一、教學目標
1. 知識目標：
能夠聽、說、認讀living room，study，bedroom，kitchen，bathroom；能通過探究掌握讀音規(guī)律，并能在模擬的生活環(huán)境中相互交流有關(guān)家庭居室的情況。
2．能力目標：
（1）能夠簡單描述自己的家，結(jié)合學過的語言描述各個房間的名稱、特征等。
（2）能夠聽懂并能發(fā)出一些指令，如：Go to the living room，watch TV / …
3. 情感、策略、文化等有關(guān)目標：
（1）情感目標：培養(yǎng)學生對家庭的熱愛，鼓勵學生大膽設(shè)想自己未來的家居。
（2）文化目標：了解西方國家的房屋結(jié)構(gòu)及各部分的名稱。
二、教學重、難點
重點：讓學生在呈現(xiàn)、操練、輸出及復習鞏固的各項活動中聽、說、認讀新詞匯。
難點：正確掌握單詞bathroom，kitchen的發(fā)音。
三、教學設(shè)計
Step 1. Warm-up
1. Let's sing: "In the Classroom" (學生邊唱邊拍手)
輕松愉快的歌曲既可活躍課堂氣氛，又自然過渡到本課話題。
2. Free talk:
T: Hello! Boys and girls! (指著教室問學生) What's this?
Ss: This is our classroom.
T: How many boards / windows / ... can you see?
S: I can see two green boards / six windows / ...
T: What can you do in the classroom?
S1: I can wash the windows in the classroom．
S2: I can sweep the floor in the classroom．
...
T: Yeah. Our classroom is so big, so clean and so beautiful．
復習所學句型，拓寬學生思路；師生進行自由對話，為新授知識做好鋪墊。
Step 2. Presentation
1. living room
T: (課件呈現(xiàn)哆啦A夢) Who is he?
Ss: He is 哆啦A夢.
T: Is he in our classroom now?
Ss: No.
T: Where can you see哆啦A夢？
S: I can see哆啦A夢in the books / pictures / TV.
利用學生喜歡的卡通人物，激發(fā)學生的好奇心，引起學生想看、想說的欲望。
T: (學生一說出TV就問) But where is the TV?
S1: It’s in the classroom.
T: Maybe.
S2: It's in the ...
通過想一想、說一說，激發(fā)學生積極思維，培養(yǎng)學生的口頭表達能力。
T: (課件呈現(xiàn)客廳) Look. It's in a living room. Read after me. /v/, /v/ living room.
Ss: (Read it together, four by four, one by one)
滲透音素教學。
T: What can you do in a living room?
S1: I can watch TV in a living room.
S2: I can sweep the floor in a living room.
...
T: OK. I want to watch TV now. Let's go to the living room and watch TV.
Ss: (Say and act) (學生邊說邊做)
通過TPR活動，激發(fā)興趣．幫助記憶。
2. study
T: I like to watch TV. I also like computer games. Do you like computer games?
Ss: Yes. (學生大聲回答)
T: Do you play computer games in a living room?
S1: Yes, I do.
Ss: Not for me. I play computer games in my "書房".
T: Yes, we often play computer games in a "study". But we can't play too long time．
寓思想教育于教學之中。
T: Read after me. (用升、降調(diào)領(lǐng)讀)
Ss: (one by one)
T: (課件呈現(xiàn)書房) What can you see in the study?
S: I can see a desk / a chair / many books / ... in the study.
聯(lián)系學生生活實際進行操練，使他們既感興趣，又能把學到的知識運用到實際生活中去。
T: Do you like the study? Why?
S1: Yes. I can play computer games in the study.
S2: I like the study. I can read story-books in the study.
...
T: Yes. We all like reading books in the study. Let's go to the study. OK? (教師用夸張的語氣講述，好象真地要帶學生去書房)
Ss: OK.
T: Go with me. Go to the study. Read a book.
