牛津译林版-英语-四年级上册-Unit 5 Our new home 教案
Unit 5 Our new home 教案
一、教学内容
Story time
二、教学目标
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
三、教学重点
1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
四、教学难点
1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
五、教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, ….
T: Nice to meet you.
S: Nice to meet you, too.
2. Sing a song
Where is the bird?
T: Do you like singing?
S: Yes.
T: I like singing very much. Can you answer my question? Where’s the bird?
S: It’s in the tree.
T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home.
Let’s play a game. Where is the bird?
Step 2 Presentation
1. Play a game and learn the new words
T: (手中拿着一只折起来的小鸟) Now boys and girls, guess, where is the
bird?
S: Is it in the bedroom?
S: Is it in the bathroom?
S: Is it in the living room?
T: Teach “bedroom, living room, bathroom”
S: Is it in the kitchen?
T: Yes, it’s in the kitchen. (Teach “kitchen”) B ut where is it? Can you find it?
It’s on the table.
Now it’s on the fridge.
Now it’s behind the clock.
Now it’s on the sofa. It’s beautiful.
Teach “table, fridge, clock, sofa” Read after the tape. Read one by one.
2. Show the pictures.
Example: Where is the bird?
It’s in the living room, on the sofa.
(展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge)
Step 3 Story time
1. Listen to the tape and think:
T: Where are Su Hai and Su Yang?
S: They are in their new home.
揭题：Today we’ll learn a new lesson “Our new home”
S: Read the topic.
2. Watch the cartoon and match.
T: Where is Su Yang’s bag?
S: It’s in Su Yang’s bedroom.
T: Where is Su Yang’s white cap?
S: It’s in the kitchen.
T: Where are Su Yang and Su Hai’s skirts?
S: They are in the living room.
3. Watch the cartoon again and finish the exercises.
Where is ? It’s
Where are ? They are Where’s ? It’s
4. Listen to the tape and read after it. ( 注意模仿其语音语调。
)
5. Read in three. (分角色朗读对话。
)
6. Act the dialogue. （小组表演展示对话。
）
7. 引导学生将课文变成歌谣，进行诵读。
Where, where, where’s the bag?
Here, here, in the bedroom.
Where, where, where are the skirts?
There, there, in the living room, on the sofa.
Where, where, where’s the cap?
Sorry, sorry, I don’t know.
Oh, oh, in the kitchen.
Step 4 Consolidation
1. Match and say.
引导学生将对话中的人物. 相关物品和房间位置进行搭配，然后用完整的句子进行表述。
skirt bedroom Su Yang white cap living room
Su Hai bag kitchen
2. 四人（a, b, c, d）一组，b, c, d询问a家中的摆设，a要回答b, c, d每人提出的问题。
b, c, d再根据a的回答，画出他/她家的摆设, 看谁画的最像，评选出优秀的一人。
译林版四年级英语上册教案Unit 5 Our new home
Unit 5 Our new home【第一课时】【教学目标】1．知识技能目标：学会认读bedroom living room clock table bathroom等单词，并学会句型where’s/where are----?2．运用能力目标：会运用句型对物品方位进行操练。
3．素质教育目标：培养学生的互助合作意识。
【教学重点】认读bedroom living room clock table bathroom等单词，和句型where’s/where are----? 的用法。
【教学难点】单词bedroom living room clock table bathroom的发音以及句型“where’s/where are----?”的用法。
