4Aunit5表格教案

1、Unit 5 Our new home制定依据1内容分析本单元教材以“new home”为主题， 要求学生能听懂、会说、会读房间及家具类单词，并能用所学句型：Wheres .?Its .Where are ?Theyre 进行询问某物在哪。其中，Wheres ?Its 在3B已经学过，Where are?Theyre涉及到复数，是本单元的重难点。本单元的重点在于能在一定的情境中运用适合的句型进行交流，培养学生用英语思维，用英语做事的能力。2学生分析学生在3B已学习 Wheres .?Its 这一句型掌握得较牢固，因此，在学习 句型Where are?Theyre教师应该在帮助学生进行知识的迁移

2、，引导学生自主发现规律。课时安排第一课时： storytime第二课时： Fun time song time and sound time 第三课时： Cartoon time sound time 第四课时： Checkout time第五课时： practise Ticking time教 学 过 程第一课时Story time教学目标1. 在再构的整体情境中，学习单词bedroom, living room, kitchen, bathroom, sofa, fridge, table, clock并能运用。2. 能听懂、会说、会读、会初步运用句型Wheres the/my? Wher

3、e are the/my? 并且会用Its和Theyre 来回答。3. 能理解故事大意并有感情地朗读，并能体会故事的surprising ending。4敢于想象，大胆表达，能自信大方地表演，并能正确评价自己的语言学习。教学环节教师活动学生活动设计意图Warm upGreeting and warm up1.GreetingT: Hello, boys and girls. How are you ?T: Im well. Can you sing the song “Wheres the bird?”Ss: Hello, Miss .S: Im fine, thank you. And yo

4、u?S:Yes,we can .Ss sing the song together通过师生、生生的活动，让学生尽快进入英语的学习氛围。Pre-task preparation1. Encourage Ss to sing a song In my homeask：Whats this song about?2. Lead in topic.(1) Guide Ss to learn the new words about rooms. (2) Guide Ss to play a game. Say what you see.(3) Play a video and guide Ss to l

5、earn the words about household things.(4) Encourage Ss to recall where the household things are.1. Follow the music and sing the song.Learn: room, home2. Know the topic of this lesson.(1 )Guess and answer.Learn: bedroom, living room, kitchen, bathroom(2) Review the words about rooms.(3 )Watch and le

6、arn.Learn: fridge, sofa, table, clock(4) Try to ask and answer.Wheres the?Its in theWhere are the ?They are in the 利用歌曲引入本课情境,帮助学生集中注意力。直接进入本课的主题,借助图片和动画，在师生的问答互动中教学本课的房间和家具新词,帮助学生从音形义的角度感知、理解单词。借助黑板上的图片场景，在游戏中，让学生初步感知where的两个不同句型，并尝试运用。While- task procedure(Part C)1. Watch and answer.（1）What happen

7、ed? （2）If you are Su Hai or Su Yang, what will you ask? （3）Where are the bag and the skirts？Their mother can help them. Lets watch a video. 2. Look and imagine.Su Yang likes her white cap, too. Now, she is looking for it. Can you guess what they are saying?3. Listen and answer.Where is the white cap

8、? 4. Look and find.Who took the white cap? 5. Read and imagine.(1) Encourage Ss to read and act with emotion. (2) If Su Hai wants to get back the white cap, what will she say?6. Read story time.(1)Read after the tape.(2)Read together.(3)Read in roles. (T-Mum,Group1&2-Su Yang,Group3&4-Su Hai)1. Watch

9、 and answer.(1) Predict the story.(2) Try to be Su Hai and Su Yang and ask the questions.(3) Watch half of the story and answer.Su Yangs bag is in the bedroom.Su Hais skirts are in the living room, on the sofa.2.Imagine and make a dialogue in pairs.Is it?I cant findIm not sure.3. Listen and answer.I

10、ts in the kitchen.4. Look and find. The dog.5. Read and imagine.(1) Read and act.(2) Guess and say.Would you like?Thisis for you.Give me the cap.6. Read story time.阅读前借助动画进行预测，带着问题，整体感知图1和图2。在师生问答中，补全板书，理清故事脉络。鼓励学生看图3想象，自编对话，尝试运用并巩固本课的新句型,并为学生充分体会surprising ending 做好铺垫。通过听力整体感知图3图4，验证刚才自己的猜测。充分发挥孩子们

