Unit5Ournewhome教學設計（第3課時）教學目標能聽懂、會說、會讀home,bedroom,livingroom,kitchen,bathroom,sofa,fridge,table,clock.能聽懂、會說、會讀、會初步運用句型Where’sthe/my…?Wherearethe/my…?并會用It’s…和They’re…來回答。能理解故事大意并有感情地朗讀。敢于想象，大膽表達，能自信大方的表演，并能正確評價自己的語言學習。教學重點閱讀、理解文本，并能體會故事的surprisingending。能認讀理解新單詞和句型。教學難點能流利準確地朗讀單詞和句子，并進行表演。教學準備PPT，圖片，導學案教學過程修注欄Step1EnjoyasongT:It’stimeforourEnglishclass.I’mready.Areyouready?S:Ready.T:OK.Nowlet’ssingasong‘inmyhome’.Trytofollowthemusicandtrytosing,OK?S:OK.師生看動畫嘗試跟唱。T:Boysandgirls,doyoulikethissong?S:Yes.T:Metoo.【設計意圖】利用歌曲引入本課情境，幫助學生集中注意力。Step2LeadinT:What’sthesongabout?S:Home.T:Yes.Bingo!You’resoclever.It’sabouthome.Look,todayourfriendsSuHaiandSuYanghaveanewhome.T:‘o’herepronounced‘/?u/’,帶讀home。T:Lookattheirnewhome,whatdoyouthinkoftheirnewhome?S1:It’sverybeautiful.S2:It’snice.S3:It’sbig.S4:It’slovely!Step3Pre-reading1.1.Learnthenewwordsaboutrooms.T:T:It’sverybigandbeautiful.Ithinkso.Look,thereareeight…init.Wwhocanreadthisnewword,‘r-o-o-m’,whocanreadit?S1:Room.T:Yes,‘-oo-’pronounced‘/u:/’,帶讀room.T:It’sreadybig,becausethereareeightroomsinit.Canyouguesswhatroomsdotheyhave?Youcansay‘Maybetheyhave…’,‘Theyhave…’S1:Maybetheyhaveakitchen.T:Lookathere,‘i’pronounced/i/,kitchen.Whocanreadit?（聽錄音一遍，跟讀三遍）S1:Kitchen.T:Readafterhim/her.T:Whatotherroomsdotheyhave?S2:Livingroom.T:Yes,youcanreaditverywell.Theyreallyhaveabiglivingroom.NowS2readitagain.Let’sreadafterhim/her.Ss:Livingroom.T:Clever.OK.Wealsocallthisroom…sittingroom.S3:Maybetheyhaveabedroom.T:Howmanybedroomsdotheyhave?Ss:Theyhavethreebedrooms.T:Yes,theyhavethreebedrooms.Look,thebigoneisforMumandDad,twosmallonesareforSuHaiandSuYang.Oh,look,ineachbedroom,thereisabed.Sowecallitbedroom,whocanreadit?Sx:Bedroom.T:Followhim/her.T:Whatabouttheothershome?S4:Maybetheyhaveabathroom.T:Yes,bathroom.Theycantakeabatheveryday.‘a’herepronounced‘/a:/’.T:Whataboutthelastone?Ss:Diningroom.T:Here‘i’pronounced‘/ai/’.Diningroom.T:Oh,look,thisisSuHaiandSuYang’snewhome,theyhavealivingroom,abathroom,akitchen,adiningroomandtwobedrooms.T:Canyouremembertheirroomsnow?Ss:Yes,Ican.T:OK.Let’splayagameaboutit.Trytosaywhatyousee.Youshouldlookcarefullyandtrytosayitquicklyandloudly,OK?Ss:OK.T:Areyouready?學生看圖片快速說出單詞。T:Thisistheirnewhome.It’sreallynice.Oh,todayisasunnyday,SuHai’sfamilywanttomovetothisnewhome.Wow,they’recoming.Whatcanyousee?S1:Icanseeasofa.T:Whataboutyou?S2:Icanseeaclock.T:Youtry.S3:Icanseeafridge.T:Whatelse?S4:Icanseeatable.