北师大版（三起）（2024）三年级上册英语Unit5《My home》教学设计（共4课）

第第页北师大版（三起）（2024）三年级上册英语Unit5《Myhome》教学设计（共4课）Unit5《Myhome》Lesson1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Unit5《Myhome》的Lesson1。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room（房间）、livingroom（客厅）、bedroom（卧室）、kitchen（厨房）、bathroom（浴室）等，以及简单的介绍房间的句型“Thisisthe...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“Whereis...?”“It'sin/on/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room、livingroom、bedroom、kitchen、bathroom。2.学生能够理解并运用句型“Thisisthe...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“Thisisthe...It's...”句型介绍房间。（二）教学难点1.单词bathroom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.GreetingsT:Hello,boysandgirls!Nicetoseeyouagain.Ss:Hello,teacher!Nicetoseeyoutoo.T:Howareyoutoday?Ss:I'mfine,thankyou.Andyou?T:I'mverywelltoo.2.SingasongT:Now,let'ssingasongtogether.Thesongis"InMyHome".(Playthesongonthemultimediaandleadthestudentstosingalongwithactions)Inmyhome,there'salivingroom.Inmyhome,there'sabedroom.Inmyhome,there'sakitchentoo.Inmyhome,there'sabathroom.Thisismyhome,Iloveitso.3.FreetalkT:Aftersingingthesong,doyouknowwhatwearegoingtotalkabouttoday?Ss:Home.T:Verygood.Doyouloveyourhome?Ss:Yes.T:Whatroomsarethereinyourhome?Ss:Bedroom,livingroom...(SomestudentsmayanswerinChinese,andtheteachercanguidethemtosayinEnglish)（二）Presentation（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.Teachthenewword"room"T:Lookatthescreen.What'sthis?(Showapictureofasimpleroom)It'saroom.Roommeans“房间”inChinese.Readafterme,"room".Ss:Room.T:Wecansay"aroom"or"rooms".Forexample,therearemanyroomsinourhome.Now,lookaroundourclassroom.Canyousay"Thisisaroom."?Ss:Thisisaroom.(Pointtotheclassroom)2.Teachtheword"livingroom"T:(Showapictureofalivingroomwithasofa,aTV,etc.)Lookatthisroom.It'saspecialroom.Wecallitthelivingroom.Livingroommeans“客厅”inChinese.Say"livingroom".Ss:Livingroom.T:Whatcanyouseeinthelivingroom?Ss:Sofa,TV...T:Yes,weusuallywatchTVandrelaxinthelivingroom.Now,let'sdoanaction.PretendyouaresittingonthesofainthelivingroomandwatchingTV.Thisisthelivingroom.(Thestudentsdotheactionandsaythewordtogether)3.Teachtheword"bedroom"T:(Showapictureofabedroomwithabed,adesk,etc.)Thisisanotherroom.It'sabedroom.Bedroommeans“卧室”inChinese.Readit,"bedroom".Ss:Bedroom.T:Whatdoweusuallydointhebedroom?Ss:Sleep,readbooks...T:Good.Now,liedownonyourdeskandpretendyouaresleeping.Thisisthebedroom.(Thestudentsdotheactionandlearntheword)4.Teachtheword"kitchen"T:(Takeoutatoykitchenorshowapictureofakitchenwithsomekitchenware)Lookatthis.It'sakitchen.Kitchenmeans“厨房”inChinese.Say"kitchen".Ss:Kitchen.T:Whatcanyoufindinthekitchen?Ss:Stove,fridge,potsandpans...T:(Makethesoundofcooking)Listen,itsoundslikewearecookinginthekitchen.Now,let'spretendtocookwithourhands.Thisisthekitchen.(Thestudentsdotheactionandrepeattheword)T:Butbecareful,thepronunciationof"kitchen"isalittledifficult.The"ch"soundslike"/tʃ/".Let'spracticeitagain.Kitchen,/ˈkɪtʃɪn/.5.Teachtheword"bathroom"T:(Showapictureofabathroomwithabathtub,atoilet,etc.)Andthisisabathroom.Bathroommeans“浴室”inChinese.Readitslowly,"bathroom".Ss:Bathroom.T:Whatdowedointhebathroom?Ss:Takeabath,washhands...T:Now,pretendyouaretakingashower.Thisisthebathroom.(Thestudentsdotheactionandsaytheword)T:Thepronunciationof"bathroom"isalsoabittricky.The"th"soundslike"/θ/".Let'ssayittogetherslowly,bathroom,/ˈbɑːθruːm/.6.PracticethenewwordsGame1:"Flashcards"T:Now,let'splayaflashcardgame.Iwillshowyoutheflashcardsofthenewwordsquickly.Whenyouseethecard,saythewordasquicklyaspossible.Areyouready?Ss:Yes.