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1、5A Unit2 A new house第二课时教案一、教学目标 1. 能听得懂、会说、会读单词beside, between, live, large, parent, a map of the world. 2. 能听懂，会说，会读句型Whats in/on/under/behind/beside/between ?Theres a /There are some 二、教学重难点 能熟练借助所学介词用There be句型描述场景。三、教学准备 单词卡片，房间图片，挂图，录音机。四、教学过程 A）Free talk 1) Sing a song: “ Two jackets” 2) 复习学过
2、的有关房间和物品的单词，快速闪现图片，学生说英语单词。 bed, sofa, lamp, telephone, a bath- room, a kitchen, a bedroom. a sitting-room, a dining room, a study, a computer room, a reading room, a music room, a table tennis rooma garden, a swing, a slide, , a toilet3）Ask and answer: T: Im new here. I want to know something about
3、 your school. Is there a library/sports hall/reading room/ in your school? S: Yes, there is. / No, there isnt. T: Are there any toilets/computer rooms/ in your school? S: Yes, there are./ No, there arent.T: Do you want to know my school? Try to ask me about my school. S: Is there a library/music roo
4、m in your school?Are there any computer rooms in your school? T: Yes, /No, B) Presentation Today Ill show you around a house, a new house. 1)简笔画houseT: Look, is this a building or a house? S: It isnt a building. Its a house. T: Yes, its a new house. 揭示课题：A new house T: There are a lot of rooms in it
5、. What rooms? 引导学生用Is there a /Are there any in the house?提问。 随着学生的提问，教师一一将sitting-room, study, bathroom, kitchen等相应的图片粘贴在简笔画house的格子中。在出现sitting-room时，老师介绍 Its a large sitting-room. Its very big. Its not small.帮助学生理解large的词意。在此教授单词large “ar- lar- ge- large” 读并运用：a large sitting room, a large bedroo
6、m 2）介词教学 T：Where is the kitchen/? S：Its near the T：Or we can say“Its beside the ” 教授单词beside 借助实物或人物，引导学生说beside the / beside 同法教授单词between 实物演示between and 或between the (名词复数)，引导学生用英语描述。 T：There are a lot of trees, too. But where are they? Can you guess? S：They are near/ beside/ T：(在房子后画一些树)Theyre b
7、ehind the house. 3）句型练习 T：Lets make a dialogue now. 示范，T: Hi, S: Hi, T: Look, there is a new house. S: Yes, there are a lot of rooms in it. T: Whats in/near/under/beside/between ? S: Theres a /There are some in/near/under/beside/between Practise in pairs and act out. 4）T: Boys and girls, do you know
8、 whose house it is? S: Its Yang Lings. 教师补充说：Its Yang Ling and her parents house. 教授单词parent(father or mother), parents(father and mother) T：But Yang Ling doesnt like the house now. So lets make some changes. 示范：Theres a in/near/under/beside/between 学生模仿说，教师重新粘贴各房间图。 T: Its OK now. Yang Ling and her
9、 parents live in the new house. They like the new house very much. 教授词组：live in the new house 适当扩充live in Jintan, live near the school T: But which is Yang Lings bedroom? S: The small bedroom. T: Whats in the bedroom? S: Theres a /There are some in/on/near/under/beside/between 在此教授词组：a map of the wo
10、rld 适当扩充：a map of China, a map of Jintan, a map of our school 5)课文 Listen to the tape. Answer the questions: How many rooms are there in the house? Is there a garden? Whats on the wall? Wheres the telephone? Read the text. C）Homework: Draw a picture of your house, and talk about it.五、板书设计Unit 2 A ne
11、w houseWhats in/on/under/near/behind/?Theres a There are some 点评：这是实验学校尹莉萍老师为建昌小学五（4）班同学上的一节英语课。这节课有以下几个特点：一 把培养学生积极学英语的情感放在首位。积极的态度是英语学习成功的关键，而学生的这种态度是在教师的引领下、在学习过程中逐渐形成的。课一开始，老师设计了这样的开头：作为新来者，想了解建昌小学的情况，于是运用前面学过的语言，向学生提问 “Is there a library/ reading room in your school? Are there any computer room
12、s in your school?” 问的是学生熟悉的事情，一下拉近了师生的距离，交流很是活跃，随后老师话题一转，“Do you want to know my school?”根据前面的示范，学生大胆地向老师提问“Is there a library / music room in your school?”良好的开端，成功的一半。通过这一段“ask and answer”，师生进入了无拘束交流状态，为后面的学习活动打下良好的基础。二 让学生在真实的语境中整体感知、学习并运用语言。本课语言项目是Is / Are there以及介词的运用, 教师设计的一系列活动，都注意贴近学生的生活实际，和学
13、生进行真实的交流，引导学生在真实的语境中感知新知识并反复操练。在对house的描述中，通过贴图片，逐个呈现新的介词under, behind，并随机补充了beside, between这两个常用词。为了培养学生灵活运用语言的能力，老师让学生对house的房间进行重新组合，设计并描绘新的house. 从学生的描述中我们看到学生综合运用语言的能力得到了提高。三 教学过程实在，符合学生认知规律。老师依照学生的认知规律和学习心理，在教学过程中采用循序渐进、学用结合的方法，从热身到新知呈现，从机械操练到情景运用，给学生以充分的展示空间，让他们体验成功，感受成功的快乐。当学生学会描述自己的或他人的house，再回过来听课文录音，并回答老师的提问时，他们的心情是愉快的，因为这篇课文对他们来说，已经是很熟悉的情景了。老师留给学生的作业是：设计自己的house, 并介绍给大家。学生一定很乐意去做，而且能做得很好。这只是尹老师的一节常态课，她没有运用多媒体，没有刻意追求所谓“热闹的气氛”，仅仅是几张房间的图片，但老师用活了教材，完成了“用教材教”的课堂教学任务。本节课较好地体现了新课程标准的理念，把学生的发展作为最根本的教学目标，为学生创设了全面发展的学习空间。
