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1、In the Bathroom教学设计（EEC小学英语四年级下册第八课第一课时）一、教材分析本课内容选自EEC小学英语教材四年级下册Unit8 In the Bathroom课文故事讲述了Ken的家人在家里发生的一段故事：爸爸妈妈都在忙着做事，Ken和Betty在津津有味的看动画片，然后Betty去卫生间，发现了一只大蜘蛛，吓得她大叫起来，后来在家人的帮助下，拿走了蜘蛛。二、学情分析本课是EEC教材小学英语四年级下册第八单元第一课时， 教学内容是：学习房间名称living room和正在做某事的相关表达。四年级的学生经过一年半的英语学习，已经具备了一定的语言学习能力和学习方法，他们乐于学习新语
2、言，对与自己生活相关的知识内容非常感兴趣，学习过room, watch TV，这些都为本课的学习打下了基础。本课着重让学生理解故事内容。学习表达“正在发生的事情”是学生初次接触到的内容，因此需要通过PPT图片、录音以及教师的肢体语言帮助学生准确理解，再通过操练、应用等教学环节帮助学生掌握和运用。三、教学目标1. 技能目标：能够听懂理解故事内容；能够模仿录音，有感情的朗读课文；能够扮演故事中的人物表演部分对话2. 知识目标：1)能够听懂会说人物所处的位置：Where? In the living room./ In his room./In the bathroom.2)能够听懂会说正在发生的事
3、：Im watching TV. Hes working in his room. 3)能够听懂会说：Its very funny, spider 3. 学习策略：培养学生的预测、理解大意和细节，以及在语境中猜测词意、句意的学习策略。4. 情感态度：学会关爱家人。四、教学重难点教学重点：1、能够听懂会说人物所处的位置和正在发生的事。2、词汇：funny, spider, living room, bathroom, work3、句型：Where? In the living room./ In his room./In the bathroom.Im watching TV. Hes work
4、ing in his room.教学难点：1、在本课时学习“正在发生的事”的句型时，教师应该让学生整体理解和练习整句输出，不必去讲解语法细节，避免影响对故事的理解。2、“基于故事的学习”应该始终保持学生学习的兴趣和积极性，可以借助教师帮助、小组合作、完成小任务等方式，使学生敢于张口，乐于张口。教学流程一、 导入1. 师生问候2. 复习过渡: Do you remember Ken and his friends? What do you know about their story? Lets look.(1) PPT 呈现P45第一幅图We knew Kens friends gave hi
5、m a surprise party on his birthday. And he got many presents. Does he like the robot from Jess? (2) PPT 呈现P45 第二幅图How about the cap? Does he like it? But, to be polite, he should? 引导学生回答Send a thank-you card. (3) PPT 呈现P53第一幅图So, he went to?引导学生说To the post office. Can he find the way? Who helped hi
6、m? (4) PPT 出示P54第四幅图Then, he found the post office and sent the card. 【设计意图】依次呈现前几课有关Ken的图片，让学生谈论发生了什么。目的是依托教材故事情节，引导学生由已知的故事情境自然进入到本节课的故事语境，在复习旧知的基础上，开始新课的学习。二、 新授过渡：But whats going on next? Wheres Ken now? What is he doing? Lets learn Unit 8 In the Bathroom. Lets have a look.(1) 讨论故事图片，交代故事背景，激发学生
7、已有经验。（三幅图同时呈现）T: Who are they? S: Kens dad, mom, Betty and Ken.T: Where are they? S: They are at home.T: What is Ken doing at home? S: Hes watching TV.讨论：What do you usually do at home after school? S:(2) 看图，通过讨论，预测框架问题。（三幅图同时呈现）过渡：We know Ken is watching TV, but Betty isnt. Is she happy? Whats happ
8、ening to Betty? Can you guess? Please talk with your partners and then tell me your ideas. （三幅图同时呈现）讨论 Whats wrong with Betty?(3) 听框架问题，检测答案。（听整篇故事）过渡：I like your guesses, now lets listen and check your answers. (PPT出示框架问题) Whats wrong with Betty?A. Betty likes the TV show, she is happy. Ken doesnt
9、like it.B. Betty sees a big spider, she is scared. Ken and dad help her.C. Betty doesnt like the TV show. She is angry. Ken and dad help her. 学习 spider【设计意图】通过讨论、观察、初听录音，引导学生结合自己的已有经验，充分理解对话产生的故事背景，明确人物的关系，以及故事对话的主题，从而实现对故事框架的整体理解。落实“初听”的教学目标。(4) 分图讲解，解决细节问题。Picture 1过渡：Look！Ken is watching TV at ho
10、me. But which room is he in? Listen carefully, try to find it!Q1：Which room is he in? （listen） S: Hes in the living room.T: What is Ken dong? S: He is watching TV.T: So we can say Ken is watching TV in the living room.(板书)帮助学生理解句意，通过举例学习living room，并会运用。过渡：In this picture, we can see mom, Betty and
11、Ken, but where is Dad? Is Dad with Ken? （教师通过肢体语言帮助学生理解此句话的意思）Q2：Where is Dad? Whats he doing? （Listen）S: Hes working in his room. (板书)帮助学生理解句意，通过举例学习work，并会运用。Picture 2过渡：Now, dad is coming. He looks unhappy. Hes talking to Ken. What does he ask? Can you guess? Please talk with your partners. 讨论：Wh
12、at does he ask? （让学生先进行猜测）Q1: What does he ask? (listen) 对问题进行检测帮助学生理解 What are you watching? Q2: What is Ken watching? (listen)观看视频Tom and Jerry. 学习、理解funny,并会运用。过渡：Betty sees a big spider, she is scared and she is shouting. Q3：What is she shouting? Where is Betty? （listen）理解Help! 并学习 Shes in the b
13、athroom. (板书)【设计意图】通过观察图片，引导学生围绕故事主题，逐图听音、讨论，在理解关键词汇、短语的基础上，整体理解故事对话。借助多媒体、教师肢体语言、图片（图示）等帮助学生有效理解关键词汇、短语。三、 练习1. 复述课文，并进行听音模仿。（个别学生逐句模仿）过渡：Now, its your turn. Can you tell this story? Have a try. I can help you!Picture 1 Look, mom is in the kitchen. What does she say to Ken？(Mom: Where are you Ken?)
14、 How does Ken answer?(Ken: In the living room. Im watching TV.) Mom wants to know whether dad is with Ken. So, she asks? (Mom: Is Dad with you?) How does Ken answer? (Ken: No. Hes working in his room.)Picture 2 Now, Dad is coming. He asks Ken? (Dad: What are you watching?) Ken answers? (Ken: Tom and
15、 Jerry. Its very funny.) At this time, Betty is very scared. What is she shouting?( Betty: Help! Help! A big spider! ) Ken asks: (Ken: Where?) Betty says (Betty: In the bathroom.) 2. 全班整体进行听音跟读。3. 表演课文（学生可自选表演一幅图或是两幅图）【设计意图】在通过图片与学生一起回忆故事之后，让学生跟读课文，使学生模仿录音中人物的语音语调，体验录音中人物的情感，教师及时对学生不准确的语音进行纠音。在表演环节，设置了吸引学生参与的活动：“装饰你的起居室”，学生通过小组合作选择表演1到2页课文，学习程度更好的学生还可以试着用一到两句话为故事加上结尾。即可以创造性表演出故事的结局，教师根据表演效果给予不同的奖励，使每一个学生都积极参与并得到充分的鼓励。四、德育情感渗透过渡：From the story, we know when dad and mom are busy, Ken helps them to look after his sister. When Betty is scared and shouting in the