(Showtheflashcardsofroom,livingroom,bedroom,kitchen,bathroomonebyone.Thestudentsrespondquickly.Ifastudentanswerscorrectly,givethemasmallstickerasareward)Game2:"What'smissing?"T:Lookatthescreen.Hereareallthefivewordswejustlearned.Iwillshowthemforafewsecondsandthenmakeoneofthemdisappear.Youneedtotellmewhichwordismissing.OK?Ss:OK.(Showthewordsonthemultimediaandthenmakeoneworddisappear.Askthestudentstoguess)Game3:"Listenandpoint"T:Iwillsaythewords,andyoupointtothecorrespondingpicturesinyourbooksoronthescreen.Let'sseewhoisthefastest.Ss:OK.(Saythewords,suchas"livingroom","bedroom","kitchen","bathroom","room".Thestudentspointtothecorrectpicturesquickly)（三）TextLearning（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.ListentothedialogueT:Now,let'slistentoadialoguebetweentwofriends.Theyaretalkingabouttheirhomes.OpenyourbooksandturntoPageXX.Listencarefullyandseewhattheysay.(Playthedialogueaudioonthemultimedia)A:Hello,Ben.Thisismyhome.Comein,please.B:Wow,it'sverynice.What'sthisroom?A:Thisisthelivingroom.WewatchTVhere.B:Andwhat'sthatroom?A:That'sthebedroom.Isleepinit.2.ReadthedialogueT:Now,let'sreadthedialoguetogether.Followme,please.(Readthedialoguesentencebysentencewiththestudents,payingattentiontothepronunciationandintonation)A:Hello,Ben.Thisismyhome.Comein,please.Ss:Hello,Ben.Thisismyhome.Comein,please.B:Wow,it'sverynice.What'sthisroom?Ss:Wow,it'sverynice.What'sthisroom?-...3.ExplainthedialogueT:Let'slookatthedialogueagain.Whenwewanttointroduceourhometoothers,wecansay"Thisismyhome."Ifsomeoneasksaboutaroom,wecananswer"Thisisthe...It's..."Forexample,ifsomeoneasks"What'sthisroom?",wecansay"Thisisthelivingroom.WewatchTVhere."Now,lookatthepicturesinyourbooksandpracticemakingdialogueswithyourpartners.Youcanaskaboutdifferentrooms.(Thestudentspracticeinpairs,usingthesentencesfromthedialoguetotalkabouttheroomsinthepictures.Theteacherwalksaroundtheclassroom,listeningtotheirconversationsandprovidinghelpifnecessary)4.Role-playT:Now,let'sdoarole-play.Iwillasksomestudentstocometothefrontandactoutthedialogue.OnestudentcanbeAandinvitetheotherstudent(B)tohis/her"home".Thentheyhaveaconversationabouttherooms.Whowantstotry?(Severalstudentsraisetheirhands.Selecttwostudentstocometothefrontandgivethemthecorresponding头饰ornametags.Theystarttoactoutthedialogue)A:Hello,[StudentB'sname].Thisismyhome.Comein,please.B:Wow,it'sverynice.What'sthisroom?A:Thisisthekitchen.Wecookhere.B:Andwhat'sthatroom?A:That'sthebathroom.Itakeabathinit.(Aftertherole-play,praisethestudentsfortheirgoodperformanceandgivethemsomesmallprizes)（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.PairworkT:Now,it'syourturntopracticemore.Workinpairs.Onestudentcloseshis/hereyesandtheotherstudentpointstoaroomintheclassroomorusesapictureofaroomandsays"Thisisthe...It's...".Thenthefirststudentopenshis/hereyesandguesseswhatroomitis.Afterthat,youcanchangeroles.Let'sstart.(Thestudentspracticeinpairs.Theteacherwalksaroundtheclassroom,observingandhelpingthestudents.Encouragethemtousemorecompletesentences,suchas"Thisisthebedroom.It'saroomwherewesleep.")2.GroupworkT:Now,let'sworkingroupsoffour.Eachgroupdrawsasimplepictureoftheirown"dreamhome"withdifferentrooms.Theneachstudenttakesturnstointroducetheir"dreamhome"tothegroupmembersusingthewordsandsentenceswelearned.Forexample,"Thisisthelivingroom.It'sverybigandbeautiful.WecanwatchTVandplaygameshere."Aftereveryonefinishesintroducing,chooseonebest"dreamhome"fromeachgroupandshareitwiththeclass.