《综合英语实验教材》1A Unit8 Lesson4 My bedroom
教学设计
肇庆加美学校 符凤薇

一、 教学目标
    1、知识目标：
    ⑴ 听说认读5个生词：
    curtain, lamp, pillow, quilt, computer
    ⑵ 学习句型：There are many things in my bedroom.
    What are they?
    They are …, … and ….
    2、能力目标：
    ⑴ 能听懂和掌握一些日常的交际用语。
    ⑵ 能力用“What are they?”和“They are …, … and ….”句型完成交际对话。
    ⑶ 能用“Put the … in/ on/ under/ near ….”完成房间的设计。
3、情感目标：
    ⑴ 激发学生学习英语的兴趣，使学生乐于学习。
    ⑵ 通过多种激励方式，鼓励学生积极参与学习活动，大胆实践，体验成功，使学生体会学习英语的兴趣。
    ⑶ 通过小组合作，提高学生合作意识。

二、 教学重点
    1、听说认读5个生词。
    2、掌握句型“What are they?”和“They are …, … and ….”的用法。
三、 教学难点
    能在实际情景中灵活运用所学的句型进行对话。
四、 教具
1、多媒体教学课件
2、空的卧室大挂图
3、单词图片
4、用于奖励的卧室物品小图片（与磁铁贴在一起便于贴在黑板上）
5、磁铁
6、小黑板一块
7、学生自带的卧室照片
8、玩具小锤子

五、 教学过程
1、Warming up
⑴ Greeting.
T: Hello, boys and girls! How are you?
Ss: Hello, Miss Fu! I’m fine, thank you. And you?
T: I’m very well. Thank you. What’s the weather like?
Ss: It’s cloudy.
T: How do you feel?
Ss: I feel cool.
设计意图：教师主动与学生进行交流，相互增进了解，巩固日常用语。
⑵ Divide the groups.
T: How many groups are there in our class?
Ss: There are 4 groups.
T: What are they?
Ss: (引导学生说)They are G1, G2, G3 and G4.
T: Each of your group has a bedroom. If you do well, you can get these things for your bedroom.(出示卧室物品小图片奖励品)
设计意图：抓住学生好胜心理，将全班分成4组比赛，充分调动学生积极性，增强了孩子们的竞争意识。用与本节课有关的卧室物品小图片作为奖励，既吸引学生，又为后面的生词和新句型起到辅助作用。
⑶ Sing an English song: Table and chair.
设计意图：通过组织学生唱与本节课有关的英文歌，消除学生上课时的紧张感，这样可以让学生融入到课堂氛围中，带动学生学习的热情，同时也为下面的学习做了铺垫。

2、Presentation
⑴ Look and say.
T: Today I want to invite you to my bedroom. (用课件出示卧室图片)
There are many things in my bedroom. What can you see?
S1: I can see a bed.
T: What colour is it?
S1: It’s white.
T: Where is the white bed? (暗示学生语言的连贯性)
S1: The white bed is on the floor.
T: What else can you see?
S2: I can see books.
T: How many books can you see?
S2: I can see some books.
设计意图：通过直观的图片，既复习了有关颜色、方位、数词及部分卧室物品的英语表达，又为学习新知识起到了很好的导入作用。
⑵ Learn five new vocabulary.
T:（指着窗帘问）Look, what’s this?
Ss: …
(出示单词图片，通过ask and answer，high and low voice, tick or cross等形式，依次教学5个生词)
设计意图：采用多种形式读单词，很好地加深和巩固了学生对生词的学习，同时也促进和带动了全班的学习。给读得好、反应快的小组奖卧室物品小图片，能使学生的学习兴趣更浓。

