北师大版（2024）三年级上册Unit 5 My home教学设计

这是一份北师大版（2024）三年级上册Unit 5 My home教学设计，共13页。教案主要包含了学情分析，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。

三年级学生刚刚接触英语学习，对英语有着浓厚的兴趣和好奇心。他们具有较强的模仿能力和表现欲望，但注意力集中时间较短，抽象思维能力尚未发展成熟。在知识储备方面，学生已经学习了一些简单的日常用语和词汇，如数字、颜色、动物等，对本单元“My hme”的主题也有了一定的了解，认识了一些家中常见的房间名称。然而，他们对于用英语描述房间里的物品以及位置关系还需要进一步的学习和练习。此外，三年级学生活泼好动，喜欢游戏和互动式的学习方式，因此在教学过程中应设计多样化的活动，激发学生的学习积极性，让学生在轻松愉快的氛围中学习英语。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、认读单词：table（桌子）、chair（椅子）、sfa（沙发）、fridge（冰箱）、bed（床）。
2. 学生能理解并运用句型：“Where is It's in/n/under...”来询问和描述物品的位置。
（二）能力目标
1. 学生能够在实际情境中准确运用所学单词和句型描述家中物品的位置，提高语言运用能力。
2. 通过观察、模仿、游戏等活动，培养学生的听、说、读、写能力和合作学习能力。
（三）情感目标
1. 培养学生对英语学习的兴趣，让学生积极参与课堂活动，体验学习英语的乐趣。
2. 引导学生关注生活中的英语，培养学生观察生活的习惯和能力。
3. 让学生了解家中物品的摆放要整洁有序，培养学生良好的生活习惯和整理意识。
三、教学重难点
（一）教学重点
1. 掌握单词table、chair、sfa、fridge、bed的发音和拼写。
2. 理解并运用句型“Where is It's in/n/under...”询问和描述物品的位置。
（二）教学难点
1. 区分介词in、n、under的用法，并能准确运用它们描述物品的位置。
2. 培养学生在实际情境中灵活运用所学知识进行交流的能力。
四、教学准备
1. 多媒体课件、单词卡片、实物道具（桌子、椅子、沙发、冰箱、床的小模型）、图片、奖励贴纸。
2. 学生准备自己画的家中一个房间的图片（简单画出一些物品）。
五、教学过程
（一）Warming-up
1. Greetings
T: Hell, bys and girls. Nice t see yu again.
Ss: Hell, teacher. Nice t see yu, t.
设计意图：通过简单的问候，拉近师生距离，营造轻松愉快的课堂氛围。
2. Sing a sng
T: Let's sing a sng tgether. “In my hme”.（播放歌曲视频，师生一起唱）
In my hme, in my hme.
There's a living rm, a bedrm.
In my hme, in my hme.
There's a kitchen, a bathrm.
设计意图：以歌曲的形式复习上节课学习的家中房间的名称，激发学生的学习兴趣，同时为引出本节课的学习内容做铺垫。
（二）Lead-in
1. Shw a picture f a messy rm
T: Lk at this picture. What d yu see?
Ss: I see a rm. It's very messy.
T: Yes, it's a messy rm. There are many things in the rm. D yu knw what they are?
设计意图：通过展示一张杂乱的房间图片，引起学生的好奇心，激发他们的学习兴趣，同时引出本节课关于房间内物品的学习内容。
2. Free talk
T: What's in yur rm at hme?
S1: There is a bed in my rm.
S2: There is a desk and a chair in my rm.
...
设计意图：让学生结合自己的实际生活，运用已学知识谈论房间里的物品，复习旧知，为新知识的学习做好铺垫。
（三）Presentatin
1. Learn new wrds
(1) Table
T: Lk at this picture. What's this?（展示一张桌子的图片）
Ss: It's a table.
T: Yes, it's a table. Fllw me, table, table.（教师带领学生读单词，强调发音）
T: Nw, lk at this table.（指着教室里的一张桌子）This is a table, t.
设计意图：通过图片和实物展示，让学生直观地认识单词“table”，加深记忆。
(2) Chair
T: What's next t the table?（展示桌子旁边有一把椅子的图片）
Ss: It's a chair.
