1、高阶思维高阶思维 训练点训练点 通过倾听，阅读，复述，改写等多元化方式，训练学生对文本主题内通过倾听，阅读，复述，改写等多元化方式，训练学生对文本主题内 容容，关键细节的把握关键细节的把握。引导学生回归生活引导学生回归生活，运用相关词汇句型表达自己运用相关词汇句型表达自己 的真实想法。的真实想法。 学情分析学情分析 本课时为单元第三课时，以小文段的形式呈现出一则租房信息，以 There be 句 型为主描述了房屋的构造。学生需要结合旧知，选出符合文段的房屋，并描述自己 心中新家的特征。在语法上，学生需要正确地使用 There be 句型；在口语表达上， 学生需要在老师的引导下，结合相关情境正确
2、运用 can/have/want 等句型描述文段 内容及自我想法。 教学目标教学目标 教学教学 重点重点难点难点 分析文段内容，抓住关键细节，朗读文段内容。 结合生活，运用多种句型描述自己的新家。 教学课时教学课时 1 教学准备教学准备PPT 卡片卡片 音频音频 教学环节教学环节 师生探究学习活动师生探究学习活动 设计意图设计意图 （学生高阶（学生高阶 思维思维的思维思维的 培养思考）培养思考） 教师主导教师主导学生主学学生主学 一Greeting and Leading-in. T: Good afternoon, boys and girls. S:Good afternoon, Miss
3、 Chen. T: Nice to meet you! S:Nice to meet you, too. T: Now lets continue Unit 6. S: My home. T: Great! Please look at this picture. Do you know whose home it is? S: This is Miss Chens home. T: Good job! So what rooms does Miss PPT 上呈现房 屋全景图， 学生根 据图片上的关键 标志 （如手提包或 照片） 猜出这是陈 老师的家。 在房间 局部图的指引下， 运 用 Mi
4、ss Chen has 句型说出房间 类型， 复习第一课 时的相关词汇。 最 后在老师提供的 图片单词引导下 运用 There be 句 Chen have? Lets see together, ok? S: Ok. Miss Chen has a . T: How clever! So we know there is a S: There is a in Miss Chens home. 二Presentation. T: Well done,class. Look! Whos she? S: She is Lily. T: Yes. Lily wants a new home. So
5、she is looking for homes for rent. Do you know whats the meaning? S: 出租。 T： Good （教读单词 rent 贴板书） . But what rooms does she want? Can you guess? Maybe she wants . S: Maybe she wants . T: Perfect! You see, there is a notice for rent. Please take out your paper. Lets listen andtickwhatroomsinthenotice.
6、 Understand?（播放录音， 订正答案，单词 贴黑板） T： Are you right? Great! Now take out your book and turn to page 62. Read the text carefully. Then, lets solve the questions, ok? （two or three minutes later） T：Let me open Q 1.（点击问题一）Work in pair. One ask and answer. Hands up when you finish.（二人合作 一问一答） （抽二人问答）Do you
7、 agree? So there are two bedrooms.（贴板书）But which is 翻书仔细阅读， 在老师的引导下， 通过几个问题的 问答， 了解文段具 体细节。 每解决一 个问题， 需朗读回 归课文。 分析完整 篇文章后， 选择出 符合描述的房屋， 并通过 Lily 的话 判断她是否想要 right,the first one? Why? Great! Please point the answer in your book. Lets read together. T: Look. There are three questions left. You also nee
8、d to work in pairs and find the answer. （展示剩下问题 小组合作解决） （具体流程：ask stick point read） T: Good job! Now we know there is a _.There are _ in this home.And there is also a _. S:(根据红圈读出单词). T: So which picture is right? Tick it in the book. T: Does Lily like this home? S:Yes. T: What does she say? S: I wa
9、nt a home like this! T: Great! So this will be Lilys new home. Now please finish the left in your book. You can refer to the pictures. S:(一分钟完成并订正） T：Show me your figure. Lets point and read after recordings. 三Consolidation. T: You know Lily wants a new home like this. Lets guess. What can she do in
10、 her new home. Discuss in your team. (用 She can in the . 提示学生回答方 式。小组讨论一分钟左右) 引导学生小组 讨论，用 She can do sth 句型猜测 S: She can in the . T：Well done! Now except these rooms, Ill show you some special rooms. You can see and guess. The first one, I can feed or play with even walk my pet. Whats this? Second,
11、maybe boys like it. They can play So if you could have a new home, what rooms do you want? And what can you do in your new home? Takeoutyourpaper2.Lookatthe sentence. Discuss in your team. You can choose one or more than one room to talk. S: 小组讨论。在 PPT，板书句型和图片 的参考（I want/I can）下讨论自己的新家。 四Homework. T: You did very good job! I hope you could have a wonderful home in the future. Now look at the homework. Please finish after class. 板书设计板书设计 作业设计作业设计 朗读文章；朗读文章； 将小组讨论结果以手抄报图文形式呈现出来。将小组讨论结果以手抄报图文形式呈现出来。 课后反思课后反思