【教学过程】一、Warm-up1．Greeting:Good morning, boys and girls. How are you?二、Review2．Oh, I can’t find my watch. Where is it?Is it in your bag?No. it isn’t.Is it in your desk?Yes. It is.Look at our classroom. What do we have here?We have some desks. We have some chairs.We have a blackboard．三、Presentation1．教师可以出示自己或者学生带来的家居照片，与学生进行家居物品方位的交谈，教授目标词汇。
如：（手指着照片）where are you?I’m in the classroom.What do you have in this room?I have a sofa a table and a TV.Where’s the sofa, boys and girls?It’s in the living room.Where are the table and the TV?They are in the living room.Where are you?I’m in the kitchen.What do you have in this room?I have a fridge.Where’s the fridge, boys and girls?It’s in the kitchen.2．说说画画老师在黑板上画一个公寓的全景图，包括客厅，厨房，洗手间，卧室等，人后面结合bad sofa cap clock table等单词图片，一边贴一边和学生进行词汇和句型的操练。
牛津译林苏教版四年级英语上册Unit5 Our new home Period 1参赛教案
本文由一线教师精心整理/word 可编辑 1 / 1Assignment 1.根据评价表，同伴互评。
2.完成“一起作业网”上的词汇及听读作业。
3.和同伴表演故事或创编故事。
养成良好的课后听读习惯以及复习习惯，为下一课时的学习做好准备。
Blackboard design Unit 5 Our new home学 校 执教教师教学内容 4A Unit 5 Our new home (Period 1-story time ） 执教时间一、教学目标1. 能听懂、会读、会说bedroom, living room, kitchen, bathroom, sofa, fridge, table, clock ；2. 能听懂、会说、会读、会初步运用句型Where’s the/my …? Where are the/my …? 并且会用It’s…和They’re… 来回答。
3. 能理解故事大意并有感情地朗读。
4．敢于想象，大胆表达，能自信大方地表演，并能正确评价自己的语言学习。
二、教学重点1. 阅读、理解文本，并能体会故事的surprising ending 。
2. 能认读理解新单词和句型。
三、教学难点 能流利准确地朗读单词和句子，并进行表演。
四、教学准备 PPT, 板书，图片 教学环节 教师活动 学生活动 设计意图 Pre-reading 1. Encourage Ss to sing a song ‘In my home ’ ask ：What ’s this song about? 2. Lead in topic. (1) Guide Ss to learn the new words about rooms. (2) Guide Ss to play a game. Say what you see. (3) Play a video and guide Ss to learn the words about household things. (4) Encourage Ss to recall where the household things are. 1. Follow the music and sing the song. Learn: room, home 2. Know the topic of this lesson. (1 )Guess and answer. Learn: bedroom, living room, kitchen, bathroom (2) Review the words about rooms. (3 )Watch and learn. Learn: fridge, sofa, table, clock (4) Try to ask and answer. Where ’s the …? It ’s in the … Where are the …? They are in the …利用歌曲引入本课情境,帮助学生集中注意力。
牛津译林版英语四年级上册Unit5《Ournewhome》教案
牛津译林版英语四年级上册Unit5《Ournewhome》教案一、教学目标1.掌握本课时的重点单词和短语。
2.能够听懂、理解并运用课文中的简单英语交流。
3.提高学生的英语口语水平，培养其语言表达能力。
二、教学内容本课时的教学内容为教材《牛津译林版英语四年级上册》Unit5 《Ournewhome》。
教学内容包含以下内容：1.重点单词和短语2.听力训练3.口语练习4.形式多样的课堂活动三、教学重点和难点教学重点：1.掌握本课时重点单词和短语。
2.能够听懂、理解并运用英语简单交流。
3.提高学生对英语听说能力的训练。
教学难点：1.部分学生可能存在听力困难、口语表达能力差等问题，需要针对性辅导。
2.词汇量较多，教师需要合理安排教学进度和复习计划，确保学生的学习效果。
四、教学准备1.教师要提前准备好本课时PPT、教案等教学资料。
2.学生要准备好学习笔记、听力训练材料等。
五、教学过程1. 预热与导入（5分钟）教师可以通过与学生进行简单的英语问候，热身学生的英语记忆与表达能力。
例如：•Good morning! How are you?•How was your day yesterday?2. 单词和短语教授（15分钟）教师要在PPT中介绍本课时的单词和短语，并向学生逐一解释其含义。
例如：1.new home - 新家2.living room - 客厅3.kitchen - 厨房4.bathroom - 浴室5.bedroom - 卧室6.house - 房子7.door - 门8.window - 窗户9.table - 桌子10.chr - 椅子3. 听力训练（20分钟）教师要为学生准备相应的听力训练材料，通过听力训练提高学生的英语听力水平。
例如：教师播放一段英语短语或句子，让学生听后复述。
并根据不同的难度，逐渐加大短语或句子的长度。
4. 口语练习（25分钟）教师要为学生设计相应的英语口语练习，并引导学生进行对话。
