北京版二下-UNIT THREE WELCOME TO MY HOUSE-Lesson 12-Listen and numberMatch and say Talk and act-ppt课件-(含教案)--(编号：63fe6).zip

Unit 3 Welcome to my house Re evisionision cloc k map flag schoolba g ? ? ? ? ? phone ? ? ? Revision the words(10) knife fork fridgevegetables bowl spoonfruits 1 1 2 2 2 3 3 3 1 soap towel mirror shampoo toothbrush ? ? ? ? ? kitchen bedroom bathroom Activity 1 words sort(7) Would you like to ride my bike ? Would you like to ride my bike? Read it. Activity2 sentence order(7) Activity4 listening activity(5) 自我评价： Activity5 reading activity(11) Welcome to my house. In my bedroom, you can draw pictures, play with the toys, use the phone and read books. In the kitchen, you can use the spoon, fork, knife and bowl. In the bathroom, you can use the shampoo, soap and toothpaste. But you cant use my towel and toothbrush. bedroom draw use the read pictures play with the toys phone books kitchen spoon bathroom bedroom draw use the read pictures play with the phone toys books kitchen spoon knife bowl fork bathroom shampoo toothpaste towel soap toothbrush 同伴互评： Homework Welcome to my house. In my bedroom, you can draw pictures, play with the toys, use the phone and read books. In the kitchen, you can use the spoon, fork, knife and bowl. In the bathroom, you can use the shampoo, soap and toothpaste. But you cant use my towel and toothbrush. Read it.一师一优课一师一优课”教案教案 课题课题：Unit 3 Welcome to my house! 课型课型: 复习课 教学目标教学目标： 1通过观察图片说单词，使学生有一定的观察能力以及联想能 力。 2通过对单词归类，学生能有对物品归类的意识以及对本单元 单词熟练度的加强。 3通过 sentence order 的活动，学生能对本单元句子结构更加熟 练。 4通过听的活动，学生能具备获取关键信息的能力。 5通过阅读的活动，学生能进一步巩固本单元所学房间类、厨 房和卫生间的词汇以及获取关键信息的能力。 教学内容：教学内容： 单词：本单元相关 kitchen, room and bathroom 的单词 句子：Would you like to .? Yes, Id love to. Would you like to use? No, thank you. Can I use? Yes, go ahead./sorry, you cant. 教学重难点：教学重难点： 1. 熟练运用本单元词汇和句子 2. 阅读提取信息有一定难度。 教学材料：教学材料：词卡,词条，PPT，worksheet 教学过程：教学过程： 步骤步骤过程过程意图意图 Step 1 lead in 1 通过米奇和佩奇房子图片介绍今天的人物 T: Would you like to come to Mickys house? Ss:Yes T: Would you like to come to Peppas house? Ss: Yes. T: Ok,we can come to Peppas house. But we should collect 5 likes, just like in wechat. 两个动画 人物的引 入引起学 生的兴趣 Step2 Revision 8 通过看图猜词和看图猜词和 choose and guess 的复习活动为接下 来的 word sort 活动打基础，并通过两张放错空间的 物品自然过渡到 words sort 的活动 T: Guess, what is it? T: Choose and say 活动形式：提问不同学生 20 人 T：What it it? Should it be in the bathroom? Ss: No T: Where should it go ? T: What is it ? Should it be in the living room? Ss: No T: Where should it go? Ss: Kitchen 通过活动 巩固词汇， 而这些活 动能锻炼 学生联想 和观察能 力，提高 学生的课 堂积极性， 同时为下 一个活动 做铺垫。 