一、教学内容： 译林版小学英语三年级起点4A Unit5 Our new home (Story time)
二、教学目标
1、学生能听懂、会读三会单词home, sofa, come, kitchen
2、学生能听懂、会读、会拼四会单词bedroom , living room
3、学生能初步掌握句型 Where is …? It’s …. /where are…? They are ….
4、学生会熟练朗读、表演Story time
三、教学重、难点
1、学生能听懂、会读三会单词home、sofa、come、kitchen
2、学生能听懂、会读、会拼四会单词bedroom、living room
3、学生会熟练朗读、表演Story time
四、教学准备
人物头饰、单词卡片、PPT
五、教学过程
Step1:1.Greetings and free talk
T: Hello, I’m Miss Huang, What’s your name?
S: I’m …
T: Nice to meet you , …
Ss: Nice to meet you , Miss Huang.
T: Good morning, boy/girl, I like dogs. Do you like dogs?
S: Yes, I do.
T: I like cats, what about you?
S: I like…
T: I like playing games. Do you like playing games?
S: Yes.
T: Now, Let’s play a game.
2. Say some similar words （说同类词）
T: on S1：in…
T: mango S2: apple, pear …
T: monkey S3: panda, tiger…bird
T: Look, it’s a bird. But where is the bird ? Is it under the desk? Maybe “Yes, it is.” or “No, it isn’t.” Now you can guess! With the sentence: Is it …? (边说边板书)
S1: Is it in the tree ? T: Maybe it’s in the tree.
S2:…
T:Let’s have a look. It’s in the desk.(鸟在桌子里面的图片出现)
动画又出现两只鸟，T：Where are the birds ? 引导学生说：They are in the tree.
Step 2: Presentation
1、（show picture）
T: We know the tree is the birds’ home. How about this one? This is our home. Miss Huang thinks home is nice. How about you?
S: big, lovely, beautiful, sweet, happy, wonderful. I think it’s new.
T: We all have a happy home. Whose home is it, guess?
Ss: It’s Su Hai and Su Yang’s home.(师引导说完整)
(揭题) This class we will learn unit5 Our new home (板书)
2 T: Su Hai, Su Yang and Mum are at home, but they are in different rooms. Let’s have a look at where they are.
T：Look, who is she? She is Su Hai. 指着床 what is this?
Ss: It’s a bed.
T:So it’s a bedroom.(新授Bedroom ，特别是dr 的发音)
T：Where is the bed? S: It’s in the bedroom.(引导说完)
Chant: Bed, bed, where is the bed?
Bedroom,bedroom,it’s in the bedroom.
T:同法新授单词living room, sofa. Kitchen, table.
Try to chant:
Bed, bed, where is the bed?
Bedroom,bedroom. It’s in the bedroom.
________,__________. Where is the sofa?
Living room, living room. It’s in the living room.
________,__________,Where is the table?
Kitchen, kitchen, it’s in the kitchen.
(全班拍手chant，操练 Where is …? It’s….句型以及刚才所学的单词。)
3.Watch the cartoon and circle
T: Su Hai，Su Yang and Mum are at home. But they can’t find their things. What are looking for？(看动画) Tick: a bag two skirts a cap ——
T: What colour is the cap? S: It’s white.
4. Read and underline the wh-questions.
Where are their things? Let’s check.
A: Where is my bag ? B: _________________.
A: Where are my skirts? B: _____________________.
A: Where is my white cap ? B: _____________.
5.Read the text again, look for the answer.再次读课文，用～ ～ ～找答案。
Check the answer.校对答案，并出示相应图片朗读
A: Where is my bag ? B: It’s in your bedroom.
T: Which picture tell you, p1or p2?)
(问题1 回答后出示图片1，并朗读)
A: Where are my skirts? B: It’s in the living room.
T: Which picture tell you, p1or p2?)
(问题2 回答后出示图片2，并朗读)
A: Where is my white cap? B: It’s in the kitchen.
T: Which picture tell you, p3or p4? Ss: Picture 3and 4)
(问题3和4， 回答后出示图片,3和4，并朗读)
6.找找规律，并把be 动词圈出来。
A: Where is my bag ? B: It’s in your bedroom.