Ss: (學生起立跟著教師邊說邊做)
TPR活動。
3. bedroom
T: (課件呈現(xiàn)一名學生躺在床上看書) Can we read books in bed?
Ss: No, we can't.
培養(yǎng)學生良好的讀書習慣．并為下一步活動做鋪墊。
T: We can sleep in bed. Where is the bed?
S: It's in the "bedroom". (強調(diào)發(fā)音，防止學生讀成bed-room)
T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom. (糾音)
Ss: (Say with me. Read it together, four by four and one by one.)
滲透音素教學。
T: OK. Look! What can you see in the bedroom? (課件呈現(xiàn))
S1: ( I can see a bed / a picture / ... in the bedroom.
培養(yǎng)學生的觀察力和語言表達能力。
T: Let's go to the bedroom and have a rest. (Sing the song "My Bedroom" In my bedroom, in my bedroom, near the table and the chair. You can see my little teddy bear sleeping in my little bed)
S: (學生隨著音樂跟唱)
T: (唱完后) Who's in the bedroom?
Ss: Teddy bear.
通過音樂教學，使學生在輕松愉快的教學中說、練單詞，寓教于樂．在樂中學、學中樂，同時提高學生的聽力水平。
4. kitchen
T: (緊接著點擊課件，發(fā)出碗被打碎和貓叫的聲音) What happened? Who's coming?
Ss: Cat.
形象生動的聲音引起學生的注意力，聽音猜物，效果明顯。通過猜的游戲給學生營造了一個想象的空間，不僅鞏固了所學的詞匯，還鍛煉了學生的語言表達能力。
T: Where is the cat? Is it in the ...?
S1: Is it in the living room?
T: No, it isn't.
S2: Is it in the bedroom / study / ...?
T: (課件呈現(xiàn)小貓在廚房打碎碗的情景) Look! The cat is in the "kitchen" (升、降調(diào)) /i/ /i/ kitchen.
Ss: (Say with me. Read it together, four by four and one by one.)
創(chuàng)設(shè)語境，學習語言。
T: The cat is hungry. I'm hungry, too. I can have some noodles in the kitchen. What about you?
S1: I can have some chicken in the kitchen.
S2: I can have some cake in the kitchen.
... (要求學生邊說邊做動作)
TPR活動。
T: We can also have a snack. Look! This is a snack. (出示實物．幫助學生理解snack)
Ss: Wow! Yummy! (學生表現(xiàn)出很想吃的樣子)
T: Let's go to the kitchen. Have a snack.
(學生跟著教師邊說邊做動作)
通過實物呈現(xiàn)，使情境更趨真實，幫助學生認識新詞。
5. bathroom
T: (教師吃完后看著自己的手說) Wow! My hand is so dirty. I can wash my hands in the "bathroom". /a:/ /ba:/, bathroom.
Ss: (Say with me. Read it together, four by four and one by one.)
融入音素教學，解決難點。
T: (課件呈現(xiàn)四個不同的浴室) I have four bathrooms. Which bathroom do you like best? Why?
S1: I like bathroom 3. It's big and clean.
S2: I like bathroom 1. It's blue. I like blue.
...
讓學生通過判斷拓展思維，增強學習興趣。
T: What can you do in the bathroom? Discuss in four.
Ss: (學生討論)
T: OK. Who wants to have a try?
S1: I can wash my hands / face / ... in the bathroom.
T: We can also take a shower in the bathroom. Let's do.
T: We can do different things in different rooms. Let's do.
(Ss listen to the tape and do actions.)
通過小組討論，相互交流，使學生思維活躍，培養(yǎng)學生的發(fā)散性思維。
3. Step 3. Extension / Consolidation
活動一：Guessing game: Where is he / she?
1. T (課件): It's time to play a game. Let's play a game. OK?
Ss: OK.
T: (Ask one student to come to the board and do actions. where he／she is)
T: (做刷牙狀) Where is Miss Zhu?
