Unit 5 Our new home
译林版小学英语四上Unit 5 Our new home
（Period1）
江阴市桐岐中心小学 严海莲
一、 教学内容
Story time
二、 教学目标
1. 能听懂、会读、会说单词：bedroom，living room，kitchen，sofa
2. 能听懂、会读、会说句型：Where’s my…? It’s … Where are …? They’re…
3. 能在理解语篇的基础上，熟读课文，模仿人物语音语调。
4. 掌握特殊疑问句和一般疑问句朗读语调。
三、 教学重难点
1. 理解语篇内容。
2. 模仿人物语音语调并给课文配音或表演。
3. 掌握特殊疑问句和一般疑问句的朗读语调。
4. 运用所学内容帮助他人找丢失物。
四、 教学准备
课件、人物头饰
五、 教学过程
Warming-up
1. Enjoy the song——What can you see？
2. T: Before class, let’s play a game.
Brain storm, please make phrases with these words as quickly as you can.
（用in/ on/ under来组词）
Lead- in
1. T: Time for class. Today I’m your new English teacher. I’m Yan. Yan is my English name, it is also my family name. So you can call me Miss Yan or Yan.
T: Class begins. Good morning, boys and girls. Nice to meet you.
Ss: Nice to meet you, too.
2. T: Where am I from? Can you guess?
S: Where are you from?
T: I’m from Jiangyin. It’s a beautiful city, as beautiful as Yixing.
T: What fruit do I like?
S: Do you like …?
T: I like mangoes. Do you like mangoes?
S: Yes./ No.
T: What my favourite sport?
S: Can you …? Do you like …?
T: I like football, but I can’t play football well. I like watching football games. What about you?/ Can you play football?
S: I can…
【设计意图：师生互动，拉近师生间的距离，活跃课堂氛围】
3. T: Look, here comes a bird. A beautiful bird. Where is the bird?
S: It’s in the tree.
T: Oh, it flies away. Where is it now? Maybe it’s …
S: Maybe it’s …（鼓励学生尝试用Maybe it’s … 回答）
T: Oh, it’s on a house. Whose house is it?
S: Maybe it’s …’s.
【设计意图：由三年级学过的Where’s the bird？一课中的小鸟引入本课的文本学习，唤起学生对Where’s…?句型的记忆，为下面的学习埋下伏笔。】
PPT呈现请生回答S: It’s Su Hai and Su Yang’s.
T: What happened?
S: The bird flies into the house.
T: Let’s go and find it.
Hai&Yang: Welcome to our new home.
教：home-no-m-e不发音， new home，并接题。
T: Today we will learn Unit 5 Our new home.
4. T: What can you see in their new home. 出示图片
T: How are the rooms?
S: They’re big/ nice/ beautiful.
【设计意图：小鸟飞进苏海和苏阳家，自然引入文本，让学生有往下学习的欲望。】
Story time
1. Pre-reading
T: What happened in their new home?
S: Play with the little bird.
T: Look at the picture and tell me A or B.
T: They are moving things into the new house. Su hai and Su Yang can’t find their things. What are they looking for? Let’s watch and tick.
观看短片，选出他们寻找的东西。
T: Whose are they? Can you look at the pictures and answer me quickly.
快速找出物品的主人。
2. While-reading
T: Where are the things？Can you help them? 快速浏览课文，找出东西的正确位置。
S: The bag is in Su Yang’s bedroom.
教读单词：room- bed-bedroom
T: Can you read it like this? Bedroom, bedroom. The bag is in the bedroom.
T: How do you know?让学生从文中找出原句
S: It’s in your bedroom.
T: Here the bag, we can use it. it’s equals to it is
看着箭头和点，跟师读，体会重读和升降调。
T: What about the skirts?
S: The skirts are in the living room, on the sofa.
教单词：room- living- living room, sofa
T: Can you find the sentences in your book?
S: They are in the living room, on the sofa.
T: Use one word to exchange the skirts.
S: They are in the living room, on the safa.
看着箭头和点，跟师读，体会重读和升降调。
3. T: Let’s read and think, why we use is and are here?
请生简单说明
T: We find the bag and skirts for them, but where’s the white cap?
4. T: Read the sentences and put them in order.将句子重新排序。
T: You got the answer. Where’s the white cap?
S: It’s in the kitchen.
教kitchen
T: We know the cap is in the kitchen.同上用一个词来替换cap
T: The sentences are in order，can you read them better? Have a try.
介绍Is it in your bedroom？句型的用法。
T: If you’re not sure, we can ask: “Is it …?”
If Mum is not sure, what can she answer?
T: Where is the little bird?
S: Is it in the living room?
SH: No, it isn’t.
S: Is it in the kitchen?
SH: Yes, it is.
T: Maybe it is playing with the dog.
T: It’s time to read. Let’s try to imitate.
跟录音读-跟师读-自读-给课文配音-演一演
【设计意图：整个文本的学习，由整体感知—具体剖析，教师的教也是由扶到放，体现了生本课堂学生为主，教师为辅的理念。】
5. After-reading
1. Form a good habit
T: Boys and girls, do you always look for things?
【设计意图：在此加入情感教育，让学生争做“自己物，放整齐”的好孩子。】
2. homework：
六、 板书设计：
Unit5 Our new home
things |
Whose |
Where |
bag |
Su Yang’s |
In the bedroom |
skirts |
Su Yang’s |
In the living, on the sofa |
cap |
Su Hai’s |
In the kitchen |
Where’s …?
It’s …
Where are …?
They’re …
七、 教学反思
本课是第五单元的第一课时，主要学习如何谈论家居物品和物品的方位。是三年级Where’s the bird？这一课的延伸，反思今天的这节课，我认为有以下几点：
一、关注了学生对课文的整体感知和细节信息的获取。
处理课文时采用了整-分-整的步骤，从整体感知全篇课文，再到细节学习，最后整体呈现、跟读并表演，并将课文的重点信息出示在板书上，方便学生复述和表演，符合小学生的认知习惯。
二、关注学生的过程性学习体验
阅读中，通过看动画、听录音、自读找答案等活动，层层递进，引导学生自主探究，培养他们听说读写的能力。
三、备课中备学生显得不够，细节处理不够到位。
朗读和表演时环节浪费了点时间，所以最后的一个设计活动没有来及做完，而且表演效果没有完全表演出来，使得课堂气氛显得不太活跃。此外本班学生本身基础不是太好，课文的最后提出了两个开放性问题1.用一个词来形容小狗怎么样？2.如果你是苏阳，你会对小狗说什么？学生由于本身的词汇量太小，所以效果不是很好，但是我相信教师长此以往尝试下去，一定会有进步的。而且在这一块的处理上，我没有让学生把最后的结尾用上朗读和表演，这样会让故事更加完整。
今后我还需要更加用心的学习，牢固掌握新课程标准的理念并更加积极地探索、尝试和实践，以争取让英语课堂更加具有成效。