Unit 5 Our new home-Story time-教案、教学设计-市级公开课-新牛津译林版四年级上册(配套课件编号：1029d).doc

1、学校执教教师 教学内容4AUnit 5 Our new home (Period 1-story time） 执教时间2018 年 11 月 7 日 一、教学目标一、教学目标 1. 能听懂、会读、会说 bedroom, living room, kitchen, bathroom, sofa, fridge, table, clock； 2. 能听懂、会说、会读、会初步运用句型 Wheres the/my? Where 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。 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。

2、二、教学重点二、教学重点 1. 阅读、理解文本，并能体会故事的 surprising ending。 2. 能认读理解新单词和句型。 三、教学难点三、教学难点 能流利准确地朗读单词和句子，并进行表演。 四、教学准备、教学准备 PPT, 板书，图片 教学环节教师活动学生活动设计意图 Pre-reading 1.Encourage Ss to sing a songIn my home ask ： Whats this song about? 2.Lead in topic. (1)Guide Ss to learn the new words about rooms. (2) Guide Ss

3、to play a game. Say what you see. (3) Play a video and guide Ss tolearnthe wordsabout household things. (4) Encourage Ss to recall where the household things are. 1. Follow the music and sing the song. Learn: room, home 2. Know the topic of this lesson. (1 )Guess and answer. Learn:bedroom,living roo

4、m, kitchen, bathroom (2) Review the words about rooms. (3 )Watch and learn. Learn: fridge, sofa, table, clock (4) Try to ask and answer. Wheres the? Its in the Where 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

5、，让学生初步感 知 where 的两个不 同句型，并尝试运 用。 While- reading 1. Watch and answer. （1）What happened? （2）If you are Su Hai or Su Yang, what will you ask? （3）Where are the bag and the skirts？ Theirmothercanhelp them. Lets watch a video. 2. Look and imagine. Su Yang likes her white cap, 1. Watch and answer. (1) Pred

6、ict the story. (2) Try to be Su Hai and Su Yang and ask the questions. (3) Watch half of the story and answer. Su Yangsbag isinthe bedroom. Su Hais skirts are in the living room, on the sofa. 2.Imagineandmakea dialogue in pairs. 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

7、，尝 试运用并巩固本 课的新句型,并为 学 生 充 分 体 会 教学设计方案教学设计方案 Assignment 1.根据评价表，同伴互评。 2.完成“一起作业网”上的词汇及听读作业。 3.和同伴表演故事或创编故事。 养成良好的课后 听读习惯以及复 习习惯，为下一课 时的学习做好准 备。 Blackboard design Unit 5 Our new home too. Now, she is looking for it. Can you guess what they are saying? 3. Listen and answer. Where is the white cap? 4.

8、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) Is it?

9、 I cant find Im not sure. 3. Listen and answer. Its 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. surprisingending 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 的想象力，续编故 事，鼓励孩子积累

10、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-reading 1. 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 home. (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。