11、的想象力，续编故事，鼓励孩子积累运用，丰富语言。通过听录音跟读,分角色朗读，全班齐读等方式，再一次帮助学生熟悉文本，规范发音。Post- taskactivities1. Show time. Task 1: Read in roles.Task 2: Act it out.Task 3: Act creatively.2. Ticking time.(1) I can name some rooms and household things in Su Hais home.(2) I can use “Wheres? Where are?” to talk about Su Hais hom

12、e.(3) I can read and act the story.1. Choose one task to take on.2. Ss are allowed some time to reflect and assess each other.将任务分级，以学生为中心，让他们根据自己的情况自主选择配音，表演或创编。围绕本课的学习内容制定评价内容，鼓励学生回顾本课所学，在与同伴的互评中扬长补短。Assignment1.根据评价表，同伴互评。 2.和同伴表演故事或创编故事。板书设计 第二课时(Fun time song time and sound time)教学目标1. 通过参与各种活动

13、，学生能听懂、会读、会说单词bedroom, living room, kitchen, clock, fridge, sofa, table, bathroom。2. 学生能熟练运用句型Wheres my? Where are my? Its和Theyre 来谈论物品的方位。3. 学生能唱歌曲I love my bedroom。4. 学生能听懂、会正确朗读字母K在单词中的发音。5. 学生能通过系列活动积极参与语言学习，并能正确评价自己和他人的课堂表现。教学环节教师活动学生活动设计意图Warm upPlay a flash Wheres?Sing together.播放flash歌曲营造英语学

14、习氛围，通过歌曲内容引出本课主句型：Wheres/Where are .?为后面的熟练运用作铺垫。Revision timeText revision1. Ask some questions about the text. 2. Introduce the dog.Tom: Hello, Im Tom. I like my new home and I like playing games. Lets play!Words revisionPresent four games and tell students about the rules.Good Memory1. Present th

15、e task and video.2. Encourage students to talk in pairs first.3. Divide the class into two groups and have a competition.1. Look at the pictures and answer the questions.2. Listen to Tom and get ready for the games.Say the words and Toms name quickly and loudly.Get to know the rules.1. Watch and mat

16、ch.2. Talk in pairs.Where is the? Its in/ on/ under / Where are ? Theyre3. Have a competition.学生看图回答，回顾上节课学习的课文内容。通过课文引出小狗Tom，设置教学主线，激发学生兴趣。Tom 和孩子们玩第一个游戏，复习词汇为后面的活动热身。游戏一：好记忆力利用动画快速播放Tom家的摆设，帮助学生复习巩固词汇；通过同桌问答、大组竞赛等方式帮助学生进一步巩固询问物品方位的问答。Sound timeBest sound1. Tom: Where is my kite?2. Present the rhym

17、e.3. Play the flash.4. Encourage the students to read and say.1. Answer the question.2. Listen, follow and feel the sound.3. Learn how to read the pronunciation.4. Read and say some new words and make a rhyme.游戏二：最好发音通过出示含有/k/发音的小诗，让学生体会发音，让他们发现其他发/k/的字母和字母组合。使用这些单词来创编rhyme，培养创造性思维。Song timeNice voi

18、ce1. Tom loves his kitchen and he loves his bedroom, too. He makes up a song. He will see who can sing it well.2. Present the song.3. Have a competition.1. Get to know the game.2. Listen and learn the song.3. Have a singing contest.游戏三：最美歌喉学生通过学唱歌曲，进一步体会语言在旋律中的美！Fun timeTricky design1. Tom: I have a

19、 white cap. Where is my cap? I have some bones. Where are my bones?2. Encourage students to design in Fun time then play with their desk mates.3. Encourage two groups to have a PK.1. Listen carefully and ask Tom questions.2. Draw and play.3. Have a competition.游戏四：最佳设计通过设计Tom藏东西游戏,让学生运用语言向他提问，巩固句型，激