Ss: Miss Zhu is in the bathroom.
T: Who wants to have a try?
S: ...
生動的表演，激烈的競猜，使課堂充滿樂趣。該游戲不僅能鞏固知識，培養(yǎng)學生想象力，還可以提高學生對肢體語言的理解力和表演能力。
活動二：Find friends (Read and find out)
T: I have five friends who are they?
T: (課件呈現(xiàn))
Friend one: I'm big. I have a TV. I have two sofas. Who am I?
Friend two: I'm big, too. I'm nice. I have a pink bed. I have many pictures. Who am I?
Friend three: I' m small. I have many books. I have a white computer. I have many friends. Who am I?
Fried four: I'm very small. I can make you clean. Who am I?
Fried five: I'm clean. I have many apples. I have hamburgers. I can make you strong. Who am I?
Ss: (Read together and guess what rooms they are.)
在前面聽說的基礎(chǔ)上，用游戲教學來實現(xiàn)對單詞和句子的認讀，還可增加生活常識，培養(yǎng)學生的認讀能力，進一步鞏固所學語言知識。
活動三：Rent a house
(課件呈現(xiàn)；Kate wants to rent a house with a bedroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.)
For example: I have a house for rent. Look! This is my house. A bedroom, a bathroom and a kitchen. Look! This is the bathroom. It's so big and nice. This is the bedroom. You can see a lamp and a bed in it. This is the kitchen. It's so big and clean. Do you like my house?
模擬真實情境，使學生把所學的語言運用到實際生活中，給學生充分的表演空間，拓展學生思維，培養(yǎng)他們實際運用語言的能力。
T: Now, discuss in your group. You Can use theses sentences:
(課件呈現(xiàn)可用句型：I have ...
Look! This is the ... It's ...
You can see ...
Do you like my house?
(Ss discuss in four, then act out in class.)
1. 知識目標：
能夠聽、說、認讀living room，study，bedroom，kitchen，bathroom；能通過探究掌握讀音規(guī)律，并能在模擬的生活環(huán)境中相互交流有關(guān)家庭居室的情況。
2．能力目標：
（1）能夠簡單描述自己的家，結(jié)合學過的語言描述各個房間的名稱、特征等。
（2）能夠聽懂并能發(fā)出一些指令，如：Go to the living room，watch TV / …
3. 情感、策略、文化等有關(guān)目標：
（1）情感目標：培養(yǎng)學生對家庭的熱愛，鼓勵學生大膽設(shè)想自己未來的家居。
（2）文化目標：了解西方國家的房屋結(jié)構(gòu)及各部分的名稱。
二、教學重、難點
重點：讓學生在呈現(xiàn)、操練、輸出及復習鞏固的各項活動中聽、說、認讀新詞匯。
難點：正確掌握單詞bathroom，kitchen的發(fā)音。
三、教學設(shè)計
Step 1. Warm-up
1. Let's sing: "In the Classroom" (學生邊唱邊拍手)
輕松愉快的歌曲既可活躍課堂氣氛，又自然過渡到本課話題。
2. Free talk:
T: Hello! Boys and girls! (指著教室問學生) What's this?
Ss: This is our classroom.
T: How many boards / windows / ... can you see?
S: I can see two green boards / six windows / ...
T: What can you do in the classroom?
S1: I can wash the windows in the classroom．
S2: I can sweep the floor in the classroom．
...
T: Yeah. Our classroom is so big, so clean and so beautiful．
復習所學句型，拓寬學生思路；師生進行自由對話，為新授知識做好鋪墊。
Step 2. Presentation
1. living room
T: (課件呈現(xiàn)哆啦A夢) Who is he?
Ss: He is 哆啦A夢.
T: Is he in our classroom now?
Ss: No.
T: Where can you see哆啦A夢？
S: I can see哆啦A夢in the books / pictures / TV.