(Thestudentsformgroupsandstarttowork.Theydiscuss,drawandintroduce.Theteachergoesaroundthegroups,offeringguidanceandinspiration.Wheneachgrouppresentstheirbest"dreamhome",theothergroupscanaskquestionsormakecomments)3.ListenanddrawT:Now,let'sdoalisteningexercise.Iwilldescribeahomewithdifferentrooms.Youneedtodrawasimplepictureaccordingtomydescription.Listencarefully.Thereisalivingroomonthefirstfloor.IthasasofaandaTV.Nexttothelivingroomisakitchen.Thereisafridgeandastoveinthekitchen.Onthesecondfloor,thereisabedroom.Thereisabedandadeskinthebedroom.Andthereisalsoabathroom.Ithasabathtubandatoilet.Now,startdrawing.(Describethehomeslowlyandclearly.Afterthestudentsfinishdrawing,asksomestudentstoshowtheirpicturesanddescribewhattheyhavedrawninEnglish.Correcttheirmistakesifanyandpraisetheirefforts)（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:Now,let'ssummarizewhatwehavelearnedtoday.Whatwordsdidwelearnabouttheroomsinahome?Ss:Room,livingroom,bedroom,kitchen,bathroom.T:Verygood.Andwhatsentencedidweusetointroducetherooms?Ss:Thisisthe...It's...T:Yes,youhavelearnedalottoday.Homeisaveryimportantplaceforus.Welive,play,studyandrestathome.Weshouldloveourhomeandkeepitcleanandtidy.Doyouagree?Ss:Yes.2.T:Inthisclass,wealsolearnedhowtouseEnglishtotalkaboutourhome.Youcangohomeandshowyourparentswhatyouhavelearned.TellthemthenamesoftheroomsinEnglishandintroduceyourbedroomorlivingroomtothem.Ibelievetheywillbeveryhappytoseeyourprogress.（六）Homework（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.Listentothedialogueonthetapeandrepeatitforthreetimes.Trytoimitatethepronunciationandintonation.2.DrawapictureofyourownhomeandlabeltheroomswiththeEnglishwordswelearnedtoday.ThendescribeyourhometoyourparentsorfriendsinEnglish.3.Observetheroomsinyourhomecarefullyandwriteashortpassageaboutyourfavoriteroom.Youcanusethesentencepatternswelearnedinclass,suchas"Thisisthe...It's...Ilikeitbecause..."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'smissing?”“Listenandpoint”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“Thisisthe...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“bathroom”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《Myhome》Lesson2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Unit5《Myhome》的Lesson2。在Lesson1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window（窗户）、door（门）、desk（书桌）、chair（椅子）、bed（床）等，以及用介词in、on、under、near等来描述物品在房间中的位置，如“Thebookisonthedesk.（书在书桌上。）”“Theballisunderthechair.（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window、door、desk、chair、bed。2.学生能够理解并运用介词in、on、under、near来描述房间里物品的位置，掌握句型“The...isin/on/under/nearthe...”。（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window、door、desk、chair、bed的发音、拼写和意义。2.正确运用介词in、on、under、near描述物品的位置，理解并掌握句型“The...isin/on/under/nearthe...”的用法。（二）教学难点1.区分介词in、on、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.SingasongT:Let'sstartourclasswithasong.Wesang"InMyHome"lasttime.Let'ssingitagaintogether.(Playthesong"InMyHome"onthemultimediaandleadthestudentstosingalongwithactions)Inmyhome,there'salivingroom.Inmyhome,there'sabedroom.Inmyhome,there'sakitchentoo.Inmyhome,there'sabathroom.Thisismyhome,Iloveitso.2.ReviewT:Verygood!Yousingverywell.Now,let'sreviewthewordswelearnedinLesson1.Whataretheroomsinahome?