3、Practice
⑴ Listen and react
几个学生站成一排面对全班，每人手里各拿着一张单词图片。当教师说“lamp”时，拿者“lamp”图片的学生要立刻把它举起并正确说出来。说错或反应慢的学生将被用玩具锤子捶一下并被淘汰，最后一名学生将是胜利者。（教师也可以只用嘴型提示，其他同学大声说，还可以请其他学生当小老师。教师可以增加挑战性，如：指着这个单词图片说另一个单词。）
设计意图：利用具有挑战性的游戏，激发学生的反应能力。学生在说一说、玩一玩、动一动的过程中愉快地掌握新知识。
⑵ A memory game
教师在课件上出示一些卧室物品图片，十秒后消失，只出现相应的号码，让学生根据顺序说出相应的卧室物品名称。
T: What’s NO.1?
S1/S2: It’s a computer.
T: Yes, you are right.
设计意图：瞬时记忆的游戏，有利于提高学生的注意力及记忆力的训练。多人一起参与，有利于学生提高竞争意识。
⑶ Learn new structures
(出示课件，让学生看小刚介绍自己卧室的小片段，回答问题。)
T：There are many things in Xiao Gang’s bedroom. What are they?
S1: There’s a bed.
S2: There are some books.
S3: …
(出示板书，把主要句型写在黑板上。)
What are they?
They are …, … and ….
(用磁铁将卧室物品图片替换着放进主要句型框架里操练句型。)
T: There are many things in my bedroom. What are they?
Ss: They are an end table and a bed. /They are a bed, some books, a picture, a cupboard, a lamp, a computer and a desk.
T: (指着小组的奖励结果问) There are many things in G1’s bedroom. What are they?
Ss: They are two cars, a teddy bear, a quilt, a pillow and some books.
…
设计意图：充分利用学生感兴趣的奖励学习句型，学生更能轻易接受。
⑷ Introduce the bedroom (pear work)
T: I have a bedroom. This is my bedroom. There are many things in my bedroom. What are they? They are a bed, some books, a lamp and a picture. I love my bedroom. Do you have a bedroom?
Ss: Yes.
T: OK. Now, please talk about your bedroom with your partners.
(学生用自带的卧室照片与同桌谈谈自己的卧室。)
S1：This is my bedroom. There are many things in my bedroom.
S2: What are they?
S1: They are a bed, a teddy bear, a cupboard, a computer, a lamp and a desk.
S2: Where is the teddy bear?
S1: It’s on the bed.
(每组派几个代表上台为大家介绍自己的卧室，由其他学生给予评价加分。)
设计意图：创设有效的信息差距（information gap），让学生在这真实的交流平台上得到锻炼，轻松学英语。学生向别人介绍自己卧室时，也增加了荣誉感与自信心。
⑸ Design the bedroom
① (出示一块小黑板，上面贴着一张缺少一些物品的卧室)
T: Look at my bedroom. There are many things in my bedroom.
Ss: What are they?
T: They are a lamp, a computer, some books, a quilt and a pillow.
(引导学生一起说，在这个过程中，教师故意把这些物品图片乱贴在卧室图片上)
T: I put the quilt under the chair. I put the computer on the bed.
Ss: No.
T: Why? Is the bedroom tidy or untidy?
Ss: It’s untidy.
T: Who can help me to tidy my bedroom?
S1: I can. Put the quilt on the bed. Put the computer on the desk. (学生边说边做)
T: Is it tidy now?
Ss: Yes.
设计意图：先给学生一个很好的示范，让学生明白教师的意图，为下一步自由发挥做准备。 同时渗透生活教育，使学生形成良好的整理内务的习惯。
② How to design the bedroom ( group work)
T: Do all of you have your own bedroom?
Some Ss: Yes. / No. (有些一年级学生与父母或兄弟姐妹住一起，没有属于自己的卧室。)
T: It doesn’t matter. I give you a bedroom. Now, each group has your own bedroom. Please design your bedroom and try to make it tidy and clean.
(每组有一个缺少物品的卧室大挂图及一些物品小图片，学生们在组内相互合作，利用学过只是边说边把物品放进卧室，使卧室又整洁又美观。)
S1: Put the lamp on the end table.
S2: Put the chair under the desk.
…
设计意图：拓展课本内容，把生活搬到课堂当中，让学生亲身体验。多元智能理论认为：每个孩子都是一个潜在的天才儿童，只是表现的方式不同。在英语课堂上让学生自己动手设计个性的卧室，学生在语言技能得到发展的同时，肢体感觉智能和思维能力也得到了发展，有利于培养学生的创新意识。
③ Ss tell others how to design their bedrooms. Others evaluate the tidiest bedroom.
设计意图：让学生相互之间根据实际情况进行评价，既有利与培养学生的审美观又能在学生之间形成互动，促进相互学习。

4、Summary
⑴ T: We should keep our bedroom tidy and clean.
⑵ Evaluate the best group.

5、Homework
My dream bedroom
Draw a dream bedroom after class and talk about it with your partners.
设计意图：抓住低年级学生喜欢画画这一爱好，让学生自己画出自己梦想的卧室并描述给别人听。这个作业既能帮助学生及时复习所学知识，又能为第二课时提供学具，同时还有利于学生想象力及创造立的发展。