……T:Yes,intheirhome,theyhaveaclock,atable,afridge,asofaandtwochairs.教師邊說邊將物品貼在黑板上。T:Whocanreadit?S:fridge.T:Good!‘I’herepronounced‘/i/’,fridge.跟讀T:Whocanreadit?S:Sofa.其他學生跟讀。T:Yes,theyhavethesethingsandtheywanttoputthemintheirhome.（教師在黑板上張貼大房子）【設計意圖】直接進入本課的主題，借助圖片和動畫，在師生的問答互動中教學本課的房間和家具新詞，幫助學生從音形義的角度感知、理解單詞。2.Askandanswer‘Wherethehouseholdthingsare’T:Let’slook,wherearethesethings?Where’sthesofa?S1:It’sinthelivingroom.T:Isitinthelivingroom?Ishe/sheright?Ss:Yes.T:OK.Iwillstickthesofainthelivingroom.T:Wherearethechairs?Therearetwochairs,sowecansay‘They’reinthe…’S2:They’reinthebedroom.T:Whocanhelpmestickit?T:Whataboutthefridge?Thereisonlyonefridge,sowecanuse‘Whereis…?’Whocantry?教師請一個學生上臺，其他學生問：Whereisthefridge?該生回答：It’sinthekitchen.并把冰箱貼在正確的位置。….【設計意圖】借助黑板上的圖片場景，在游戲中，讓學生初步感知where的兩個不同句型，并嘗試運用。Step4While-reading1.Lookandanswer.T:Yes,weputthethingsintherightplacenow.Thesethingarebig,sowecanfindthemeasily.Buttherearesomepersonalstuffs.Doyouknowpersonalstuffs?Suchastheskirt,sweater,cap.Theyaresmall,sowhathappened?Let’ssee.T:Whathappened?YoucansayChinese,nevermind.（引導學生觀察蘇海和蘇陽的表情）S1:SuHai找不到她的短裙了。S2:SuYang找不到她的包了。T:Yes,theycan’tfindtheirthings.（板書…can’tfind…）SuHaican’tfindherskirts.SuYangcan’tfindherbag.Soifyou’reSuYang,youcan’tfindyourbag,whatcanyousay?S1:Where’smybag?T:Differentideas?Whatelsecanyousay?S2:Ican’tfindmybag.S3:Where’smyyellowbag?T:Ifyou’reSuHai,whatwillyousay?T:Nowifyou’reSuYang,whatwillyousay?S1:Wherearemyskirts?S2:Ican’tfindmybeautifulskirts.T:Yes.Nowtheirmothercanhelpthem,pleasetrytowatchandanswerthequestions.Firstlet’sreadthequestionstogether:Q1:Where’sSuYang’sbag?Nowyoushouldpayattentionhere,whereare…?Ready?Go!Q2:WhereareSuHai’sskirts?Well,let’swatch.師生看動畫中的P1和P2T:OK.Where’sSuYang’sbag?S:It’sinSuYang’sbedroom.T:WhereareSuHai’sskirts?S:It’s/They’reinthelivingroom,onthesofa.(it’sorthey’re?Therearetwoskirts)S:They’reinthelivingroom,onthesofa.【設計意圖】閱讀前借助動畫進行預測，帶著問題，整體感知圖1和圖2。在師生問答中，補全板書，理清故事脈絡。2.Lookandimagine.T:Theycanfindtheirbagandskirts.Butlookhere,what’sthis?S:It’sawhitecap.T:ThisisSuYang’sfavoritecap,butnowshecan’tfindit.SheisaskingSuHai.NowIwillbeSuHai,whowillbeSuYang?SuYang:SuHai,where’smybag?T:Isitinyourlivingroom,onthesofa?SuYang:No.T:Isitinthe…?SuYang:I’mnotsure.Let’sgoandsee.Oh,it’sthere.It’sinthebedroom.教師板書句型：I’mnotsure.Let’sgoandsee.T:Thistime,workinpairsandguesswhereisthecap?OneisSuHai,oneisSuYang.學生兩人組活動，教師提問其他同學：Where’sthewhitecap,intheirgroup?S:It’sinthelivingroom.