四年级上册英语教学设计-Unit 5 Our new home(Period 3)译林版(三起)
四年级上册英语教学设计-Unit 5 Our new home(Period 3)译林版（三起）一、教学内容Unit 5 Our new home(Period 3)译林版（三起）二、教学目标1.学生能够听懂、认读并正确运用本单元所学词汇和短语。
2.学生能够积极参与对话，描述自己的房子，并能够用with和have谈论自己的房子。
3.学生能够了解他人的家庭生活并帮助他人解决问题。
三、教学准备PPT,单词卡片,图片等四、教学过程1. Class opening•Greeting to students•Singing a song “Where’s the Monkey?”2. Presentation•Show the pictures of different houses to the students, ask them: Do you live in a big house or a small house? Do you have a garden? Doyou have a balcony?•Ask students to talk about their own houses wit h: I have a…/My house has a…/My house is…3. Vocabulary learning•Use PPT to show the new words of this lesson (window, door, garden, balcony, bathroom), and the pronunciation of them.•Read the new words and ask students to repeat after the teacher.•Let students match the words with the corresponding pictures onthe PPT.•Check the learners’ knowledge of the new vocabularies by writing the new words on the blackboard and asking students to write down their meanings.4. Practice•Play the “What’s missing?” g ame. Cover some pictures on the PPT, ask students to find out which ones are missing.•Ask questions about the pictures; for example: How many doors can you see in the picture? What color is the bicycle?•Do some role-playing, let students act out conversations between a house purchaser and a real estate agent. The students can use the words and sentences, such as “I want a house with a garden and a balcony.”5. Production•Ask the students to draw a picture of their own house and describe it using the vocabulary they just learned.•Divide the class into groups and have them describe each other’s houses.6. Class closing•End the class by reviewing the new words and summarizing what they have learned.五、教学评价1.学生是否能够听懂、认读并正确运用教学目标所学词汇和短语。
Unit 5 Our new home (教案)-2022-2023学年英语四年级上册-译林版(三起
Unit 5 Our new home (教案)教学目标1.让学生能够掌握家庭成员、家具、房间等相关词汇。
2.培养学生的口语交际能力，能够自如地描述自己家中的布局、家具摆放等。
3.通过听、说、读、写等多种方式，提高学生的英语语言应用能力。
教学重点1.家庭成员，家具等相关词汇的掌握与运用。
2.与伙伴以及老师进行口语交际，展示自己家中的布局、摆放情况等。
教学难点1.学生们需要具备一些基本的口语交际能力，以便能够表达出自己的想法和观点。
2.学生们在辨认和使用空间进阶词汇方面需要付出更多努力。
教学准备1.图片等教学材料。
2.小组活动工具。
3.制定课堂评价表格。
教学过程1.导入先向学生展示一些图片，让他们猜猜图片上的物体名称，并告诉他们这些物体都可以被归为“家具”这个大类。
引导学生思考有哪些家具是他们在家里经常能够看到的。
家具示意图2.输入与输出让学生看到它们的对应英文单词，并让他们尝试用这些单词去描述自己家中的布局和物品的摆放情况。
老师在旁给予指导：–Where is the TV in your house? Do you watch it with your family in the living room?–Can you name all of the family members who live in your house?–Which bedroom is yours? What furniture do you have in your room?3.拓展引导学生了解更多家居元素和空间卫生的重要性。
老师应该扮演一个教育咨询者的角色，与学生合作以识别最佳的家居方案，并在此基础上鼓励他们为提高家庭卫生水平做出贡献。
–Have you ever had a mishap involving a piece of furniture in your home?–How do you keep your living space organised and clean?–Do you enjoy decorating your room? What kind of decoration do you think will look great in your room?课堂互动1.组内交流在本单元的早期，将学生分组，以交流家庭成员、家具和其他家居用品的相关词汇和功能为主题，强调让他们以英语进行交流。
小学英语译林牛津版四年级上册Unit 5 Our new home 教案 1
