2018学年四年级英语下册Unit1OurNewHouse（第1课时）教学设计陕旅版.docx

Unit1 Our New House 第1课时教学设计【内容来源】陕旅教育出版社四年级下册 Unit1【主 题】Warming-up: Look, think and match, Lets learn, Listen and match【课 时】第1课时一、教学目标1. 以学习Lets learn部分的住所名称类词汇为主，处求学生能听、说、读、写词汇：house, study, bedroom, kitchen, bathroom, living room, dining room。2. 能完成Part C Listen and match部分的检测。二、教学准备1. 教师准备：(1) Lets learn部分的挂图。(2) Lets learn及Listen and match部分的教学音频。(3) 书房、厨房等图片。2. 学生准备：一张空白纸和若干水彩笔。三、教学方法建议课程导入(Leading In)(1) 课前热身1. 教师通过Part A Warming-up部分中的第一个活动，以TPR肢体动作和语言导入本课主题house。以下内容可供参考：T: Hello, everyone. Look, I am a bird, and I live in the trees. I am a butterfly,and I live in the flowers. I am a fish, and I live in the water. Everyone has a home. What about you?2. 教师引导学生完成Part A Warming-up部分中的第一个活动Look, think and match，通过此任务让学生初步感知本节课要学习的内容。(2) 新课导入教师出示Lets learn部分的挂图，向学生们介绍：T: Hello, boys and girls. Where do birds live?T / Ss: They live in the trees.T: What about fish?T/Ss: They live in the water.T: Where do we live, then?T: Look, I live in the house. I have a big house. How many rooms are there in the house? Lets count.Ss: One, two, three, four, five. I can see five rooms.教师和学生一起数房间，并让学生理解house和room的意思。课程展示活动和过程的设计建议(Presentation)(1)新课展示Part A Lets learn1. 学习本节课新词汇：house, living room, dining room, bedroom, bathroom。1.1. 承接导入活动，师生拼读、拼写单词house, room。1.2. 教师做看电视的动作并提问：T; I Watch TV in this room. Where am I?Ss: .学生可能会说出客厅的中文，如说不出，教师可再引导。T: Well, I watch TV in the living room.边拼读边板书词汇living roomru:m。教师可借助三年级学过的句型继续提问，并引导学生回答：T: Whats in the living room?S1: There is a TV in the living room.S2: There is a sofa in the living room.教授词汇living room的读音，并将其在四线三格中板书出来，注意字母l和i的书写格式和笔顺。教学小贴士教师在教授house的发音，要注意强调househas和horseh:s发音的不同；在教授room的发音时，可向学生介绍字母组合oo在单词中的发音，并通过已学单词，帮助学生归纳字母组合oo的读音，如：cookkk，bookbk，goodgd； zoozu:，footfu:t，noodlesnu:dlz等。本书教学小贴士中的语音和语法等内容只是作为教学参考，教师可根据学生学习程度潜移默化地引导。1.3. 教师做吃饭的动作并提问：T: I have lunch in this room. Where am I?Ss: .学生可能会说出餐厅的中文，如说不出，教师可再引导。T: Well, I have lunch in the dining room.边拼读边板书词汇dining room。T: Whats in the dining room?S1: There is a table in the dining room.S2: There is / are . 1.4. 教师做睡觉的动作并提问：T: I am tired. Im going to bed. Where am I now?教师可引导说出：T/Ss: I go to bed in the bedroom.并引导学生进行拼读。教师在这里注意教授bedroombedrm的正确发音，字母组合dr在bedroom中连读dr，并强调在bedroom中，oo读短音。T: Whats in the bedroom?Ss: There is a bed in the bedroom.1.5. 教师做洗脸的动作并提问：T: I wash my face in this room. Where am I?教师边展示图片边给出单词：T: Well, I wash my face in the bathroom.边拼读边板书单词baba:throom。教师注意提示th为咬舌音，示范并引导学生多练习几遍。2. 教师通过图片引出单词study和kitchen。2.1. 教师出示study的图片并提问:T: Look at this room. Whats in the room?Ss: There is a desk and many books.T: Yes. Its a study. You can do your homework in the study.教师板书并让学生拼读study。2.2. 教师出示kitchen的图片并介绍：T: Look at this picture. I often cook in the room. Its a kitchen.教师板书并教授kitchen的读音，分解拼读kik-tchentn。(2)巩固活动1. 教师播放Lets learn部分的录音，让学生模仿其语句语调跟读单词。2. 教师将学生分为若干组，让学生分组读单词，比比看哪组学生读得好，并予以表扬。操练活动的设计与实施建议（Practice Activities)(1) 游戏：Where am I?1. 教师先和一名学生做示范教师做动作，然后提问：Where am I? 学生说出房间的名称。如：教师做做饭的动作并提问：Where am I? 学生说出单词kitchen。2. 将学生分成小组进行比赛：每组的一名学生说出活动的名称，其他组员猜房间名称，猜对得一分。如：一名学生说：即to bed，组内其他学生则说出房间名称：bedroom。(2) 传单词教师让一组学生上台站成一排，悄悄告诉站在最后的学生一个房间名称，这个学生则拍一拍前面学生的肩膀，让其转过来看着自己，并通过动作将听到的单词表达出来，听者猜出单词后再拍自己前面学生的肩膀，如此依次向前传递。(3) Part C Listen and match1. 教师引导学生观察图片。2. 教师播放录音，学生听并将人物和其所在的房间连起来。3. 教师再次播放录音，引领学生核对答案。录音内容如下：1. My brother is in the bathroom.2. Mom is in the kitchen.3. Dad is in the living room.4. My sister is in her bedroom.参考答案：将mo