一、説教材分析
本單元主要學習的是家居類物品及對其方位進行描述。討論方位的句型Where’s…? It’s in/on/behind/beside… Is it in…? Yes, it is. No, it isn’t.已在三年級下冊教材中出現過。本課是對句型的進一步深入，由單數句變為複數句。對教材的處理：在文本結尾對情景進行了拓展。
Su Hai’s bedroomSu Yang’s bedroom
二、説教學目標
（一）知識目標：
1.聽説讀寫句型Where‘s .../Where are ...?句型及其回答It’s .../ They‘re ...
2.感知認讀單詞home,fridge，sofa,table，bedroom,bathroom， living room，kitchen
3.理解並朗讀storytime部分的.對話，並完成相關的任務。
（二）能力目標：
1.能夠在情景中運用所學詞句詢問家居物品的方位並注意單複數。
2. 能有感情朗讀篇章、分角色朗讀對話，並能複述對話的大體內容。
3. 能夠運用新舊知識完成短小的寫作練習。
（三）情感目標
1.通過討論家居情況的討論，激發學生對自己家園的熱愛。
2.通過多次小組合作，培養合作學習的精神。
三、説教學重點
1.聽説讀寫句型Where‘s .../Where are ...?句型及其回答It’s .../ They‘re ... 並能在情境中運用。
2.感知認讀單詞home,fridge，sofa,table，bedroom,bathroom， living room，kitchen並能在情境中運用
3.理解，朗讀，表演storytime部分的對話，並能複述對話內容。
四、説教學難點
1.句型Where‘s .../Where are ...?及其回答It’s .../They‘re ...單複數的正確運用。
2.單詞fridge，bathroom，kitchen的正確朗讀。
3. 在語境中運用所學詞句。
五、説教法學法
教法：歌曲導入法、遊戲教學法、語言交際法、情境教學法、任務教學法、多媒體教學法
學法：課前預習、小組合作、自編chant、聽讀訓練、綜合語用
六、教學過程
Step 1: Warm-up
1. Listen to a song “In my room”.
talk:
T: Look at this house. We have Dad and Mum here. We watch TV in the living room. We cook dinner in the kitchen. We take a bath in the bathroom. We go to sleep in the bedroom. So this is our home.
T: I have a big and happy home. What about you?
Step 2. Presentation and practice
1. T: We all have a happy home. Look, who are they? They have a new home. It’s nice. What rooms do they have?
Learn the words: kitchen, living room, bedroom
T: Where’s the kitchen? Oh, it’s here. Do you remember chicken?
Oh, we cook dinner in the kitchen.
T: Is it a kitchen? No, it isn’t. It’s a living room.
What can we do in the living room?
We can sit and have a rest in the living room. So we also can say sitting room.
T: Read them, what can you find? When they meet room, we will get some new words.
So, how to say this word?
2. T: Su Hai’s family have nice rooms. And they take many things to their new home. What are they?
3. T: Wow, so many things. Su Yang’s Mum and Dad put the things in different rooms. Where are they? Now let’s guess!
T: Where’s the bag?
You can ask ‘Is it …?”
Maybe “Yes, it is. / No, it isn’t.”
It’s …
Students use the sentences to guess.
“Where’s the ….? Is it …? Yes, it is. /No, it isn’t. It’s …”
Step 3: Learn to say
1. T: Now, we know where the things are. But Su Hai and Su Yang can’t find their things. What are they looking for?
Listen and answer the question: What are Su Hai and Su Yang looking for?
2. T: What are these things? Watch the cartoon and find them?
T: Where’s the bag?
Where are they? Please discuss in pairs.
Here is one cap. So we should use “is and It’s “, Here are two skirts, so we should use “are and They’re” Follow me.並呈現板書。
6.T: Oh, I can say a chant! Can you?
Can you make a chant?
Say a chant with plural things.
Skirts, skirts,
Where are the skirts?
Living room, living room,
They are in the living room.
much for this! It’s time to read the story. Let’s read after the tape.
Look at this picture! The cap is in the dog’s mouth. Can you say something about this dog? I think it’s a naughty dog. If you are Su Yang, what do you want to say to the dog? The dog just wants to make a joke with Su Yang. At last Su Hai finds the cap. She is so surprised. Let’s read after Su Hai.
5. Read the story after the tape.
6. Read in roles.
7. Read together.
Step 4: Consolidation
1. T: Look, Su Hai and Su Yang are still looking for their things. They can’t find other things like pencils, pencil case, books and so on.
Let’s make a dialogue. Who wants to act a dialogue with me!
Students make a dialogue according to this scene.
Step 5: Homework
the dialogue three times.
a dialogue with your partner.
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