人教版（新起点）三下Unit 6 My Home-Lesson 1-ppt课件-(含教案+素材)-市级优课-(编号：4030a).zip

Unit 6 My Home Lesson 1 living room iiuu I can _ in the living room. live watch TV kitchen tt I can_ in the kitchen. cook dinner I can_ in the kitchen. cook chicken dining room a a dine, dine, dining room, its a dining room. I can_ in the dining room. have dinner Bomb Game 看到单词大声读出来 看到炸弹，捂住嘴 Are you ready? living room living room dining room kitchen kitchen dining roomkitchen living room Riddle: What room is it? study sd sd I can _in the study.read a book I can _in the study. study kitchenliving room studydining room Where is Peppa? She is in the _ bathroom a:a: take a shower bedroom e e drdr have a sleep drink dress drive draw dr 1 23 456 go to the bedroom, have a sleep; go to the bathroom, take a shower; . . Lets chant This is my home. grandmother grandfather brother sister mother fathe r This is my home. Where is the _?-He/She is in the _ grandmother grandfather brother sister mother fathe r This is my home. This is the _. You can_ in the _.I love my home. Dear Peppa, This is my home. Its _. There are_ rooms in my home. My favourite room is the_ _.I can _ in the _. I love my home. Welcome to my home! Yours, Lucky big/small Lets write five cook dinnerkitchenkitchen Love home! East or west, home is the best 金窝银窝不如自己的草窝。 Homework Use these words and sentences to describe your home. Play hide and seek with your parents and friends. Thank you! 教学内容分析 本单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的。本 节课是第六单元的第一课时，教学内容是要学习有关房间的六个单词 living room、study、bedroom、kitchen、bathroom、dining room 及每个 房间都可以做什么，并通过真实的语言环境使学生运用 Where is .? He s/Shes in the . 的重点句型询问人或物在哪个房间。 学情分析 本班共 30 人，学生英语程度较好，有一定英语基础。三年级学生有 一定的自我管理及自学能力，有积极的动手实践、探究欲，好奇心较重， 因此，在课堂中应充分发挥学生的主观能动性，引导学生，养成良好的 思考及学习能力。三年级学生对英语有着浓厚的兴趣，也乐于参与各种 英语教学活动。可利用情景故事为背景，增添多样的活动，结合白板的 互动性优势，使课堂更生动、学生合作学习能力增强。 教学目标 （一）知识目标 1.能够听懂、会说有关家和房间的单词和短语：home, bedroom, living room, bathroom, dining room, study, kitchen;能在四线三格中规范地描摹上 述单词，并尝试借助拼读规律记住单词。 2.能够用已经学过的功能句：Where is.?询问某人在哪里，并能够用 He/She is in.进行回答。 3.能够跟随录音大胆模仿本课的歌谣。 （二）能力目标 1.能够听懂、会用有关家庭住房的名称词，培养学生的语言运用能力。 2.能够在相应情景下使用本课所学的单词和句型并能用英语向他人介绍 自己的家； （三）情感目标 通过本课的学习使学生更加爱自己的家庭和家人。 教学重难点 （一）教学重点 1. 让学生通过看图、听录音，理解和熟悉有关家庭住房的各类房间的英 文名称；认读有关房间的单词，明确每个单词含义。 2. 让学生通过已接触过的句型 A: Wheres .? B: Hes in the study.练习 说出有关家庭住房的各类房间英文名称，并能熟练运用. （二）教学难点 本节课重点单词较多，教师要给学生恰当的指导，引导学生善于利用已 学过和熟知的单词和句型，整合所学内容学，提升英语的综合运用能力。 教学策略选 择与设计 1.由 Peppa 一家人图片以及 Peppa 的音频导入佩奇邀请老师到佩奇家里 做客引出 home。 2.进入 Peppa 家，参观 Peppa 的房间，渗透学习单词和短语。 3.参观完 Peppa 家以后，老师邀请 Peppa 到老师家里来做客。 4.通过参观老师家，依次呈现单词、句型由简至难，由词到句到篇，对 新知旧知进行学习、融合与渗透。 5.然后老师问同学是否想邀请 Peppa 到自家做客，给 Peppa 写一封信， 介绍自己的家，锻炼学生写的能力。 6.通过整堂课穿插小猪佩奇一家人以及佩奇的配音，让学生懂得爱家、 爱家人的情感。 教学资源多媒体设备，单词卡片。 ProcedurecontentsMethodsPurpose Warm up 1.Daily talk 2. Lead in home. Through the picture, T leads in Peppa pigs family, and Peppa invites T to her home to elicit Unit 6 My Home. 通过佩奇一家 人图片以及音 频，引出佩奇 邀请老师去她 家-家的主题。 While-task Procedure 1. Through one part of the living room. 2.kitchen 3.dining room T shows one part of the picture to elicit “living room”. Read the word “living room”. T:What can you do in the living room? Ss:I can watch TV in the living room. After watching TV, the Peppa listens to the sound of cooking to guess “Where is the mother pig?”, then T leads in the “kitchen”. To identify the “kitchen” and “chicken”. Ss: I can cook dinner in the kitchen. T shows the picture and says”Wow, so many delicious food! Now can you guess where are they?”Ss answers “the dining room” Then T leads Ss to say “I can have dinner/drink juice in the dining room” 通过出示客厅 图片的一部分， 引导学生说出 这是客厅。 看完电视后， 通过厨房炒菜 声音导入佩奇 妈妈正在厨房 做饭，引出厨 房一词。 区分 “kitchen”和 “chicken” 当佩奇妈妈做 好很多美味的 菜肴，老师问 学生佩奇一家 人在哪吃饭呢， 引出餐厅。 III.Practice 4.study 5.bathroom 6.bedroom 7. Chant 8. This is my home. 9.Write a letter Through the sentences to guess “What room is it?”- -”study” To identify different “study”. To play the game”Where is Peppa?” to review the four words. After playing the game, the Peppa is very hot, so she went to the _ to take a shower? To lead in “bathroom” Ss: I can take a shower/wash hands in the bathroom. T: The moon turns up, so the Peppa and Geoge go to bed, so where are they? To lead in “bedroom” Go to the living room, watch TV; Go to the dining room, have dinner; . Ss choose one picture to introduce it. Ss write a letter about home to Peppa to describe their homes. 通过佩奇的 谜语，让学 生猜出这是 书房。 通过一个小 游戏，引出 “Where is Peppa?- She is in the _”句 型和词汇练 习。 做完游戏后， 佩奇说她很 热，所以她 去哪冲澡？ 引出卫生间。 洗完澡后， 佩奇和乔治 困了要去睡 觉引出卧室。 通过 chant 复习相应房 间的单词以 及对应的活 动。 第二天，老 师邀请佩奇 来她家做客。 IV.Summary 10.Emotion summary 11.Homework Love home! Love our family! Use these words and sentences to describe your home. Play hide and seek with your parents and friends. 通过参观老 师的家，复 习句型 “Where is _? -He/She is in _.” 然后老师问 同学，想不 想邀请佩奇 到你家做客， 让同学给佩 奇写一封信， 简单介绍自 己的家。 通过佩奇幸 福的一家人， 情感升华， 告诉同学们 我们要爱自 己的家和家 人。 有 板书设计： Unit 6 Lesson 1