A: Where are my skirts? B: It’s in the living room.
A: Where is my white cap ? B: It’s in the kitchen.
Tips：当我们想问物品是复数时，我们可以用Where are…?来询问，回答时用They’re…来回答。注意物品的单复数形式，名词单数动词要用is，复数要用are。
6.Say a chant
T: Oh, I can say a chant! Can you? (How nice! Good job!)
Can you make a chant? Say a chant with plural things. (准备一分钟)
Skirts, skirts,
Where are the skirts?
Living room, living room,
They are in the living room.
7.Reading time
(1)Read after the tape
T:So 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?
S1:Oh, my God!
S2:Oh, my dear.
S3:Don’t eat my cap.
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. (读出惊喜)
(2) Read after me
(3) Read together
(4) Read in roles（评价学生的朗读）
Step 3 Consolidation
1 Act the story time
Work in groups and act it out.
2 Ask and answer
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.
3.情感教育
We always can’t find the things we need. What should we do at home? So we should “Take care of your things!” “Put your things in orders.”
Step 4 Homework
1.Read the story
2.Try to act out.
关于Story time 的课型思考
本单元主要学习利用Where is…?It’s….Where are…? They are….句型谈论家居物品和物品的方位，要求学生熟练掌握bedroom, living room, kitchen，sofa等词汇，并能运用所学知识谈论自己的家。针对本单元story time的教学，从以下方面谈一下英语语篇教学的思考：
一、以旧引新，铺垫文本
课堂伊始，我利用说说同类词，让所有学生参与到课堂中来，不仅活跃了课堂气氛，而且让学生复习了前面三个单元所学的词汇。然后考虑到学生们三年级学过Where’s the bird? It’s +地点的句型，因此我先用ppt展示一只小鸟，并且飞走了，问学生Where is the bird？激发学生兴趣，随即让学生用句型Is it +地点？来猜测小鸟的位置。最后告知The birds are in the tree. 由此得知，The tree is the bird’s home,导入home这个主题， 再利用SuHai 和Su Yang的新家导入新课。用旧知促进新知的学习，会让孩子们更易于接受。将他们所学的知识进行融会贯通，帮助他们形成知识体系。同时在这个环节也轻松地解决了Is it+地点？的句型，为下面story time 的学习做好了铺垫。
二、递进任务，解读文本
在教学story time时，通过watch and circle, read and underline the questions, read and find等三个层次递进的教学活动，引导学生完成了对story time语篇的解读。首先，通过watch and circle 让学生观看动画，了解文章大意，并完成简单的找物品任务。其次，让学生阅读课文， 找到Wh的问句。最后让学生再次朗读，找出三个问句的答案。最后将找出的问句答句让学生自己找到规律，归纳总结。教学活动结合了听，说，读，归纳等方面的英语技能，考察、锻炼了学生的综合运用能力。在层层递进的教学活动后，达成了目标。这些活动的设计也符合学生的认知规律，符合学生的语言学习规律。
三、关注细节，提升文本
课堂教学是一门艺术，在教学过程中不能忽视的就是细节。在朗读课文的时候，我注意了朗读的指导：在跟读的时候，对于每个句子都做好了升调、降调和重读的标记，让学生在朗读的时候注意到语音语调，并且要求带有情感地朗读课文。在学生操练单词或者对话的时候，及时纠正学生的发音错误：如说到名词复数时不加“s”，be动词 is，are的混淆。四年级的学生正是学习英语基础阶段，因此要特别注意教法的指导，关注到学生的习得程度，帮助学生更好的学习。
新教材对于语篇教学的要求有所提高，要求学生能够对语篇能够理解、朗读、表演，语篇教学应该以文本为主，从开始了解，到后来的深入理解分析。但是由于本课时是语篇第一课时教学，学生们在未布置预习任务的前提下可以基本完成该课堂的教学目标，已经很不容易。在单词和句型的操练上面，我还应该更加扎实，让学生操练到位，及时纠错。在课堂中也要充分调动学生主观能动性，多设计一些实践活动，让学生的英语技能运用到实际生活中去。