20、发兴趣。学生自己设计不同的摆设，利用信息差相互询问。在游戏中，进一步帮助学生巩固、丰富对话的表达。ConclusionTicking time1. What I know2. What I like3. Who I want to praiseCulture timeEast or west, home is the best. Show students various types of homes around the world.Try to review and answer.Enjoy reading.帮助学生回顾今天所学，鼓励学生乐于表达和提问。拓展学生视野，并为学生的家庭作业以及

21、第三课时的教学做好铺垫。Assignment画一画自己的家，并试着编一个对话和你的小伙伴说说你的家（2个话轮左右,记得用where来提问哦）。板书设计Our new home/k/ 学生资源A: I have Where is my.? Where are my.?B: Its They are 第三课时 (Cartoon time sound time)教学目标1.能听懂、会读、表演cartoon time故事。2.能熟练听懂、会说、会读、会运用本单元句型。3.能尝试在新的情境中运用所学句型进行交流。教学环节教师活动学生活动设计意图Warm upSing a song I love my b

22、edroom.Follow the music and sing the song.利用歌曲引入本课情境(home)，调动学习热情.RevisionRevision (1)Free talk about the students home.Revision (2)呈现光头强 VickT： Look, hes angry. Why? Now listen to Vick: “You bad bears. You take away my things. Ahhh.”Q: What do they take away?Guide the students to watch a short cart

23、oon. Say sth. about home.I have in my Watch a short cartoon and try to answer.S1：a clock.通过开放性问题，激活学生有关home的知识储备。通过光头强和熊大，熊二这些学生喜欢的动画人物创设故事情节，吸引学生进入动画中学习知识。通过熊大和熊二抢劫了光头强的家这一情境，复习本单元重点词汇。Checkout time1.T: Look, this is Briar and Brambles home. What rooms do they have, guess. And where are these thing

24、s now?Try to use:Wheres the ? Where are the ?2. Listen to the bears and check answers.3. Let the students introduce Briar and Brambles home.4. Briar and Bramble want to see your home, can you talk about it?1. Ask and answer:They have , I think.Wheres the ?Where are the ?2. Say where the things are.3

25、. Try to introduce Briar and Brambles home.4Try to introduce their own homes to Briar and Bramble.“Hello, this is my home. We have ”在故事情节中，通过合理猜测运用本单元重点句型，培养学生用英语做事情的能力。通过听故事，捕捉信息。以介绍熊大、熊二的家为范例，逐步学会介绍自己的家，培养学生的综合语言输出能力。Cartoon time1. Vick wants to take his things back. He goes to the bears home. Bri

26、ar and Bramble are watching TV.T：What are they watching? Whats wrong with the bird?2. Let the students watch a cartoon.T: The bird is hungry, what would he like? Lets watch.3.Present: Id like that.4. Lead the students to follow the cartoon and read in roles.T: Lets act out this cartoon for Briar and

27、 Bramble.5. Discuss:What do you think of Sam and Bobby?What can we learn from them?What will Briar and Bramble do?Flash show that the bears return things to Vick.1. Look and answer:They are watching a cartoon about Bobby and Sam.The bird is hungry / cold / 2. Watch and answer:What would the bird lik

28、e?A. An orangeB. A hot dogC. A worm3. Try to understand this sentence and read it with emotion.4. Read and act the cartoon 5. Say their commentsTheyre very good.Theyre very kind.They will give the things back.通过预测，形成卡通学习期待。通过视听卡通，捕捉信息，同时提高学生的英语学习乐趣。在情境中学会语义转换，并自主尝试运用恰当的语气进行朗读。通过朗读、表演等形式深化卡通的理解，并让学生进

29、一步体验英语学习的快乐。通过评价Bobby和Sam进行适当的德育渗透，并自然将本课熊大、熊二的故事推向一个完美结局。Assignment1、听录音，朗读课文模仿语音语调。2、和好朋友一起表演课文。3、把故事和儿歌分享给家人板书设计Wheres the/my? Its in/on /under the Where are the/my? Theyre in/ on.The is in the The are in the 第四课时（Checkout time）教学目标1.能在情景中综合运用所学交际用语进行交流。2. 能正确完成checkout time中的练习，并尝试复述。3.能通过巩固练习，正

