小学英语陕旅版四年级下册Unit 1 Our New House教案

这是一份小学英语陕旅版四年级下册Unit 1 Our New House教案，共5页。教案主要包含了教学目标，教学重难点，教学准备，教学过程等内容，欢迎下载使用。

Unit 1 Our New House

Lesson 1
【教学目标】
1．以学习Let's learn部分的住所名称类词汇为主,处求学生能听.说.读.写词汇:house, study, bedroom, kitchen, bathroom, living room, dining room.
2．能完成Part C Listen and match部分的检测.
【教学重难点】
以学习Let's learn部分的住所名称类词汇为主,处求学生能听.说.读.写词汇:house, study, bedroom, kitchen, bathroom, living room, dining room.
【教学准备】
1．教师准备:
（1）Let's learn部分的挂图.
（2）Let's learn及Listen and match部分的教学音频.
（3）书房、厨房等图片.
2．学生准备:一张空白纸和若干水彩笔.
【教学过程】
Ⅰ．课程导入(Leading In)
1．课前热身
（1）教师通过Part A Warming-up部分中的第一个活动,以TPR肢体动作和语言导入本课主题house.以下内容可供参考:
T: Hello, everyone. Look, I am a bird, and I live in the trees. I am a butterfly,
And I live in the flowers. I am a fish, and I live in the water. Everyone has a home. What about you?
（2）教师引导学生完成Part A Warming-up部分中的第一个活动Look, think and match,通过此任务让学生初步感知本节课要学习的内容.
2．新课导入
教师出示Let's learn部分的挂图,向学生们介绍:
T: Hello, boys and girls. Where do birds live?
T / Ss: They live in the trees.
T: What about fish?
T / Ss: They live in the water.
T: Where do we live, then?
T: Look, I live in the house. I have a big house. How many rooms are there in the house? Let's count.
Ss: One, two, three, four, five. I can see five rooms.
教师和学生一起数房间,并让学生理解house和room的意思.
Ⅱ．课程展示活动和过程的设计建议(Presentation)
1．新课展示Part A Let's learn
（1）学习本节课新词汇:House, living room, dining room, bedroom, bathroom.
a．承接导入活动,师生拼读、拼写单词house, room.
b．教师做看电视的动作并提问:
T; I Watch TV in this room. Where am I?
Ss:
学生可能会说出客厅的中文,如说不出,教师可再引导.
T: Well, I watch TV in the living room.
边拼读边板书词汇living room[ru:m].
教师可借助三年级学过的句型继续提问,并引导学生回答:
T: What's in the living room?
S1: There is a TV in the living room.
S2: There is a sofa in the living room.
教授词汇living room的读音,并将其在四线三格中板书出来,注意字母l和i的书写格式和笔顺.
教学小贴士
教师在教授house的发音,要注意强调house[haʊs]和horse[hɔ:s]发音的不同;在教授room的发音时,可向学生介绍字母组合oo在单词中的发音,并通过已学单词,帮助学生归纳字母组合oo的读音,如:cook[kʊk],book[bʊk],good[gʊd]; zoo[zu:],foot[fu:t],noodles[`nu:dlz]等.
本书教学小贴士中的语音和语法等内容只是作为教学参考,教师可根据学生学习程度潜移默化地引导.
c．教师做吃饭的动作并提问:
T: I have lunch in this room. Where am I?
Ss:
学生可能会说出餐厅的中文,如说不出,教师可再引导.
T: Well, I have lunch in the dining room.
边拼读边板书词汇dining room.
T: What's in the dining room?
S1: There is a table in the dining room.
S2: There is / are...
d．教师做睡觉的动作并提问:
T: I am tired. I'm going to bed. Where am I now?
教师可引导说出:
T/Ss: I go to bed in the bedroom.
并引导学生进行拼读.
教师在这里注意教授bedroom[bedrʊm]的正确发音,字母组合dr在bedroom中连读[dr],并强调在bedroom中,oo读短音[ʊ].
T: What's in the bedroom?
Ss: There is a bed in the bedroom.
e.教师做洗脸的动作并提问:
T: I wash my face in this room. Where am I?
教师边展示图片边给出单词:
T: Well, I wash my face in the bathroom.
边拼读边板书单词ba[`ba:]th[θ]room.
教师注意提示th[θ]为咬舌音,示范并引导学生多练习几遍.
（2）教师通过图片引出单词study和kitchen.
a．教师出示study的图片并提问:

T: Look at this room. What's in the room?
Ss: There is a desk and many books.
T: Yes. It's a study. You can do your homework in the study.
教师板书并让学生拼读study.
b．教师出示kitchen的图片并介绍:

T: Look at this picture. I often cook in the room. It's a kitchen.
教师板书并教授kitchen的读音,分解拼读ki[`kɪ]-tchen[tʃɪn].
2．巩固活动
（1）教师播放Let's learn部分的录音,让学生模仿其语句语调跟读单词.
（2）教师将学生分为若干组,让学生分组读单词,比比看哪组学生读得好,并予以表扬.
Ⅲ．操练活动的设计与实施建议（Practice Activities)
1．游戏:Where am I?
（1）教师先和一名学生做示范教师做动作,然后提问:Where am I? 学生说出房间的名称.如:教师做做饭的动作并提问:Where am I? 学生说出单词kitchen.
（2）将学生分成小组进行比赛:每组的一名学生说出活动的名称,其他组员猜房间名称,猜对得一分.如:一名学生说:即to bed,组内其他学生则说出房间名称:bedroom.
2．传单词
教师让一组学生上台站成一排,悄悄告诉站在最后的学生一个房间名称,这个学生则拍一拍前面学生的肩膀,让其转过来看着自己,并通过动作将听到的单词表达出来,听者猜出单词后再拍自己前面学生的肩膀,如此依次向前传递.
3．Part C Listen and match
（1）教师引导学生观察图片.
（2）教师播放录音,学生听并将人物和其所在的房间连起来.
（3）教师再次播放录音,引领学生核对答案.
录音内容如下:
a．My brother is in the bathroom.
b．Mom is in the kitchen.
c．Dad is in the living room.
d．My sister is in her bedroom.
参考答案:将mother和厨房相连;father和客厅相连;sister和卧室相连
4．设计自己未来的家
教师让每位学生拿出一张纸,让其构思并和出各自心目中未来的家,并为每个房间标上英文名称,最后通过投影仪向全班展示,选出最佳设计.
教师为学生创造感兴趣的活动,旨在让学生通过设计并画出各自未来的家这环节,复习巩固本节课所学的关于住所的间汇,激发其学习的积极性.