用中学 学中用 学以至用

——第三册Unit4《My home》第一课时案例

江口街道中心小学江佩月李燕萍

一、教学内容与分析

1、Let’s learn

学习掌握5个房间名称的单词：study、bathroom、bedroom、living room、kitchen.

2、Let’s do

通过生动、活泼的动作加深学生对所学的单词的掌握.

二、教学目标

1、能听懂、会说表示房间名称的五个单词：study、bathroom、bedroom、living room、kitchen。

2、能用下列简单的句子来介绍自己家中的各室：This is my home，You can see a bedroom、a living room……

3、能根据指令做动作

三、教学重点：

1、能听懂、会说表示房间名称的五个单词：study、bathroom、bedroom、living room、kitchen。

2、能根据指令做动作。

四、教学难点：

bathroom、bedroom 的发音.

五、教学过程：

Step One: Pre-task Preparation

1、Talk about a new classroom

T: Children. Today we have a new classroom. What can you see in the classroom?

S1、2、3、:I can see……

2、Talk about a picture.

T: I can see a picture behind the teacher’s teacher. What’s in the picture?

S1、2、3: Maybe it’s a……

T: Look! This is a picture of my home(图中各室用5张小纸遮住上面有5个编号)

Learn to say “home”.

[为了更快地让学生融入英语课堂，使他们从中文思维的状态中，渐渐进入英语思维状态，我在课始设计了讨论教室的环节。既复习了第一单元的内容，又为新课做好了充分准备。接着，我以一句 “I can see a picture behind the teacher’s desk”，结合图画直接引出本课的话题“home”,图片是用5张小纸遮住，让学生充满了好奇心，使他们产生较高的积极性。]

Step Tw While-task procedure

1、Teach the word “study”

T: look at my home how many rooms can you see ?

Ss: Five.

T: Yes Now I have a riddle. Listen carefully. There is a desk and a chair in this room.

There are many books in this room, too. What room is it?

S1:It’s a study . T:Look at the picture which is the study? (NO. 3)

Learn to say the word “study ” one by one .

T: What can you do in the study?

S1: I can read books in the study

T: Oh .Let’s go to my study and read a book , OK ?

Ss: OK

Say and do together: Go to the study. Go to the study. Read a book, Read a book

[在教学“study”时，我以猜谜的形式将学生引入到study的学习中，以这种方式出示新单词，主要是考虑到两个方面：一、避免学生因直接出示新单词所产生的枯燥、乏味的感觉；二、培养学生听的能力和思维的能力。另外，我还认为这种设计能在较短时间内集中学生的注意力，并使他们在猜测的过程中获得快乐。]

2、Teach the word “bedroom”

T: I’m tired now. I want to have a sleep.

Can I sleep on the teacher’s desk? Where can I sleep?

S1: In the bedroom

T: Yes. You’re right .Which is the bathroom?(NO.2)

Learn to say the word “bedroom”.

T: Look at my bedroom. It’s big and clean. What about your bedroom.

S1.2..: My bedroom is small and pink……

T: What about your mother’s bedroom?

S1.2…: My mother’s bedroom is big and yellow……

Pair work: Talk about the bedrooms in this way: My bedroom is….My mother’s bedroom is….

Do and say: Go to the bedroom.Go go the bedroom. Have a sleep. Have a sleep.

[本环节让学生谈自己的房间和母亲房间的特点，将所学新单词“bedroom”运用到真实的语言环境中，做到了现学现用，并实现了英语教学中词不离句的教学规律。考虑到从字到句存在着一定的难度，我先自己做一个示范，让学生有一个样板；接着，由浅入深，从说自己的房间，再到说母亲的房间，最后提供说的方法将自己的房间和母亲的房间连起来说，这样循序渐进地训练，大大降低了学生接受时的难度。通过这样的练习，学生到了实际生活中，说话就能脱口而出，而不用在大脑里翻书似地搜索语言点。]

3、Teach the word “bathroom”

T: Look at my hands.They are very dirty. Where can I wash my hands.

S1: In the bathroom.

T: Which is the bathroom. If you think NO.1 is the bathroom. Please touch your ears . If you think No.4 is the bathroom touch your knees. If you think No.5 is the bathroom please touch your arms.(No.5)

Learn to say: bathroom

T: I wash my hands in my bathroom. What can you wash in your bathroom?

S1.2…: I wash my (face. feet. Shirt……)in my bathroom

T: I also can take a shower in my bathroom

Guide to say: take a shower

Say and d Go to the bathroom. Go to the bathroom.