利用學生喜歡的卡通人物，激發(fā)學生的好奇心，引起學生想看、想說的欲望。
T: (學生一說出TV就問) But where is the TV?
S1: It’s in the classroom.
T: Maybe.
S2: It's in the ...
通過想一想、說一說，激發(fā)學生積極思維，培養(yǎng)學生的口頭表達能力。
T: (課件呈現(xiàn)客廳) Look. It's in a living room. Read after me. /v/, /v/ living room.
Ss: (Read it together, four by four, one by one)
滲透音素教學。
T: What can you do in a living room?
S1: I can watch TV in a living room.
S2: I can sweep the floor in a living room.
...
T: OK. I want to watch TV now. Let's go to the living room and watch TV.
Ss: (Say and act) (學生邊說邊做)
通過TPR活動，激發(fā)興趣．幫助記憶。
2. study
T: I like to watch TV. I also like computer games. Do you like computer games?
Ss: Yes. (學生大聲回答)
T: Do you play computer games in a living room?
S1: Yes, I do.
Ss: Not for me. I play computer games in my "書房".
T: Yes, we often play computer games in a "study". But we can't play too long time．
寓思想教育于教學之中。
T: Read after me. (用升、降調(diào)領(lǐng)讀)
Ss: (one by one)
T: (課件呈現(xiàn)書房) What can you see in the study?
S: I can see a desk / a chair / many books / ... in the study.
聯(lián)系學生生活實際進行操練，使他們既感興趣，又能把學到的知識運用到實際生活中去。
T: Do you like the study? Why?
S1: Yes. I can play computer games in the study.
S2: I like the study. I can read story-books in the study.
...
T: Yes. We all like reading books in the study. Let's go to the study. OK? (教師用夸張的語氣講述，好象真地要帶學生去書房)
Ss: OK.
T: Go with me. Go to the study. Read a book.
Ss: (學生起立跟著教師邊說邊做)
TPR活動。
3. bedroom
T: (課件呈現(xiàn)一名學生躺在床上看書) Can we read books in bed?
Ss: No, we can't.
培養(yǎng)學生良好的讀書習慣．并為下一步活動做鋪墊。
T: We can sleep in bed. Where is the bed?
S: It's in the "bedroom". (強調(diào)發(fā)音，防止學生讀成bed-room)
T: Listen to me, please. bedroom, /dr/, /u:/, /dru:/, bedroom. (糾音)
Ss: (Say with me. Read it together, four by four and one by one.)
滲透音素教學。
T: OK. Look! What can you see in the bedroom? (課件呈現(xiàn))
S1: ( I can see a bed / a picture / ... in the bedroom.
培養(yǎng)學生的觀察力和語言表達能力。
T: Let's go to the bedroom and have a rest. (Sing the song "My Bedroom" In my bedroom, in my bedroom, near the table and the chair. You can see my little teddy bear sleeping in my little bed)
S: (學生隨著音樂跟唱)
T: (唱完后) Who's in the bedroom?
Ss: Teddy bear.
通過音樂教學，使學生在輕松愉快的教學中說、練單詞，寓教于樂．在樂中學、學中樂，同時提高學生的聽力水平。
4. kitchen
T: (緊接著點擊課件，發(fā)出碗被打碎和貓叫的聲音) What happened? Who's coming?
Ss: Cat.
形象生動的聲音引起學生的注意力，聽音猜物，效果明顯。通過猜的游戲給學生營造了一個想象的空間，不僅鞏固了所學的詞匯，還鍛煉了學生的語言表達能力。
T: Where is the cat? Is it in the ...?
S1: Is it in the living room?
T: No, it isn't.
S2: Is it in the bedroom / study / ...?
T: (課件呈現(xiàn)小貓在廚房打碎碗的情景) Look! The cat is in the "kitchen" (升、降調(diào)) /i/ /i/ kitchen.
Ss: (Say with me. Read it together, four by four and one by one.)
