1、Lesson 15 Where is Tom？ 说课案说课案 Hello, dear teachers. Im happy to share my teaching design with you. Today, Im going to talk about Lesson 15 where is Tom? “Look, listen and say” and “Listen, read and act”. In this lesson, we will teach the sentences “Where is ? / Where are ? He is / She is/ they are
2、in the ” and the words “bathroom, bedroom, classroom, kitchen, cinema, reading room”. Students have already learned the similar sentences before, so we should help them use the sentences and the words correctly. Next, Id like to introduce the teaching aims of this lesson. 知识目标： 1. 能够听懂、会说句型 Where is
3、/ are? He is/ She is/ They are in the 2. 能够听、说、认读单词:bathroom, bedroom, classroom, kitchen, cinema, reading room. 能力目标： 1. 能准确模仿本课录音中的内容。 2. 能用句型 Where is/ are?询问某人在哪里，并用 He is/ She is/ They are in the 进行回答。 3. 知道介词 in 和 on 的区别，并正确运用。 情感态度、文化知识、学习策略： 1. 了解 toilet 和 bathroom 之间的不同。 2. 遇到坏人不慌张，要有自我保护的意
4、识和能力。 3. 外出时要向父母说清楚要去的地方和回家的时间，养成习惯， 做一个不让父母担心的孩子。 其中， 能够听懂、 会说句型 Where is/ are? He is/ She is/ They are in the 并在实际情境中正确运用是本课的教学重点。正确区分并运 用介词 in 和 on 是本课的教学难点。 接下来， 我重点来说一说教学过程。 本课的教学过程包括： 热身、 新授、操练巩固和德育升华这几个步骤。课前，学生需要两人一组， 准备好一张房间的平面图和一张小猫卡片，为课上开展 Pair work 对 话做好准备。 OK, lets begin our class. First
5、, lets do together. When I say “Where is your nose?” You say “Here it is.” and touch your nose. The whole chant is “Where is your nose? Here it is. Where is your mouth? Here it is. Where is your eye? Here it is? Where is your ear? Here it is.”之后，教师 顺接着这个 chant,放慢语速问学生: Where are you? 并引导学生回答： Im her
6、e.这两句话可以作为本节课组织课堂的指令语来使用，比如当 学生进行 Pair work 或 Group work 的讨论时，教师需要组织学生安静 下来，就可以问一句：Where are you? 学生则说答句：Im here.并且 安静坐好。同时，由于这两句话在“Listen, read and act”部分的故事中 反复出现，所以我们把它贯穿到整堂课中，也是为学习本课的故事做 好铺垫，一举两得。 OK, lets go on. 接下来我先说一说“Look, listen and say”部分的 新授。Look, this is Tom, and this is a picture of To
7、ms home. There are three rooms. What are they? Look at Picture 1, what can you see? A bed. Its the bedroom. Picture 2, there is a fridge and a table. Its the kitchen. How about Picture 3? Its the bathroom. Tom has a naughty cat, her name is Lucy. Shes very active at home. Where is Lucy? Lets look fo
8、r her together. 先后猜出，she is in the bedroom/ bathroom/ kitchen.接下来， 学生可以拿出课前准备好的房间平面图和小猫卡片，两人一组，摆一 摆，说一说，操练对话。 （通过这个环节，我们主要讲、练了单数形式的问句 Where is ?以 及它的回答 She is in the 并通过 Pair work,让学生亲自动手摆放，再 根据实际情况运用语言进行问答交流，学用结合，为学生实际运用所 学语言起到了一个很好的指导示范作用。在这个过程中，穿插学习地 点类单词 bedroom, bathroom, kitchen,并将单词放在句型中进行学习
9、和操练，使单词不孤立，不脱离语言，这样学习效果会更好。） OK, next part. Tom loves his cat very much. He often takes Lucy to other places. Please guess, where are Tom and Lucy now? Here is a riddle: There are many desks and chairs in it. You can have classes there. Its the classroom. Yes, they are in the classroom. Lets go on g
10、uessing. Where are Tom and Lucy now? I have some hints for you. 1. Keep quiet. 2. Bookshelf. They are in the reading room. After reading books, Tom and Lucy want to relax, listen, where are they now? 播放一首学生熟悉的电影冰雪奇缘的歌曲，学生自然会答 出 They are in the cinema. （在前一个环节将单数形式的问句及回答操练充分之后， 本环节再进 行复数形式问句以及答句的学习和操
11、练，这样有助于学生理解和记 忆，不易产生混淆。） 接下来，我们继续用一首歌曲来巩固所学句型。运用学生都会唱 的 两只老虎 的曲调， 唱出歌词： Tom and Lucy, Tom and Lucy, where are they? Where are they? They are in the reading room. They are in the reading room. Yes, thank you. Yes, thank you.学生可以将地点和人物进 行替换并唱出来，进行对歌曲的改编。 现在，Where is 和 Where are 的句型及回答都学过了，可以让学 生小组讨论一下
12、， 这两组句型的区别在哪里呢？引导学生发现并总结 出规律：Where is 句型可以问答一个人或物的地点，而 Where are 句 型则用来问两个或两个以上的人或物的地点。接着，我们还是要回归 教材， 请学生翻开课本第 48 页， 让他们运用所学句型谈论一下“Look, listen and say”部分的图片，并模仿录音进行跟读。 接下来，就到了“Listen, read and act”部分的新授了。The teacher can tell the students: I know another Tom, he is a cat. Here is a story about the c
13、at Tom and the mouse Jerry. 接下来，请学生听录音，并小 组讨论、回答一下三个问题：1. Where is Jerry? 2. Why does Tom always ask Jerry: Where are you? 3. Who often asks you: Where are you? Why? 通过第一个问题，主要强调介词 on 和 in 的区别：on 表示在什 么东西上面，in 表示在什么里面。另外，在这节课中，出现了两种关 于卫生间和厕所的说法：bathroom 和 toilet，它们之间的区别在于： 家里的卫生间一般叫做 bathroom，而 toil
14、et 主要指公共场所的厕所。 第二和第三个问题，学生可以用中文进行回答。通过第二个问题，让 学生揣摩故事主人公的语气和心理。Tom 问 Jerry “Where are you?”的 目的是想把他抓住吃掉，但又想骗过 Jerry 而装作很友好，所以 Tom 应该是虚伪地、 可能脸上还带着坏笑来说话。 而 Jerry 呢？他知道 Tom 的目的，虽然害怕，但是沉着冷静，想方设法让自己脱离险境，说话 时应该是警觉地，甚至还有计谋得逞之后的小小得意。通过讨论和分 析，引导学生在读和表演时要注意语气、语调，从而更好地表现故事 内容，与此同时，要让学生形成一种自我保护的意识和能力。关于第 三个问题，学生
15、可能想出的答案会有老师或者父母等，可让他们进一 步思考，老师、父母这样问是出于什么样的目的？让学生感受到父母 师长对他们的关爱， 并提醒他们外出时要向父母说清楚要去的地方和 回家的时间， 养成习惯， 做一个不让父母担心的孩子。 At last, students can act out the story in groups. The homework: 1. Read after the tape for 3 times. 2. Copy the new words and the sentences. Thats all for today. Thank you for your watching. Goodbye!