小学英语译林牛津版四年级上册Unit 5 教案1一、教学内容Story time二、教学目标1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
三、教学重点1. 通过游戏活动，能初步感知、体验单词“bedroom，living room，clock，table，bathroom，home，sofa，come，kitchen，fridge，hungry”并理解单词的意思。
2. 通过在创设的情境中交流，能听、说、读句子“Where’s/Where are …? It’s/They’re …”并会运用所学句型。
四、教学难点1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和日常用语谈论东西的位置。
五、教学过程Step 1 Greeting & Warm up1. GreetingT: Hello, boys and girls.S: Hello, ….T: Nice to meet you.S: Nice to meet you, too.2. Sing a songWhere is the bird?T: Do you like singing?S: Yes.T: I like singing very much. Can you answer my question? Where’s the bird? S: It’s in the tree.T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home.Let’s play a game. Where is the bird?Step 2 Presentation1. Play a game and learn the new wordsT: (手中拿着一只折起来的小鸟) Now boys and girls, guess, where is the bird? S: Is it in the bedroom?S: Is it in the bathroom?S: Is it in the living room?T: Teach “bedroom, living room, bathroom”S: Is it in the kitchen?T: Yes, it’s in the kitchen. (Teach “kitchen”) B ut where is it? Can you find it? It’s on the table.Now it’s on the fridge.Now it’s behind the clock.Now it’s on the sofa. It’s beautiful.Teach “table, fridge, clock, sofa” Read after the tape. Read one by one.2. Show the pictures.Example: Where is the bird?It’s in the living room, on the sofa.(展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge)Step 3 Story time1. Listen to the tape and think:T: Where are Su Hai and Su Yang?S: They are in their new home.揭题：Today we’ll learn a new lesson “Our new home”S: Read the topic.2. Watch the cartoon and match.T: Where is Su Yang’s bag?S: It’s in Su Yang’s bedroom.T: Where is Su Yang’s white cap?S: It’s in the kitchen.T: Where are Su Yang and Su Hai’s skirts?S: They are in the living room.3. Watch the cartoon again and finish the exercises.Where is ? It’sWhere are ? They areWhere’s ? It’s4. Listen to the tape and read after it. ( 注意模仿其语音语调。
新版牛津译林小学英语四年级上册《Unit 5 Our new home》教学设计
主备人：孙婧4A Unit5 Our new home(第一课时)教学内容：4A Unit5 Our new home教学目标：1.能初步听懂、会说、会读单词home, sofa, bedroom, kitchen, living room, come。
2.能用句型Where’s …? It’s … Where are …?It’s/ They’re …寻找东西。
3.能听懂、正确地理解并用合适的升降调朗读Story time，在老师的引导和帮助下表演课文内容。
4.能通过对Story time的学习，体会到自己的物品要会自己整理和保管。
教学重难点：1.单词home, sofa, bedroom, kitchen, living room, come的发音和具体运用。
2.句型Where’s …? It’s … Where are …? They’re…的运用。
教学准备：多媒体课件，图片。
教学过程：Step 1 Warm up课前热身：播放动画和歌曲：on in under，学生边看边尝试着跟读、跟唱。
（快速进入英语学习氛围，看动画，学唱歌，对接下来的课堂教学内容有整体的感知。
）1.GreetingsT:Good afternoon, boys and girls.Ss:Good afternoon, Miss SunT:How are you today?Ss:Fine, thank you. And you?T:Not bad.2Listen to the song ‘on in under ’3.Free talk(1)T:boys and girls,What’s this?Ss:It’s a bird./A bird.Step 2 Presentation and practice1.Lead inT:Look! Where’s the bird?Guess.Ss :...T:It’s in the tree.Look,It has some good friends.2New wordsT:（出示幻灯片：小鸟们在树上）Who can ask me?Ss:Where are the birds?T:They’re in the tree.出示家的图片师提示The home is _____. （教师提示）Big or small? Is it nice?Ss:The home is big/small/nice/new/…T:The home is new.So today we’ll learn ‘Unit 5 Our new home’.（指着板书，学生跟读）3.Story1)T:Girls and boys,there's a new home. Do you want to go with us?（你们想跟我们去看看吗？）S：OK.Let’s go.2)Learn:bathroom,living room sofa bedroom以上通过一扇门打开逐个学习。