Take a shower. Take a shower.

[让学生通过摸耳朵、膝、手臂的形式来猜几号纸片下的房间是“bathroom”——浴室，手脑并用，饶有趣味，使课堂气氛活泼、生动。接下来,我说“I wash my hands in my bathroom .what can you wash in your bathroom? ”这个问题不仅是为发展学生运用语言的能力而设计的，也是为操练下一个句子“Go to the bathroom .Take a shower.”作好充分的准备。如此一来，衔接自然，减轻了学生对“铺天盖地”英语句子的恐惧，轻松快乐地掌握了句子。]

4、Teach the word“kitchen”

T: Now. We are clean and fresh. But I’m a bit of hungry now . Are you hungry?

Ss: Yes.

T: Let’s have some snacks. Where do you have your snacks?

S1: In the kitchen.

T: Which one in the kitchen?(No.4)

Learn the word “kitchen”.

T: My kitchen is blue. What colour is your kitchen?

Teacher does the action of “Go to the kitchen Have a snack.” Guide the students to say the sentences.

[在基于学生已有了前三个单词学习的基础，在本环节设计上，我不再说出操练的句子，而是先解决难点“Have a snack.”,再通过对话的铺垫，然后加上动作的引导，让学生自己说出“Go to the kitchen .Have a snack..”体现了扶放结合，并使学生学会从所学的知识中找出规律，“融会贯通”，运用到新知识中。]

5、Teach the word “living room”

T: Look at the last room. What is this room?

S1:Maybe it’s a living room

T: Yes.

Learn to say: living room.

T:What can you do in the living?

Ss:I can (do my homework. Watch TV play…….)

Guide to say: Go to the living.Watch TV.

Step Three: Post-task activities

Talk about your home

T:Children. Look! This is my home You can see a bedroom.

It’s big and clean .You can see a study . It’s small and nice ……

Can you talk about your home?

Guide the students to show their pictures of their home .

Ask two students to come to the front and introduce their home.

Group work: Talk about your home.

[本环节是对前面几个环节的一个整合，通过谈论自己的家，引导学生将所学知识和技能转化为语言运用能力。在这个活动中，我尽量扩大训练的广度，进行了小组合作学习，有了“Talk aboat your home”任务后，学生积极练习，组内成员互相帮助。这样学习效率明显提高，学生也喜欢这样的活动。在整个活动中，学生不仅是在使用语言，更重要的是在交流信息，起到了语言作为工具而非教学目的的作用。]

教学反思：

四年级学生接触英语已经有一年时间，已具有初步的听说能力，对于本课中个别难发的单词，如bathroom、living-room等单词学生应该较好的掌握。本案例适合小学四年级的学生，教学时间为一课时。

本课主要围绕家里的各类房间展开一系列的话题，这些东西都是我们非常熟悉，而且和我们息息相关的。在设计过程中，我力求以开展有意义的活动为核心，使学习和生活有机结合，通过在活动中完成教学，让学生在轻松愉快的气氛中学会英语，培养学生的学习兴趣和自主学习能力。同时，关注英语与其他学科间的有机整合，密切英语与现实生活的联系，最终实现学用结合。

本课是词汇教学课，不少老师会认为词汇课比会话课简单。而通常的词汇课也会侧重于各种游戏简单堆积，缺少一定的课度。针对这些普遍现象，我在本课的设计中给自己定下了以下三个标准，即“趣、实、新”，使学生乐于学英语，乐于用英语。

所谓“趣”是指整堂课的设计应符合小学生的心理特点，能激发学生的兴趣和参与意识，使学生一直处于英语学习的兴奋状态，在本课中我根据四年级学生的特点，采用猜一猜，尝一尝，做一做，谈一谈，比一比等多种教学形式，让学生在宽松的氛围中体验到英语学习的兴趣。

所谓“实”是指整堂课的教学活动应紧紧围绕本课的重点和难点，做到由浅入深，衔接自然. 本课中，对于5个新词的教学我基本做到先示范，再机械操练，然后进行意义操练，最后达到实际运用。努力使全体学生在有限的时间内实实在在的学到更多的英语知识。

所谓“新”，一是指教师的教学理念要新，本课我比较侧重于学生语言运用能力的培养。对于5个新授词我都尽量安排不同的问题让学生展开讨论让学生在思维中运用语言，并真正体会到成功的乐趣。