【設計意圖】鼓勵學生看圖3想象，自編對話，嘗試運用并鞏固本課的新句型，并為學生充分體會surprisingending做好鋪墊。3.Listenandanswer.T:Wedon’tknowwhereisthecap?Let’slisten.T:Isthewhitecapinthelivingroom?S:No.T:Where’sthewhitecap?Let’ssaytogether.S:It’sinthekitchen.4.LookandfindT:Oh,whyisthewhitecapinthekitchen?Ithinkit’sveryspecial.Whotookthecap?Let’shavealook.S:Thelittledog.T:Now,lookatSuHai,what’sthematterwithSuHai?Issheangry?Isshesurprised?S:Surprised.T:Yes,she’ssosurprised,soshesayssth,whocanreadandact?師生聽錄音讀最后一句：Comeandlook,SuYang.Yourcapisinthekitchen.T:WhocanactSuHai?Nowpractice.Trytoreadwithemotionandsurprise.T:Whocanreadbetter?（3組學生表演：高興的蘇海/興奮的蘇海/驚訝的蘇海）5.Readandimagine.T:Wow,sogreat!ThisisSuHai’swhitecap,butwhyisitinthedog’smouth,whatdoyouthinkofthedog?S1:他很餓。S2:他很調皮，在和主人捉迷藏呢！S3:他想幫助主人找到帽子。T:Yourideasarefantastic.Lookatthedog,hisnameisPeter.IfSuHaiwantstogetitback.Whatwillshesay?T:NowI’mPeter,whowillbeSuHai?（教師戴小狗的頭飾）（教師和學生表演蘇海要回帽子的場景）T:Thistimethinkitbyyourselfandalsodiscussingroups.T:ActthelittledogandSuHai.S1:Don’teatSuYang’swhitecap.S2:Woof,woof./Allright./I’msorry.S1:Thecakeisforyou.Giveme!T:Finally,SuHaiandSuYanggetthecapback.6.Readthewholestory.T:Nowlet’sreviewthewholestory,readafterthetape.Don’tforgetthemark.T:Verygood.ThistimeI’llactMum.Thisgroup,you’reSuHai,andthisgroup,you’reSuYang.【設計意圖】通過聽力整體感知圖3圖4，驗證剛才自己的猜測。充分發揮孩子們的想象力，續編故事，鼓勵孩子積累運用，豐富語言。Step5Post-reading1.Actingtime.T:Yes,youcanreadwellandIthinkyoucanactwelltoo.OK,herearethreetasksforyou.Task1:Readinroles.Task2:Actitout.Task3:Actcreatively.Gotit?【設計意圖】將任務分級，以學生為中心，讓他們根據自己的情況自主選擇配音，表演或創編。T:OK.Iwanttotrythethreestars.IwanttoactMumandlittleTom.Whocanbemypartner?IneedSuHaiandSuYang.教師拿出一個包：Look,what’sthis?S:It’sabag.T:Yes,it’sSuYang’sbag.Where’sthebag?S:It’sinthebedroom.教師將物品放在一處：Yes,thisisabedroom.T:Whatarethese?S:They’reskirts.T:Whoseskirts?SuHai’sorSuYang’s?S:SuHai’s.T:Whereareherskirts?S:They’reinthelivingroom,onthesofa.T:OK.Here’sthelivingroom,andthisisSuYang’swhitecap.Where’sthewhitecap?S:It’sinthekitchen.T:Here’sthekitchen.（師生三人戴頭飾表演課文）T:Thistimetrytochooseoneandfinishit.Workinfourandact.T:Whowantstoshow?Whichonedoyouchoose?【設計意圖】通過聽錄音跟讀，分角色朗讀，全班齊讀等方式，再一次幫助學生熟悉文本，規范發音。2.Tickingtime.T:Timeforticking.Howmanystarscanyouget?（學生自評）(1)IcannamesomeroomsandhouseholdthingsinSuHai’shome.(2)Icanuse‘Where’s...?Whereare...?’totalkaboutSuHai’shome.(3)Icanreadandactthestory.【設計意圖】圍繞本課的學習內容制定評價內容，鼓勵學生回顧本課所學，在與同伴的互評中揚長補短。3.ShowyourhomeT:Boysandgirl