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教学目标
Unit7Where?
教学目标
1、能正确地听、说、读、写单词abed,adesk,achair.
2、能听懂、会说表示居室的单词a kitchen, a bedroom, a dinning-room,astudy,abathroom,asitting-room 以及短语:
in the kitchen, in the study,in the kichen.
3、能听懂、会说日常交际用语Ican’tfind…Where’s…?
He’s/She’s/It’s…并能熟练运用日常交际用语进行问答。
4、能正确使用礼貌用语Excuseme.和Sorry
5、能背诵歌谣Where’smybroom.
教学重点
1、能正确地听、说、读、写单词abed,adesk,achair.
2、能听懂、会说表示居室的单词a kitchen, a bedroom, a dinning-room,astudy,abathroom,asitting-room
3、能听懂、会说日常交际用语Ican’tfind…Where’s…?
He’s/She’s/It’s…并能熟练运用日常交际用语进行问答。
教学难点
1、能理解并正确运用in the kitchen, in the study,in the kichen.
2、能正确地听、说、读、写单词abed,adesk,achair.
教学安排:
四课时。
第一课时
一 教学目标
1 能听懂,会说日常交际用语 I can’t find…Where’s it/she/he?
做出相应的回答:
It’s/She’s/He’s…
2 能听懂,会说表示居室的单词:
a kitchen, a bedroom, a dinning-room, 以及相应的短语in the kitchen, in the bedroom, in the dinning-room.
二 教学重点
1 能听懂,会说日常交际用语 I can’t find…Where’s it/she/he?
做出相应的回答:
It’s/She’s/He’s…
2 能听懂,会说表示居室的单词a kitchen, a bedroom, a dining-room, 以及相应的短语in the kitchen, in the bedroom, in the dining-room
三 教学难点
能听懂,会说日常交际用语 I can’t find…Where’s it/she/he?
做出相应的回答:
It’s/she’s/he’s…
四 课前准备
教具准备;
1 投影仪及图片a kitchen, a bedroom, a dining-room
2 旅游小包和本课C部分的图片
3 磁带及录音机
五 教学过程
Step1 Revision
1. 师生自由谈话:
a 热身运动(师生问好,谈论天气,心情,月份等)
---Good morning/afternoon. How are you?
--- What day is today?
Is it sunny day?
Do you like sunshine?
b 日常问答
指着学生的文具用品问
T:
Excuse me .
S:
Yes?
T:
What’s this on/in the pencil box?
S:
It’s a ruler.
T:
Is this your ruler?
S:
Yes,it is.
T:
How nice!
S:
Thank you.
Step2 Presentation and practice
a 打出投影(中央公园), 教师事先把旅游小包放在靠墙角的椅子上
T:
Hello,S1.
S:
Hello,Miss ….
T:
Shall we go to Zhongyang Park?
S:
Great!
But how?
T:
By bus.
S:
Ok,let’s go.
T:
Wait!
My bag!
I can’t find my bag?
Oh,where’s my bag?
(教师焦急地问)
S:
It’s on the chair.(学生指着墙边椅子上的包)Here you are.
T:
Thank you.
*where’s --- Where’s my bag?
(看老师嘴形,跟老师发音,开火车跟读)
*---Where’s the book/pencil/…?
(教师示范造句,学生造句)
S:
Where’s the book?
T:
It’s on /in the desk?
Work in pairs and act
b (教师把包藏在课桌里)
T:
Excuse me,S1. I can’t find my bag. Where’s my bag?
S:
It’s in the desk.
* find---can’t---I can’t find…(看老师嘴形,跟老师发音,开火车跟读)
(教师把书放在椅子上)
T:
I can’t find my book. Where’s the book?
S:
It’s on the chair.
c 打出投影( C Look and say)
T:
Excuse me.
S:
Yes?
T:
I can’t find my pencil box. Where’s my pencil box?
S:
It’s on the desk.
T:
I see. Thanks.
(师生做示范,同桌练习,表演)
d Short rest:
sing a song
T:
I have found my bag .Let’s go to Zhongyang park now.
S:
Great!
Let’s go.
学生起立表演唱
T:
How happy!
But I am tired now.Let’s go to my home and have a rest.d 打出投影(卧室)
T:
Look at my bedroom.
S:
How nice!
T:
Where’s my photo?