译林版小学英语四上Unit5 Our new home (第一课时)story time教案(1)
教学内容Unit5 our new home (Story time) 教材版本译林版教学课时共 4 课时第 1 课时课型语篇教学教学目标1.能听懂、会说、会读home, bedroom, living room, kitchen, bathroom, sofa,fridge, table, clock.2.能听懂、会说、会读、会初步运用句型Where’s the/my…? Where are the/my…?并会用It’s …和They’re…来回答3.能理解故事大意并有感情地朗读4.敢于想象，大胆表达，能自信大方的表演，并能正确评价自己的语言学习教学重点1.阅读、理解文本，并能体会故事的surprising ending2.能认读理解新单词和句型教学难点能流利准确地朗读单词和句子，并进行表演教学准备PPT，图片，导学案修注栏Step 1 Enjoy a songT: It’s time for our English class. I’m ready. Are you ready?S: Ready.T: OK. Now let’s sing a song ‘in my home’.Try to follow the music and try to sing, OK?S: OK.师生看动画尝试跟唱T: Boys and girls, do you like this song?S: Yes.T: Me too.【设计意图】利用歌曲引入本课情境，帮助学生集中注意力Step2 Lead inT: What’s the song about?S: Home.T: Yes. Bingo! You’re so clever. It’s about home. Look, today our friends Su Hai and Su Yang have a new home.T: ‘o’ here pronounced ‘/əu/’, 带读homeT: Look at their new home, what do you think of their new home?S1: It’s very beautiful.S2: It’s nice.S3: It’s big.S4: It’s lovely!Step3 Pre-reading1. 1. Learn the new words about rooms.T: T: It’s very big and beautiful. I think so. Look, there are eight… in it. Who can read this new word, ‘r-o-o-m’, who can read it?S1: Room.T: Yes, ‘-oo-’ pronounced ‘/u:/’, 带读room.T: It’s ready big, because there are eight rooms in it. Can you guess what rooms do they have? You can say ‘Maybe they have…’, ‘They have…’S1: Maybe they have a kitchen.T: Look at here, ‘i’ pronounced /i/, kitchen.Who can read it? （听录音一遍，跟读三遍）S1: Kitchen.T: Read after him/her.T: What other rooms do they have?S2: Living room.T: Yes, you can read it very well. They really have a big living room. Now S2 read it again. Let’s read after him/her.Ss: Living room.T: Clever. OK. We also call this room… sitting room.S3: Maybe they have a bedroom.T: How many bedrooms do they have?Ss: They have three bedrooms.T: Yes, they have three bedrooms. Look, the big one is for Mum and Dad, two small ones are for Su Hai and Su Yang. Oh, look, in each bedroom, there is a bed. So we call it bedroom, who can read it?Sx: Bedroom.T: Follow him/her.T: What about the others home?S4: Maybe they have a bathroom.T: Yes, bathroom. They can take a bath every day. ‘a’ here pronounced ‘/a:/’.T: What about the last one?Ss: Dining room.T: Here ‘i’ pronounced ‘/ai/’. Dining room.T: Oh, look, this is Su Hai and Su Yang’s new home, they have a living room, a bathroom, a kitchen, a dining room and two bedrooms.T: Can you remember their rooms now?Ss: Yes, I can.T: OK. Let’s play a game about it. Try to say what you see. You should look carefully and try to say it quickly and loudly, OK?Ss: OK.T: Are you ready?