堂上分享照片，增加学习的趣味性和互动性。
六、板书设计
Unit5 My hme: Lessn4
Wrds: table chair sfa fridge bed
Sentence patterns:
Where is
It's in/n/under...
Example:
Where is the cat?
It's n the sfa.
Where is the fish?
It's in the fridge.
设计意图：板书设计简洁明了，突出本节课的重点单词和句型，通过例句展示句型的用法，帮助学生更好地理解和记忆。同时，板书的布局合理，有利于学生观察和记录。