(Showsomepicturesofroomsonthescreen)Ss:Livingroom,bedroom,kitchen,bathroom.T:Great!Andhowdoweintroducethem?Forexample,ifIwanttointroducethelivingroom,whatcanIsay?Ss:Thisisthelivingroom.It's...(Somestudentsmaydescribethelivingroombriefly,suchas"It'saroomwherewewatchTV.")T:Excellent!Now,I'llshowyouapictureofaroom.Canyounametheroomsquicklyandsaysomethingaboutthem?(Showapictureofaroomwithsomesimplefurniture)Ss:Thisisthebedroom.Thereisabedandadeskinit./Thisisthekitchen.Thereisastoveandafridgeinit.etc.(Encouragestudentstoanswerasmuchaspossibleandgivepraiseandencouragement)（二）Presentation（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.Teachthenewwords"window","door","desk","chair","bed"WindowT:(Pointtothewindowintheclassroom)Look,what'sthis?It'sawindow.Windowmeans“窗户”inChinese.Readafterme,"window".Ss:Window.T:Howmanywindowsarethereinourclassroom?Let'scounttogether.(Thestudentscountthewindowsintheclassroom)T:Now,let'sopenandclosethewindowlikethis.(Demonstratetheactionofopeningandclosingthewindow)Thisisawindow.DoorT:(Standnearthedoor)Andthisisadoor.Doormeans“门”inChinese.Say"door".Ss:Door.T:Whatcoloristhedoorinourclassroom?Ss:It's...(Thestudentsanswerthecolorofthedoor)T:Openthedoor,please./Closethedoor,please.(Asksomestudentstocometothefrontanddotheactionstopracticetheword"door")DeskT:(Pointtoastudent'sdesk)Lookatthis.It'sadesk.Deskmeans“书桌”inChinese.Readit,"desk".Ss:Desk.T:What'sonyourdesk?Ss:Books,pencils,rulers...(Thestudentsanswerthethingsontheirdesks)T:Putyourhandsonthedesk.Thisisadesk.ChairT:(Sitonachair)AndI'msittingonachair.Chairmeans“椅子”inChinese.Say"chair".Ss:Chair.T:Standupandtouchyourchair.Howmanylegsdoesthechairhave?(Thestudentstouchtheirchairsandcountthelegs)BedT:(Showapictureofabed)Thisisabed.Bedmeans“床”inChinese.Readitslowly,"bed".Ss:Bed.T:Wesleeponthebed.Whatdoyoudoonthebedbeforeyougotosleep?(Somestudentsmayanswer"Readbooks","Listentomusic",etc.)T:Now,let'sliedownonthefloorandpretendit'sabed.Thisisabed.(Thestudentsdotheactionandlearntheword)2.TeachtheprepositionsandphrasesfordescribingthepositionofobjectsOnT:(Putabookonthedesk)Look,what'sthis?It'sabook.Whereisthebook?It'sonthedesk.Thebookisonthedesk."On"means“在……上面”inChinese.Readafterme,"on,onthedesk".Ss:On,onthedesk.T:Canyoufindsomethingelsethatisonthedeskinourclassroom?Ss:Thepencilboxisonthedesk./Theeraserisonthedesk.etc.(Thestudentslookaroundtheclassroomandanswer)InT:(Putapeninthepencilbox)Now,whereisthepen?It'sinthepencilbox.Thepenisinthepencilbox."In"means“在……里面”inChinese.Say"in,inthepencilbox".Ss:In,inthepencilbox.T:Whatcanyouputinthedeskdrawer?(Askthestudentstoanswerandthenputsomeobjectsinthedeskdrawertodemonstrate)UnderT:(Putaballunderthechair)Lookatthisball.Whereisit?It'sunderthechair.Theballisunderthechair."Under"means“在……下面”inChinese.Readit,"under,underthechair".Ss:Under,underthechair.T:Canyoufindsomethingunderyourchairordesk?Ss:Mybagisunderthechair./Myshoesareunderthedesk.etc.(Thestudentslookforthingsundertheirchairsordesksandanswer)NearT:(Putawaterbottlenearthedesk)Thisisawaterbottle.Whereisit?It'snearthedesk.Thewaterbottleisnearthedesk."Near"means“在……附近”inChinese.Say"near,nearthedesk".Ss:Near,nearthedesk.T:Whoissittingnearyou?(Thestudentslookaroundandanswer)3.PracticethenewwordsandprepositionsGame1:"What'smissing?"T:Now,let'splayagame.Iwillputsomeobjectsonthedesk,suchasabook,apen,aruler,andaball.ThenIwillclosemyeyesandyoutakeawayoneobjectquietly.WhenIopenmyeyes,youneedtotellmewhat'smissingandwhereitwas.Forexample,ifthebookismissinganditwasonthedesk,youcansay"Thebookismissing.Itwasonthedesk."Areyouready?Ss:Yes.