30、确评价自己的学习，并对今后的学习形成期待。教学环节教师活动学生活动设计意图Warm up1. Free talkT: Good morning, boys and girls.T: Hello, Im T: Hi, Im (师生问好，生生问好，复习所学交际用语，创设英语学习氛围)2. sing a song : 1.S: Good morning, .S: Hello, ImS: Hi, ImS-S Greeting1. Sing a song together通过师生问好，使学生快速进入英语学习氛围。Pre-task preparationShow time教师播放儿歌：I love my

31、bedroom,教师引导学生改编歌词，变成一首新的儿歌Talk about bedroom:T:What do you have in your bedroom?T: Wheres ? Where are ?1.学生跟唱儿歌2.学生两人一组和唱3.Show a new song学生分享新编儿歌S:I haveS:Its Theyre 复习歌曲，调动课堂气氛，给学习增添无穷的乐趣。通过改编歌词，综合运用语言。While- task procedure(Part E)1. Review cartoon time1)教师引导学生回忆故事，提问：Who are they ？Would the bird

32、 like an orange/a hot dog?What would the bird like?2) 教师引导学生做配音练习2. checkout time教师出示人物，创设整体情境Su Hai is visiting Helens home.What will they say?Now theyre in Helens bedroom.What will Su Hai ask?What do you have in your bedroom?Do you have any ?How many s do you have?Where is ?Where are ?1 分角色编对话2 He

33、len 介绍自己的家能根据图片介绍自己的家。能根据图片介绍自己的家，并进行适当拓展。能根据表格说出自己的信息，并进行适当拓展，表达正确流利，语音语调优美。a. 学生自己准备，可以做一些简单地记录，理一理思路。b. 请同学表达自我介绍，请其他同学根据表达，给予打星。可以拓展This is my home .ItsBig and nice./Its small but nice.I love my home.What about you?They are Bobby Sam and the bird.No.Hed like a .学生分角色为动画配音。学生两人一组上台表演，其余学生给予评价。S1:

34、Welcome to my home.S2:Thank you.S1：Look at my home.S2: Its big.How many roomsDo you have?S1:I have rooms.S2 What are they?S: Theyre my bedroom 学生看图回答：S:I haveS: Yes, I do.S:I have S:its S:Theyre 1 分角色编对话学生扮演Helen介绍自己的家1. 两人一组互相自我介绍2. 学生上台向全班自我介绍运用有趣的配音练习进行cartoon time 的复习，既能激发学生的学习兴趣，又能检测学生的朗读。并在此基础

35、上，引导学生对于其他同学的朗读应给与一定的评价。让学生在新情境中复习旧知，灵活地运用语言，做到语言的有效输出。培养学生的英语思维能力和提问能力，即时板书，培养学生的语言的类结构意识。通过设计有梯度的活动任务，关注不同层次的学生， 做到语言的有效输出。Post- taskactivitiesstep 3 writing time请同学写一写自己的自我介绍。提高同学的笔头表达能力。Write a passage从听说到写的自然过渡，培养学生的写的能力。Assignment1. 听录音，流利地朗读story time 和cartoon time.2. 抄写本单元四会单词。3. 介绍自己的房间板书设计

36、Unit 5 Our new homeThis is my new home,its We have I love my home.第五课时（practise Ticking time）教学目标1、通过老师所创设的情境，并根据图片或实际情况用所学句子正确表达。2.能在新的语境，复习巩固所学的主要内容。3. 通过本单元学习，养成乐爱生活，爱家人的品质。教学环节教师活动学生活动设计意图Warm up1 T: Good morning, boys and girls. 2 sing a song Greeting .sing a song常规活动，互相打招呼，使学生快速进入英语学习氛围。Pre-ta

37、sk preparationT:Hello， This is my home.S:Its big and nice.How many rooms do you have?T:I have S:What are they?T: Theyre S:Do you have any in your ?T:Yes, I do.S: Wheres your ?T:Its S:Where are your ?T: Theyre S: I like your home.T: I like my home,too.学生两人一组围绕图片自由对话T:Hello， This is my home.S:Its big and nice.How many rooms do you have?T:I have S:What are they?T: Theyre S:Do you have any in your ?T:Yes, I do.S: Wheres your ?T:Its S:Where are your ?T: Theyre S: I like your home.T: I l