創(chuàng)設(shè)語境，學習語言。
T: The cat is hungry. I'm hungry, too. I can have some noodles in the kitchen. What about you?
S1: I can have some chicken in the kitchen.
S2: I can have some cake in the kitchen.
... (要求學生邊說邊做動作)
TPR活動。
T: We can also have a snack. Look! This is a snack. (出示實物．幫助學生理解snack)
Ss: Wow! Yummy! (學生表現(xiàn)出很想吃的樣子)
T: Let's go to the kitchen. Have a snack.
(學生跟著教師邊說邊做動作)
通過實物呈現(xiàn)，使情境更趨真實，幫助學生認識新詞。
5. bathroom
T: (教師吃完后看著自己的手說) Wow! My hand is so dirty. I can wash my hands in the "bathroom". /a:/ /ba:/, bathroom.
Ss: (Say with me. Read it together, four by four and one by one.)
融入音素教學，解決難點。
T: (課件呈現(xiàn)四個不同的浴室) I have four bathrooms. Which bathroom do you like best? Why?
S1: I like bathroom 3. It's big and clean.
S2: I like bathroom 1. It's blue. I like blue.
...
讓學生通過判斷拓展思維，增強學習興趣。
T: What can you do in the bathroom? Discuss in four.
Ss: (學生討論)
T: OK. Who wants to have a try?
S1: I can wash my hands / face / ... in the bathroom.
T: We can also take a shower in the bathroom. Let's do.
T: We can do different things in different rooms. Let's do.
(Ss listen to the tape and do actions.)
通過小組討論，相互交流，使學生思維活躍，培養(yǎng)學生的發(fā)散性思維。
3. Step 3. Extension / Consolidation
活動一：Guessing game: Where is he / she?
1. T (課件): It's time to play a game. Let's play a game. OK?
Ss: OK.
T: (Ask one student to come to the board and do actions. where he／she is)
T: (做刷牙狀) Where is Miss Zhu?
Ss: Miss Zhu is in the bathroom.
T: Who wants to have a try?
S: ...
生動的表演，激烈的競猜，使課堂充滿樂趣。該游戲不僅能鞏固知識，培養(yǎng)學生想象力，還可以提高學生對肢體語言的理解力和表演能力。
活動二：Find friends (Read and find out)
T: I have five friends who are they?
T: (課件呈現(xiàn))
Friend one: I'm big. I have a TV. I have two sofas. Who am I?
Friend two: I'm big, too. I'm nice. I have a pink bed. I have many pictures. Who am I?
Friend three: I' m small. I have many books. I have a white computer. I have many friends. Who am I?
Fried four: I'm very small. I can make you clean. Who am I?
Fried five: I'm clean. I have many apples. I have hamburgers. I can make you strong. Who am I?
Ss: (Read together and guess what rooms they are.)
在前面聽說的基礎(chǔ)上，用游戲教學來實現(xiàn)對單詞和句子的認讀，還可增加生活常識，培養(yǎng)學生的認讀能力，進一步鞏固所學語言知識。
活動三：Rent a house
(課件呈現(xiàn)；Kate wants to rent a house with a bedroom, a bathroom, and a kitchen. Now you have a house for rent. You can introduce your house to Kate.)
For example: I have a house for rent. Look! This is my house. A bedroom, a bathroom and a kitchen. Look! This is the bathroom. It's so big and nice. This is the bedroom. You can see a lamp and a bed in it. This is the kitchen. It's so big and clean. Do you like my house?
模擬真實情境，使學生把所學的語言運用到實際生活中，給學生充分的表演空間，拓展學生思維，培養(yǎng)他們實際運用語言的能力。
T: Now, discuss in your group. You Can use theses sentences:
(課件呈現(xiàn)可用句型：I have ...
Look! This is the ... It's ...
You can see ...
Do you like my house?
(Ss discuss in four, then act out in class.)