T: Right, it's a chair. Chair, chair.（教师示范发音，学生跟读）
T: Can yu find a chair in ur classrm?（让学生在教室里找椅子）
S: Yes, here is a chair.
设计意图：利用图片和教室中的实物，引导学生学习单词“chair”，并让学生在实际情境中寻找椅子，增强学习的趣味性。
(3) Sfa
T: Lk at this.（展示一张沙发的图片）What's this? It's very sft. We can sit n it and relax.
Ss: It's a sfa.
T: Gd jb. Sfa, sfa.（教师领读，注意发音）
T: Wh has a sfa at hme? Raise yur hand.
S1: I have a sfa at hme.
S2: My grandparents have a sfa at hme.
...
设计意图：通过描述沙发的特点，让学生猜出单词，激发学生的学习兴趣，并让学生联系生活实际，说说家里有没有沙发，加深对单词的印象。
(4) Fridge
T: Nw, let's lk at this big bx.（展示一张冰箱的图片）It's in the kitchen. We can put fd and drinks in it. What's this?
Ss: It's a fridge.
T: Yes, fridge, fridge.（教师带读，纠正发音）
T: Open yur bks and turn t page XX. Lk at the picture in the bk. Where is the fridge?
Ss: It's in the kitchen.
设计意图：结合图片和教材中的情境，让学生学习单词“fridge”，并引导学生观察教材图片，说出冰箱在厨房，巩固所学单词和句型。
(5) Bed
T: When we are tired, we need t lie dwn n it. What's this?（展示一张床的图片）
Ss: It's a bed.
T: Very gd. Bed, bed.（教师示范发音，学生跟读）
T: Shw me yur hands. Let's make a bed with ur hands.（教师示范用双手做出床的形状，学生跟着做）
设计意图：通过动作演示和图片展示，帮助学生理解和记忆单词“bed”，增加学习的趣味性。
2. Practice new wrds
(1) Flash cards
Shw the wrd cards f “table”, “chair”, “sfa”, “fridge”, “bed” quickly t the students. The students read the wrds alud as fast as they can.
设计意图：利用闪卡游戏，快速呈现单词卡片，让学生快速认读单词，提高学生的反应能力和对单词的熟悉度。
(2) What's missing?
Shw all the wrd cards n the blackbard. Then turn arund and take away ne f the cards. Ask the students t guess which wrd is missing.
设计意图：通过“什么不见了”的游戏，巩固学生对单词的记忆，培养学生的观察力和注意力。
(3) Pint and say
Put the real bjects r the small mdels f “table”, “chair”, “sfa”, “fridge”, “bed” in different places in the classrm. Ask a student t cme t the frnt and pint t an bject and say the wrd. Then ask ther students t repeat.
设计意图：让学生在教室里实际指出物品并说出单词，将单词与实物相结合，加深学生对单词的理解和记忆，同时锻炼学生的口语表达能力。
3. Learn the sentence pattern
(1) Presentatin
T: Nw, let's play a game. I'll hide a ball under the table.（教师把一个球藏在桌子下面）Where is the ball? Can yu guess?
S1: Is it n the table?
T: N, it isn't.
S2: Is it in the table?
T: N, it isn't.
S3: Is it under the table?
T: Yes, it is. Yu're s clever. S we can say “Where is the ball? It's under the table.”（板书句型“Where is It's in/n/under...”）
设计意图：通过游戏的方式，自然地引出询问物品位置的句型，并让学生在猜测的过程中理解和感受句型的用法。
(2) Practice
① Pair wrk
Ask the students t wrk in pairs. One student hides a pencil r ther small bject in the classrm and asks “Where is ”, and the ther student answers “It's in/n/under...”
设计意图：让学生通过两两合作的方式，进行句型的练习，提高学生的口语表达能力和合作学习能力。
② Guessing game
Shw sme pictures f bjects in different psitins n the screen. Fr example, a bk n the desk, a pen in the pencil bx, a ball under the chair. Ask the students t guess where the bject is using the sentence pattern “Is it ” The teacher answers “Yes, it is.” r “N, it isn't.”
设计意图：利用图片进行猜测游戏，增加学习的趣味性，让学生在游戏中进一步巩固句型的用法。
（四）Text learning
1. Listen and watch
Open the multimedia curseware and play the vide f “Let's talk”. The students listen and watch carefully, and try t understand the dialgue.
