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教学单元计划要求学生能理解Lefstalk对话大意,能用正确的语音、语调朗读对话;能在情景中运用句型Issheinthe...Yessheis./Nosheisnt.询问物品或人物的位置,同时作出判断,并能在情景中恰当运用句型WhereissheShe,sinthekitchen.能在语境中理解新词或词组livingroomstudykitchen的意思,并能正确发音教学重点核心句型WhereissheIssheinthelivingroomIssheinthestudyYessheis./Nosheisnt.以及Shesinthekitchen.教材通过Sarah与Amy寻找猫的情景,让学生感知句型的语义及语用功能教学难点能在情景中恰当运用所学关键句型Stepl Warm-up/RevisionTshowsapen:Ihaveapen.Itsnice.Nowpleasecloseyoureyes.Guesswhereitis.ThidesthepenSsguesswhereitis:Isiton/inthedesk/chairT:Yesitis./Noitisnt.Step2PresentationPracticeLTshowsapictureofapetcat:Amyhasacat.Thecatisherpet.Thecatiscute.WhereisthecatSstrytoguess:IssheinthelivingroomNosheisnt.引出对话中的核心句型TshowsapictureofAmyshome简单描述并介绍房间的名称Look!Iseeabigbluesofainthisroom.Itsthelivingroom.板书livingroom°Tpointstothepictureofthestudyasking:WhatdoyouseeinthisroomS1:Iseeadeskachairacomputerandmanybooksinit.T:Good.Itsthestudy.Twritesstudyontheboard.Tteacheskitcheninthesameway.TplaysAmy引导学生一起找她的petcat:T:WhereismycatIssheinthelivingroomSs:Nosheisnt.T:IssheinthestudySs:Nosheisnt.稍作停顿,Ss:Look!Shesinthekitchen.(引导学生非常惊讶地说出这句话)Step
3.Consolidationextension
1.教师请学生同桌结对分角色朗读对话,请其他学生评价,指出他们读得好的地方或不足的地方,引导朗读的学生读得声音洪亮、有感情,引导其他学生认真倾听
2.Acting Sspracticethedialogueinpairs再演一演,教师鼓励学生表演时要注意表情、动作请表演的学生到教室前面,其他学生仔细观看、认真倾听,并能给出评价,教师在此基础上再作出评价TencouragesSstomakeupnewdialogues.Model T:Ihaveadog.Shescute.S:WhereissheT:Mmm.IssheinthekitchenS:Nosheisnt.T:IssheinthestudyS:Nosheisnt.T:Letsgotothelivingroomandhavealook.S:Look!Shesinthelivingroom.Shesonthesofa.Step
4.Homework
1、听磁带,跟读P38对话,模仿语音,语调
2、预习P39o板书设计WhereissheIssheinthelivingroomYessheis./Nosheisnt.Shesinthekitchen.单元名称Unit4MyHome单元授课时数6课时单元教学目标知识与能力目标句型
1、能听、说、认读句型WhereissheShesinthekitchen.Openthedoorplease.Look!Theyreinthedoor.
2、能够在情景中运用句型Issheinthe...Yessheis./Nosheisnt.Wherearethe...Aretheyin...Yestheyare./Notheyarent.询问物品,人物的位置并作出判断
3、能在情景中运用句型Openthedoorplease.提出行动建议
4.能按意群朗读描述起居室的小文段词汇
1、能够听、说、认读单词bedroomlivingroomstudykitchenbathroombedsofaphonetablefridge.
2、能够在有意义的语境中抄写上述话题词汇
3、能够正确使用上述单词描述家里的居室及物品设施语音
1、能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/
2、能够读出符合u・e发音规则的单词,并能根据发音拼写出符合u-e发音规则的单词情感、策略、文化等有关目标
1、在生活中能主动询问或对别人的询问能热情应答
2、能感受到家的温馨,从而激发学生爱家、爱家人的情感
3、能主动收拾物品并摆放整齐,养成良好的生活习惯单元教学目标重点、难点教学重点能够听、说、认读单词bedroomlivingroomstudykitchenbathroombedsofaphonetablefridge.并进行简单运用能听、说、认读句型WhereissheShesinthekitchen.Openthedoorplease.Look!Theyreinthedoor.等并能在情景中恰当运用能够掌握u-e的发音规则,即u-e在单词中发长音/ju/能够读出符合u-e发音规则的单词,并能根据发音拼写出符合u-e发音规则的单词教学难点、能ii用所学单词描述家里的设施
2、能按意群朗读描述起居室的小文段3^能够掌握u-e的发音规则,即u-e在单词中发长音/ju/能够读出符合u-e发音规则的单词,并能根据发音拼写出符合u-e发音规则的单词教学内容Unit4Myhome第2课时授课日期年月日教学B标要求学生能听、说、认读bedroomlivingroomstudybathroomo能熟练运用WhereisAmyIssheinthestudyYessheis.进行询问并作出回答要求学生能听懂Lefsdo中的指令并根据指令语做出正确的动作重点难占
八、、教学重点听、说、认读bedroomlivingroomstudybathroom听懂Lefsdo中的指令并根据指令语做出正确的动作教学难点能熟练运用WhereisAmyIssheinthestudyYessheis.进行询问并作出回答教学过程过程反思Stepl Warm-up/RevisionTaskssomeSstoactout“Letstalk.Step2:PresentationPracticeLT:LasttimewetalkedaboutAmyscat.TshowsthepicturesoflivingroomstudykitchenaskingSstosaythewords.T:WheresAmyscatIssheinthelivingroom/study/kitchenSsanswerthequestions-TwritesthewordsontheBb.T:Amyscatisinthekitchen.Lookatthepicture.WheresAmynowIssheinthekitchentooTshowsthepictureof“LeTslearn”,askingSstolookatitcarefully.Theyguess:Nosheisnt.T:IssheinthestudySs:Yessheis.TasksSstodescribeAmysstudy.:Acomputerisinthestudy.Abigdeskisinthestudy.TshowsapictureofAmysbedroom:WhatsinthisroomSs:Abed.T:Yes.Averynicebedisinthisroom.Itsabedroom.Bb:bed——bedroomSsreadthewordaftertheTpayingattentiontothepronunciationofdr”.
4.SslistentotheinstructionsinLetsdoandtrytoreadthem.师生合作说指令,全班学生第一句,教师说第二句,再交换,到最后一句时,T:Gotothebedroom.Ss:Haveanap.T:Gotothebathroom.Takeabath.Bb:bath+room=bathroom示范bath的读音,尤其是由的读音Step
3.Consolidationextension教师呈现与居室相关的活动图片,学生说出居室的名称,如呈现看电视,Ss livingroom.类推readabook---studyhaveadinner…kitchenhaveanap—bedroomtakeabath/washyourface一bathroomTencouragesSstosaytheinstructionsin“Letsdo”TasksSstolookatthepictureinLetslearn”andtrytodescribeAmyshomeintheirownwords:ThisisAmysbedroom.Itsverynice.LookatAmysstudy.Itsbig.Acomputerisinthestudy.ThenTasksSstointroducetheirownhomesusingthepicturesoftheirhomes.:Thisismybedroom.Lookatmybed.Itspink/blue.Step
4.Homework听、说、认读bedroomlivingroomstudybathroom听Lefsdo中的指令并根据指令语做出正确的动作板书设计bedroomstudykitchenbathroomThisisAmysbedroom.Itsverynice.LookatAmysstudy.Itsbig.Acomputerisinthestudy....教学内容Unit4Myhome第3课时授课日期年月日教学目标学生能感知并归纳u-e再单词中的发音规则能读出符合u-e发音规则的单词能根据单词读音拼写出符合u-e发音规则的单词重卢难点教学重点引导学生进行发现式的学习,观察,感知,体验并自己归纳出u-e在单词中发长音/ju:/的发音规则教学难点教会学生能根据单词读音拼写出符合u-e发音规则的单词教学过程过程反思Stepl Warm-up/RevisionTshowsthepictureofthecatinLetsspell”andasksSstodescribethecat.:Ilikethecat.Itsawhitecat.Itscute.Step2PresentationPractice
1.TwritescuteontheBb.u-e用红色标注,学生归纳u-e发音规律词尾e不发音,u仍发字母音/如/根据这一发音规律,请学生试着读一读useexcuse并了解其意思学生听录音朗读u-e单词,进步感知u-e的发音规律
2.Sslistentothechant整体感知歌谣的韵律及u・e单词的读音教师请学生说在歌谣听到了哪些u-e单词学生跟着录音有节奏地朗诵歌谣,四人小组吟唱这首歌谣
3.TasksSstolistencarefullyfinishthetaskuListencircleandsay”,感知u和u-e的不同发音Tcheckstheanswer.Sslistentothewordsagainandreadthewordsafterthetape.Step
3.Consolidationextensionl.TencouragesSstosaysomewordswithuandu-e.:duckumbrellaunder.学过的u-e单词比较少,学生可听教师说含有u-e的单词,试着拼出单词dukemutehuge...TwritesthesewordsontheBb.学生根据u-e的发音规律读一读这些单词,进一步巩固u・e的发音规律
2.1canread:TshowssomepicturesphrasesandsentencesaskingSstoreadthem:Excuseme.CanIuseyourtubeLookattheduckundertheumbrella.It\acuteduck.
3.1cansay:TencouragesSstosaysomephrasesandsentenceswithuandu-e.Step4・Homework听磁带并跟读P
40.教师可收集含有u和u-e单词的歌谣或短文让学生到课外朗读板书设计u duckcutfunbusmumu-ecuteusetubeexcusemule(u和u-e可标红)教学内容Unit4Myhome第4课时授课日期年月日教学目标
1.学生能理解对话大意,能用正确的语音,语调朗读对话
2.能在情景中运用句型Whereare...Aretheyon/near...询问物品的位置,同时作出Yestheyare./Notheyarent.并能在情景中恰当运用功能句Openthedoorplease.提出行动建议重占
八、、难点教学重点设计教学活动让学生理解对话大意,使学生能用正确的语音,语调朗读对话设计情景让学生运用句型Whereare...Aretheyon/near...询问物品的位置,同时作出Yestheyare./Notheyarent.教学难点提醒学生关注复数形式的正确表述,注意单复数的正确使用教学过程过程反思Stepl Warm-up/RevisionTshowsaSspencil:Thisisxxxspencil.TputsthepencilontheEnglishbook:Lookatthepencil.IsitinthebookSs:Noitisnt.Tputsanotherpencilonthebook:OnepenciltwopencilsAretheyonthebook这句话可重复,使学生初步感知复数的表达形式,并引导学生回答Yestheyare.Tcanuseotherthingstoaskandanswer:Aretheyon/in/under/near...引导学生作出正确回答Yestheyare./Notheyarent.Step2:PresentationPracticeTshowsthepictureofJohnshome:pointingtothethirdpicturewithoutwords:WhatcanyouseeinthepictureSstrytodescribeit:Icanseeabag.Icanseesomeflowers.T:IsthebagonthetableTteachestheword“tableandasksSstosaythedifferencesbetween“tableanddesk”.Sstrytodescribethethirdpicture:Lookatthebag.Itsonthetable.T:Johnandhismotherarelookingforthekeys.Model:T:WherearethekeysAretheyonthetableSs:Notheyarent.T:AretheynearthephonethephoneSs:Notheyarent.利用elephant中ph的读音和o-e的发音规律引导学生读出phoneoTwritesthekeysentencepatternsontheBb.TreadsthedialoguewithagoodS.Ssreaditinpairs.朗读时学生进一步感知询问复数物品的表达形式Sslistentothedialogueandanswerthequestion:WherearethekeysLook!Theyreinthedoor.Step
3.Consolidationextension
1.Sslistenandrepeatpayingattentiontotheintonation:AretheyonthetableTaskssomeSstolistenandrepeatit•(教师表扬语音、语调模仿得特别好的学生,鼓励其他学生也要尽量模仿得惟妙惟肖)
2.Ssreadthedialogueinpairs.(其他学生评价,指出他们读得好的地方和不足的地方,要求学生读得声音洪亮,有感情,引导其他学生认真倾听)
3.通过askanswerandwrite板块巩固所学对话语言
4.Ssactoutthedialogue.Sspreparefortheacting.(教师鼓励学生表演时要注意表情,动作,表演的学生到前面,其他学生仔细看和听,并评价,教师再评价)Step
4.Homework听对话录音,背诵对话找同伴表演对话板书AretheyonthetableNotheyarent.AretheyinthedoorYestheyare.教学内容Unit4Myhome第5课时授课日期年月日教学目标
1.学生能听,说,认读Letslearn中单词能熟练运用WherearethekeysThey9re...询问物品位置并回答能读懂描述起居室的小文段,完成书本任务能按意群和正确的读音,语调朗读小文段,能在有意义的语境中抄写单元的话题词汇并将句子补充完整,能综合运用本单元的核心词句重点难点教学重点使学生能听,说,认读Lefslearn中单词使学生能按意群和正确的读音,语调朗读小文段,能在有意义的语境中抄写单元的话题词汇并将句子补充完整教学难点如何使学生能熟练运用WherearethekeysTheyre...询问物品位置并回答教会学生综合运用本单元的核心词句教学过程过程反思Stepl Warm-up/RevisionSsaskandanswer:WherearemypencilsAretheyinthedeskNotheyarent.Yestheyare.复习巩固询问复数物品的表达形式Step2PresentationPracticeT:WhereareJohnsmotherskeysAretheyonthetable/nearthephone.Ss:Notheyarent.WherearethekeysSs:Theyareinthedoor.Twritestablephone”ontheBbandaskSstoreadthem.(引导学生说出ph以及o-e的发音规则)Tshowsthepicturein“Letslearn”andasksSstodescribetheobjectsintheroom:Iseeatable.Thephoneisonthetable.Thebedisnice.Abearisinthebed.Twritesbed”ontheboard.T:Johnislookingforthekeysagain.WherearethekeysAretheyinthebedAretheyonthesofaTteachessofa”.Pairwork.Model:T:WherearethekeysS:AretheythesofaT:No.Sslistentothetapeandtrytofindtheanswer:Theyreonthefridge.Pairwork:A:WherearethekeysB:Theyreonthefridge.Step
3.Consolidationextensionl.TasksSstoreadthetextonP
43.学生找出bookspensglassesbag的位置在读的过程中请学生划出物品名称及方位词,培养他们通过抓关键信息读懂文章的方法
2.WhosthestarofreadingSslistenandrepeatthetext.引导学生注意升降掉,重读,停顿等TasksthreeSstoreadthetext.一个学生读第一句总起句,一个学生读二三句关于居室的具体描述,一个学生读最后问句教师指导学生按句子结构和句义在每个意群处加下划线,按意群读句子Ssreadthetextingroupsof4andthenactout.学生个人朗读,评比“朗读之星”,以激励学生的朗读之情Step
4.Homework听,说,认读Letslearn+单词按意群和正确的读音,语调朗读小文段板书bedroomedsofaphonetablefridge教学内容Unit4Myhome第6课时授课日期年月日教学目标使学生学会从图片信息中大致了解考查点,并做到有意识地去听材料,引导学生养成专心听录音的习惯使学生了解歌词意义并能够清晰准确地唱story根据不同学生制定不同目标a.能理解故事内容b能朗读故事c能表演故事,还能恰当运用故事中的核心语言重占
八、、难点教学重点使学生学会从图片信息中大致了解考查点,并做到有意识地去听材料,引导学生养成专心听录音的习惯教学难点使学生了解歌词意义并能够清晰准确地唱能表演故事,还能恰当运用故事中的核心语言教学过程过程反思Stepl Letscheck
1.ListenandtickorcrossTasksSstolookatthepicturesonebyoneandthenplaysthetape.Sslistenandtickorcross.TcheckstheanswerwiththeSs.
2.Lookandtick展示图片,请学生描述看到的房间及相应设施Ssreadthetwoadsforrentandchoosetherightone.校对答案,请学生圈出错误广告中与图片不相符合的部分Ssreadtherightone.Step2LetssingLSslookatthepictureandsaythenamesoftheobjects.
2.Sslistentothesong.
3.Sslistenagainandtrytofindtheanswer:WherehastheTVgoneItsinthebedroomwithme.Sstrytoreadthetwosentenceswell.
4.Sssingafterthetape.
5.学生以对唱形式表演唱整首歌曲Step
3.storytimeReadingcomprehension:WherearetheglassesAretheyonthetableAretheylookingfortheglassesorkeysWherearetheglassesinPicture2/3/4WhereareGrandpasglassesWhereareUncleBearsglassesSswatchthevideoofthestoryandthenreadafterthetape.Ssreadthestoryinpairs.Ssactoutthestory.Step
4.Homework
1.听一听,唱一唱歌曲;
2.理解熟读故事板书WherearetheglassesAretheyonthetableAretheylookingfortheglassesorkeysWherearetheglassesinPicture2/3/4WhereareGrandpasglassesWhereareUncleBearsglasses。