(Puttheobjectsonthedeskandplaythegame.Thestudentsenjoythegameandpracticeusingthewordsandprepositionstodescribethepositionofobjects)Game2:"Magneticobjects"T:Now,Iwillgiveeachgroupsomemagneticobjects(suchassmallmagneticwindows,doors,desks,chairs,andbeds)andamagneticboard.Youneedtoputtheobjectsontheboardandusetheprepositionswelearnedtodescribetheirpositions.Forexample,youcansay"Thewindowisonthetopoftheboard.Thedoorisnearthewindow."Let'sseewhichgroupcandoitthebestandthefastest.(Thestudentsworkingroupsandstarttoplacetheobjectsonthemagneticboardanddescribetheirpositions.Theteachergoesaroundthegroupstoobserveandofferhelpifnecessary.Afterafewminutes,askeachgrouptoshowtheirworkanddescribethepositionsoftheobjectstotheclass)（三）TextLearning（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.ListentothedialogueT:Now,let'slistentoanewdialoguebetweentwofriends.Theyaretalkingaboutabedroom.OpenyourbooksandturntoPageXX.Listencarefullyandseewhattheyaresayingaboutthethingsinthebedroom.(Playthedialogueaudioonthemultimedia)A:Lookatthisbedroom.It'ssonice.B:Yes.Whereisthebed?A:Thebedisnearthewindow.B:Andwhereisthedesk?A:Thedeskisinfrontofthewindow.Thereisalamponthedesk.B:Oh,Isee.Whereisthechair?A:Thechairisunderthedesk.B:That'scool.Andwhat'sonthebed?A:Thereisateddybearonthebed.2.ReadthedialogueT:Now,let'sreadthedialoguetogether.Followme,please.(Readthedialoguesentencebysentencewiththestudents,payingattentiontothepronunciation,intonation,andtheuseofprepositions)A:Lookatthisbedroom.It'ssonice.Ss:Lookatthisbedroom.It'ssonice.B:Yes.Whereisthebed?Ss:Yes.Whereisthebed?-...3.ExplainthedialogueT:Let'slookatthedialogueagain.Theyaredescribingthepositionofthingsinthebedroom.Weuse"Whereis...?"toaskaboutthelocationofanobject,andanswerwith"The...isin/on/under/nearthe..."Forexample,whenBasks"Whereisthebed?",Aanswers"Thebedisnearthewindow."Now,let'slookatthepictureinthebookandpracticeaskingandansweringaboutthepositionofthingsinthebedroom.(Thestudentspracticeinpairs,referringtothepictureinthebook.Theyaskandanswerquestionslike"Whereisthelamp?","Thelampisonthedesk."Theteacherwalksaroundtheclassroom,listeningtotheirconversationsandprovidinghelpifneeded)4.Role-playT:Now,let'sdoarole-play.Iwillasksomestudentstocometothefrontandactoutthedialogue.OnestudentcanbeAandshowthebedroomtotheotherstudent(B).Thentheyhaveaconversationaboutthepositionofthingsinthebedroom.Youcanusetheobjectsandfurnitureinourclassroomtoactitout.Let'sseewhocanactitoutthemostvividly.(Severalstudentsvolunteertocometothefrontandputonthecorresponding头饰ornametags.Theystarttoactoutthedialogue,usingtheclassroomfurnituretorepresentthethingsinthebedroom.Forexample,theymaypointtoawindowintheclassroomandsay"Thebedisnearthewindow."Thenpointtoadeskandsay"Thedeskisinfrontofthewindow."Aftertherole-play,theclassgivesapplauseandtheteachercommentsontheirperformance,praisingtheircreativityandlanguageuse)（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.PairworkT:Now,it'syourturntopracticemore.Workinpairs.Onestudentcloseshis/hereyesandtheotherstudentputsanobject(suchasabook,apencil,oratoy)inacertainpositionintheclassroom(onthedesk,underthechair,nearthedoor,etc.).Thenthefirststudentopenshis/hereyesandasks"Whereisthe...?"Theotherstudentanswers"The...isin/on/under/nearthe..."Afterthat,youcanchangeroles.Let'sstart.