北师大版（2024）三年级上册Unit 5 My home教案

这是一份北师大版（2024）三年级上册Unit 5 My home教案，共14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，教学反思等内容，欢迎下载使用。
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，