学生看图片快速说出单词2. Learn the new words about household things.T: This is their new home. It’s really nice. Oh, today is a sunny day, Su Hai’s family want to move to this new home. Wow, they’re coming. What can yousee?S1: I can see a sofa.T: What about you?S2: I can see a clock.T: You try.S3: I can see a fridge.T: What else?S4: I can see a table.……T: Yes, in their home, they have a clock, a table, a fridge, a sofa and two chairs. 教师边说边将物品贴在黑板上T: Who can read it?S: fridge.T: Good! ‘I’ here pronounced ‘/i/’, fridge. 跟读T: Who can read it?S: Sofa.其他学生跟读T: Yes, they have these things and they want to put them in their home.（教师在黑板上张贴大房子）【设计意图】直接进入本课的主题，借助图片和动画，在师生的问答互动中教学本课的房间和家具新词，帮助学生从音形义的角度感知、理解单词3. Ask and answer ‘Where the household things are’T: Let’s look, where are these things?Where’s the sofa?S1: It’s in the living room.T: Is it in the living room? Is he/she right?Ss: Yes.T: OK. I will stick the sofa in the living room.T: Where are the chairs? There are two chairs, so we can say ‘They’re in the…’S2: They’re in the bedroom.T: Who can help me stick it?T: What about the fridge? There is only one fridge, so we can use ‘Where is…?’Who can try?教师请一个学生上台，其他学生问：Where is the fridge?该生回答：It’s in the kitchen.并把冰箱贴在正确的位置….【设计意图】借助黑板上的图片场景，在游戏中，让学生初步感知where 的两个不同句型，并尝试运用Step4 While-reading1. Look and answer.T: Yes, we put the things in the right place now. These thing are big, so we can find them easily. But there are some personal stuffs. Do you know personal stuffs? Such as the skirt, sweater, cap. They are small, so what happened?Let’s see.T: What happened? You can say Chinese, never mind.（引导学生观察苏海和苏阳的表情）S1: Su Hai 找不到她的短裙了S2: Su Yang 找不到她的包了T: Yes, they can’t find their things.（板书…can’t find…）Su Hai can’t find her skirts. Su Yang can’t find her bag.So if you’re Su Yang, you can’t find your bag, what can you say?S1: Where’s my bag?T: Different ideas? What else can you say?S2: I can’t find my bag.S3: Where’s my yellow bag?T: If you’re Su Hai, what will you say?T: Now if you’re Su Yang, what will you say?S1: Where are my skirts?S2: I can’t find my beautiful skirts.T: Yes. Now their mother can help them, please try to watch and answer the questions. First let’s read the questions together: Q1: Where’s Su Yang’s bag? Now you should pay attention here, where are…? Ready? Go! Q2: Where are Su Hai’s skirts? Well, let’s watch.师生看动画中的P1和P2T: OK. Where’s Su Yang’s bag?S: It’s in Su Yang’s bedroom.T: Where are Su Hai’s skirts?S: It’s/They’re in the living room, on the sofa. (it’s or they’re? There are two skirts)S: They’re in the living room, on the sofa.