(Thestudentspracticeinpairs.Theteacherwalksaroundtheclassroom,observingandhelpingthestudents.Encouragethemtousemoredifferentobjectsandpositionstopractice)2.GroupworkT:Now,let'sworkingroupsoffour.Eachgroupdrawsapictureofaroom(itcanbeabedroom,alivingroom,oraclassroom)andputssomeobjectsinit.Theneachstudenttakesturnstodescribethepositionoftheobjectsinthepicturetothegroupmembers.Theothersinthegrouplistencarefullyandcheckifthedescriptioniscorrect.Aftereveryonefinishesdescribing,youcanexchangepictureswithanothergroupandtrytoguessthepositionoftheobjectsintheirpicturebasedonthedescription.(Thestudentsformgroupsandstarttowork.Theydiscuss,draw,anddescribe.Theteachergoesaroundthegroups,offeringguidanceandinspiration.Whenthegroupsexchangepicturesandguessthepositions,theteachercanjoininandhelpthemiftheyhavedifficulties)3.ListenanddrawT:Now,let'sdoalisteningexercise.Iwilldescribethepositionofsomeobjectsinaroom.Youneedtodrawasimplepictureaccordingtomydescription.Listencarefully.Thereisadeskinthemiddleoftheroom.Thechairisnearthedesk.Thebookisonthedesk.Thepencilisinthepencilboxandthepencilboxisunderthedesk.Theballisbehindthechair.Now,startdrawing.(Describethepositionoftheobjectsslowlyandclearly.Afterthestudentsfinishdrawing,asksomestudentstoshowtheirpicturesanddescribewhattheyhavedrawninEnglish.Correcttheirmistakesifanyandpraisetheirefforts)（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:Now,let'ssummarizewhatwehavelearnedtoday.Whatnewwordsdidwelearnaboutthethingsinaroom?Ss:Window,door,desk,chair,bed.T:Verygood.Andwhatprepositionsdidweusetodescribethepositionofobjects?Ss:In,on,under,near.T:Yes,youareallveryclever.Wecanusethesewordsandprepositionstotalkaboutthethingsinaroomandtheirpositions.Forexample,wecansay"Thebookisonthedesk.""Theballisunderthechair."Rememberthesewordsandsentences,andwecanusethemtodescribeourownroomsorotherplacesinEnglish.2.T:Inthisclass,wealsolearnedhowtoobserveanddescribethethingsaroundusinEnglish.Thiscanhelpuscommunicatebetterandunderstandourenvironmentmoreclearly.Whenyougobackhome,youcanlookatthethingsinyourroomandtrytodescribetheirpositionsinEnglishtoyourparentsorfriends.Ibelieveyoucandoitverywell.（六）Homework（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：“Thewindowisonthewall.Thebedisnearthewindow.Thedeskisinfrontofthechair.”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“Whereisthebook?”家长回答“Thebookisonthesofa.”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：“Inourlivingroom,theTVisonthewall.ThesofaisneartheTV.Thecoffeetableisinfrontofthesofa.”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“Thepencilisinthepencilcase.Thenotebookisonthedesk.Therulerisunderthebook.”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Unit5Myhome:Lesson21.Newwords:window（窗户）door（门）desk（书桌）chair（椅子）bed（床）2.Prepositions:in（在……里面）on（在……上面）under（在……下面）near（在……附近）3.Sentencepatterns:The...isin/on/under/nearthe...（……在……里面/上面/下面/附近。）Whereisthe...?（……在哪里？）It'sin/on/under/nearthe...（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《Myhome》Lesson3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Unit5《Myhome》的Lesson3。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“Ilovemyhome.It'sawarmandhappyplace.（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watchTV（看电视）、readabook（看书）、haveameal（吃饭）、takeashower（洗澡）等，并能在实际情境中正确运用。2.能够熟练运用句型“Inthe...(room),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“Inthe...(room),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.SingasongT:Let'sstartourclasswithasong.Wehavelearnedtheso