设计意图：让学生通过观看视频，初步感知课文内容，培养学生的听力和理解能力。
2. Listen and repeat
Play the dialgue again sentence by sentence. The students listen and repeat, paying attentin t the prnunciatin and intnatin.
T: Nw, listen and repeat after me. Where is the cat?
Ss: Where is the cat?
T: It's n the sfa.
Ss: It's n the sfa.
...
设计意图：通过逐句跟读，让学生模仿正确的发音和语调，提高学生的口语表达能力。
3. Rle-play
Divide the students int grups f tw. One student acts as Amy and the ther acts as Mike. They rle-play the dialgue accrding t the pictures in the bk. Then ask sme grups t cme t the frnt and perfrm.
设计意图：让学生进行角色扮演，将所学知识运用到实际情境中，增强学生的语言运用能力和表演能力，同时培养学生的合作精神。
4. Explain the text
T: Nw, let's lk at the text again. Amy asks “Where is the cat?”. Mike answers “It's n the sfa.”. S we knw the cat is n the sfa. Then Amy asks “Where is the fish?”. Mike answers “It's in the fridge.”. The fish is in the fridge. Can yu understand?
Ss: Yes.
T: Gd. If yu want t ask abut the psitin f smething, yu can use “Where is ”. And t answer, yu can use “It's in/n/under...”
设计意图：对课文内容进行详细讲解，帮助学生理解对话的含义和句型的用法，培养学生的阅读理解能力。
（五）Practice
1. Lk and say
Shw sme pictures f rms with different items in them. The students lk at the pictures and describe the psitins f the items using the sentence pattern “Where is It's in/n/under...” Fr example:
T: Lk at this picture. What can yu see?
S1: I can see a bed, a table and a chair.
T: Very gd. Nw, where is the table?
S1: It's next t the bed.
T: Where is the chair?
S1: It's under the table.
...
设计意图：通过看图说话的练习，让学生巩固所学的单词和句型，提高学生的语言运用能力和观察能力。
2. Draw and say
Ask the students t take ut the pictures they drew befre. They wrk in pairs. One student asks “Where is ” abut the items in the partner's picture, and the ther student answers “It's in/n/under...” Then they exchange rles.
设计意图：让学生结合自己画的图片进行对话练习，增加学习的趣味性和实用性，同时培养学生的创造力和表达能力。
（六）Summary
1. Review the wrds and sentence patterns
T: What have we learned tday? Let's review tgether. We learned sme wrds abut things in the hme, such as table, chair, sfa, fridge, bed. And we als learned a sentence pattern t ask and answer the psitin f things. What is it?
Ss: Where is It's in/n/under...
T: Very gd.
设计意图：通过回顾本节课所学的单词和句型，帮助学生巩固知识，加深记忆。
2. Emphasize the imprtance f keeping the hme tidy
T: We knw there are many things in ur hme. We shuld put them in the right place and keep ur hme tidy. D yu agree?
Ss: Yes.
T: S, remember t tidy up yur rm after class.
设计意图：在总结知识的同时，对学生进行情感教育，引导学生养成良好的生活习惯，培养学生的整理意识。
（七）Hmewrk
1. Listen t the dialgue and repeat it three times.
设计意图：通过听读作业，巩固学生的听力和口语表达能力。
2. Use the wrds and sentence patterns we learned tday t describe the psitins f the items in yur wn rm t yur parents.
设计意图：让学生将所学知识运用到实际生活中，增强学生的语言运用能力，同时增进亲子之间的交流。
3. Tidy up yur wn rm and take a pht. Share it with yur classmates next class.
设计意图：通过实际行动，培养学生的整理能力和良好的生活习惯，同时让学生在课堂上分享照片，增加学习的趣味性和互动性。
六、板书设计
Unit5 My hme: Lessn4
Wrds: table chair sfa fridge bed
Sentence patterns:
Where is
It's in/n/under...
Example:
Where is the cat?
It's n the sfa.
Where is the fish?
It's in the fridge.
设计意图：板书设计简洁明了，突出本节课的重点单词和句型，通过例句展示句型的用法，帮助学生更好地理解和记忆。同时，板书的布局合理，有利于学生观察和记录。