【设计意图】阅读前借助动画进行预测，带着问题，整体感知图1和图2在师生问答中，补全板书，理清故事脉络2. Look and imagine.T: They can find their bag and skirts. But look here, what’s this?S: It’s a white cap.T: This is Su Yang’s favorite cap, but now she can’t find it. She is asking Su Hai.Now I will be Su Hai, who will be Su Yang?Su Yang: Su Hai, where’s my bag?T: Is it in your living room, on the sofa?Su Yang: No.T: Is it in the…?Su Yang: I’m not sure. Let’s go and see.Oh, it’s there. It’s in the bedroom.教师板书句型：I’m not sure. Let’s go and see.T: This time, work in pairs and guess where is the cap? One is Su Hai, one is Su Yang.学生两人组活动，教师提问其他同学：Where’s the white cap, in their group? S: It’s in the living room.【设计意图】鼓励学生看图3想象，自编对话，尝试运用并巩固本课的新句型，并为学生充分体会surprising ending 做好铺垫3. Listen and answer.T: We don’t know where is the cap? Let’s listen.T: Is the white cap in the living room?S: No.T: Where’s the white cap? Let’s say together.S: It’s in the kitchen.4. Look and findT: Oh, why is the white cap in the kitchen? I think it’s very special. Who took the cap? Let’s have a look.S: The little dog.T: Now, look at Su Hai, what’s the matter with Su Hai? Is she angry? Is she surprised?S: Surprised.T: Yes, she’s so surprised, so she says sth, who can read and act?师生听录音读最后一句：Come and look, Su Yang. Your cap is in the kitchen. T: Who can act Su Hai? Now practice.Try to read with emotion and surprise.T: Who can read better?（3组学生表演：高兴的苏海/兴奋的苏海/惊讶的苏海）5. Read and imagine.T: Wow, so great! This is Su Hai’s white cap, but why is it in the dog’s mouth, what do you think of the dog?S1: 他很饿S2: 他很调皮，在和主人捉迷藏呢！S3: 他想帮助主人找到帽子T: Your ideas are fantastic. Look at the dog, his name is Peter. If Su Hai wants to get it back. What will she say?T: Now I’m Peter, who will be Su Hai?（教师戴小狗的头饰）（教师和学生表演苏海要回帽子的场景）T: This time think it by yourself and also discuss in groups.T: Act the little dog and Su Hai.S1: Don’t eat Su Yang’s white cap.S2: Woof, woof./ All right./ I’m sorry.S1: The cake is for you. Give me!T: Finally, Su Hai and Su Yang get the cap back.6. Read the whole story.T: Now let’s review the whole story, read after the tape. Don’t forget the mark. T: Very good. This time I’ll act Mum. This group, you’re Su Hai, and this group, you’re Su Yang.【设计意图】通过听力整体感知图3图4，验证刚才自己的猜测充分发挥孩子们的想象力，续编故事，鼓励孩子积累运用，丰富语言Step5 Post-reading1. Acting time.T: Yes, you can read well and I think you can act well too.OK, here are three tasks for you. Task 1: Read in roles. Task 2: Act it out.Task 3: Act creatively. Got it?【设计意图】将任务分级，以学生为中心，让他们根据自己的情况自主选择配音，表演或创编T: OK. I want to try the three stars. I want to act Mum and little Tom. Who can be my partner? I need Su Hai and Su Yang.教师拿出一个包：Look, what’s this?S: It’s a bag.T: Yes, it’s Su Yang’s bag. Where’s the bag?S: It’s in the bedroom.教师将物品放在一处：Yes, this is a bedroom.T: What are these?S: They’re skirts.T: Whose skirts? Su Hai’s or Su Yang’s?S: Su Hai’s.T: Where are her skirts?S: They’re in the living room, on the sofa.T: OK. Here’s the living room, and this is Su Yang’s white cap.Where’s the white cap?S: It’s in the kitchen.T: Here’s the kitchen.