S:
It’s on the table.
T:
What colour is my light?
S:
It’s green.
T:
It’s a nice bedroom..
* bedroom
T:
Where’s my light?
S:
It’s in the bedroom.
e 打出投影(厨房/餐厅)
T:
Is this a bedroom?
S:
No, it isn’t.
T:
This is a kitchen.
* kitchen
*dining-room (师生谈论图片)
T:
What can you see in the kitchen?
S:
I can see ….
T:
What’s this in the dining-room?
S:
It’s a …
Step3 Consolidation
1.打出投影 (A 部分第1第2副图)
a 师生谈论图片
---Who are these girls?
---Who’s the woman?
b听录音,回答问题。
---Where’s Mum?
---Where’s the cake?
2.听录音,朗读A 部分第1第2副图和B部分图片
Step4 联系自己实际情况,自编儿歌”Where’smy…?
It’s… 教师准备小奖品
Model:
Where’s my pen?
It’s in the pencil box.
Where’s my bag?
It’s in the desk.
Where’s my key?
It’s in my coat.
Where’s my toy?
It’s in my bedroom.
Step5 Homework
听磁带,跟录音读对话
板书设计
Unit7Where?
I can’t find…
Where’s it/she/he?
It’s/She’s/He’s…
a kitchen/a bedroom/ a dinning-room
in the kitchen/ in the bedroom/ in the dinning-room
课后小结:
第二课时
一 教学目标
1 能熟练运用日常交际用语 I can’t find…Where’s it/she/he?
作出相应的回答:
It’s/she’s/he’s…
2 能听懂,会说表示居室的单词study,bathroom,sitting-room,以及相应的短语in the study,in the bathroom,in the sitting-room
二 教学重点
1 能熟练运用日常交际用语 I can’t find…Where’s it/she/he?
作出相应的回答:
It’s/she’s/he’s…
2 能听懂,会说表示居室的单词a study, a bathroom, a sitting-room,以及相应的短语in the study, in the bathroom, in the sitting-room
三 教学难点
针对询问Where’s she/he/it?
在理解的基础上,能做出相应的回答She’s/he’s/it’s…要求读音正确,语调自然.
四 课前准备
帮助学生扮演家庭成员,组成小小家庭
教具准备:
1 投影仪及图片a study, a bathroom, a sitting-room
2 教师自带卧室照片一张
3 磁带及录音机
五 教学过程
Step1 Revision
1 课前常规训练:
唱歌Familysong
2 日常问答
--Good morning/afternoon. How are you?
--- What day is today?
Do you know which month now?
3 学生表演对话(对话主题以上节课内容为主)
a 根据对话内容,学生回答教师的问题
b 师生共同打分
(根据表演时语言的准确度、流畅性和情感投入程度,用10分制记团体分)
Step2 Presentation
a 在投影仪上打出教师的卧室照片
T:
I have a nice picture. Look ,what’s this?
S:
It’s a bedroom.
T:
Whose bedroom ?
Is this xx’s bedroom?
S:
No,it isn’t.
T:
Guess.Whose?
S:
……
T:
Yes,it’s my bedroom.
b 打出投影 (sitting-room)
T:
Is this a bedroom?
S:
No,it isn’t.
T:
It’s a sitting-room.
*sitting-room
类似方法教学
*bathroom
*study
c 小游戏:
Which picture in my hand?
教师任取一张图片藏在身后,让学生猜 Is this/that a bedroom/…?
猜对的学生奖lucky apple
Step3 Consolidation
1 打出投影 (A 部分第3第4副图),
a 师生谈论图片
---Who’s the woman?
---Where’s she?
b听录音,回答问题
---Where’s Dad?
---Where’s the camera?
c 听录音,跟读课文Unit 7 Where?
两遍
d 分角色朗读
e 编对话,并进行表演
1 按课前学生编排组成的家庭,扮演角色,进行对话联系 (选一组,师生先做示范)
T:
Good morning ,S1.
S1:
Good morning, Sherrie. Is this your sister?
T:
Yes, she is.She’s S2.
S1/S2:
Nice to meet you.
T:
S1,your storybook is nice. Can I have a look?
S1:
Sure. It’s in my home. Shall we go to my home?
T/S2:
Great!
Let’s go.
S1:
Mum, may I come in?
