Unit 1 He was in the kitchen. 教学设计1.docVIP

Unit1 He was in the kitchen.教学设计 教学目标： 1、语言知识目标 能听懂并掌握描述位置的介词in，能认读单词kitchentoilet、living room。 能掌握并运用句子Where is...?...in the kitchen.Where did you found…?I found …in the…句型进行问答。 2、语言技能目标 运用本课所学表达物品或者某人在房屋内的位置。 3、文化意识及情感态度目标. 进一步了解世界上主要的文娱活动，能体会到英语学习的乐趣。 教学重、难点： in的用法。2、各房间的名称描述。3、在hide and seek活动中描述某人的具体位置。 教学过程： Step 1.Warming up T:Let’s enjoy a song. 设计意图：活跃课堂气氛，并一起感受藏hide Step 2 Presentation T:Tom is very naughty，he likes playing hide-and-seek too. Now watch the video and answer the question. Where is Tom? S:厨房、bedroom、厕所、客厅。 T:Let’s chant it together. 1.T:Watch the next video and answer:What are they doing? 引出hide-and-seek.教读 T:Watch again and answer:Who’s playing hide-and-seek? S:Amy,Sam,John,Lingling. 2.T:They’re playing hide-and-seek.What do you want to know?你想知道什么? 设计意图：充分利用课本图片，调动学生的思维，让他们自己提出问题（会英语就用英语提问，不会的用汉语也可以）之后，将学生的问题一一列举出来，成为学习本节课的思路。 S:他们都藏在了哪里？ T:Watch the video and match. Sam toilet Lingling bedroom John kitchen 边订正答案，边操练。 ①T:Where is Sam?Who can? S:bedroom T:Where is Sam? S:He’s in the bedroom. T:You can choose one student. ②Where was John? kitchen. He was in the kitchen.角色扮演操练。 T:A practice. 利用色子游戏操练句型 ③Where was Lingling? toilet T:Where did you find Lingling? S:I found Lingling in the toilet. T:Practice in pairs. T:A practice. 利用幕布将房间图片遮挡，操练句型。 设计意图：在连线题的指引下，学习课文前两幅图，边订正边操练，将课文串联起来。 T:Is Tom playing with them?生读课文找答案 Ss:No,he isn’t. T: Where is he? 引出living room 角色扮演操练Where is he?He was in the living room. T:Tom is hiding behind the_____hide,sofa教读 设计意图：通过问题的引领，让学生自读课，了解文意。 3、跟读录音，齐读，同桌读。 Step.3 Practice. 1、拓展操练 游戏 找东西 ①在图片中找东西 ②在教室中找东西 游戏规则：师提问 Where was the….?生找，找到之后，其余同学一起问Where did you find the…?找到的同学回答S:I found the… in the… 设计意图：游戏不但能吸引学生积极参与，同时也操练了本课的重点句型。 2、书写练习 Just now,we played hide-and-seek,it’s a interesting game. We found the flower in the_____ We found the clock in the_____ We found the football in the_____ We found the apple in the_____ We found the book in the_____ 设计意图：加强学生的书写能力。 Step.4 Summar