（师生三人戴头饰表演课文）T: This time try to choose one and finish it. Work in four and act.T: Who wants to show? Which one do you choose?【设计意图】通过听录音跟读，分角色朗读，全班齐读等方式，再一次帮助学生熟悉文本，规范发音2. Ticking time.T: Time for ticking. How many stars can you get? （学生自评）(1) I can name some rooms and household things in Su Hai’s home.(2) I can use ‘Where’s...? Where are...?’ to talk about Su Hai’s home.(3) I can read and act the story.【设计意图】围绕本课的学习内容制定评价内容，鼓励学生回顾本课所学，在与同伴的互评中扬长补短3. Show your homeT: Boys and girls, now let’s look at Su Hai and Su Yang’s new home,Is it nice? S: Yes.T: Yes, it’s nice and clean. Do you like it?S: Yes, I do.T: Do you like your home?S: Yes, I do.T: Now, please show your picture in your group, and introduce your home.T: OK, who’d like to introduce your home to us?（学生上台投影自己家的图片并介绍）T: I can feel your love of your home, and I love my home, too. Boys and girls, home is not only a house, it is a place that full of love, warm and smile.Home is hope,. Home is happiness and home is you, I and the world. So East or west, home is best! Love your home!Step6 Assignment1. 继续表演和创编故事；2. 在小组内了解成员的家居用品的位置，You may use: Where’s the…/ Whereare the…?【设计意图】养成良好的课后听读习惯以及复习习惯，为下一课时的学习做好准备板书设计Unit5 Our new homeLearning AimsEnglish Corner教学反思。
新牛津译林苏教版四年级英语上册Unit5 Our new home第二课时精品教案.doc
1、Thank you very much for taking me with you on that splendid outing to London. It was the first time that I had seen the Tower or any of the other famous sights. If I'd gone alone, I couldn't have seen nearly as much, because I wouldn't have known my way about.The weather was splendid on that day, which I thought was rare. I still remember some people told me that in Britain there was weather and no climate. During the same day, it might snow in the morning, rain at noon, shine in the afternoon and be windy before the night falls. So I think I was lucky。
20.8.58.5.202016:0816:08:01Aug-2016:082、最困难的事情就是认识自己。
二〇二〇年八月五日2020年8月5日星期三3、有勇气承担命运这才是英雄好汉。
16:088.5.202016:088.5.202016:0816:08:018.5.202016:088.5.20204、与肝胆人共事，无字句处读书。
8.5.20208.5.202016:0816:0816:08:0116:08:015、阅读使人充实，会谈使人敏捷，写作使人精确。
Wednesday, August 5, 2020August 20Wednesday, August 5, 20208/5/20206、最大的骄傲于最大的自卑都表示心灵的最软弱无力。
四年级英语上册 Unit5 Our new home教案 牛津译林版
Step 1. Brain storm
1. Let’s talk. (老师先示范，再让学生两人一组问答，运用身边的学习用品编对话，操练句型)
A: Where’s…? B: It’s…
A: Where are…? B: They’re…(主要注意复数表达的用法)
2.T:出示小鸟在树上图片，问学生Where’s the bird?学生答It is in the tree. Where
S:It’sin the tree.
T：Look，two birds, three birds, four birds...How many birds?
S: Four birds.
T: Yes, they are very lovely.(主要是引导学生注意下一句回答用they’re)
Where arethe birds?(把小鸟们放在椅子上)
4.Any Questions? Drill: Come and look, Su Yang. Your cap is in the kitchen. (指导朗读)
5.Listen and repeat.
6. Read in roles.
①三人小组内分角色朗读，相互帮助，注意语音、语调和语气，师生评价。
kitchen.
Where are…? They’re in the livingroom.
6．教学评价设计：针对小组之间和个人之间进行课文朗读表演评比，评出最佳朗读奖和表演奖。
评价内容：Read in roles.在课文的朗读和表演方面进行评价。
评价方法：比比谁的语音语调更加准确到位，声音清晰洪亮，有感情，有表情，有动作。
Ss:They’rein the tree.