S3:
Come in, please.
S1:
Mum, this is my friend,Sherrie.
T/S3:
Nice to meet you.
S1:
Sit down, please.
T/S2:
Thank you.
S1:
Mum, I can’t find my storybook?
Where’s my storybook?
S3:
It’s in the study.
S1:
Oh, I see. Here you are.
T:
Thanks.
S2:
S1, where’s your father?
S1:
He’s in the study.
T:
It’s 4:
30. It’s time to go home now. See you.
S1:
See you.
2 四人小组,以刚才的对话为模型,创编对话内容,然后进行对话展示.
3 完成练习册A部分
Step4 Homework:
跟录音读课文,准备表演对话.
板书设计:
Unit7Where?
I can’t find…Where’s it/she/he?
It’s/She’s/He’s…
a study, a bathroom, a sitting-room
in the study, in the bathroom, in the sitting-room
课后小结:
第三课时
一 教学目标
1 能熟练运用本单元所学的日常交际用语以及表示居室的短语
2 能在情景中学会句型Let’s put …in…并做出回答.
3 学说歌谣Where’s my broom?
二 教学重点
能熟练运用本单元所学的日常交际用语以及表示居室的短语
三 教学难点
能在情景中学会句型Let’s put …in….
四 课前准备
帮助学生扮演家庭成员,组成小小家庭
教具准备:
1 投影仪及E部分图片
2 磁带及录音机
3 带各种水果道具
五 教学过程
Step1 Revision
1 师生自由谈话:
热身运动(师生问好,谈论天气,心情,月份等)
---Good morning/afternoon. How are you?
--- What day is today?
Is it sunny day?
Do you like sunshine?
2 学生表演对话
a 根据对话内容,学生回答教师的问题
b 师生共同打分
3 打出投影E部分图片,听录音,完成练习,校对答案
Step2 Presentation
1 教师出示一个大包
a T:
Look at my big bag.
S:
It’s nice.Can I have a look?
T:
Sure.Here you are.Let’s go to the park.
S:
Great!
T:
Let’s put the apple/… in the bag.
S:
OK.
*put…in…(看老师嘴形,跟老师发音)
*Let’s put…in…(教师示范,学生模仿)
S:
Miss Gu,let’s put the pen/… in the pencil box/….
T:
Ok/All right.
b Work in pairs and act
2 打出投影E (Think,talk and tick)
a师生谈论图片
T:
What can you see in the picture?
S:
I can see…
T:
Where’s the pencil box?
S:
It’s on the bed.
…….
b Finish the exercise
教师做示范后,同桌合作完成表格。
2 学说歌谣Where’s my broom?
a、 听录音,了解歌谣
b、 学说歌谣
c、 边说边表演
Homework:
朗读课文Unit 7 Where?
板书设计
Unit7Where?
Let’s put …in…
课后小结:
游戏Let’sputthe…on/in…让学生充分发挥想象力,只要是学过的单词,都可以用到对话中去。
第四课时
一、 教学目标
1 能正确地听说单词abed,adesk,achair.。
2完成练习册。
二、 教学重点
能正确听、说、读、写单词abed,adesk,achair. 。
三、教学难点
能正确认读和拼写单词。
四、 课前准备
1 单词卡片
2 磁带,录音机。
五、 教学过程
Step1. Free talk:
1、 小游戏:
“司令官带小兵”
请拿到单词卡的学生对号入座 abed,astudy,adining-room,akitchen,abathroom,adesk,achair.
2、背诵数词:
形式——It’s me / 接龙
3、A game" What's missing?
"
游戏规则:
教师扇形出示单词卡片,快速抽去一张并问“what's missing?
"学生,抢答少了哪张。
Step2 Presentation
1 学习单词abed,adesk,achair.
a 听老师示范朗读单词abed,adesk,achair发音。
T:
What’sinthebedroom?
S:
Abed.
教授单词bed的读音及拼写。
同法教授剩余的单词。
b 分别跟读这三个字母的发音,注意用升降调。
c 指导学生观察单词abed,adesk,achair的书写。
b 教师范写、学生书空、学生总结书写规则、练习书写
Step3 Practise
1 完成练习册。
Step 4 Homework
抄写单词abed,adesk,achair并默写。
板书设计
Unit7Where?
abedadeskachair
课后小结: