作者：佚名 点击数： 更新时间：2008-5-7 9:54:23  推荐本文 |
PEP/ Book 3/My home教学设计
嘉兴市塘汇实验学校 杭柳莺
教学目标
知识目标：（1）能听、说、认读study，living room，bedroom，bathroom，kitchen五个单词；
（2）能听懂Let's do部分的指示语，并按照指令做出相应的动作。
能力目标：能用简单的句子描述自己的家,如：“This is my home….”
情感目标：初步培养学生对家的热爱。
教学重难点
教学重点：听说认读单词study，living room，bedroom，bathroom，kitchen，能用简单的句子描述自己的家,如：“This is my home. …”
教学难点是正确掌握单词bedroom，kitchen，bathroom的发音。
教具准备
CAI课件
教学过程
Step 1 Warm-up
1. Free talk: T: What’s this in English?
S: It’s a monkey/panda/….
T: Where are they?
S: They are in the zoo.
2. Sing:《They are in the zoo》 (观看歌曲VCD，跟唱)
T: Now, let’s sing the song 《They are in the zoo》, OK?
Ss: OK.
Step 2 Presentation
T: Boys and girls, where are you now? (Back-up: Are you in the zoo? )
Ss: (No.) We are in the classroom.
(由已学单词classroom引入bedroom, living room等新词的教学，并穿插Let’s do内容的教学。)
1．呈现一个house (CAI)
T: What’s this?
Ss: It’s a house.
T: This is my home.. Let’s go inside and have a look.
Ss: OK.
2．随着house门的打开进入到一个bedroom.(CAI)
T: Go, go, go, look! What’s this? Is it a classroom?
Ss: No, it isn’t.
T: (Point to the bed and ask) What’s this?
Ss: It’s a bed.
T: Good! So this is a bedroom..
（将单词 bedroom呈现在画面上，并带读，同时要注意孩子们的发音是否正确，勿将bedroom念成bed-room。）
T: Look! Where’s Miss….? (将老师的图象设置到上述图片中，继续提问)
Ss: (She’s) in the bedroom.
T: Yes, I am in the bedroom., and I can have a sleep. (教师辅以手势，帮助学生理解have a sleep，并与学生一起边做边学。)
T & Ss: Go to the bedroom. Have a sleep.
3．随着画面的切换，进入到一间living room。
T: Then I get up. Let’s go. Look! Is this a bedroom?
Ss: No.
T: What’s this? Yes, it’s a ---living room. (用判断的方式呈现新词living room, 带读，个别读)
T: What can you see in the living room?
Ss: I can see a TV. (chair, desk, ….)
T: Good. So I can watch TV in the living room. (做动作感受watch TV)
T & Ss: Go to the living room. Watch TV.
4．将画面转换到kitchen
T: Oh, I am hungry now. (教师做出hungry的样子) Let’s have a snack. (重复若干遍，并使学生跟学，然后呈现kitchen的画面)
T: Look! The kitchen. Let’s go to the kitchen and have a snack. (呈现新词kitchen，带读，个别读，提醒学生勿把kitchen念成chicken)
T & Ss: Go to the kitchen.
Have a snack.
5．从read a book引出study的教学
T: Hm…, I am full now. I want to read a book. (呈现一幅read a book的画面，让学生理解跟说read a book)
T:（呈现背景study）Where is Miss…? Is she in the bedroom?
Ss: No.
T: Is she in the living room?
Ss: No.
T: Is she in the kitchen?
Ss: No.
T: Oh, she’s in the----study. (呈现新词study，带读，个别读)
T & Ss: Go to the study. Read a book.
6．呈现图片bathroom
T: Look! There is a small room. It’s a---bathroom. (呈现新词，带读，注意bathroom 的发音，尤其是th / /的发音。 )
T: I am tired, I will take a shower. (带着动作教学，帮助学生理解take a shower，并使学生跟说跟做)
T & Ss: Go to the bathroom. Take a shower.
T: Now, it’s time for sleep. I’ll go to the---- bedroom again. (重新回到bedroom的画面)
Step 3 Practice
T: This is my home. Do you like it?
Ss: Yes./ No.
T: Let’s have a look again.
1. Go through the words “bedroom, living room, kitchen, study, bathroom” with pictures.(CAI)
2. 指单词竞赛：Go to the living room/….
Rules: 将全班同学分成两组（男生组和女生组），教师先将bedroom等单词图卡贴在黑板上，每组每次分派一名选手到台前，听老师（或某一学生）口令：Go to the….，看哪一位同学先指到该单词图卡，哪一组就得一分。
3．“看家居，猜房间”
Example: T: Look! Which room is it? Can you guess?
S1: Living room..
S2: Kitchen..
S3: Bedroom.
T: Let’s see who’s right. Oh, … is right. (为该组加一分)
4．“看动作，猜房间”
过程：（1）先由老师表演动作，请学生来猜房间。
T: I can read a book.. (表演动作read a book)
S: Study.
（2）由学生表演，学生猜。
5．Let’s do
(1) Listen to the teacher and do:
(2) Listen to the tape and do:
Try to say and do.
Step 4 Extension
任务：小小设计家：充分发挥想象，设计一套房子并布置各个房间，在各个房间里画上一些学过的物品。
Step 5 Homework
(1) 跟磁带朗读本课单词：
(2) 四人一组，相互介绍自己设计的家
eg. Welcome to my home.
This is my home. You can see a bedroom, a living room, …..
I like my home.
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