Step3 Activit1 7 Words sort 要求学生开始将手中的词卡进行归类 示范： 教师再从学生手里拿到一个词卡贴到黑板错误的位置 T: Should it be here? Ss:No T: Where should it go ? Ss: T(教师开始叫一个或两个学生贴板) 开始分类贴单词 从右边组开始一个个贴单词，每帖完一个词,学生站在 旁边 T: Yes, no? Ss: Yes. T: 奖励 T:Yes, no? Ss: No T:Where should it go? 本单元学 习了三类 房间的词 汇，通过 分类的活 动让学生 能有一个 物品整理 归类的意 识，通过 让学生自 己贴词， 体现了学 生为中心 的思想。 大部分学生给出意见后让贴错的同学再贴，之后并给 予奖励 让学生整体读一遍词汇 Step4 Activity 2 8 过渡语： T: Who can read it? S1: T: It has been disordered. So we should make it correctly. Would,you,.? Sentence order 本活动按照班级座位每一列为一个小组，共六个小组； 每个小组有一组句子，句子被拆分成单个单词和标点 符号，分到每小组的每个人手中，有的成员可能会有 两个单词不等；给小组时间一起将句子排列正确，之 后拿着自己的卡片回到自己的位置上；听教师指令贴 板。 示范： T: You have a word in your group. Now lets put it in correct order. (教师用自己的词卡组句子示范) T: Now , Practice in your group. SS(学生讨论) T: Ok ,go back Ss:学生归位 T:This group stick it. 每贴完一个组，这个组站到一边，其他同学读句子检 验，发奖票给这个组 通过将句 子进行重 新组合， 能加深学 生对句子 结构的意 识，小组 活动锻炼 学习小组 合作意识， 同时让学 生自己上 去贴也体 现了以学 生为中心 的活动思 想。 Step5 Activity 4 5 Listening activity 本活动学生将听一段材料，这段材料是来自学生的外 教述说自己的 house 的情况。学生将听三遍录音完成 表中的题目。 第一遍看听 第二遍听做 第三遍自己检查 过渡语： T: Can you guess its a man or woman.学生若听不懂，就 换成 boy or girl. Ss: man T: Who is he ? 通过学生 身边的老 师作为素 材来引起 学生的兴 趣，同时 通过听力 材料的引 入，对下 面的阅读 活动做出 铺垫。 Ss: 猜不到就切换相对清晰的轮廓照片 最后学生惊讶的发现是自己的外教老师 Cooky. 听力第一遍： T: Now,lets watch an listen Ss:(watch and listen) 听力第二遍 T: Now, lets pick up your pencil. Lets listen and tick . 听力第三遍： T:Check it by yourself. 全体核对答案 T: What can you do in Cookys room? S1: T:What can you do in Cookys kitchen? S2: T: What can you do in Cookys bathroom? S3: 自我评价 T: If you think you did it very good ,please tick it here. If you think you did it soso, please tick it here. If you think you did it bad,please tick it here. Step 6 Activity 5 11 Reading activity 本项活动要求学生阅读小短文，完成思维导图 过渡语： T: We just talked about Cookys house. Now lets talk about Peppas house. We are going to read this. And then write the words about Peppas bedroom. 示范： First, find “bedroom”,then find draw, draw what draw pictures ,so write “pictures”here. 连续几个例子 T: How about in the “Kitchen and bathroom” 学生开始完成思维导图，教师走到学生中间看观察学 生写的情况 此刻教师在学生中间进行观察，找出全对的和错一两 个的拿出来作为待会儿展示的范例 阅读能力 是语言学 习的综合 能力体现， 从小培养 孩子阅读 意识和技 能，为今 后阅读打 下基础。 展示： 投影两个学生的问题 同伴互评，同时 PPT 上出示答案 T: Lets have a change. (肢体语言到位) IF he or she do it tick it T: Have a change Correct it . 有时间找学生朗读文本 T: Today we finished 5 activities, so ,clap the hands for ourselves. And we have chance to go to Peppas house. Howewo rk Read the this text on your sheet 板书Unit 3 Welcome to my house. 课后反 思 bedroom kitchenbathroom Would you like to come to my room? Yes, Id love to. Would you like to use my spoon? No, thank you. Can I use your phone? Yes, go ahead. Sorry, you cant.